CATE powerpoint
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Slides used during CATE presentation, February 2016. Note: not all slides used, given time and participant interest.
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CATE powerpoint
- 1. “Facing History and Ourselves made me realize that my choices matter. When I am indifferent, the world loses and I lose. The world needs me to act And if my choices matter, then I matter. That’s a very important lesson to learn as a child and to own as an adult.” Facing History Alumnus
- 3. Dear Teacher: I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human.
- 5. Facing History & Ourselves Case Studies • Holocaust and Human Behavior • Race and Membership in American History: the Eugenics Movement • Armenian Genocide • Choices in Little Rock • Teaching To Kill a Mockingbird • The Reconstruction Era
- 6. Facing History Scope & Sequence
- 7. Rich writing prompts ▪Essential Question ▪Dissecting the prompt ▪Examining Evidence
- 8. Six prompts to dissect • "This is not a war... • "A perpetrator is not the most dangerous enemy... • Emerging democracy to dictatorship • "Never doubt... • Young people proved they had as much power • Build another memorial
- 9. Relevancy of Evidence ▪CLAIM: Cell Phones should not be allowed in school. ▫A. Cell phones distract from the learning environment. Students who text or play games on their phones during class do not hear directions or miss important content. ▫B. Many students today bring cell phones to school. ▫C. Cell phones are more affordable now than they were in 2000. ▫D. In surveys, some students report using their cell phones to cheat on exams.
- 10. CLAIM: President Dwight D. Eisenhower was largely responsible for desegregating Central High School. ▪A. In 1954, the Brown v. Board of Education decision said that schools should be desegregated with all deliberate speed. ▪B. President Eisenhower met with Governor Orval Faubus in Rhode Island. ▪C.After Governor Faubus deployed the Arkansas National Guard to block the Little Rock Nine from entering the school, President Eisenhower eventually sent the 101st Airborne Division to Little Rock to escort the students to school. ▪D. President Eisenhower was really brave and was probably one of the best presidents the United States has had.
- 11. Give one, Get one • Evidence gathering
- 12. Human Barometer Activity ▪ Anthropologist Margaret Mead said, “Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.” ▪ Support, refute, or modify this statement based on specific evidence from the history of the civil rights movement.
- 13. Human Barometer Activity ▪Miles Lehrman said,“a perpetrator is not the most dangerous enemy.The most dangerous part is the bystander because neutrality always helps the killer.” ▪ Support, refute, or modify this statement based on specific evidence from the history of the civil rights movement.
- 14. In the crowd
- 15. Making Connections • Text to text • Text to self • Text to world
- 16. Inch by Inch
- 18. LA Network – online food for thought ▪"Powering up" series ▪Stereotypes of Asians in American comic books – an exhibit at JANM ▪MoT – Anne exhibit ▪Teacher bloggers – middle school and high school
- 19. Facing History & Ourselves • Professional Development for Teachers • Publications and Resources • Community Conversations, Speakers for Students • Website: www.facinghistory.org
- 20. A Resource for you ▪www.facinghistory.org ▪Readings ▪Primary Sources and eyewitness accounts ▪Multimedia ▪Probing and discussion questions ▪Study guides/teaching ideas ▪Strategies to actively engage ▪On-line and face-to-face community
- 22. Facing History student Life used to be so easy. There always seemed to be an answer to everything. Everything fit into place, getting up at seven o’clock, going to school at eight, coming home at four, doing homework at eight, and finally going to bed at eleven. In my tightly scheduled life I left no time to reflect. In these past four months, however, I’ve been forced to think.