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Workshop Wednesdays. Implementing National History Day into your classroom using a workshop model. Why use a workshop model?. Teach 21 st Century Skills Use class time efficiently Combine classroom curriculum with the NHD project Utilize the flexibility offered with the workshop model.

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Workshop wednesdays
Workshop Wednesdays

Implementing National History Day into your classroom using a

workshop model


Why use a workshop model
Why use a workshop model?

Teach 21st Century Skills

Use class time efficiently

Combine classroom curriculum with the NHD project

Utilize the flexibility offered with the workshop model


Designed for flexibility
Designed for Flexibility

20 lessons=20 once a week workshops

20 lessons=10 twice a week workshops

20 lessons=3 weeks everyday

combine lessons


Designed for flexibility1
Designed for Flexibility

choose which lessons to teach

add work days where needed

use your own classroom curriculum for examples or use the ones provided

digital and print options


The curriculum
The Curriculum

1. Introduction to National History Day

Students will view sample projects and complete a web quest

2. Working with a theme

Students will learn about working with a theme and complete a word study of key terms in the NHD annual theme

3. Narrowing a topic and writing a preliminary thesis

Students will consider the topic for their project and begin preliminary research

Students will write a working thesis statement


The curriculum1
The Curriculum

4. Note taking skills

  Students will be exposed to several methods of taking notes which they will implement in the coming weeks

5. Understanding source types

  Students will learn to discriminate between primary, secondary and tertiary sources

6. Evaluating and analyzing secondary sources

  This lesson can be done as a library field trip

Students will begin their research using secondary sources


The curriculum2
The Curriculum

7. Discovering and analyzing primary sources

 Students will discover how secondary sources can lead to primary sources

They will continue researching using primary sources.

Using the internet as a research tool

Students will learn to use the Annotated Resource Set (ARS) as a system for tracking internet research

Students will learn to evaluate the credibility of websites and use tools such as Google for research purposes.


The curriculum3
The Curriculum

9. Evaluating maps and pictures

Students will use a political cartoon and a map to learn tools for analysis.

10. Evaluating primary source writing  

Students will analyze a letter and a newspaper article

11. Evaluating Historical Cause and Context

Students will learn about historical cause and context. They will create a timeline for their project and its place in history.


The curriculum4
The Curriculum

12. Writing a thesis statement  

Students will identify poor and good thesis statements and revise their working thesis for their project

13. Outlining and writing a thesis paper  

Students will organize their research thus far into an outline

Students will incorporate both informative and argumentative writing into a preliminary essay using research they have gathered


The curriculum5
The Curriculum

14. Conducting an Interview  

Students will learn to conduct an interview to gain historical information

15. Choosing a format and creating a project  

Students will evaluate the format options for their project and choose a format.

Students will begin working on their actual project. (This step will be on-going)

16. Organizing the NHD project  

Students will complete a graphic organizer or other layout for their project


The curriculum6
The Curriculum

17. Work week—Mid-project evaluation

Teachers will conference with students and offer feedback on the project

18. Writing a process paper and Creating your

annotated bibliography

Students will learn the requirements of the process paper and begin writing

Students will examine a properly created annotated bibliography and begin to organize their own


The curriculum7
The Curriculum

19. Work week—Quality Control

Teachers will proof projects and require revisions where necessary

20. Project Presentation and Contest Preparation  

Students will present and evaluate projects

Students will practice answering judge interview questions


Highlights
Highlights

Online resources for teachers and students at www.greaterdenvermetronhd.org

Pre-assessment at www.greaterdenvermetronhd.org

Online activities on www.greaterdenvermetronhd.org

Research field trip opportunity

The Googler’s Guide NHD Research

Writing element for all students

Interview 101


Sample lesson
Sample Lesson

Workshop 5—Identifying Source Types

A look at the lesson

Primary and Secondary Source handout

Mini-lesson, Work time, Homework


Battle of gettysburg
Battle of Gettysburg

  • Think about the Battle of Gettysburg.

  • What do you think the battleground looked like?

  • What did it smell like?

  • What were the sounds?

  • How can we know for sure if your ideas are right or

  • wrong?

  • Pretend you are a history detective.

  • What could prove or disprove your ideas?

  • Where could you look for that proof?


Battle of gettysburg primary sources
Battle of GettysburgPrimary Sources

Alexander Gardener photo


Battle of gettysburg primary sources1
Battle of GettysburgPrimary Sources

We slept upon the field, and no sound was audible, except continuous din of the enemy's tools, and the awful groans of the wounded and dying. The next sun brought the fatal 3rd. day of July. Everything remained quiet 'till about 12 1/2 P.M. (by the watch I saw) when we began shelling their positions. On both sides I think there must have been between 350 and 400 guns in action.

Captain Joseph Graham,

letter to his father

July 30, 1863


Battle of gettysburg primary sources2
Battle of GettysburgPrimary Sources


Battle of gettysburg primary sources3
Battle of GettysburgPrimary Sources

Abraham Lincoln’s Gettysburg Address

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.


Battle of gettysburg primary or secondary
Battle of GettysburgPrimary or Secondary?

Gettysburg Cyclorama

  • Do you think this is a primary source?

  • painted by French artist Paul Philippoteaux in 1883


Workshop wednesdays

Primary Sources

Interpretation

Secondary Sources


Battle of gettysburg secondary sources
Battle of GettysburgSecondary Sources


Battle of gettysburg secondary sources1
Battle of GettysburgSecondary Sources


Battle of gettysburg secondary sources2
Battle of GettysburgSecondary Sources


Battle of gettysburg secondary sources3
Battle of GettysburgSecondary Sources


Workshop wednesdays

Primary Sources

Interpretation

Secondary Sources

Interpretation

Tertiary Sources


Workshop wednesdays

Tertiary Sources

  • Wikipedia

  • Wikipedia has it’s place

  • Great as a beginning point

  • Gives basic details

  • Gives information about what to look for

  • Sometimes provides bibliographical information

  • Information found on Wikipedia should be

  • triangulated with other sources

  • But…

  • Do not list it on your bib

  • NHD recommends using primary and secondary

  • sources

  • A demonstration of the fluidity of Wikipedia


Workshop wednesdays

Thank you

Best of Luck!