PHILADELPHIA PREVIEW

WORKSHOP

HOW WILL WE INTEGRATE OUR GRANT ACTIVITIES INTO OUR

CLASSROOMS?

Albert M. Greenfield African American Iconic Images Collection http://muralarts.org/webfm_send/44

WHAT HAVE WE DONE SO FAR? SYMPOSIUM TOPICS FIELD STUDIES EXPERIENCES HISTORICAL THINKING AND OTHER

UNNATURAL ACTS concepts of modeling and leading students toward a deeper understanding of reading primary and secondary sources.

MODEL LESSONS from SHEG, Historicalthinkingmatters.org and LOC

TEACHING A MODEL LESSON EVALUATING A MODEL LESSON

Tuskegee Airmen

HISTORICAL THINKING AND OTHER UNNATURAL ACTS

Charting the Future of Teaching the Past

“The essays in this book begin with the basic assumption that history teaches us a way to make choices, to balance opinions, to tell stories and to become uneasy—when necessary—about the stories we tell.” (p. ix)

“When I informed the professor that I would review the literature on history learning, I met a chilly response. ‘Can’t,’ she said matter-of-factly,-’there’s no literature to review.” (xi)

See page xii for a run down of how the book is organized.

We will start our discussion of the book by reading Chapter 3 and discussing that chapter at our Sept. 7th symposium.

FEEDBACK FROM MODEL LESSONS

Which ones did we use?

EXAMPLES FROM MODEL LESSON EXPERIENCES

Let’s discuss the strengths and suggestions for improvement from these model lessons. Do they require great modifications? Do they need time recommendations? In reflection, what would we change? How can we measure student learning?

Reaching For Your Star

LESSONS WE USED

HOW CAN WE ASSESS STUDENT LEARNING USING PRIMARY SOURCES?

FORMATIVE or SUMMATIVE

Individual, one-on-one observation (formative)

“Format sheets” for guided questions/processes

Class observation and discussion (formative) Guiding questions and

written responses Group interaction with

source and questions I-Respond “Who thinks-----”

RUBRIC Single or Multiple sources Incorporates the essential

question

Quiz Specific feedback to

students Allows for data collection

for whole group and individuals

Test Incorporating standards

based concepts in primary sources used on the test.

Dr. J

RUBRICS

LESSON PLAN CREATION Lesson Plan to be developed during the July 29 and

30th workshops. Create a digital version and turn in completed plan with any supplemental materials by July 25th for inclusion in Summer stipend award.

Plan to teach your lesson during the 2011-2012 school year with

feedback/evaluation similar to this year’s.

LESSON PLAN FORMAT Lesson Plan: (title) Lesson designer(s): School   Lesson Origin: (web site, modified from, original)   Georgia Performance Standard:   Essential Question: (Learning Question)   Materials: (include at least one primary source)     Instructions for class activities with suggested time

(30 min., 60 min., 90 min., more) Introduction, warm up/hook:  Step by step instructions: Closure

Jackie Robinson

LP FORMAT CONTINUED Assessment: Formative Summative

(attached?)    Technology use (include I-Respond file if used):   Suggestions for differentiation/modification:  Extensions (advanced students):     Depth of Knowledge level: 1_____ 2__ ____3.________4._______

(rationale)   Modeling/Guided Practice/Independent Practice elements:     Elements of Teaching American History Grant activities

incorporated into the lesson: Sourcing   Contextualization   Corroboration   Close Reading

“Tribute To Urban Horsemen”

DEPTH OF KNOWLEDGE LEVELS

A GILDER LEHRMAN RESOURCE

The Founding Era is a multimedia resource kit that includes: a notebook and CD containing primary source

documents artwork maps study questions posters of documents and images two interactive CD-ROMs based on exhibitions

(George Washington and Alexander Hamilton) portrait cards of key figures from the Founding Era two comparative timelines; Historians on the Record: The Founding Era, a

DVD of thirteen lectures by leading scholars.

LET’S GO TO PHILADELPHIA!

Itinerary Checklist for items to turn in

Online check-in and boarding pass 24 hours ahead of departure. Both boarding passes must be turned in to Martha by arrival back in Atlanta.

Be at the airport by 6:00 A.M. Record mileage to and from the airport and be

prepared to put those numbers on forms on 6/29. Keep parking receipt and turn in on 6/29. Keep your “checked baggage” receipt from the

Holiday Inn and turn it in on the 6/29. Check out receipts from both hotels (if issued)

turned in on 6/29 or before.