tag:blogger.com,1999:blog-661205551234997212024-03-19T00:36:22.096-04:00History ConnectedThe History Connected Teaching American History grant project works to improve the quality of history instruction by supporting professional development for middle and high school teachers of American history. This blog supports the project's work by showcasing U.S. history content, resources, and teaching strategies.KGleasonhttp://www.blogger.com/profile/14899068283178786767noreply@blogger.comBlogger81125tag:blogger.com,1999:blog-66120555123499721.post-20463828199075354012012-09-30T10:25:00.003-04:002012-09-30T15:39:23.629-04:00"Frequent Scenes of Misery"One of the standout workshops from the <a href="http://www.historyconnected.org/" target="_blank">History Connected</a> program this past year included a lecture from <a href="http://www.bu.edu/history/people/faculty/brooke-l-blower/" target="_blank">Professor Brooke Blower of Boston University</a>. She spoke about transnational migration, and explained that she purposely uses the word "migration" rather than "immigration" because it allows for the possibility that a person's move from one place to another is not permanent. Often, migrants leave their homeland to seek opportunity or change, but then return to their homeland or choose to move on to another place rather than stay permanently.<br />
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Our students are taught from a young age to be proud of being American. They are taught that ours is the best nation on the planet. There is nothing wrong with these lessons. However, it is also important for them to realize that for other people, a different nation might feel like the best one. This alternative perspective is just as important for children to learn so that they can interact from people from all over the world in a positive way. Our students also experience America as a secure place full of promise. Migrants who are entering America for the first time might not feel the same way.<br />
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As part of a 4 day lesson I created based on that workshop, called <a href="http://transnationalmigration.weebly.com/index.html" target="_blank">Transnational Migration in the Era of Big Business</a>, students looked at photographs that help them see America as a migrant may have for the first time at Ellis Island in the late 19th and early 20th centuries. Some of the photos are difficult. In fact, Colonel John Weber, commissioner of Ellis Island at the time, described the migrants as "hapless pathetic creatures" who were part of "frequent scenes of misery."<br />
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This one shows the long crowded lines they had to wait in upon arrival. Perhaps the large American flag on display was supposed to inspire them to be patient, but after a long journey across the Atlantic, I'm sure these slow lines were daunting. I can't imagine what it might have been like to stand in these lines with young children after an endless cramped journey across the ocean.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsGHfd_dik-qRIcmF3WwwXyIaQdA9avzphHfM9hWGijhX9nLfXlIaCDrCCi-INRRSfG1ME7By27TUjuKR0_lCtSbb7Pjj5le2ddWXUHib-Vb1hWo63qgeKhbfkHIWftbinvHM-6EwWoa8/s1600/EllisIsland2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="251" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsGHfd_dik-qRIcmF3WwwXyIaQdA9avzphHfM9hWGijhX9nLfXlIaCDrCCi-INRRSfG1ME7By27TUjuKR0_lCtSbb7Pjj5le2ddWXUHib-Vb1hWo63qgeKhbfkHIWftbinvHM-6EwWoa8/s320/EllisIsland2.jpg" width="320" /></a></div>
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This one shows some of the embarassing physical exams migrants had to endure. While the health of those entering the country seemed like a legitimate concern for American immigration officials, the public examinations were invasive and dehumanizing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGOeRqQX_haMNyHWeTzWjKgugkgoAXZAaOgsSY5ajIUFiBp4fVPL7riVWiJ7-NYwnfgrzY-RqTfE96zBpprbfTRiDrtoAFkyHHdGoztb4Cbkp1KaNqaDAA9yXTAc05WaeapZcmiputYTU/s1600/EllisIsland1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGOeRqQX_haMNyHWeTzWjKgugkgoAXZAaOgsSY5ajIUFiBp4fVPL7riVWiJ7-NYwnfgrzY-RqTfE96zBpprbfTRiDrtoAFkyHHdGoztb4Cbkp1KaNqaDAA9yXTAc05WaeapZcmiputYTU/s320/EllisIsland1.jpg" width="298" /></a></div>
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After analyzing these and other photos, students read accounts of real migrants' experiences. These are excerpts from a book by Vincent Cannato. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3nka_-IOxQeLFYLxw9u0vSDT3xi8M7z4bD-H6bkZ2k7xpkwmNZzwLqWNnnPGsBD6TFQ70YkZ0NyJz-SfeWyKdt0FAFKYxtGm9e-aSzkllVHYzCeSiErfM20AUswoLN-oLdYlgevu4j54/s1600/American+Passage.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3nka_-IOxQeLFYLxw9u0vSDT3xi8M7z4bD-H6bkZ2k7xpkwmNZzwLqWNnnPGsBD6TFQ70YkZ0NyJz-SfeWyKdt0FAFKYxtGm9e-aSzkllVHYzCeSiErfM20AUswoLN-oLdYlgevu4j54/s200/American+Passage.jpg" width="200" /></a>Some ended happily and some were tragic. One who had a happy ending was Bartolomeo Stallone from Italy.</div>
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Sixteen-year-old Bartolomeo Stallone also faced exclusion. Arriving from Italy in September 1911, Stallone was headed for his brother’s home in St. Louis, where he would work as a barber. At Ellis Island, Dr. E. H. Mullan certified the young man as “afflicted with flat deformed chest, lack of muscular development (poor physique), which affected ability to earn a living.” Stallone appealed his case, but August Sherman, acting in place of William Williams, reaffirmed the deportation order, noting that Stallone was “quite frail in appearance.”</div>
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When Stallone’s case landed on the desk of Secretary Nagel, he ordered that the immigrant be admitted on a $500 bond, most likely posted by his brother. After three weeks in detention at Ellis Island, Stallone was released. Two years later, Bartolomeo requested that the bond be cancelled. He had to report to officials in St. Louis, who found that the young man was making $12 a week as a barber. Though he had no savings, he told officials: “I live well, dress well, and send money home to my father and mother in Italy, so I haven’t anything saved up.” Impressed by the now-eighteen-year-old, officials canceled the bond and declared him: “Physically fit for admission and that there is little or no likelihood that he will become a public charge.” pg 209-210</blockquote>
A much sadder story came from the Mermer family of Russia:<br />
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February 1892<br />
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Russian Jewish immigrants …[experienced an] obvious lack of concern here at an American port. …steamship officials had forced these sickly passengers to cross the harbor to Ellis Island in an open barge in frigid weather.<br />
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Among those worn refugees… was the Mermer family: Fayer, her husband Isaac, and their five young children. The Mermers had managed to survive both the trip to Ellis Island and the inspection process and would soon begin their lives in America at a temporary lodging house at 5 Essex Street on Manhattan’s Lower East Side, provided for them by the United Hebrew Charities.<br />
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Twelve days after their arrival, the Mermers’ world was thrown into even greater turmoil. City health officials forcibly entered their Essex Street tenement, dragging Fayer, already sick with fever, out of the building kicking and screaming. Along with her son Pincus and daughter Clara, Fayer was forced into quarantine as city officials moved quickly and brusquely to deal with a highly contagious typhus fever outbreak. One week later, Fayer would be dead, though her children would recover. pg 70-71</blockquote>
At the end of the lesson, students demonstrated what they learned about the migrant experience by sketching. They had 3 options and could choose to draw:<br />
<ul>
<li>the emotions and feelings of the migrant,</li>
<li>the scene a migrant had witnessed based on the information from one of the excerpts, or</li>
<li>a side-by-side representation of what the migrant expected America to be and the reality.</li>
</ul>
Now I wish I'd saved some of the drawings I received when I implemented this lesson last spring. Many of the students took it quite seriously and their images were compelling. Primary source images and accounts are always a more powerful way to tell the story of history than a lecture or text book reading. Thanks to Professor Blower's lecture, I was inspired to do more digging into this topic and put together a lesson that was more meaningful for my students.Kerry Gallagher, JDhttp://www.blogger.com/profile/06929055111516475230noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-89320129658004858842012-09-28T18:54:00.000-04:002012-09-28T18:54:08.977-04:00Book Review: Overthrow: America's Century of Regime Change from Hawaii to IraqThis year's Primary Source's Summer Institute, titled "The US and the World Expressions of Power, Past and Present, provided me with great opportunities to discuss themes that are essential to my courses, World History II and US History I and to learn new content, as I'm not familiar with US History II topics. I took advantage of expanding my knowledge of 21st century American foreign policy by choosing to read and write a book synopsis on Stephen Kinzer's <i>Overthrow, America's Century of Regime Change from Hawaii to Iraq. </i>The book had been recommended to me by a graduate professor and I had never taken the time to read it. I'm really glad that I did, as a matter of fact, I wish I had read it before I took this summer's course. I highly recommend the book for anyone interested in 21st century American foreign policy, especially if you'd like a quick introduction, but even people who are familiar with the topic might find Kinzer's presentation, argument, collection of quotes, speeches, and vignettes to add depth and uniqueness that add personality to one's repertoire.<br />
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The novelty of Kinzer's argument is that when studied together, the US initiated and involved regime changes reveal patterns and commonalities that are important for Americans to know. Most alarmingly, Kinzer emphasizes, is that many of these regime changes were meant to help protect the US and its interests; however, unfortunately, have only laid the foundations that created series of events that have provoked the growth of anti-American feelings, most notably culminating in the 9/11 attacks. Though these topics are undoubtedly deep and complex, Kinzer narrows his topic to focus on key Americans involved, a quick background of the political and economic conditions of the foreign country, and quick background of the political and economic threat these conditions had to the US and American interests, especially corporate.<br />
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One theme that emerged in looking at the political and economic conditions of the foreign countries was the emergence of nationalism, nations wanting to take back control of their countries' resources from foreign influence to build and strengthen their country for their people. In many cases, many of these revolutionary rumbles and their leaders were very democratic in nature and aim. Many of these leaders that the US helped to overthrow looked to the US
as a model for their country, one of the most notable example is Ho Chi
Minh's speech after Japanese occupation in Vietnam during World War II,
by quoting the Declaration of Independence in Vietnam's declaration of
independence. <span id="internal-source-marker_0.7691741515432298" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span>However, and quite sadly, the US, especially during the Cold War, spun these events as dangerous, socialist stirrings that would give Moscow greater control and influence around the world, which became a fireproof reason to overthrow the leader. These democratic yearnings in emerging foreign nations was also, unfortunately, paired with shockingly undemocratic action by the US. Even more unfortunate is that regime changes resulted in a severely less democratic, and, in most cases, dictatorial leadership. The events in Iran illustrate these grave mistakes more than any other, especially since it transformed Iran from a strategic partner to the US in the Middle East to a rogue enemy, a transition that contributed to future problems for the US in Afghanistan and Iraq.<br />
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Another pattern that revealed itself through the continuum that Kinzer presented was the merging of poltical and economic interests. It appears to be dangerous to impartial judgement to have someone so involved in or connected to a corporation also involved in the government, especially when the government becomes involved with that corporation. This mix becomes even more treacherous when amplified by family connections. In the case of Guatemala, not only did Secretary of State John Dulles legally represent all three companies that monopolized Guatemala, Electric Bond and Share, International Railways of Central America, and United Fruit, his brother, Allen Dulles, director of the CIA owned stock in United Fruit.<br />
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One final theme that I'll share is the influence of fear, whether short-sighted felt or intentionally utilized, as a major motivating factor in US foreign policy. Though hind-sight is 20/20, this string of fourteen regime changes must inform Americans, and those more directly involved in policy making, to act cautiously and sensibly. During the Cold War era, any hint of communism created overreactions and decisions made by fear as opposed to logic and reason. One must take into consideration the historical past without imposing judgement from the present, but lessons must be learned.<br />
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Once again, I highly recommend <i>Overthrow</i> to any teacher of US II, 21st Century history, or anyone just curious about this time period and topic. I'm assuming most books and arguments that cover such controversial topics have pronounced agendas and perspective, but I didn't find that to overwhelm or cloud Kinzer's work. I would only caution readers, as I mentioned above, to be mindful of the benefit of hindsight. In addition to informing and adding to one's knowledge of 21st century American foreign policy, <i>Overthrow</i> provides a platform for a variety of classroom uses. Teachers can use the lead individuals, both American and from the countries that were overthrown, as ways to study history through biographies. Library of Congress's <i>Chronicling America</i> also serves as a great resource to provide that historical perspective, as students can find primary sources that capture how these foreign affairs were communicated to the nation and the nation's reactions. Pamela Fosshttp://www.blogger.com/profile/06620526741079384131noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-88070291985034951722012-09-26T21:42:00.000-04:002012-09-26T21:42:22.490-04:00How Would YOU Have Felt at the 1893 Chicago World's Fair?I was fortunate enough to be among a group of teacher scholars <a href="http://historyconnected.wikispaces.com/SummerInstituteYearThree" target="_blank">this summer</a> who are interested in studying American imperialism and the social beliefs that go along with it. They included Caroline Allison, Amy Fedele, and Chris Selvaggio. Although we are taught to think of the late 19th century as an era of booming business, life-changing inventions, and great social change as students... it was also a time when Americans bought wholly into <a href="http://library.thinkquest.org/C004367/eh4.shtml" target="_blank">Social Darwinism</a>. In fact, many believed that a person's value was linked to his race and ethnicity. Studying how America chose to represent itself and other peoples from around the world at the 1893 Chicago World's Fair is a great way to help students understand this mindset.<br />
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Our group came up with <a href="http://1893worldsfairproject.weebly.com/index.html" target="_blank">1893 Chicago World's Fair: Who Holds the Power?</a>.<br />
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<a href="http://1893worldsfairproject.weebly.com/index.html" target="_blank"><img border="0" height="200" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijV72Y68e05wkZdZgoLijJ3pze5lkwYaNwFj64cfb5AKYSn46YRMg0XsLzbXPDs5kQsCbNfToTPDxuqvCWkU82Iinm1gZ9zLM3EMCLGUL8JJ6YgXZgDVe2cnCU6psEOaM8DqxzX9ap_fs/s320/ChicagoWorldsFairHome.jpg" width="320" /></a></div>
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Students start by watching the video below. While the narrator's voice is a little high pitched, the information presented captures the main ideas behind imperialism and gives students a brief explanation of what occurred at the fair.<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/3wzyRepJuvM" width="420"></iframe><br />
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For a more thorough look at the fair, students can tour maps and images of the exposition, including the video tour below. It was created by an Harvard University Graduate School of Design student.<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/BjR_5joHEHs" width="560"></iframe><br />
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Then students choose to take on an identity. They will try to see the fair from the perspective of their chosen role. Each role has its own page on the website describing the identity in more detail . There are also recommeded exhibits for the student to visit. Roles include:<br />
<ul>
<li>German Immigrant</li>
<li>Native American</li>
<li>African American</li>
<li>Japanese Diplomat</li>
<li>Female Mill Worker</li>
<li>Captain of Industry</li>
<li>Inventor</li>
</ul>
The culminating project is a scrapbook or photo book in which student annotates a few photographs explaining how the sights and exhibits pictured made them feel, from the perspective of their chosen role. Our hope was for students to try to experience the dominating racist ideologies of Americans in the late 19th century from the perspective of one the minorities who had to struggle through this time.Kerry Gallagher, JDhttp://www.blogger.com/profile/06929055111516475230noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-81638772544108182732012-09-26T21:01:00.000-04:002012-09-27T07:42:45.286-04:00Soft Power: Then and NowAfter attending this <a href="http://www.primarysource.org/the-us-and-the-world" target="_blank">summer's Primary Source institute</a> in July, I was in a bit of a conundrum. I wanted to introduce the idea of soft power to ALL of my students, but my freshmen do not study the era that we focused on in the institute, which was after 1898. So, after much thought, some research, and one proposal submission, I managed to come up with a way to integrate soft power into the discussion of the United States government's first attempts at foreign relations in the late 18th century.<br />
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The entire lesson can be found at <a href="http://softpowerearlyrepublic.weebly.com/index.html" target="_blank">Soft Power in the Early Republic: The U.S. and France</a>.<br />
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<a href="http://softpowerearlyrepublic.weebly.com/index.html" target="_blank"><img border="0" height="200" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8r3QomqTJEopom1ZQY-7oI0DPf58bYtjEchsRWT39FIYps8HAoXCY3n4Zb8_rdsLWfbB7bItpSujCtGUfFdGQQu3f9i7-U6nn6vHKCBn-5G141y3w-kDC_jlPdLwbIYRZ0imuX5VL1RU/s320/ProjectThumbnail.jpg" width="320" /></a></div>
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First of all, what is <em>soft power</em>? Since most adults have not heard of the term, it is even less likely that the average teenager in my classroom is familiar with it. It was coined by Joseph Nye in his 2004 book <em>Soft Power: The Means to Success in World Politics</em>. Rather than ask the students to read the book, I plan to show them a clip of the beginning of this interview in which Nye explains the theory.<br />
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<iframe allowfullscreen="allowfullscreen" frameborder="0" height="315" src="http://www.youtube.com/embed/oAnj8LN35tc" width="420"></iframe><br />
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Then, I will challenge students to come up with a definition of the term in their own words. To further prove that they understand the concept, I plan to ask them to find current event examples of the attempted use of soft power within the past 6 months.<br />
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Now for the historical application. When I think of soft power in the early United States, I think of a few situations: <br />
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First, I think the the intense efforts to form an alliance with France out of fear that the British would out-muscle the inexperienced and new American military. So, I chose to have students read and analyze the <a href="http://avalon.law.yale.edu/18th_century/fr1788-2.asp" target="_blank">Treaty of Alliance with France, February 6, 1778</a>.<br />
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Next, when I think of soft power I think about President Washington's strong desire to stay out of the European conflict and allow his new nation to get up on its own two feet. So, the obvious choice was the <a href="http://avalon.law.yale.edu/18th_century/neutra93.asp" target="_blank">Proclamation of Neutrality, April 22, 1793</a>.<br />
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Of course, when discussing soft power around this time period of revolutions, one cannot ignore the great debate among Americans about whether the U.S. government should officially support the French Revolution. One either side of this debate were Thomas Jefferson and Alexander Hamilton. Therefore, I chose to have students analyze the <a href="http://chnm.gmu.edu/revolution/d/592/" target="_blank">Letter to William Short, Thomas Jefferson on the French Revolution, January 3, 1793</a> and the <a href="http://chnm.gmu.edu/revolution/d/593/" target="_blank">Memorandum on the French Revolution, Alexander Hamilton, 1794</a>.<br />
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Finally, as he retired after two four year terms as President of the United States, Washington warned Americans against forming strong alliances with other nations that could force the young country into war. In his <a href="https://www.mtholyoke.edu/acad/intrel/gwfare.htm" target="_blank">Farewell Address, September 17, 1796</a> Washington was trying to convince Americans to avoid using hard power and to use soft power whenever possible.<br />
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The culminating activity is for students to stage their own interview, much like the one they watched of Joseph Nye at the beginning of the lesson. The interview subject will instead be the author of their document. They will ask about the author's intent and how he used soft power to accomplish his goals.<br />
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My hope is that students will gain an understanding of how goals can be reached on the international stage without threats and bribes. I also hope they learn that these soft power tactics may have recently been renamed, but they have been used my leaders for a long long time.Kerry Gallagher, JDhttp://www.blogger.com/profile/06929055111516475230noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-31600648661772648132012-09-15T11:57:00.000-04:002012-09-15T11:57:08.457-04:00Teaching Public History<br />
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When we visited the Massachusetts Historical Society in
July, we learned about all the resources available to teachers, both digitally and
through a trip to Boylston St in Boston.
I am planning on using the online features offered by the <a href="http://www.masshist.org/">MHS</a> and encouraging my students to visit there to do some primary source research if
they pick an applicable topic for their sophomore research papers. This is great example of local public history at its finest!<o:p></o:p></div>
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Last year as a result of my professional development with
the Teaching American History grant, I incorporated a lot of public history
into my teaching. I’d like to share one
lesson I did that I though was particularly effective. This lesson included an instructional method
I picked up from History Connected—“Silent Conversation.”<o:p></o:p></div>
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The lesson is on the Inauguration of President Theodore
Roosevelt and makes use of the National Park Service’s website: <a href="http://www.nps.gov/thri/index.htm">http://www.nps.gov/thri/index.htm</a>. The website gives resources for teachers and
has information for tourists that wish to visit The Wilcox Family Home, the
site of the inauguration. <o:p></o:p></div>
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In my lesson, I use images from the website and instruct my
students to have a “Silent Conversation.”
I post the images around the room and have a large blank piece of paper
below. Students are asked to write one
thing on the paper and initial it. It
can be a question, an idea about the content, a detail they think is
interesting or important or they can comment on a point from a peer. <o:p></o:p></div>
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At first, students usually don’t see the connection between
the images, but after they have viewed
them all, most have a vague understanding that the images are about President McKinley’s
or Teddy Roosevelt’s Inauguration. When
we reconvene as a class, we examine each image, this time with further explanation from me. I also answer their questions, as best I can.
The <a href="http://www.nps.gov/nr/twhp/wwwlps/lessons/77troosevelt/77troosevelt.htm">NPS site</a> does a great job of proving questions for each image as
well as the historical context to guide teachers. <o:p></o:p></div>
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The skill that students work on is analysis of primary sources as
outlined in <b><u>Historical Thinking Standard 4</u></b>:<o:p></o:p></div>
<div style="background-position: initial initial; background-repeat: initial initial; margin: 0in 0in 9.6pt 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: #f3f3f3;"><span style="font-family: Times, 'Times New Roman', serif; font-size: 10pt;">§<span style="font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: inherit;"><strong>Obtain
historical data</strong><span class="apple-converted-space"> </span>from
a variety of sources, including: library and museum collections, historic
sites, historical photos, journals, diaries, eyewitness accounts, newspapers,
and the like; documentary films, oral testimony from living witnesses,
censuses, tax records, city directories, statistical compilations, and economic
indicators. <o:p></o:p></span></span><span style="background-color: #f3f3f3; text-indent: -0.25in;">(Source: </span><a href="http://www.nchs.ucla.edu/Standards/historical-thinking-standards-1/4.-historical-research-capabilities" style="background-color: #f3f3f3; text-indent: -0.25in;">http://www.nchs.ucla.edu/Standards/historical-thinking-standards-1/4.-historical-research-capabilities</a><span style="background-color: #f3f3f3; text-indent: -0.25in;">)</span></div>
<div style="background-position: initial initial; background-repeat: initial initial; margin: 0in 0in 9.6pt 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: #f3f3f3;"><span style="font-family: inherit;">§ <!--[endif]--><strong>Interrogate
historical data</strong><span class="apple-converted-space"> </span>by
uncovering the social, political, and economic context in which it was created;
testing the data source for its credibility, authority, authenticity, internal
consistency and completeness; and detecting and evaluating bias, distortion,
and propaganda by omission, suppression, or invention of facts. (Source: <a href="http://www.nchs.ucla.edu/Standards/historical-thinking-standards-1/4.-historical-research-capabilities">http://www.nchs.ucla.edu/Standards/historical-thinking-standards-1/4.-historical-research-capabilities</a>)</span><span style="font-family: Helvetica, sans-serif; font-size: 10pt;"><o:p></o:p></span></span></div>
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This is really evident when students examine an artist’s
sketch of Teddy Roosevelt being sworn in and then look an actual photograph of
the room in the drawing. We discuss the
intent of the artist and the difference between a photograph and drawing as a
primary source. We also examine a
newspaper heading and compare photographs from past and present of the
site. <o:p></o:p></div>
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Lastly, we end with a conversation about the use of The
Wilcox Family Home as a historical site.
I ask my students what types of historical tours they have taken or
would like to take in the future. In the
end, I make sure we connect this back to the function of public history.<o:p></o:p></div>
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If you have time and are teaching some lessons on Teddy
Roosevelt, check out the NPS website. If
this doesn’t apply, I also highly recommend using the “Silent Conversation”
instructional method with your students.
It gets them moving around the room and encourages historical inquiry <i>and</i> helps you hit your teaching standards!<o:p></o:p></div>
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Image Credits from <i>National Park Service</i> "Theodore Roosevelt Inaugural Site: Birthplace of the Modern Presidency." 15 September 2012 <<a href="http://www.nps.gov/nr/twhp/wwwlps/lessons/77troosevelt/77TRoosevelt.htm">http://www.nps.gov/nr/twhp/wwwlps/lessons/77troosevelt/77TRoosevelt.htm</a>></div>
TKassinhttp://www.blogger.com/profile/06823523618617221369noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-46590937318553021572012-08-19T16:34:00.000-04:002012-08-19T16:34:49.511-04:00Reflections on Summer Institute<span id="internal-source-marker_0.6724275566091882" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Now
that a couple of weeks have passed from this year’s summer institute, I
finally have some time to reflect upon the course and sift through
materials to see what will be useful my courses. Most of my colleagues
have mentioned in their blogs things I found particularly useful. Thus, I
want to share some methods that can be used to help students analyze
primary sources. These methods were adopted by the Social Studies
Department at Wilmington High School. Most of our department uses these
techniques as described below, and others alter them to suit their
individual needs. I hope you can make use of them as well.</span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I
plan to use APPARTS to analyze the letters we looked at during our
field trip to the Massachusetts Historical Society. I plan to use the
letters exchanged between Henry Cabot Lodge and Theodore Roosevelt.</span><br />
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">AP PARTS-When analyzing a primary source document</span></li>
</ul>
<span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>A</b></u>uthor: who created the source, what do you know about him/her, Point of view is key … position in life, background</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>P</b></u>lace & time: when was this written? Where?</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>P</b></u>rior knowledge: what else do you know about this?</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>A</b></u>udience: who is this intended for? Clerics? Crown? Merchants? Workers?</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>R</b></u>eason: why was it created?</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>T</b></u>he main idea: what point is this source trying to convey?</span><br /><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>S</b></u>ignificance: why is it important? So what? Inferring importance from data.</span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I plan to use OPTIC to analyze the Pears’ Soap “The White Man’s Burden” advertisement from Ron Woolley’s workshop.</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">OPTIC – When analyzing a visual</span></li>
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: 'Courier New'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>O</b></u>verview – look it over for all of its aspects</span></li>
</ul>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>P</b></u>arts – what are the pieces that make up this picture, photo</span></li>
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>T</b></u>itle – does the title reveal anything</span></li>
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>I</b></u>nterrelationships – how do the items/people/subjects of the visual interrelate?</span></li>
<li style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><u><b>C</b></u>onclusion – what can you draw from this visual?</span></li>
</ul>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>TKassinhttp://www.blogger.com/profile/06823523618617221369noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-2803603161789553572012-08-08T19:50:00.001-04:002012-08-08T19:50:16.993-04:00The Olympics as a Historical ToolMost Americans are tuned to their televisions watching American's take on the world in London. The 2012 Summer Olympiad is an exciting tool that can be used to engage students in the relationship that the US has with the world.<br />
<br />
As an opening I would discuss major happenings from the current Olympics. Examples of big medal victories, any acts of un-sportsmanship/ sportsmanship, and international politics. You could mention how First Lady Michelle Obama was America's representative to the games:<br />
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<img height="228" src="http://i.huffpost.com/gen/706123/thumbs/o-MICHELLE-OBAMA-OLYMPICS-570.jpg?4" width="320" />
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I would then open up a discussion on other famous Olympiads and America's connection to them. I would primarily focus on the 1936 German summer games. With the 1936 games I would make sure to draw the student's attention to the actions of Adolf Hitler and his dreams for an attempt to show Berlin off to the world.<br />
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<img height="219" src="http://jettandjahn.com/wp-content/uploads/2012/07/olympictorchrelay.jpg" width="320" />
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In an almost "slap in the face" of Nazi Germany students would then learn about the great accomplishments of Jesse Owens, someone who the Nazis refused to treat as a desired human being.<br />
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<img src="http://t2.gstatic.com/images?q=tbn:ANd9GcQQNRl8sN4k6lrSDFWwiN4ZDs9crL0Jm7VoX365G0MGzBg2XHFDDglZXmra" />
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Using current events is a great way to draw students into history. By connecting such a popular event like the Olympics to America's previous role in the world students will be able to understand the that America's connection to the world is not something new or something that will end any time soon.Ilyse Rubinhttp://www.blogger.com/profile/08993645873180902167noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-50692833840374084932012-07-19T10:41:00.001-04:002012-07-19T10:41:11.890-04:00As this years summer institute concludes I will continue to tell educators that this program is one of the best if not the best for of continuing educations. Over the years we have been provided with the opportunity to listen to some of the best professors lecturing in their field of expertise and sharing how they present the material to their college classes. We have also had the opportunity to listen to fellow teachers who have created amazing lesson plans and are willing to share them with us in order for us to improve on our teaching. Over the years I have taken a great number of graduate courses, this History Connected program ranks up there with the best of those course. Not only has it provided me with in-depth information in my content area, but it has also provided me with the tools (lessons) to carry it out. Using this past summer institute as an example, I was very impressed Ron Woolley’s session on “Selling Empire: Pears Soap and Roosevelt Corollary”. Ron showed us how he implements the Pear Soap advertisement to analyze foreign policy and the Roosevelt Corollary. Not only is this something that I plan to use in my classroom when I cover this time period in history, but it also provided me with the tool/activity that I can implement with other advertisement that were presented in history. One historian that really stood out to me during this summer institute was Cathal Nolan. What I took from his lecture was not only the content that he provided for us, but what I thought was just as important was his opposing viewpoint when compared to other lecturers throughout the week. As teachers of history we have a great responsibility to present both sides of the argument on every historical issue that we cover. We also need to hide our personal bias as we cover this material. Having both sides of an issue presented to us as teachers, is just as important so we can provide our students with a balanced argument. These are just two examples of many that I could provide for the excellent program that we have been fortunate enough to be a part of. I hope that we can continue to meet and share in some capacity in the future. <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcRu_qG8AGPIgT_tz6lxnIhGoYNVRtod4uXO9-2ZnJmQVwTIGzYTf1cN9Dyxld5Ae-PQoMTeJC_T4mSSAlcMOH1UzOQd0EAS5eE_s76rapGakXSftLbgtyP-CuUMlfZkk6NyuYT06YBas/s1600/banner.jpg" imageanchor="1" style="margin-left:1em; margin-right:1em"><img border="0" height="86" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcRu_qG8AGPIgT_tz6lxnIhGoYNVRtod4uXO9-2ZnJmQVwTIGzYTf1cN9Dyxld5Ae-PQoMTeJC_T4mSSAlcMOH1UzOQd0EAS5eE_s76rapGakXSftLbgtyP-CuUMlfZkk6NyuYT06YBas/s320/banner.jpg" /></a></div>Mark Staffierhttp://www.blogger.com/profile/03495766172199688380noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-84564813101620269632012-07-19T09:45:00.001-04:002012-07-19T09:45:52.833-04:00The field trip experience that we took on Thursday July 12th is one which I plan to share with my colleagues when we return to school this September. Beginning with the Massachusetts Historical Society in the morning and ending with the Isabella Stewart Gardner Museum. We are so fortunate to have the Massachusetts Historical Society to use for our research and teaching experiences. Over the years I have used their website, but unfortunately after visiting them on Thursday I realized that I have not utilized them to the fullest degree. I was amazed by the amount of information, resources and organization that they have there for us to use. When I return to school this year I plan to share with my department members what I experienced there with hopes of them using them more to enhance their classroom materials. I also plan to utilize the Mass. Historical Society as I continue to put together what will eventually be a local history course elective at our high school.
Later that afternoon, we had the opportunity to visit the Isabella Stewart Gardner Museum, which I had never been to before. This museum was one of the most unique museums that I have ever been to before. Not only does this museum represent a global perspective or economy, but it also presents a great deal of history leading up to the most recent heist, which I know would immediately grab my student’s attention. The history behind this museum is very fascinating from it origin to its legacy and how it has been taken care of over the years. I look forward to sharing this information with my department members as well as with my students in the coming years. I would like to incorporate a field trip back to this museum at some point with my students as well.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUcvyEIpGIJ1vyTx07u-5WJorxao-nX9clajftzpLJ7yzw5r33pIXGfUBEhrOne7-_4M0MaY_SbeydyjeX1fQ3PYSpagkbbqsJIT2qpiMkymhSmnkBLbdyqruRerlgO2W6qdtajHqTqSU/s1600/garner+museum.bmp" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="298" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUcvyEIpGIJ1vyTx07u-5WJorxao-nX9clajftzpLJ7yzw5r33pIXGfUBEhrOne7-_4M0MaY_SbeydyjeX1fQ3PYSpagkbbqsJIT2qpiMkymhSmnkBLbdyqruRerlgO2W6qdtajHqTqSU/s320/garner+museum.bmp" /></a></div>Mark Staffierhttp://www.blogger.com/profile/03495766172199688380noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-1608229100547465902012-07-13T11:36:00.001-04:002012-07-13T11:37:19.674-04:00Summer InstituteSummer Institute<br />
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<span style="font-family: Times;">History
lovers often love learning about wars and monarchs, dates, etc. However we all
know that some if not many of our students find it difficult to stay engaged
with information like that. Imagine teaching heavy hitting, important
information and concepts using these vehicles: rap and popular song,
architecture, Coca-Cola, sports, soap, bananas, sewing machines, Disney, The
World’s Fair programs, and others! Now these are things our students know
something about or can relate to more easily. The premise of the Summer
Institute ‘U.S. and The World: Expressions of Power Past and Present’ is to
look at relationships between the U.S. and other countries from political,
social, and commercial perspectives. The products and companies used to
deliver the information serve as a hook to help students remember and apply in
a real way the impact of the American 'Empire'. The participants in this
institute are abuzz with excitement at how interesting and usable the materials
are. The field trip to The Massachusetts Historical Society and the Gardner Museum were usable and enjoyable! Art, artifacts and documents give our students hands on means of learning. </span></div>
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<span style="font-family: Times;">As I looked through the frameworks, I believe the following have been very
well covered by the Institute:<o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USII.6 </span></i></b><span style="font-family: Times;">Analyze the causes and course of America’s growing role in world affairs
from the Civil War to World War I. <o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USG.4.2 </span></i></b><span style="font-family: Times;">Analyze reasons for conflict among nation states, such as competition
for resources and territory, differences in system of government, and religious
or ethnic conflicts.<o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USG.4.4 </span></i></b><span style="font-family: Times;">Describe the tools used to carry out United States foreign policy. <i>Examples:
</i>Diplomacy, economic aid, military aid, humanitarian aid, treaties,
sanctions and military intervention.<o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USG.4.5 </span></i></b><span style="font-family: Times;">Examine the different forces that influence U.S. foreign policy,
including business and labor organizations, interest groups, public opinion,
and ethnic and religious organizations.<o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USG.4.8 </span></i></b><span style="font-family: Times;">Use a variety of sources, including newspapers, magazines, and the
internet to identify significant world political, demographic, and
environmental developments. Analyze ways that these developments may affect
United States foreign policy in specific regions of the world.<o:p></o:p></span></div>
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<b><i><span style="font-family: Times;">USG.4.9 </span></i></b><span style="font-family: Times;">Evaluate, take, and defend a position about whether or not the United
States should promote the spread of democracy throughout the world, or in
certain parts of the world, or not at all.<o:p></o:p></span></div>
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<span style="font-family: Times;">As I wrote early in the blog – these are meaty concepts – giving the
students a lot to think about. Now we have many tools to uses to ensure such
thinking! Many of the strategies were
open-ended- getting the students to comment and think based on analysis of a
document before the ‘academic’ presentation- talk about prior knowledge! These
activities make the students realize they do already have some knowledge and
abilities to digest these deep issues. <o:p></o:p></span></div>
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<span style="font-family: Times;">Example: Who would ever think that
a soap ad could get students thinking about American (white man’s)
expansion? The many symbols and images
in this ad were shown by Ron Woolley of Hingham High School to get students
engaged in a meaningful conversation.<o:p></o:p></span></div>
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How about this image to get
students talking about the US in Latin America as Lina Yamashita had us do?<o:p></o:p></div>
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Caroline Berz led us in to an
insightful discussion of the Spanish American War and American sentiment by
using images like the following from the 1904 World’s Fair.</div>
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Powerful and creative teaching and
learning is the result of such high quality professional development. Kudos to Kara, Ann Marie and colleagues for
bringing in such high quality
presentations and lessons! I believe I can speak for
all when I say thank-you.<o:p></o:p></div>
jacciavattihttp://www.blogger.com/profile/08022940574731760676noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-50546029994538649362012-07-12T21:09:00.003-04:002012-07-12T21:09:33.758-04:00Massachusetts Historical Society TripThis afternoon the summer group travelled to the Massachusetts Historical Society for an excellent seminar on foreign relations. I had only ever used this organization for their John Adams papers and was a bit surprised at how much the library had on the Spanish American War and the Philippine American War. Among other very useful <a href="http://masshist.org/education/curricula.php">ready to use curriculum,</a> there is one in particular that connects to our theme. Jason Raia, a teacher from Pope John XXII High School in Everett, MA created a lesson plan with the sources at the Historical Society called <a href="http://masshist.org/education/resources/raia.php">Adams Family Foreign Policy: Letters and Diaries from Europe</a>. This lesson plan is perfect for a US I teacher who is seeking to introduce a greater world perspective. The European perspective in the Revolutionary Era can be oversimplified to a few military leaders, the Prussian influence, and the British military. This lesson plan uses the resources of society to offer a mush fuller context.<br />
<br />
As a side note, while exploring the site tonight I came across this page that lists the teacher seminars that the MHS offers:<br />
<a href="http://masshist.org/education/seminars_for_teachers.cfm">http://masshist.org/education/seminars_for_teachers.cfm</a>Mary Carneyhttp://www.blogger.com/profile/15089153837419572231noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-11370023165590132792012-07-10T19:33:00.001-04:002012-07-10T19:33:44.678-04:00TAH Summer Institute - Day 1This past Monday marked the beginning of the TAH summer institute. With excellent speakers and teacher presentations, it was a fantastic start to what will certainly be a great week! One of the presentations was particularly compelling. Professor Jeffery Melnick gave a fascinating presentation on America's Soft Power throughout the world during the 20th century. This presentation was interesting to an audience of history teachers, but the question remains: Is there a place in the HS classroom for an in-depth discussion of this topic? Put another way, is there room for Jamerican Hip Hop in the U.S. History classroom? After further reflection on Melnick's presentation, I believe the answer is yes.<br />
<br />
There is no question that today's history teachers face a real challenge in covering a great amount of content in a short amount of time. We've all been there. But within the great breadth of content, we all must be selective about which topics we offer depth to. I maintain that, given the state of global affairs, the developments of America's Soft Power in the world is a critical topic for today's high school students to understand and discuss.<br />
<br />
Professor Melnick offered several ways to teach globalization, glocalization, and the incredibly strong influence that America has over the rest of the world. One that I really wanted to know more about was his quick reference to the life of a t-shirt. Fortunately for us, the beginning of the book he was referencing, <a href="http://books.google.com/books?hl=en&lr=&id=0bdUHkbEZqQC&oi=fnd&pg=PR7&dq=shirt+cotton+to+america&ots=Zbk2Rh3DcY&sig=lvbtS92W5McXMj5vJuokugxN4L8#v=onepage&q=shirt%20cotton%20to%20america&f=false">The Travels of a Tee-Shirt in a Global Economy</a>, is available at google books. This is a great source that I am confident my students are going to dive into this coming year! Additionally, Melnicks ideas about researching the globalization of food, sports, tourism, and music (I have a lot of research to do on the Jamaican influences on Hip Hop during the 1970s!) are perfect for discussing this important topic with students. I know that this is going to be a thought provoking and successful unit with my juniors this year!Mary Carneyhttp://www.blogger.com/profile/15089153837419572231noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-77319588699488044622012-07-06T16:04:00.000-04:002012-07-06T16:04:01.468-04:00Hello and Good-bye<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
As the final course of TAH History Connected approaches I
find some conflicting emotions.<span style="mso-spacerun: yes;"> </span>I look
back and find that my time with History Connected has deepened my
understandings not only of US history, but of my students and my teaching as
well.<span style="mso-spacerun: yes;"> </span>When I discovered that some of
the participants had already spent three years in a previous TAH program I
wondered how someone could commit to such a six-year commitment.<span style="mso-spacerun: yes;"> </span>But now I find that as my own year three
comes to an end, I wish there were more.<span style="mso-spacerun: yes;">
</span>Yet I am happy to complete the full scope of History Connected.<span style="mso-spacerun: yes;"> </span>The upcoming course ‘The U.S. and the World’
has already got me thinking- and it hasn’t even started yet.<span style="mso-spacerun: yes;"> </span>The orientation proved to be both engaging
and challenging.<span style="mso-spacerun: yes;"> </span>Ann-Marie asked us to
post entries based on our current understandings of the importance of events in
U.S. history. At first I wasn’t sure I could complete the assignments.<span style="mso-spacerun: yes;"> </span>However, I found that I had enough background
to actually complete the assignments.<span style="mso-spacerun: yes;">
</span>Years ago during the Falkland Islands War, my father, whose parents were
British citizens, had a lot to say about the relationship between the US and
the UK.<span style="mso-spacerun: yes;"> </span>The conversations I had with him
at that time came back to my mind and formed the basis for my glossary
entry.<span style="mso-spacerun: yes;"> </span>That assignment not only helped
prepare me for the course- but also helped me remember the things that were
important to my Dad.<span style="mso-spacerun: yes;"> </span>The idea of “Soft
Power” was also interesting to me.<span style="mso-spacerun: yes;"> </span>There
are some nations that may believe we exert soft power, but I’m pretty sure there
are others who think that whenever we exert any power at all it is definitely
not soft- given the strength of the US.<span style="mso-spacerun: yes;">
</span>I am intrigued to dig deeper into this concept. <o:p></o:p></div>
<div class="MsoNormal">
On another personal note- wow- Luce’s article made me
realize how much Life Magazine really did shape my ide of what American life
can and should be like.<span style="mso-spacerun: yes;"> </span>When I was a
girl, that journal came to my house each week- and I looked through each and
every issue- taking its content for granted. <span style="mso-spacerun: yes;"> </span>Couldn’t and shouldn’t my life be just like
that?<span style="mso-spacerun: yes;"> </span>This really gave me food for
thought- and I am an American.<span style="mso-spacerun: yes;"> </span>What
would foreigners assume?<span style="mso-spacerun: yes;"> </span>Again, it’s a
lot to look forward to as we get into our coursework.<span style="mso-spacerun: yes;"> </span>I hope others will agree with me as I say The
U.S. and The World looks like it will be the grand finale to the fireworks of
History Connected!<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->jacciavattihttp://www.blogger.com/profile/08022940574731760676noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-87394467951129979762012-07-06T13:36:00.001-04:002012-07-06T13:36:59.308-04:00Approaching US & the World in the ClassroomNext week the Summer institute participants of History Connected will gather in Reading to continue our look at US & the World. We will look at different examples of US interaction with world powers and implications of this interaction.<br />
<br />
As I plan for next year I like to think about new ways of integrating History Connected into my classroom. Although my district does not have a curriculum where US and World history is integrated we do have flexibility to alter the existing curriculum to fit our current interests. One activity presented in the Summer institute orientation allows for students to study and "do" US history while thinking about world history.<br />
<br />
<a href="http://timerime.com/">Timerime.com</a> allows to students to build and create their own timelines based on themes, movements or even places. Within the Summer institute we created a timeline that focuses on US action's that had a direct impact on a world event. By allowing students to research their own events and build their own timelines, students are not only studying history but are also "doing" history and becoming active participants in their learning.Ilyse Rubinhttp://www.blogger.com/profile/08993645873180902167noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-86137732497891679402012-07-03T11:16:00.000-04:002012-07-03T11:17:26.100-04:00As this school year concluded the Wilmington High School’s September 11th Memorial Committee met for the last time until next school year. This group was inspired by last year’s History Connected Seminar which examined historical memorials. Since then, we have been able to organize a group of students who have volunteered their time and effort to help educate, raise awareness, fundraise and design a 9/11 Memorial for new up and coming high school. Meeting once a week our committee kicked off the year with its first fundraising effort which was a memorial t-shirt which was designed by one of our members. Both Tracey Kassin and I have provided our students with information that we have gained from History Connected in regards to memorial designs and interpretations. As we move forward with this process, our students have been given the opportunity to meet with the architects for our new high school and express their ideas for the memorial. In between meetings with the architects, we were fortunate enough to take a field trip to New York City to Ground Zero with our committee to view it first hand. Not only did this trip allow our students to see the location of the horrific event, but it also gave them inspiration on how to design a memorial of their own. A few weeks later our students met with the architects again and proposed memorial ideas which they themselves had created. After lengthy discussion, the committee as a whole agreed upon two designs for our memorial. The architects spoke with the students and explained how they were planning on trying to create one memorial by combining the two that were chosen by the committee. Unfortunately the building of our high school has been placed on hold, and as a result we have not heard back from the architects. This setback has not slowed down our committee of students. During the last week of school, our students held their last meeting of the school year. At this meeting, we had a guest speaker come to speak with our students about creating memorials. The speaker was a local man who worked on the Town of Wilmington’s War Memorial on the town common which commemorates veterans from World War I, World War II, Vietnam, and the Korean War. H explained to the students about the process involved in creating a memorial and also volunteered his help with the process. Our committee also worked on some new fundraising ideas for next year, as the need for more funds is still very important. Our committee was inspired by the History Connected program and we wanted to keep all of those interested up to date with our progress.<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCioyImAfUGFLeMN1FMhGZ3hviv2l6UhyphenhyphenGW63LZkvrHaZmgqOD2Vn4akSSy8WMyD9wBTZV-0HEZZhpN5_4EKwsMwATWM2K4-4DjyfimmC7155PeIwNRL9mVcFeFwXbmQCfJDLEteAw4NU/s1600/photogroup2.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="239" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCioyImAfUGFLeMN1FMhGZ3hviv2l6UhyphenhyphenGW63LZkvrHaZmgqOD2Vn4akSSy8WMyD9wBTZV-0HEZZhpN5_4EKwsMwATWM2K4-4DjyfimmC7155PeIwNRL9mVcFeFwXbmQCfJDLEteAw4NU/s320/photogroup2.jpg" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLcUHHQGdLrA-aWAVlaBF_UecVz9JwJb44kEbFnsXa7GaHC65Szmb3pgiCLVZ33pr3d84TK4bJ4Ys2yOFl9d_U9j_rWpLJ8JLyEsceZSd_Xrl4vZI2Fa9IDdfcIK73nX6kL7z6Cu4out8/s1600/phototree.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="239" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLcUHHQGdLrA-aWAVlaBF_UecVz9JwJb44kEbFnsXa7GaHC65Szmb3pgiCLVZ33pr3d84TK4bJ4Ys2yOFl9d_U9j_rWpLJ8JLyEsceZSd_Xrl4vZI2Fa9IDdfcIK73nX6kL7z6Cu4out8/s320/phototree.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbd8FPZWLbpxlQm3krQhayjLJslpQmvNMfdGEGZ6yURPWR0rAwTUH-49hp8KKeTnhxLRuT21CQiMPrUTiCKnmGh0hfTvFG6KOEqToa0-VircKIIraIT3yIF1dCRo-Gwp6N62OvpGURyFE/s1600/students%252520looking%252520photo.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="239" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbd8FPZWLbpxlQm3krQhayjLJslpQmvNMfdGEGZ6yURPWR0rAwTUH-49hp8KKeTnhxLRuT21CQiMPrUTiCKnmGh0hfTvFG6KOEqToa0-VircKIIraIT3yIF1dCRo-Gwp6N62OvpGURyFE/s320/students%252520looking%252520photo.jpg" /></a></div>Mark Staffierhttp://www.blogger.com/profile/03495766172199688380noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-81212161718444029862012-06-22T19:22:00.005-04:002012-06-22T19:54:37.466-04:00Extra! Extra! Read All About It! Using Historical Newspapers in the Classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIFvkJuD4JsSKgslruFClUU6FO_Jln1AMpXyIfF438bMWxAzqGmMfzUqJRwLe3PBs_7iUrMFIjnvZ0IQFBIXzyJnp3RKyId_10OIujok0oAkdZxoP3LJ3ZKSPcD8Lyprw-B-awDsqPGts/s1600/Screen+shot+2012-06-22+at+6.14.04+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="136" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIFvkJuD4JsSKgslruFClUU6FO_Jln1AMpXyIfF438bMWxAzqGmMfzUqJRwLe3PBs_7iUrMFIjnvZ0IQFBIXzyJnp3RKyId_10OIujok0oAkdZxoP3LJ3ZKSPcD8Lyprw-B-awDsqPGts/s640/Screen+shot+2012-06-22+at+6.14.04+PM.png" width="640" /></a></div>
<br />
<h2>
<span style="font-size: xx-small;">New-York Tribune. (New York [N.Y.]) 1866-1924, November 24, 1918, Page 4, Image 26. (Image provided by Library of Congress, Washington, DC)</span></h2>
<span id="internal-source-marker_0.17331385649672582" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><span style="font-size: large;">Chronicling
America, Historic American Newspapers</span> serves as a phenomenal resource
for teachers and students. This <a href="http://chroniclingamerica.loc.gov/" target="_blank">database</a> of American newspapers from
includes digitized copies of hundreds of newspapers across the US from
1836-1922. Students can search by state, newspaper, and year. The
keyword search, however, is a little tricky because of the abundance of
search results, and students will most likely need a bit of guidance to
narrow their searches. An archivist friend of mine suggested the
importance of “pre-search” to help narrow the searches, enabling
students to search for more specific matches. For example, in looking to
find stories regarding anticipation and reaction to the Treaty of
Versailles, Versailles was too broad of a search. Including dates and
names successfully narrowed the results. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Teachers
and students can use this resource in a variety of ways. The History
Connected Wiki has <a href="http://historyconnected.wikispaces.com/TheWilsonianMomentSessionResources" target="_blank">several resources</a> to guide students’ inquiry with
historical newspapers. One of the documents is a historical newspaper
scavenger hunt, which asks students to find examples of different types
of advertisements (always a favorite for students --and teachers!), news
stories that address the “5W” questions, as well as essential primary
source analysis questions regarding source information and bias. Another
resource History Connected provides to use alongside Chronicling
America is list of writing prompts, including writing to the editor,
making a personal diary entry, to comparing the coverage of one news
event in two different newspapers. History Connected also has a document
from Tennessee State Library and Archives, titled, “Reading Historical
Newspaper Articles: A Process” that gives students guiding questions
that can apply to most articles. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Using
an entire section of a historical newspapers -as opposed to just an
article-gives students a sense of historical time and place, as all the
surrounding stories and advertisements speak to the culture of the time,
and that people, “just like them,” experienced these events with
excitement, horror, and wonder. These events were in the headlines
before they made it to students’ history books. These events were
reality to an older generation, and the experience these
resources provide, bring students into that reality. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>Pamela Fosshttp://www.blogger.com/profile/06620526741079384131noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-71014996461779956942012-06-18T20:00:00.001-04:002012-06-18T20:00:03.558-04:00Lincoln's First Inaugural Address from Different PerspectivesDuring the school day seminar at the JFK Library we were presented with a lesson plan that viewed JFK's Inaugural Address from a multitude of perspectives. I found this lesson plan to be quite effective because it has students working with the text of a primary source, but by giving each group of students a perspective and some questions to answer based on that perspective it made the text easier to relate to and understand. <br />
<br />
I do not not teach US History II so I decided to adapt this lesson plan to help me discuss with my students Lincoln's First Inaugural Address. I teach ninth graders so we did not look at the address in its entirety, but some key excerpts. I had four roles that each member of the class could receive. They are listed below.<br />
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 11pt;"><em>Secessionist Profile</em></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>You live in South Carolina, a state that has recently seceded from the Union. You feel strongly that the election of Abraham Lincoln threatens your very way of life. You find a copy of his First Inaugural Address in the local newspaper and take care to read it closely.</em></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>What is your reaction to the speech? Is there anything in the speech that surprises you? Is Lincoln able to convince you to come back to the Union? Is there anything he says that particularly concerns you?</em></span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 11pt;"><em>Unionist Profile</em></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>You are a Northerner whose primary concern is the preservation of the Union. You believe slavery is wrong, but if it means keeping the Union together, you are willing to accept it.<span style="mso-spacerun: yes;"> </span>You find a copy of his First Inaugural Address in the local newspaper and take care to read it closely.</em></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>What is your reaction to the speech? Is there anything in the speech that surprises you? Do you feel reassured that the Union will be preserved? </em></span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 11pt;"><em>Slave State that Has Not Seceded Profile</em></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>You live in Maryland, a state that relies on slavery, but has not made the decision to secede from the Union. You are nervous about the election of Lincoln and what that means for your way of life, but are not quite ready to completely cut ties with the country you’ve so long been a part of. You find a copy of his First Inaugural Address in the local newspaper and take care to read it closely.</em></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>What is your reaction to the speech? Is there anything in the speech that surprises you? Would it sway you to make a choice one way or the other? Is there anything he says that particularly concerns you?</em></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
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<br /></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 11pt;"><em>Abolitionist Profile</em></span></u></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>You are an abolitionist who voted for Lincoln in hopes that it would help end the practice of slavery. You have no toleration for this peculiar institution and think it needs to be ended immediately. You find a copy of his First Inaugural Address in the local newspaper and take care to read it closely.</em></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-size: 11pt;"><em>What is your reaction to the speech? Is there anything in the speech that surprises you? Are you still happy with the candidate you supported in the 1860 election?</em></span></div>
<br />
<br />
<br />
<br />
After the students were assigned their roles they sat with two other classmates who had the same role as they did and the small group went through the Inaugural Address together. Then all the groups shared out their thoughts on Lincoln's Inaugural Address. The students were able to accurately conclude how this speech would impact a person in their role. I was pleased with how the lesson turned out and by the end of the sharing out period students were able to determine the reasons behind many of the statements made in Lincoln's address. This activity worked with both my honors and my academic level freshmen.AmyChttp://www.blogger.com/profile/07965560611838627550noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-56056553718214788262012-06-16T09:13:00.002-04:002012-06-16T09:13:17.076-04:00Cafe Conversation: Jefferson and SlaveryFor my final project, I did a three day lesson plan about Thomas Jefferson's dual standing as an Enlightenment thinker and a slave owner, and the natural contradictions that come along with it. As part of the project, I created a Cafe Conversation about Jefferson's social circles and what they might have to say about his dual membership. I was inspired to do this from reading Friends of Liberty, and wondering to myself how he could be peer pressured into different stances on slavery depending on who he was surrounded by at that particular moment.<br />
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Activity: Café Conversation
about <i style="mso-bidi-font-style: normal;"><u>Notes on the State of Virginia</u></i><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Students will assume one of
5 roles: Jefferson himself, an educated free African American, a French
Enlightenment thinker, a Southern Plantation owner, and a Virginia Congressman<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Read the quotes one at a
time, and have students react to them in their characters voice. Opinions will
vary about whether whites and blacks can live amongst each other, and whether slavery
is harming the soul of America.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">One member of the group will
take notes to be reported on back to the class at the end of the activity<o:p></o:p></span></div>
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reporter to explain back to the rest of the class how the discussion went, and
what areas of common ground, and what areas of difference arose</span></div>
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<b><span style="color: #2a2a2a; font-size: 11.0pt; mso-bidi-font-family: Verdana; mso-bidi-font-size: 15.0pt;">Rationale for a cafe conversation: <o:p></o:p></span></b></div>
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<span style="font-size: 11.0pt; mso-bidi-font-family: Verdana;">Understanding the past requires students to develop an awareness of
different perspectives. The Café Conversation teaching strategy helps students
practice perspective-taking by requiring students to represent a particular
point-of-view in a small group discussion. During a conversation with
people representing other backgrounds and experiences, students become more aware
of the role many factors play (i.e. social class, occupation, gender, age, etc)
in terms of shaping one’s attitudes and perspectives on historical events. Café
Conversations can be used as an assessment tool or can prepare students to
write an essay about a specific historical event.<o:p></o:p></span></div>
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<span style="font-size: 11.0pt; mso-bidi-font-family: Verdana;"><b>Roles:</b></span></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Thomas Jefferson <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Jefferson was born into an
elite class of slave owners in Virginia<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">2<sup>nd</sup> largest slave
owner in Albermarle County, Virginia<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Benefitted financially from
slavery<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Acknowledged views of
African racial inferiority<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Authored Declaration of
Independence<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Considers himself an
Enlightenment thinker despite owning slaves<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Educated Free African
American<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Born into slavery in
Virginia, escaped to Boston, Massachusetts<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Taught to read and write by
abolitionist society<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Published author in local
abolitionist newspapers<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">In favor of racial
integration, equal rights<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">French Enlightenment Thinker<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Born in Paris, well versed
in schools of thought from John Locke and Jean Jacques Rousseau<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Frequent participant in
anti-slavery discussions at local cafes and salons<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Fan of Jefferson’s work, but
confused about his slave ownership<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Against idea of racial
inferiority, but does not want French citizens to compete with freed slaves for
jobs<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Southern Plantation Owner<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Born into elite class of
slave owners in Virginia<o:p></o:p></span></div>
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slavery<o:p></o:p></span></div>
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African racial inferiority<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Concerned about Jefferson’s
wording in the Constitution of Virginia about the freedom of all men<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Born poor, but through small
cotton farm, built way up to wealth and prominence<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Thinks that Jefferson would
have lost election of 1800 if not for the slave holder’s vote<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 11.0pt; mso-bidi-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Willing to vote down any
measure that would ban or limit slavery. Unwilling to compromise that position<o:p></o:p></span></div>
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<!--EndFragment-->Andrew Moodyhttp://www.blogger.com/profile/09445562497118568227noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-65567210648818080002012-05-18T18:50:00.002-04:002012-06-08T10:55:18.771-04:00Using the History Connected WikiMost of the participants of History Connected are saddened at the thought of the end of TAH grants. We who have experienced it understand its true value. Part of the grant's mission for this year is to keep it going- making it sustainable. How can we impart the scope of the programming to others?<br />
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Delving in to the website is one way to begin a conversation about TAH. It is highly organized, user-friendly, and rich with resources. Starting with the School Day Seminar tab- we can show others that by clicking on the title- frameworks and other standards come up. As many departments are now working hard to align the Common Core, these standards can be of great help. The topics can really help teachers as they try to work out narrowing down topics and deciding which angles to use as they teach. There are many readings and other resources that can be used by all. When teachers are evaluating the content as well as the strategies, they can see the outstanding credentials of all the presenters and their materials.<br />
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The tab by the History Book Group works in much the same way. Many social studies teachers are avid readers and could use the site as a recommended reading list- and get several ideas for using the books in their classes. The topic range is vast- yet sticks to the global theme of the year. All levels of U.S. history can use items from this list. There are also primary sources, strategies and assignments that many could adapt to their classes.
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Technology and General Web Resources is a tab that is way more powerful than its name implies. There are websites that can be used by teachers with very formal teaching styles as well as those who are more flexible. Creativity, audio, video, content, student engagement, classwork, homework, projects etc. can all be addressed by using the resources here. Teachers as well as students will find these resources helpful.
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Most teachers will find lesson plans by our own colleagues under the Lesson Plan tab. There is a wide range of topics, teaching styles, differentiated lessons, and grade levels addressed here. The lesson plans meet strict criteria and include frameworks and other standards, essential questions, and day be day instructions. They are designed to be picked up and used by any teacher. I suggest all take a peek and uncover some jewels!<br />
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<a href="http://www.historyconnected.wikispaces.com/"><span style="font-size: large;">www.historyconnected.wikispaces.com</span></a></div>
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<img border="0" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiMNxgFdNFroutyE8JY4h9tRQI_p75iKo8MtyThh0Y-CiHxF0xL40jZhIOuGDIylwd0nWQWiQmIk3qP1Ig46EoFD-Z8I8lMTxd8l_qvfIkABL_suS4gG2F7uQIdJt8taLf1c434EGTGqE/s640/Wiki.JPG" width="640" /></div>
<br />jacciavattihttp://www.blogger.com/profile/08022940574731760676noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-39363291594362655552012-05-13T20:42:00.001-04:002012-05-13T20:42:32.092-04:00Wrapping up another school year with History ConnectedAs the school year winds down and many of us are putting the finishing touches on our school year projects I find myself thinking back at the themes presented this year.<br />
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Above all else, this year's History Connected focused on the U.S. and the World. How actions, events, and movements within the United States impacted countries and peoples around the world. Examples can be seen in the influence of the Declaration of Independence on revolutionary nations such as Haiti, the significance of the League of Nations in a post war world and the rising stream of immigration that took place in this country starting in the mid-1800's and continuing into this new century.<br />
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I always find it exciting and eye-opening when my students learn something they did not know. Guiding them through the interwoven history of America and the world always seems to produce interesting responses.<br />
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I will never forget the conversation that I was having with my AP US History students during their lesson on the Vietnam War. During my lecture I repeated an interesting story told to History Connected during our school day seminar on the League of Nations. It seemed that Vietnamese and future Communist leader, Ho Chi Minh, had approached President Wilson during the Paris Peace Conference. Minh was hoping to discuss self-determination with a focus on the French colony of Indochina. Wilson never met with Minh but one can only imagine how history might be different today if they did meet. My students gasped and asked question after question about their failed meeting. Telling this unknown story brought my lecture to another level and kept my students thinking.<br />
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Sadly, as this is the last year of History Connected. I hope that I am able to use all of my learned knowledge with all of my future students.<br />
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<br />Ilyse Rubinhttp://www.blogger.com/profile/08993645873180902167noreply@blogger.com0tag:blogger.com,1999:blog-66120555123499721.post-75463958742049650662012-05-10T15:17:00.003-04:002012-05-10T15:18:34.698-04:00I want to share a differentiated teaching strategy called "Six Thinking Hats." It's a great strategy to invigorate classroom discussions and expand/deepen student ideas while providing structure and guidance. "Six Thinking Hats" is a group discussion strategy that provides a variety of ways for students to participate in a discussion. The strategy establishes six different perspectives from which to break down and analyze an essential or thematic question, problem, or issue. It asks students to think about a problem with a specific "thinking hat" on, going along with the age-old expression, "put on your thinking hat." The strategy was developed by Dr. Edward deBono, guru of creative thinking. and is widely used around the world in educational and corporate settings. <br />
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I first used the strategy at a History Connected book discussion group. We used it to discuss whether or not the character in a historical fiction had achieved "the American dream." After reading a short background of the American dream, to give us a common reference point, we proceeded to talk about what the novel's main character would think of the American dream. The six hats strategy provided a specific, guiding format while prompting us to think of different perspectives. The picture below does a great job representing the depth of thinking that the strategy encourages.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqqEpMmgLEhuuMrtKEqI2Mlvf4gqu7WefYaGV_sHFZ7w8wZ3i9x9XeJIyl0JGydV2Jy3JcgBV9sMe2pmsLtiCWN3-4GEXhfsAvbpTLV8AWwU5PsGsabpN7J3pRrLHWoAHdYwfK1X3f2bQ/s1600/Picture+3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqqEpMmgLEhuuMrtKEqI2Mlvf4gqu7WefYaGV_sHFZ7w8wZ3i9x9XeJIyl0JGydV2Jy3JcgBV9sMe2pmsLtiCWN3-4GEXhfsAvbpTLV8AWwU5PsGsabpN7J3pRrLHWoAHdYwfK1X3f2bQ/s400/Picture+3.png" width="400" /></a></div>
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The basic directions for using this strategy would be to pick a reading, issue, idea or problem that you want your students to explore. Arrange small groups of 3-4 students. Explain the expression of "thinking hat" and then read through each of the hats with the students to introduce them to the perspectives they will use to discover all aspects of an issue. Students then approach the same question six times using each "hat." </div>
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Here is a link to a pdf that describes each hat and provides examples for each hat: <a href="http://learnerslink.com/Six%20Thinking%20Hats.pdf">learnerslink.com</a>. </div>
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<img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmruo006AA0XBmh8lpCYLfmlbRmxIkkHfkvpu-asdCEIplvziHLoSnnPKfeRuiIrFXzo3VAHdXVokwwkgEY1Maog_O9bRR-Owno7X_TC-txIaeh0TF6F6tKKnxHXzISzlTKCWBzH_Ilzg/s640/Picture+4.png" width="593" /></div>
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I've thought about using the Six Thinking Hats strategy to guide class discussions on Woodrow Wilson's Peace Without Victory Speech, President Kennedy's Inaugural Address, and any other documents that have wide-reaching effects. </div>
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<br /></div>Pamela Fosshttp://www.blogger.com/profile/06620526741079384131noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-71744159480010748532012-05-07T20:54:00.002-04:002012-05-07T20:54:55.901-04:00Student Created WeeblysThis year I decided to have my ninth grade history students examine the reform movements of the antebellum period by creating a weebly. Each group was assigned one reform movement and was required to find essentially the who, what, where, when and why of the movement. The groups could choose from Education Reform, Prison Reform, Mental Health Reform, Temperance and Women's Education Reform. The students were presented with the task below:<br />
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To create a website that answers the following question:<br /><br />Was the nineteenth century reform movement assigned to you successful?<br />
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Your must address the following information:<br />• Explain the problem your movement is addressing<br />• Significant people involved in the movement and his/her contributions<br />• Methods used by the movement to get their message out – How did the movement go about fixing the problem?<br />• Outcome – Was the movement effective? Did it fix the problem? This will be an opinion supported by information that you discovered.<br />
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In addition to the students' research into their issue they had to find at least one primary source and images and charts to use in the weebly.<br />
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Students were not intimidated by the prospect of developing a weebly. I felt like the research and the bibliography was more of a challenge for them. Many students had used weebly before and had relatively few issues with putting the information into the weebly. The requirements for the weebly were as follows:<br />
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<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">Have a title for your website that demonstrates your topic and would capture a person’s attention.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">The names of the group members need to be on the page.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">Visuals - You have charts, pictures, artwork, etc. that are relevant to your topic. </span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">There are captions or brief explanations for <b style="mso-bidi-font-weight: normal;">ALL</b> visuals.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">Have well defined categories of information</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">All the required information is thoroughly addressed in the website.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">The website is organized and easy to navigate.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">There is an explanation of your primary source and a link to the website where it is located.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">You have a bibliography on the website. This includes websites for the visuals.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">All information and captions are grammatically correct and there are not any spelling errors. </span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">Yu must remain <b style="mso-bidi-font-weight: normal;">ON TASK </b>during class time.</span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in;"><span style="font-family: "Times New Roman", "serif";">All information must be <b style="mso-bidi-font-weight: normal;">IN YOUR OWN WORDS</b>. Any cutting/pasting from the internet, magazine, encyclopedia, books, etc. will result in a 0. Changing one or two words from the source does not constitute the writing as being in your own words.</span></li>
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The only major problems the students ran into was putting the images into the weebly at school. There must be something with my school's firewall that made downloading pictures virtually impossible. Luckily students did not experience the same problems at home and were able to get the pictures in there.<br />
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Some examples of my students' work can be found at the links below:<br />
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<a href="http://educationreformin1800s.weebly.com/"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">http://educationreformin1800s.weebly.com/</span></b></a><b style="mso-bidi-font-weight: normal;"></b></div>
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<a href="http://punishmentorpenitence.weebly.com/"><b style="mso-bidi-font-weight: normal;"><span lang="FR" style="mso-ansi-language: FR;"><span style="font-family: Calibri;">http://punishmentorpenitence.weebly.com/</span></span></b></a><b style="mso-bidi-font-weight: normal;"><span lang="FR" style="mso-ansi-language: FR;"></span></b></div>
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For next year I plan on altering the assignment so that the weebly would be written as if one of the reformers of the time period was creating the site. By having students put themselves into someone else's shoes they may understand better the passion these reformers felt for these causes.AmyChttp://www.blogger.com/profile/07965560611838627550noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-86217543494124901222012-04-23T20:15:00.002-04:002012-04-23T20:15:36.290-04:00Teaching Historical FictionThere seemed to be a consensus at the last book club that there is a place for historical fiction in the history classroom. We teachers greatly enjoyed reading Jean Kwok's <i>Girl in Translation</i> and logic dictates that our students would also enjoy this book. <br />
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Personally, this was the perfect year for me to read this book for the TAH bookclub because this past September I used a similar work of historical fiction with my class. We begin our USII course with the massive wave of immigration to the United States at the turn of the 20th century. I have always used a chapter from <span class="st">Anzia Yezierska's <i>Bread Givers</i>. This is the fictional story of Sara, a polish Jewish immigrant to New York City during the late 1800s. It deals with the themes of Americanizaion, the generation gap, and issues of assimilation and education. Much like Kwok and<i> Girl In Translation</i>, there were many similarities between the character Sara and the author Anzia. </span><br />
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<span class="st">This September I decided to extend this activity and I read the whole novel with my students. They spent the rest of the year asking for a new novel. While I was not able to make time for anything else, I could not resist ending the year with <i>Girl In Translation</i>. It really allows the course to come full circle. </span><br />
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<span class="st">As for the obvious problem of making time for such an activity, I find the chapters to be perfect at the end of a class period or as homework reading. I cannot recommend these two books enough for the USII classroom. </span><br />
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<br />Mary Carneyhttp://www.blogger.com/profile/15089153837419572231noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-70267279372977401062012-04-21T11:02:00.000-04:002012-04-21T11:02:48.868-04:00Reflections on “Designing a Smithsonian Exhibition on the U.S. Dropping of the Atomic Bomb Simulation” LessonIn my year two project, I created a lesson plan in which students debated how the U.S. dropping of the atomic bombs on Hiroshima and Nagasaki should be remembered. This year, I conducted that lesson plan and would like to share my reflections. <br />
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<b>Overview of lesson</b>: Students examined the idea of historiography, as well as historical content addressed in the MA state frameworks (US.II 16). The three days of the lesson plan included a day for instruction, student preparation and simulation and reflection. There was not enough time for the lesson to be conducted properly over the course of three consecutive days, so it was suggested to be spread out over the course of at least seven days. It centered on content from “The End of World War II and the Use of the Atomic Bomb” seminar, along with the use of Prezi. It is assumed that students have a prerequisite knowledge of using Prezi, as a presentation tool, as the lesson does not include instruction on using that software. Students learned the content of U.S.II 16 from teacher instruction during day one, then analyzed a primary source document from the 1994 Senate hearings about an upcoming Smithsonian exhibition on the dropping of the atomic bomb, and during day three they will have a simulation of a similar hearing set in the present day, for a fictional upcoming exhibition to debut during 2015. For the simulation, students were assigned different perspective to represent (WWII Veterans, Congressional Representatives, scientists, historians, Japanese-Americans, Japanese survivors, Pacifists, Holocaust survivors, families/decedents of prominent individuals from that era, etc.) or were committee member that would be responsible for making the final decisions about the content and design of the exhibition. This lesson plan ideally fits in at the end of a World War II unit and the start of a unit on Cold War unit over the course of a seven day period. <br />
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<b>Results</b>: You can view students work here: <a href="https://docs.google.com/spreadsheet/ccc?key=0Ambzs_eYaBX-dERnZGk3ZGdKTlZEMmxTRzNfaENSSGc#gid=0">https://docs.google.com/spreadsheet/ccc?key=0Ambzs_eYaBX-dERnZGk3ZGdKTlZEMmxTRzNfaENSSGc#gid=0</a>In their reflections, students indicated they both enjoyed and learned from this project. They took pride in their work and some students even began using Prezi for other class assignments, both in my class and in other disciplines. <b>Personal Reflections</b>: These experiences have helped my professional growth tremendously. I used new content knowledge, a new instructional strategy and integrated a new type of technology. Most importantly, I taught the “Dropping of the Atomic Bomb” in a completely new way and I believe my students benefited from that. In the past, I just had students debate the issues. This year, I had students examine the legacy of that historical event and use a real-life application (designing an exhibit). It also fit with my theme for the year “War and Society” with a sub theme of “Public History.” In this way, my final product helped me synthesize all the ideas I gained and get them out to my students. After doing this project with my students, I also made notes for revision for next year. I would have liked a more in-depth reflection that was weighted more. I also found that some students were confused about what a primary source “document” was and the idea that the needed the audio of an oral story (some just found texts of an interview). Thus, I think I could improve my instruction and be a little more clear about what I was looking for. Lastly, as with most assignments, I would have liked more time. We were rushed in our presentations at the end and next year, I will allot more class time for synthesis. <br />
<br />TKassinhttp://www.blogger.com/profile/06823523618617221369noreply@blogger.com1tag:blogger.com,1999:blog-66120555123499721.post-23703170492843718492012-04-10T19:55:00.002-04:002012-04-10T19:59:35.655-04:00WeeblyUsing my school's internet database, and a program called Issues and Controversies (which gives two viewpoints about a number of important historical events) I created a Weebly project for my Honors US History I class to create their own issue websites. The results are coming in after vacation and I am excited to see students interact with this new medium. This is the handout given to the students:<div><br /></div><div> <!--[if gte mso 9]><xml> <o:documentproperties> <o:template>Normal.dotm</o:Template> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> <o:pages>1</o:Pages> <o:words>285</o:Words> <o:characters>1627</o:Characters> <o:company>Wakefield High School</o:Company> <o:lines>13</o:Lines> <o:paragraphs>3</o:Paragraphs> <o:characterswithspaces>1998</o:CharactersWithSpaces> <o:version>12.0</o:Version> </o:DocumentProperties> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:zoom>0</w:Zoom> <w:trackmoves>false</w:TrackMoves> <w:trackformatting/> <w:punctuationkerning/> <w:drawinggridhorizontalspacing>18 pt</w:DrawingGridHorizontalSpacing> <w:drawinggridverticalspacing>18 pt</w:DrawingGridVerticalSpacing> <w:displayhorizontaldrawinggridevery>0</w:DisplayHorizontalDrawingGridEvery> <w:displayverticaldrawinggridevery>0</w:DisplayVerticalDrawingGridEvery> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:dontgrowautofit/> <w:dontautofitconstrainedtables/> <w:dontvertalignintxbx/> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <!--StartFragment--> <p class="MsoListParagraphCxSpFirst" style="text-indent:-.25in;mso-list:l0 level1 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">1.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">First Select a Topic<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Go to </span><a href="http://www.wakefield.k12.ma.us/highschool/library.html"><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">www.wakefield.k12.ma.us/highschool/library.html</span></a><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt"><o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Select “Library Databases”<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Select “Issues and Controversies in American History”</span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">d.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Select “View All Periods” under “Chronological Index” in lower left hand <o:p></o:p></span></p> <p class="MsoListParagraphCxSpLast" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">e.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Pick a topic from “Civil War and Reconstruction.”</span></p> <p class="MsoListParagraphCxSpFirst" style="text-indent:-.25in;mso-list:l0 level1 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">2.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Next go to education.weebly.com<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Enter your username and password<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Take tutorial on Weebly program</span><span class="Apple-style-span" style="font-size: 15px; "> </span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent:-.25in;mso-list:l0 level1 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">3.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Please Include the following pages on your website:<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Home Page (Introduce the Issue/Generate a Thesis)<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">In support of the issue<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">In opposition of the issue<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">d.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Discussion Questions/Activity<o:p></o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">e.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Conclusion (Stating your opinion/Which side was more persuasive)<o:p></o:p></span></p> <p class="MsoListParagraphCxSpLast" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">f.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Bibliography Page</span></p> <p class="MsoListParagraph" style="text-indent:-.25in;mso-list:l0 level1 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">4.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Whatever topic is chosen, everything you need is on the Issues and Controversies website. The topic page will provide not only a subject to cover but also a question about the issue.</span></p> <p class="MsoListParagraphCxSpFirst" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Read all links on the topic’s page, decide what material is most useful</span></p> <p class="MsoListParagraphCxSpLast" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Use that information to address each of the discussion questions. Understanding how to answer them will be vital to writing your paper</span></p> <p class="MsoListParagraph" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Use at least 6 footnotes. Cite at least 3 primary sources for each side of the issue (6 total). Footnotes are used for quotations, statistics, or to acknowledge someone else’s original idea. Footnotes are listed in the order of the citations with the Author’s first name listed first. Footnotes numbers are listed without periods or parenthesis.</span></p> <p class="MsoListParagraph" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">d.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Include a Work Cited page (Bibliography) with the author’s last name listed first. The Works Cited must have at least 10 entries, including the 6 primary sources used, as well as 4 secondary sources</span></p> <p class="MsoListParagraph" style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"><!--[if !supportLists]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt;mso-bidi-font-family:Cambria; mso-bidi-theme-font:minor-latin"><span style="mso-list:Ignore">e.<span style="font:7.0pt "Times New Roman""> </span></span></span><!--[endif]--><span style="font-size:11.0pt;mso-bidi-font-size:12.0pt">Pictures do no count towards your works cited total requirements, but must be attributed if used. Put a parenthesis at the bottom of the page to correspond with any pictures used. Wikipedia is a great site for borrowing pictures, they are already in the public domain.<o:p></o:p></span></p> <!--EndFragment--></div>Andrew Moodyhttp://www.blogger.com/profile/09445562497118568227noreply@blogger.com1