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2011 NCHE Conference

2011 NCHE Conference . Jason Danielson Dominic Iannone Pat Williams Paul Sams Joshua Wager Stefanie Rosenberg Wager . Analyzing a Political Cartoon (Paul). Background Information Title/Author/Place & Time/Historical Context Observations Description Meaning Questions/Reaction

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2011 NCHE Conference

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  1. 2011 NCHE Conference Jason Danielson Dominic Iannone Pat Williams Paul Sams Joshua Wager Stefanie Rosenberg Wager

  2. Analyzing a Political Cartoon (Paul) • Background Information • Title/Author/Place & Time/Historical Context • Observations • Description • Meaning • Questions/Reaction • Message/Argument • Critical Thinking • Persuasive Techniques

  3. Cartoon Analysis Guide (Paul) • Symbolism • Exaggeration • Labeling • Analogy • Irony • Visit www.tah4all.org for printable handouts!!!

  4. Improving Historical Writing (Dominic) • Focused approach designed to improve college writing. • Emphasis on the pre-writing stage • Outlining an essay, noting all important references and when they will be used. • Goal- Spend 3 weeks working on the outline so that the student can write a 10-page paper in 3 hours.

  5. The Spanish-American War (Pat) • This was perhaps the “Last Great Cause” • Great vehicle for teaching about political activism and involvement • The clarity of the ideologies made for passionate, enduring believers • These instances of political passion driving people to action are rare today

  6. Spanish-American War Activity Objective: 1. Utilizing what the students have learned about the political activism and idealism of the Abraham Lincoln Brigade and other volunteers in the Spanish Civil War students will begin to identify and assess the major conflicts and injustices of our time. 2. Students will create an “advocacy piece” that reflects their views, values and goals of their activism Method: 1. Students will do extensive on line research to generate information on issues or conflicts that they believe require political action, reform and change. These issues can be all of the following but are not limited to: a. political b. social c. religious d. Cultural 2. Once the students have compiled a list of issues or causes they will narrow their focus to a specific cause. Students will then submit a short explanation of the issue (basic facts-background, current conditions etc…) Included will also be a short “plan of action” and a description of the “advocacy piece”. It can be a Power Point, You Tube submission, web site, pamphlet, newsletter etc… (please no “posters”) 3. Students will then complete the individual piece per individual instructor guidelines.

  7. Constitutional Issues of the Civil War (Jason) • Bill of Rights Institute: Presidents and the Constitution: Lincoln and Habeas Corpus • Background reading – examine habeas corpus cases – simulate case – discuss • Read scholarly article on civil liberty in wartime – examine Bill of Rights issues • Civil War Through a Constitutional Lens • Examine executive powers in Constitution – examine primary sources on Lincoln – opportunity to evaluate • Compare/contrast with Reagan during Cold War and Obama during War on Terror

  8. Document Walks (Jake) • Using Document Walks to Collectively Navigate the Historical Process • Students act as historians by generating their own historical narratives. • Graffiti Wall concept • Document walks available at: • www.JeffreyEargle.wikispaces.com • www.DocsTeach.org • www.archives.nysed.gov/projects/throughout

  9. Questions? • You can find more handouts from the conference by going to www.dmpsprojectclio.wikispaces.com

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