"Frontier Gallery Walk”, "Bafa Bafa”, "Woman Explorers”, "Native American Exchange" , "Problem Solving on the High Seas”, "Not Another Explorer Report”, "Archeology and the African Diaspora”, "Interview of an Artifact”, "Working with Maps" Required reading: 1491Project: Explorer Bingo and Field Trip Research and presentations
5th grade students learn about explorers by creating life-size explorers
Professors used this R. Crumb image to illustrate the concept of Palimpsest. The impact of different cultural groups can be seen in both obvious and not so obvious ways.
"Images of regions”, Environment: "Plains Indians”, Society: "Northwest Indians" , Politics: "Northeast Woodlands”, Economics: "Mississippian Indians”, Culture: "Southwest Indians”.Required reading: New WorldsProject: Groups of teachers took a region and created their own R.Crumb outcomes
Songs of the Revolution, “Setting the table for the Revolution”, “Peddler’s Cart”, The Coming of the Revolution, How to show a film in Social Studies Required reading: The Shoemaker and the Tea PartyProject: Powerpoint presentations of important historical points of interest in Boston and Philadelphia
How Teaching American History Supported Our Classrooms
Sharing our experiences from TAH4 Petaluma (CA) March 2012 CCSS Conference.
Teacher Leaders: Leslie Ihrig, 5th gr., Petaluma City Schools Lisa Beaudry, 5th gr., Old Adobe Elementary School District Joan Newcomb, 5th gr, Cotati-Rohnert Park School District Shirley Jenner, 5th gr, Bellevue ElementarySchool District Tracy West, 5th gr, Wright Elementary School District Christina Lunde, 5th gr, Novator School District.TAH Petaluma Project Co-Directors: Nancy Case-Rico, Sonoma State University Sue Olds, Petaluma City Schools.
Elementary consortium project with Sonoma State University History and Education professors. 8 district partners; 47 upper elementary teachers; 8 teacher leaders. Three-year cohort (kept 44 for 3 years) 3 Saturdays within year; two-week institute each summer including a field trip.
• Drs. Margaret Purser and Michelle Jolly wove together the fabric of our history using three overarching themes.• Through lecture and hands-on activities, with rich content, teachers made the connections that bring history to life for students.• All content was driven by the HSS Standards
Year one - “ethnogenesis” - first contact and exploration. Year two - “palimpsest” – colonial communities. Year three - “heritage” - revolution and constitution
o Ethnogenesis describes the process that occurs when two or more cultures come together.o In TAH, teachers used this term to analyze the continued process of combining cultures, starting with “first contact” between Europeans and Native Americans.o The two-week institute culminated in various, teacher selected field trips (i.e., Fort Ross, Angel Island, and San Francisco Maritime Museum)
Palimpsest is a parchment (or the like) from which writing has been partially or completely erased to make room for another text. Teachers used this term to think about the layers of history that have not been entirely erased, but are just below the surface. The two-week institute culminated in a trip to Monterey, where palimpsest is evident at every turn; early Native Americans, Spanish missions, Mexican and American influences abound through architecture, culture, and environment.
Heritage is the stories we tell today about events that occurred in the past. Teachers used this term to examine familiar and unfamiliar American stories. This institute culminated in a field trip to Philadelphia, Plimoth Plantation, and Boston.
Themes helped to structure the year and cover all the HSS content standards. Focus on rich history content allowed teachers to use district purchased curriculum and “bump it up a notch.” Understanding the “big picture” made it easier to help kids make connections. Deeper knowledge of history created teacher “history geeks” and infectious learning for kids!
Provide a pedagogicalframework forclassroom adaptation. Nancy
Consider content goals for each session; Careful selection of strategies to use; Each presentation was designed with the (content) standard first; How to use and model the appropriate pedagogical strategy; And then, how to scaffold the lesson further.
THE SIOP MODEL Sheltered Instruction Observation Protocol•A lesson study for creating the bestlesson for your ELL’s.•Disclaimer.* A 30 point check list for teachers toassess their lesson.
Content objectives Language objectives Content concepts Supplementary Materials Adaptation of content Meaningful Activities
TO ID TERMS- LISTEN FOR- TO SOLVE- RETELL- DEFINE- INVESTIGATE- FIND MAIN IDEA- DISTINGUISH- COMPARE- HYPOTHESIZE- SUMMARIZE- CREATE- REHEARSE- SELECT- PERSUADE- DRAW CONCLUSIONS WRITECONTENT OBJECTIVES LANGUAGE OBJECTIVES
Using primary documents is now part of myUsing art, like reading the Lifesize program.Explorers, is ahook for all of I my kids. I incorporate can’t wait to more mapsdo the Graffiti into my Board! lessons.
Cave Time Planning Time Institute Projects Implementation To The Classroom
Before TAH After TAHState Expo Project tri-fold poster maps - salt dough map state research on themes - - tri-fold poster culture, economy, society, -research the state politics, environment -focused on state facts Word Brochure -present the facts character study/biography -hand-drawn brochure role-play Powerpoint State Tour -checklist for grading Palimpsest Project scaffolded for various language levels rubric gradesheet reading lessons using encyclopedias
tri-fold poster maps - salt dough map state research on themes -culture, economy, society, politics, environment Word Brochure character study/biography role-play Powerpoint State Tour Palimpsest Project scaffolded for various language levels rubric gradesheet reading lessons using encyclopedias
Students will select one historical landmark or town from their state, thenidentify the themes, society, culture, environment, economics, within that location. Students will focus on how the location has changed, stayed the same, and been used by the different people who have been there. Modeled after the RL Crumb Comic Strip “Short American History”
Literature Circles Field Trips Graffiti Walls Picture File Cards Comic Strip Powerpoint Presentation Tea Parties Write Around
Consistent academic staff – professors, teacher leaders, grant directors commit for three years. Teachers felt honored as professionals who understood needs of classroom. Teacher leaders included as equal partners in planning US History -- local, relevant, meaningful
Lesson plan template Agendas Lessons developed by participants Professor resources Links include ◦ Teaching History Resources ◦ Reading and Writing Strategies ◦ Grant Generated Lesson Plans ◦ Current Calendar of Events ◦ Past Institutes and Activities
Lisa Beaudry, La Tercera Elem, Old Adobe ESD, email@example.com Leslie Ihrig, Grant School, Petaluma SD firstname.lastname@example.org Shirley Jenner, Meadow View Elem, Bellevue ESD email@example.com Christina Lunde, Olive Elementary, Novato SD firstname.lastname@example.org Joan Newcomb, Monte Vista Elem, Cotati SD, email@example.com Tracy West, Robert L. Stevens, Wright ESD firstname.lastname@example.org