Palimpsest - Olds NCSS

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presentation at NCSS, November 2012

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  • 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.
  • Palimpsest - Olds NCSS

    1. 1. Find A Palimpsest and EngageStudents with American History Learn how a group of teachers make history meaningful for elementary students using a kind of image we identify as palimpsest. NCSS Annual Conference, November, 2012
    2. 2. Who we are -• TAH Project Director Sue Olds, – District administrator, Petaluma City Schools. – susanolds@aol.com• TAH Co-Director Nancy Case-Rico, – Professor, Sonoma State University. – case@sonoma.edu TAH Project Website: tah4.org
    3. 3. Brief Overview of TAH4 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) for Teaching American History grant, 2008-2011. 3 Saturdays within year; two-week institute each summer including a field trip.
    4. 4. Themes• Year one - “ethnogenesis” - first contact and exploration.• Year two - “palimpsest” – colonial communities.• Year three - “heritage” - revolution and constitution
    5. 5. Ethnogenesis 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.
    6. 6. Heritage  Heritage is defined as the stories we tell today about events that occurred in the past.  Teachers used this term to examine familiar and unfamiliar American stories.
    7. 7. Palimpsest A 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, Ca., where palimpsest is evident at every turn; early Native Americans, Spanish missions, Mexican and American influences abound through architecture, culture, and environment.
    8. 8. What do you see?What makes this a palimpsest?
    9. 9. What do you see?
    10. 10. Information to Before At the time 50-100 years Todayconsider for a Europeans Europeans arrived afterspecific location arrived (colonial Europeans settlement) arrivedWhere am I?(Environment)Who’s here withme and what is ourrelationship?(Society)What are the rules?(Politics)What do we do fora living?(Economy)Who are webecoming as apeople?(Culture)
    11. 11. Visual evidence of Environment?Society? Politics?Economy? Culture?
    12. 12. Visual evidence of Environment?Society? Politics?Economy? Culture?
    13. 13. video from Youtubewww.youtube.com/my_videos?feature=mhee
    14. 14. TAH 4: Palimpsest Project #1“Our goal for this project is to practiceseeing historical palimpsests in real placesusing the themes from our summercurriculum.We will be examining the wayscommunities changed over time bycreating new communities that blendedelements of the groups that made them up,rather than obliterating all traces of pastcultures and peoples.”Intro to 5th grade assignment
    15. 15. Logistics for our assignment, used in 5th grade US.Work in a small groups. Each group will examine the history of a real community (one place) that existed before European contact and still exists today.Each group receives a set of materials—maps, handouts,links/ urls—to use as resources for this project. Two graphic organizers are provided to help with research and the final product Note the use of the five themes: environment, society, politics, economy, and culture.Presentation of information includes visual images andwriting.
    16. 16. Final Product of Palimpsest project:With your group, create a final image (modeled on the R. Crumbcartoon) on chart paper illustrating how your community changedover time AND how this change was a palimpsest.-Your image should follow the pattern below (note: Like R. Crumb,you don’t have to include the labels, but do organize the boxes thisway.) Pre-Contact Colonial Settlement Mature Colonial Today Settlement
    17. 17. Palimpsest Project #2 Lesson Modified After Professors Jolly & Purser of CSU, SonomaStudents 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”
    18. 18. Palimpsest Project #3• You will select one US city, town, area, or historical landmark. Look for a location that has evidence of different layers of people living there over time. You will concentrate on a time when Native Americans lived there, what type of city or town evolved once European settlers arrived, and what the city or area is like today. You will be able to find information on your area online and also in books from the library which include the history of the area you are researching.• The final project will be a Pop-Up Triorama/model of the landmark/city
    19. 19. Palimpsest Project #3:
    20. 20. Other examples-
    21. 21. What are your ideas?
    22. 22. http://www.tah4.org Lessons developed by participants Professor resources Links include: ◦ Teaching History Resources ◦ Reading and Writing Strategies ◦ Grant Generated Lesson Plans ◦ Past Institutes and Activities Contact information: ◦ susanolds@aol.com case@sonoma.edu ◦ www.youtube.com/my_videos?feature=mhee

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