How Teaching American History Supported Our Classrooms
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Sharing our experiences from TAH4 Petaluma (CA) March 2012 CCSS Conference.
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Transcript of How Teaching American History Supported Our Classrooms
Sharing our experiences from TAH4 Petaluma (CA)
March 2012CCSS Conference.
Teacher Leaders: Leslie Ihrig, 5th gr., Petaluma City Schools
Lisa Beaudry, 5th gr., Old Adobe Elementary School District
Joan Newcomb, 5th gr, Cotati-Rohnert Park School District
Shirley Jenner, 5th gr, Bellevue ElementarySchool District
Tracy West, 5th gr, Wright Elementary School District
Christina Lunde, 5th gr, Novator School District.
TAH Petaluma Project Co-Directors: Nancy Case-Rico, Sonoma State University
Sue Olds, Petaluma City Schools.
Elementary consortium project with Sonoma State University History and Education professors.
8 district partners; 47 upper elementary teachers; 8 teacher leaders.
Three-year cohort (kept 44 for 3 years)
3 Saturdays within year; two-week institute each summer including a field trip.
• Drs. Margaret Purser and Michelle Jolly wove together the fabric of our history using three overarching themes.
• Through lecture and hands-on activities, with rich content, teachers made the connections that bring history to life for students.
• All content was driven by the HSS Standards
Year one - “ethnogenesis” -first contact and exploration.
Year two - “palimpsest” –colonial communities.
Year three - “heritage” -revolution and constitution
o Ethnogenesis describes the process that occurs when two or more cultures come together.
o In TAH, teachers used this term to analyze the continued process of combining cultures, starting with “first contact” between Europeans and Native Americans.
o The two-week institute culminated in various, teacher selected field trips (i.e., Fort Ross, Angel Island, and San Francisco Maritime Museum)
Palimpsest is a parchment (or the like) from which writing has been partially or completely erased to make room for another text.
Teachers used this term to think about the layers of history that have not been entirely erased, but are just below the surface.
The two-week institute culminated in a trip to Monterey, where palimpsest is evident at every turn; early Native Americans, Spanish missions, Mexican and American influences abound through architecture, culture, and environment.
Heritage is the stories we tell today about events that occurred in the past.
Teachers used this term to examine familiar and unfamiliar American stories.
This institute culminated in a field trip to Philadelphia, Plimoth Plantation, and Boston.
Themes helped to structure the year and cover all the HSS content standards.
Focus on rich history content allowed teachers to use district purchased curriculum and “bump it up a notch.”
Understanding the “big picture” made it easier to help kids make connections.
Deeper knowledge of history created teacher “history geeks” and infectious learning for kids!
Provide a pedagogical framework for classroom adaptation.
Nancy
Consider content goals for each session;
Careful selection of strategies to use;
Each presentation was designed with the (content) standard first;
How to use and model the appropriate pedagogical strategy;
And then, how to scaffold the lesson further.
THE SIOP MODELSheltered Instruction Observation
Protocol•A lesson study for creating the bestlesson for your ELL’s.
•Disclaimer.
* A 30 point check list for teachers toassess their lesson.
Content objectives
Language objectives
Content concepts
Supplementary Materials
Adaptation of content
Meaningful Activities
CONTENT OBJECTIVES LANGUAGE OBJECTIVES
TO ID TERMS-
TO SOLVE-
INVESTIGATE-DISTINGUISH-HYPOTHESIZE-
CREATE-
SELECT-
DRAW CONCLUSIONS
LISTEN FOR-RETELL-DEFINE-FIND MAIN IDEA-
COMPARE-SUMMARIZE-REHEARSE-PERSUADE-WRITE
I
incorporate
more maps
into my
lessons.
Using primary
documents is
now part of my
reading
program.Using art, like
the Lifesize
Explorers, is a
hook for all of
my kids. I
can’t wait to
do the Graffiti
Board!
Cave Time
Planning Time
Institute Projects
Implementation To The Classroom
Before TAH
State Expo Project
- tri-fold poster
-research the state
-focused on state facts
-present the facts
-hand-drawn brochure
-checklist for grading
After TAH tri-fold poster maps - salt dough map state research on themes -
culture, economy, society, politics, environment
Word Brochure character study/biography
role-play Powerpoint State Tour Palimpsest Project scaffolded for various
language levels rubric gradesheet reading lessons using
encyclopedias
tri-fold poster maps - salt dough map state research on themes -culture,
economy, society, politics, environment
Word Brochure character study/biography role-play Powerpoint State Tour Palimpsest Project scaffolded for various language levels rubric gradesheet reading lessons using encyclopedias
Students will select one historical landmark or town from their state, then identify the themes, society, culture, environment, economics, within that location. Students will focus on how the location has changed, stayed the
same, and been used by the different people who have been there.Modeled after the RL Crumb Comic Strip “Short American History”
Literature Circles
Field Trips
Graffiti Walls
Picture File Cards
Comic Strip
Powerpoint Presentation
Tea Parties
Write Around
Consistent academic staff – professors, teacher leaders, grant directors commit for three years.
Teachers felt honored as professionals who understood needs of classroom.
Teacher leaders included as equal partners in planning
US History -- local, relevant, meaningful
Lesson plan template
Agendas
Lessons developed by participants
Professor resources
Links include◦ Teaching History Resources
◦ Reading and Writing Strategies
◦ Grant Generated Lesson Plans
◦ Current Calendar of Events
◦ Past Institutes and Activities
Lisa Beaudry, La Tercera Elem, Old Adobe ESD, [email protected]
Leslie Ihrig, Grant School, Petaluma SD [email protected]
Shirley Jenner, Meadow View Elem, Bellevue ESD [email protected]
Christina Lunde, Olive Elementary, Novato SD [email protected]
Joan Newcomb, Monte Vista Elem, Cotati SD, [email protected]
Tracy West, Robert L. Stevens, Wright ESD [email protected]
