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Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
Educator Conference Intro, Theme, Teaching Strategies
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Educator Conference Intro, Theme, Teaching Strategies

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The introduction, theme discussion and teaching strategies discussions from this year's Educator Conferences from National History Day in Ohio.

The introduction, theme discussion and teaching strategies discussions from this year's Educator Conferences from National History Day in Ohio.

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  • Introduce myself. I got involved with museums during undergraduate at Western Michigan University. I loved history but I didn’t want to teach in the classroom. I received my BA in public history and went on to get an MA in museum studies. I was the NYS History Day coordinator and then moved to Ohio in 2006 to be the coordinator for NHD-OH. This is program is a perfect melding of the two things I loved, history and the process of learning history. Has anyone here every heard of History Day or ever been involved?
  • Transcript

    • 1. National History Day in Ohio: Bringing History to Life! Megan Wood, State Coordinator, National History Day in Ohio History Day Educator’s Conference: October 2008
    • 2. WELCOME
      • Today’s Agenda
      • Introductions
    • 3. What is History Day?
      • Grades 4- 12 (4-5 th grade performances & exhibits only)
      • Research Project based on an annual theme
      • Create projects and attend local, state, and national competitions!
      • (4 th and 5 th grade at state level only)
    • 4. What is History Day?
      • Papers
      • Exhibits
      • Performances
      • Documentaries
      • Websites
    • 5. Ohio’s Program
      • 11 Districts with local events, March and early April
      • Ohio History Day, June 25, 2009 at Columbus State Community College
      • National History Day, June, College Park, MD
    • 6. Ohio’s Program
      • Divisions
        • Youth, grades 4-5 (exhibits & performances only)
        • Junior, grades 6-8
        • Senior, grades 9-12
      • Categories
        • Historical Paper
        • Individual Documentary
        • Group Documentary
        • Individual Performance
        • Group Performance
        • Individual Exhibit
        • Group Exhibit
        • Website
    • 7. Student Skills
      • Reading
      • Researching
      • Writing
      • Analyzing
      • Evaluating
      • Synthesizing
    • 8. Three C’s
      • Content
      • Context
      • Conclusion
    • 9. History Day in the Classroom
      • Required class project
      • After school/extra curricular
      • Team Teach
      • Grade-wide
    • 10. Classroom Application
      • Required Class Project
      • Example Schedule (AP teacher from Dayton):
        • November- Topics
        • December- Topics/Research
        • January- Research/Project
        • February- Project
    • 11. Classroom Application
      • Required Class Project
      • Example Schedule (AP Teacher from Dayton):
        • Due Dates:
          • December 15 th - 10 sources (5 primary, 5 secondary) in correct format with annotation
          • January 3 rd - Essay due explaining project and research
          • January 17 th - 20 sources (10 primary, 10 secondary)
          • January 30 th - Process paper due
          • February 6 th - Finished project due
    • 12. Classroom Application
      • Team Teach:
      • English Language Arts and Social Studies
      • Social studies helps guide content and research
      • English helps with writing and thesis statement
    • 13. Highlighted Resources INFOhio - Username: Explore Password: INFOhio Internet Archive - www.archive.org Purdue Online Writing Lab - American Memory - http://loc.gov/ammem FBI Freedom of Information Act Reading Room
    • 14. Contact! Megan Wood Ohio Historical Society 1982 Velma Ave Columbus, OH 43211 614.297.2343 [email_address] MySpace: Ohio History Day Expert Facebook: mwood@ohiohistory.org Blog: http://historydayexpert.blogspot.com
    • 15. The Individual in History: Actions and Legacies First Approach: An area of interest A person who impacted that event/idea/topic For Example : A student is interested in music Alan Freed from Ohio coined the term Rock and Roll.
    • 16. The Individual in History: Actions and Legacies Second Approach: An interesting individual Select one way he or she impacted history For Example : A student is interest in George Washington George Washington’s role in defining the President as a civilian leader of the military.
    • 17. The Individual in History: Actions and Legacies
      • Right person and the right time:
        • Powerful outcomes
        • Great accomplishments
        • Catastrophic events
      • Famous people
      • Regular people
    • 18. How did one person (or people) impact a part of history? How did ________ impact/change/effect _______? Def. Impact: 3.influence; effect: the impact of Einstein on modern physics. 5.the force exerted by a new idea, concept, technology, or ideology: the impact of the industrial revolution. The Individual in History: Actions and Legacies
    • 19.
      • Historical Significance :
      • Affects a large number of people
        • Large regional, national or world events
      • Influences many subsequent events
        • Turning points in history
        • What changed, what stayed the same
      • Helps discern patterns
      • Shows multiple perspectives
        • Illuminates lesser known histories
      The Individual in History: Actions and Legacies
    • 20. Narrowing Topics: What’s better? Example 1: Eddie Rickenbacker was born in Columbus, OH on October 8, 1890 and he grew up liking machines. In 1910 he started racing cars. He joined the U.S. Army during World War I. After the war he started an automobile company that was financially unsuccessful. He worked for the military during World War II and was almost killed in a plane crash. He died on July 27, 1973.
    • 21. Narrowing Topics: What’s better? Example 2: Ohioan Eddie Rickenbacker served his country during both World Wars, worked as a race car driver, and worked to advance the technology of the automobile industry. Rickenbacker started his own car company after World War I where the braking system would work on all four tires. While the company failed, his idea spread so that eventually, all cars had four-wheel braking systems.
    • 22. Brainstorming Topics
      • Who could our students research?
      • Three Things:
      • The Individual
      • The verb
      • The part of history
    • 23. Using History Day in the Classroom Who has participated in History Day? What methods/ideas/activities have worked well with students? What lessons have you learned? Who is new to the program? What questions do you have for experienced teachers? What is the ideal calendar?
    • 24. Historic Places as sources
    • 25. Historical Context
      • The set of facts or circumstances that surround a situation or event; “the historical context”
          • Wordnet
      • In history, showing the events leading up to, during or after and event to have a better understanding .
    • 26. “ My quote was taken out of context!” “ Our new Constitution is now established, and has an appearance that promises permanency”
    • 27.
      • “ Our new Constitution is now established, and has an appearance that promises permanency; but in the world nothing can be said to be certain except death and taxes.”
              • Benjamin Franklin in Letter to Jean-Baptiste Leroy [Nov. 13, 1789]
      “ My quote was taken out of context!”
    • 28. Historical Context
      • The set of facts or circumstances that surround a situation or event; “the historical context”
          • Wordnet
      • In history, showing the events leading up to, during or after and event to have a better understanding.
    • 29. January 21, 1909 Hen Party
    • 30. Context Context- (dictionary definition) The circumstances in which an event occurs; a setting. For History Day: Providing the setting for relevant events going on in the town, state, region, country or world.
    • 31.  
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    • 35.  

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