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Teachers’ Creations. 3 Years. The Empire vs. The Colonies Agrarian Culture vs. Industrialization– Free Market Totalitarians vs. International Liberalism. FALL. The Roots of the American Nation Philosophical Roots Antecedent Documents Colonial Charters Colonial Culture

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3 years
3 Years
  • The Empire vs. The Colonies
  • Agrarian Culture vs. Industrialization– Free Market
  • Totalitarians vs. International Liberalism
slide3
FALL

The Roots of the American Nation

  • Philosophical Roots
  • Antecedent Documents
  • Colonial Charters
  • Colonial Culture
  • End of Salutary Neglect
  • American Reaction
winter
Winter

The American Revolution

  • Declaration of Independence
  • The Legacy of the Declaration
  • Civil War within the War
  • The Revolutionary War
spring
Spring

Lesson Development Day

summer institute on the road
Summer Institute on the Road
  • New Jersey Sites:
    • Washington Crossing
    • Trenton
    • Princeton
  • Gloucester County sites
  • Philadelphia sites
writing narratives
Writing Narratives
  • Research
  • Writing Substantive History
  • Exciting/ Enjoyable
slide8
Polis The State

POLITEA

The Regime

PAIDEIA

What Makes a State What It Is

POLITEUMA

The Ruling Order

us 1860
South

State Gov’t w/i Federal Gov’t

Planters

Constitution

Hierarchy

Slave Culture

Honor

North

National Republic

Citizens

Declaration

Free Market

Industrialization

Industry

US 1860

P

A

I

D

I

E

A

slide10
NAZI GERMANY

Totalitarian Dictatorship

Nazi Party

German Purity

Mein Kampf

Racial Superiority

Loyalty, Service to the Volk

UNITED STATES

Federal Republic

Citizens

Declaration, Constitution,

Bill of Rights

Liberty, Industry, Duty, Patriotism

1940

P

A

I

D

I

E

A

binary paideia
Monarchy

Whigs

British

North

Industrial

Free Market

Democratic

Republic

Tories

Colonists

South

Agrarian

Socialist

Totalitarian

BINARY PAIDEIA

STORIES

lesson structure
LESSON STRUCTURE

"TITLE"

Grades

Subjects

Objectives

One to three Objectives

Binary Paideia Chart

Key terms

Background

One to Five paragraphs

Procedures

Previous night’s homework to give the students a common base of knowledge.

Day of Lesson Procedure

Do Now – to get them started as soon as they come into class.

Review Binary Paideia with students.

Try to include some video clips from universal streaming, or some web sites, or some primary excerpts, or a combination of all three.

Homework

Assessment

Extension

Resources

Tables, charts, maps, etc.

slide13
Lesson Structure

A LEARNING EXPERIENCE FOR TEACHERS

“John Fenwick & Salem, NJ”

As an Example

grades 3 5 6 8 9 12

Grades3-56-89-12

United States History

World History

Language Arts, Reading, Math, etc.

slide15
Time required?

At least one 90-minute period or

two 45-minute periods

slide16
Must be NJCCC standards based

Take your topic, then

GO TO STANDARDS FIRST

slide17
Standards and C.P.I.

D. Colonization and Settlement (1585-1763)

2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.

slide18
Then think of creating an Assessment

In three separate paragraphs, students will show, the ability to:

  • Identify John Fenwick’s motivation to leave England and settle in New Jersey
  • Explain the issues that faced John Fenwick as he built his settlement in New Jersey
  • Trace the ownership of West Jersey from Lord Berkley to William Penn
slide19
From the Assessment, write your Objectives

The Objectives and Assessments must agree.

They must meet the NJCCCS C.P.I.s

slide20
Students will be able to:
  • identify John Fenwick’s motivation to leave England and settle in New Jersey.
  • explain the issues that faced John Fenwick as he built his settlement in New Jersey.
  • trace the ownership of West Jersey from Lord Berkley to William Penn.
slide21
OBJECTIVES

Students will be able to:

identify John Fenwick’s motivation to leave England and settle in New Jersey.

explain the issues that faced John Fenwick as he built his settlement in New Jersey.

trace the ownership of West Jersey from Lord Berkley to William Penn.

ASSESSMENTS

In three separate paragraphs, students will show, the ability to:

Identify John Fenwick’s motivation to leave England and settle in New Jersey

Explain the issues that faced John Fenwick as he built his settlement in New Jersey

Trace the ownership of West Jersey from Lord Berkley to William Penn

slide24
BACKGROUND

For Students and/or for Teacher

Depending on level

Historical Narrative

You get to research and write History

slide25
Procedure

Must have

Previous Night’s Homework, with an exercise for accountability

to establish a common starting point!

slide26
Day of the Lesson Procedure

to bring students from the OBJECTIVES to the ASSESSMENT

slide27
HOMEWORK

FOR

ACCOUNTABILITY

slide29
Resources

Worksheets and Handouts

slide30
SOURCES

Cite your sources

Books, Articles, and Links

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