1 / 18

New Teacher Induction July 30-31, 2013

New Teacher Induction July 30-31, 2013. Stepping Into the Past and Making It Come Alive Through Social Studies Instruction. What do you think of when you hear this song? What do you feel?. What Do Y ou S ee? Hear? Feel? Smell?. What do see? Hear? Feel? Smell?.

miyoko
Download Presentation

New Teacher Induction July 30-31, 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. New Teacher InductionJuly 30-31, 2013 Stepping Into the Past and Making It Come Alive Through Social Studies Instruction

  2. What do you think of when you hear this song? What do you feel?

  3. What Do You See? Hear? Feel? Smell?

  4. What do see? Hear? Feel? Smell?

  5. Who are each of these people? How do they feel? If this picture could speak, what would each of the people say? Traite des Negres by George Morland, circa 1798

  6. Untitled “Help! Oh, help! Thou God of Christians! Save a mother from despair! Cruel white-men steal my children! God of Christians, hear my prayer!” From my arms by force they’re rended, Sailors drag them to the sea; Yonder ship, at anchor riding, Swift will carry them away. There my son lies, stripp’d and bleeding; Fast with thongs, his hands are bound. See, the tyrants, how they scourge him! See his sides a reeking wound!

  7. Untitled, continued See his little sister by him; Quaking, trembling, how she lies! Drops of blood her face besprinkle; Tears of anguish fill her eyes. Now they tear her brother from her; Down, below the deck, he’s thrown; Stiff with fear, thro’ fear silent, Save a single, death-like groan. Hear the little creature begging! “Take me, white-men, for your own! Spare! Oh spare my darling brother! He’s my mother’s only son.” Published in the New Haven Gazette, Feb 21, 1788; author unknown

  8. How does this song connect with the previous slides?

  9. Standards possibly covered in this lesson…. • CONTENT: • 5th grade -Explain the international economic and cultural interactions occurring because of the triangular trade routes including the forced migration of Africans in the Middle Passage to the British colonies • 8th grade -Analyze points of view from specific textual evidence to describe the variety of African American experiences, both slave and free, including… • 11th- grade -Analyze migration, settlement patterns and cultural diffusion caused by the competition for resources among European nations…including the impact of the Atlantic Slave Trade • CCSS Process & Literacy Skills • Reading literacy skills, Writing literacy skills, Speaking & Listening skills, Visual Arts Skills, Language Arts content

  10. Why teach with documents? • When we ask students to work with and learn from primary sources, we transform them into historians. • Rather than passively receiving information from a teacher or a textbook, students are acting like historians – making sense of the stories, events and ideas of the past. • Primary documents engage students and pique their interest; it makes learning personal. • Students learn to find multiple perspectives and recognize bias. • And…it meets just about every process and literacy skill of the Common Core Standards!

  11. If we were to continue this lesson… We would analyze two songs, read a biography, analyze a piece of artwork, discuss pro-slavery quotes made by key leaders of the United States, write a new stanza to a song, critique a poem, analyze some photos and write a DBQ paper on slavery “citing textual and visual evidence” from all of these documents. Isnt this more engaging than reading out of a textbook?

  12. Social Studies Teaching and Learning Are Powerful When They Are… • Meaningful -21st century; deep; technology • Integrative – ESPN; past, present, future; all disciplines • Value Based – multiple perspectives; decision making • Challenging – analysis; investigation; inquiry • Active – hands-on; minds-on; process and think Position Statement of the National Council for the Social Studies

  13. The DBQ Project

  14. Comments from a 5th and 6th grade teacher on DBQs My students RECALLED more historical facts. My students ENJOYED history. My students felt that history was something they were “good at”. My students became better writers. I became a better writing teacher. We learned more about the CONNECTIONS between events in history.

  15. High School Student Comments @ DBQs • “Writing DBQs make me feel like I was in that time and that place and it helps me understand the people better…” • “I have never passed an English writing test but today I know I did because it was easy for the first time. I used the DBQ writing method that you taught me and I wrote six paragraphs…I am so excited!” • “I wasn’t going to graduate because I failed the EOI History test and another test, but I am now. The DBQ helped me on the test this year and I am going to graduate…Thank you.”

  16. High School Teacher Comments on DBQs • “The DBQ Project made history real to my students and got them engaged.” • “It’s a perfect fit with the C3 and CCSS standards.” • “The textbook became a secondary source and guide” • “Our raw scores from the EOI/ACE test for advanced and satisfactory are up 10% this year”

  17. This video explains it all. Please sign up for DBQ training on October 17th, a district wide professional development day www.youtube.com/watch?v=y8MlNzi1s_k

  18. For more information, contact Mary Jane Snedeker @snedema@tulsaschools.org or 925-1132

More Related