2011 tahp summer institute n.
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2011 TAHP Summer Institute

2011 TAHP Summer Institute

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2011 TAHP Summer Institute

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  1. 2011 TAHP Summer Institute Race & Rights at the End of the American Century

  2. What Do You Think We Mean By “American Century?” Why do you think we refer to the “END” of the American Century?

  3. Introductions • This room is a “map” of the United States. • Note the locations of Maine, Florida, Washington, California. (What will you do if you have to go out of the boundaries? – You decide! But don’t run far away.) • You have no more than 45 seconds to go and stand in the location where you were born. Use your geography skills. • Introduce yourself and your place of birth. • Now, you have 30 seconds to move to the place you would most like to visit within the U.S. • Tell us why this place is on your list of places to travel.

  4. Summer institute agenda • Each day is a mix of content, pedagogy, and discussion. Our primary foci will be going beyond Greta’s book for content, teaching controversial issues for pedagogy, and exploring our own ideas about race and teaching in discussions. • On Wednesday, the DBQ Project will present their workshop. • Please have all assigned readings completed before the first day of the institute. • It is very important to show up on time. There will not be early releases.

  5. Lunches • Redfield Campus • Lunch will be one hour long M-Th. You will be able to go anywhere you’d like (no reimbursement). • In the area: Chinese Village, McDonalds, Taco Bell, Jimmy Johns, Sunrise Café, BJs, Fatburger, Buffalo Wild Wings, Johnny Carinos, Firkin & Wolf, Wasabi’s, Serranos • You are also welcome to bring your own lunch, but we do not have refrigeration/microwaves. • On Friday, we will provide pizza, salad, and sodas.

  6. Requirements for stipend $800 plus DBQ Binder worth $300 • You must attend all hours of the Institute. • You must teach one DBQ from your binder and attend a one-day workshop on November 16 (grant will provide sub) as a follow-up conversation with the DBQ Project. You will post a short reflection on-line. • You must compose two original lesson plans by July 22. • Lesson 1: Controversial Issue Regarding Race in History/Current Events • Lesson 2: Primary Source Lesson on Race in History

  7. Lesson requirements • Read “Requirements for Stipend & DBQ Binder.” • Look over lesson templates. Note: • Historical background (250 words) • List of readings/primary sources and attachment of these items. • What is teacher doing? Student doing? • Assessment must include student directions and assignment and a grading tool. • Your lesson should be replicable. • What questions do you have? • Note that we are providing 2 hours on Thursday in a computer lab so you can begin your lesson plans.

  8. Grad credit requirements • Optional • Credit awarded in December • See additional sheet for requirements

  9. Materials, Readings, & assignments due before institute • Binder & dividers (organize in a way that makes sense to you) • Complete before institute begins: • Read Invisible Enemy and keep a list of your questions. • Choose to read three readings from Civil Rights: A Historical Reader. Write 1 paragraph reflection and three questions you could have students answer with this reading. • Watch the movie, King. Come prepared to discuss a particular clip you could use in your classroom. • Civil Discourse in the Classroom (no need to read before institute)

  10. Ordering a DBQ binder • Choose the option that works best for your curriculum. • Think about getting two different binders and sharing with a colleague or a friend, so you have more DBQs to choose from later.

  11. Uncovering the Movement • The following lesson was developed in part from a lesson highlighted in the book, Putting the Movement Back Into Civil Rights Teaching. • This is an awesome book. You can order the book and see wonderful resources on the website: • We are doing this as a base-line activity, because you all come with different levels of knowledge about the Movement. Some of you teach it regularly, others don’t. This gives us a common understanding and vocabulary before we move on in the Summer Institute to post-1965 civil rights.

  12. Uncovering the movement • With a partner make a list of everything you can remember being taught about the Civil Rights Movement when you were in school. • Then, write down one thing you teach about the Civil Rights Movement that you did not learn yourself in K-12.

  13. Read the following by Professor Charles Payne Traditionally, relationships between the races in the South were oppressive. In 1954, the Supreme Court decided this was wrong. Inspired by the court, courageous Americans, Black and White, took to protest in the street in the form of sit-ins, bus boycotts, and freedom rides. The protest movement, led by the brilliant and eloquent Dr. Martin Luther King, aided by a sympathetic federal government, most notably the Kennedy brothers and a born-again Lyndon Johnson, were able to make America understand racial discrimination was a moral issue. Once Americans began to understand how morally wrong it was, they moved to remove racial prejudice and discrimination from American life, as evidence by the Civil Rights Acts of ‘64 and ‘65. Dr. King was tragically slain in 1968. Fortunately, by this time the country had been changed for the better in some fundamental ways. The Movement was a remarkable victory for Americans. By the 1970s, southern states where Blacks could not have voted were sending African Americans to Congress. But even then, some black Americans were not satisfied with these victories and under the banner of “Black Power” participated in violent protests.

  14. A short reading • Break into partners and label yourselves as Reader 1 & Reader 2. • Based on your number, read the article, “The Politics of Children’s Literature: What’s Wrong with the Rosa Parks Myth” and “Critique of the Traditional Narrative.” • After you both finish your individual sections, discuss what you learned/remembered from the reading.

  15. Time To critique • Read “Critique of the Traditional Narrative” by Charles Payne. • Then, using the following categories to provoke your thinking, work with a group of 4 to fill in the second column of the T-Chart, labeled “Historically Accurate Narrative.” • Categories • Gender • Religion • Youth • Laws • Media culture • Economics • Groups other than African Americans • Racism • Resistance • Healing

  16. What are kids learning?

  17. Now think for a moment… The Civil Rights Movement is probably the most commonly taught story about civic engagement and social change. What are our students learning about these two ideas from what we (as a society) teach about the Movement?

  18. Knowledge, Skills, & Dispositions • If you had to choose one piece of knowledge, one skill, and one disposition (value) for students to learn through your teaching of the Civil Rights Movement, what would they be? Why?

  19. The next logical step in this activity would be to rewrite the paragraph on the Civil Rights Movement (or to rewrite the textbook version).

  20. What works with this strategy • Articulates misinformation and then corrects it (Research explains that we must deliberately explain what is wrong in student understanding before giving new information, or the new information will be filed away incorrectly.) • Great assessment strategy (think quiz); For instance, students could earn an A for correcting 6 pieces of misinformation in a paragraph, earn a B for correcting 5 pieces, etc. This would allow for differentiation in the testing, and you still only need to read about a ½ page of writing.

  21. Looking forward… How will our current understandings of the civil rights movement affect our thinking about race and rights in post 1965 America?

  22. Wrapping it up! • What questions do you have?