Matt Shomaker presentation from MCSS 2016 on teaching guerrilla warfare in Missouri in light of the rhetoric of fear over modern refugees.

1. GUERRILLAS
REFUGEESAND
Missouri’s Civil War
@theshoe_CMS
Clinton middle school
MATT SHOMAKER

3. TODAY’S GOALS
Connect historical and
current events
Introduce controversial
issues to the classroom
Teach historical thinking
Integrate multiple digital
tools into a unit

4. HISTORIAN’S TOOL BOX

5. HISTORIAN’S TOOL BOX

6. HISTORIAN’S TOOL BOX

8. CONTENT
COLLABORATION
CREATION

9. IN MY ROOM
sourcing
Contextualization
Close-reading
corroboration

10. BLEEDING
KANSAS
THE MISSOURI
COMPROMISE
WHAT DO STUDENTS ALREADY KNOW?

11. By Darron Birgenheier from Reno, NV, USA - Donald
Trump in Reno, Nevada, CC BY-SA 2.0,
https://commons.wikimedia.org/w/index.php?curid=
46705158
What do these images have in common?

12. What do these images
have in common?

13. JIGSAW Q’S
For what reasons might a
group of people relocate?
Did the people in the
photos relocate
voluntarily? Explain.
Why might people fear
the arrival of immigrants
or relocated groups?

14. THINK ABOUT IT
What rights to all individuals
possess?
Do those rights still exist in a
time of war or national
emergency? Explain.
How does war affect civilians?

15. ESSENTIAL Q’S
EQ1. How does war affect
civilians?
EQ2. Do human rights exist
during war or threat of war?

16. GUERRILLA
WAR IN
MISSOURI

19. SIMULATION
Roleplaying simulation
“How do we solve the
crisis in Missouri?”
Students are assigned
character cards and
research their character to
produce an historically-
plausible solution

20. Simulation cards
are “stacked” so
someone usually
offers loyalty oaths
as an option
Lesson involves
multiple primary
sources with varied
perspectives

21. PWIMPICTUREWORD INDUCTIVE MODEL

23. Vocab. is introduced
after PWIM
-Refugee
-Scorched Earth
-Red Legs
-Confiscate
-Flee
Students identify
and then describe

24. Students discuss
the necessity of
General Order 11
Students read and
write about the
order’s
historiography
Socratic seminar
over both
Extension possibility

25. LEARNING MODS
Online modules over
related content allows for
pacing and differentiation
Three or four learning
mods:
-WWII & Japanese Internment
-Vietnam & theVietcong
-The Bosnian War
-Syrian Refugees & Fear of
MuslimTerrorists

26. LEARNING MODS
Each mod contains:
-Primary sources
-Secondary sources
-Video, image, and text-based
content
-Questions answered through
blogging
Everything relates back to
the unit EQ’s
http://bit.ly/24tGYTL
Presentation on free
primary and secondary
sources online

27. WWII & Japanese-American Internment Mod
http://bit.ly/1oNFpQH

28. CLASSMATES #1, 2007 Roger Shimomura

29. SHADOW OFTHE ENEMY, 2007 Roger Shimomura

30. Gamification of the
Socratic Seminar
Teacher chooses
how students earn
points
I keep a running
total and award
prizes at quarter or
semester

31. How do we
to the now?
CONNECT

32. MENTOR TEXTS
Regardless of final product,
all students write
Extended essays, blog
posts, or tweets @ 140
characters
First, we identify good
writing and try to emulate

38. Kara Walker

39. PROJECT-BASED LEARNING

40. http://www.teachthought.com/wp-content/uploads/2015/12/TeachThought-PBL-Model.png

41. QUESTIONS

42. THANK YOU
Presentation ONLINE:
@theshoe_CMS
SOURCE LINKS:
http://bit.ly/211wd6Q
http://bit.ly/1oFTBu7