1. your conference must be boring if there is nothing noteworthy...

:-)


I have been taking handwritten notes, to be transcribed later!!!!

Friday Sessions:


SESSION #2--Use of Essential Questions in the Teaching of History.

--Great for thematic approach.
--Google Essential Questions forum

Essential questions--I will copy my handout for all.
Examples of EQ's
  • What should win--human rights or the common good?
  • What justifies conquest?
  • How does religion affect world's views?
  • What is good government?
  • All men are created equal? (mine :)
  • What is the impact of a belief in equality?
  • How much government control is good for society?
  • When is conflict beneficial or destructive?
  • Should conflict exist?

How to use EQ's effectively:
  1. Carefully select 3-7 EQ's to use throughout the year.
  2. Make sure that you use the same EQ's for the whole year.
  3. Make sure your questions are as pertinent to modern issues as to the past.
  4. Investigate through primary and secondary sources.
  5. Encourage students to recognize multiple perspectives.
  6. Post EQ's in your room and talk about them daily.

Current events--students must relate them to an essential question--And explain how!!

Essential Questions: Broad based; maybe 3 or 4 in a unit.
Historical Questions: HQs focus on a specific benchmark within the topic. These address a specific topic within the EQ.

Characteristics of HQs--words must match the EQ; students will then see the connections.
Relevant to specific time period
Addresses a specific topic

EQ: What types of relationships should exist between gov. institutions and individuals?
HQ. Did the Articles of Confederation establish an appropriate relationship between the gov and the states and the gov. and the people?

EQ: Can war be justified?
HQ: How did the Confederacy justify secession and the Civil War?

Prove it" exercise on the hand-out--Research helps students back up what they are learning by using primary sources; they must find the info to back up their reasons.

I am getting the power point presentation they showed--will send to everyone.

SESSION #3 TECH GRAB BAG (always check youtube for tutorials)

  1. Wordle
  2. Twiducate--twitter for teachers. Can add students. Students can communicate with each other. More protected for students
    1. ex. twhistory.org
  3. Animoto.com--can make films from pictures. This is great. Showed example of a short film on Martin Luther King. There are resources as well--archived sets made for education.
  4. Memorize.com--helps kids get ready for tests; gives tables in which questions and answers can be entered.
  5. Google Docs--Great for group projects; share and collaborate, can share real time; shows who edits and at what time.
  6. Google Phone--can get a phone number; dedicated to parents or students to contact you. Translates the phone call to text, so you have physical evidence of the conversation. Also good for interviews?
  7. Google Voice--voice mails are translated to text.
  8. Free technology for teachers
  9. Text Blaster--enter kids cell phones into your computer and you can send one text and all the students receive them; great for sending information to all. Great also when we are on trips and have to contact all the students.
  10. Google Presentations--like power point, but more than one kid can work on it at one time.
  11. Google Spreadsheets
  12. Google Drawing--students can work together to organize information in other ways; charts; drawings. Take a template and put it on for students to click and fill (maps).
  13. Prezi.com--Power point presentation. Not linear. Zooms in and out for a great presentation.
      • John, this is cool for creating diagrams like you have been doing in my Tan class. Check it out!!
  14. Teach-nology,com--time line ,maker. Vertical and horizontal timelines.
  15. ettcweb.lr.k12.nj.us/forms/newpoem.htm --Poetry maker; Educational technology training
  16. Firefox download helper--Download; when you go to a site, you can download any video on the site.
  17. Wikispaces--great project: creating a textbook.
  18. Voicethread--must purchase for the students; upload an image and then comment on the images. Great for art critique (Katie?).
  19. Learnboost.com--Free software; gradebook, attendance. We have a FAWEB.
  20. edu.glogster.com-- Can create an account for the students; Free site. Like an online scrapbook. Can create a unique project. Really cool.
  21. Scribd.com--Publish documents on line.

e-mail: Kristi.stricker@cuchicago.edu

SESSION #4 Outrageous Teaching--Engaging Presentations

Could not get into wiki at beginning of session....

  • Passion
    • Within my subject content areas, I am passionate about _ (what topics--law, constitution, civil rights).
    • Within my profession, but not specific to the subject matter, I am passionate about_ (presentation?).
    • Completely outside of my profession, I am passionate about (ex. baseball, golf).
  • Hooks--A crash course
    • Rope activity--teaches about the 3 branches of government.
    • Taboo Hook--Position your material as if it is elicit. Ex.--"the following material is not taught in any textbook, is very forbidden in U.S. classrooms, I apologize ahead of time to present this but it is something you must know. I could get fired for this". THE CLASS IS HOOKED!!
    • Using food as a hook--bring in drinks when discussng speakeasies.
  • Ask and Analyze
    • must ask creative questions to get creative responses.

www.daveburgess.com (for outrageous teaching tips)
outrageousteaching@gmail.com


SESSION 5--Slavery and the Constitution: Dred Scott v. Sanford

Key Question--Analyze how the two sides in the Dred Scott decision interpreted the same Founding documents and came to such different conclusions.

  • Using primary source documents....

DBQ's--promote higher level thinking and inquiry. Students have to find the answers on their own.

Working on group activities--each of three groups are asked to analyze 4 primary source documents and respond to questions for discussion with the group. These documents show many ambiguities and as a result each side of the Dred Scott case has definitive use for their case.

Possible thesis statement for an essay as a response to this question:

  • Analyze the prompt--the word "how"?
  • The two sides in the Dred Scott controversy came to such different conclusions in interpreting the same Founding documents because, while the side supporting Dred Scott said......., and the side supporting Sanford said......

SESSION 6--Fourteenth Amendment

KEY POINT: Fourteenth Amendment makes all other rights important.

  • Conceived to transform this country.
  • Makes Bill of Rights applicable to the states.

Background--1865

  • Civil War ends
  • 13th Amendment created
  • Why pass the 14th?
    • In response to the Black Codes
    • Need to define citizenship--nothing clear to date (look at Dred Scott)
  • Antebellum Legal Issues worksheet
    • Whites:
      • power
    • Free blacks:
      • at constant risk in North and South (after 1850 and Fug. Slave Law--because prior to 14th no due process); they have no civil rights.
    • Slaves
      • no rights; slavery a lifetime condition.
      • highly racialized status
    • Indians
  • Joint Committee of Fifteen on Reconstruction--try to forge a way of dealing with Reconstruction. They want to deal with the power still in the South that threatened the victory of the North. In late spring 1866 they rolled out the 14th, which was to maintain the victory.
  • 14th Amendment
    • Sec. 1:
      • citizenship defined.
      • born or naturalized in the US; first time discussed.
      • citizenship overturns Dred Scott--directly related to that.
      • privileges and immunities clause--states can not take away the privileges and immunities of anyone born in this country (black people now included if born here)--Biggie!!!!
      • Due Process--persons get due process, not necessarily defined as citizens.
      • Equal protection of the laws--least discussed issue in the section; if whites are protected, then blacks are protected as well.
    • Sec. 2:
      • Ends the 3/5's clause--so now Southern states have more representation and therefore more votes in House.
      • But following Congress is given the right to "tweak" representation.
      • voting age--male citizens (freed slaves? Women? Immigrants? Paupers? Criminals?)
    • Sec. 3
      • Punished southern leaders--could not be in gov.
      • could be overturned for these individuals by 2/3's vote.
    • Sec. 4
      • Union debt is valid
      • Confederate debt is not
      • No compensation for freed slaves
    • Sec. 5
      • Same as 13th, Congress has power to make the laws if the Amendment is not going the way it should (response to the lack of faith in Andrew Johnson--they did not think much of him as the President, and therefore did not want to put this power in the hands of the President)
  • Legislation passed following the creation of the 14th--passed under the Enforcement Clause of the 14th Amendment, but later overturned by the Supreme Court (Why--because the SC had a very different view of state rights and the role of the federal government). This is the reason that the 14th, for all its glory, did not represent an incredible victory--till later.
    • Major Statutes
      • Civil Rights Act of 1866
      • Enforcement Act of 1870
      • Act of Feb. 28, 1871
      • KKK Act of 1871
      • Civil Rights Act of 1871
    • Lesser Statutes
      • Slave Kidnapping Act of 1866
      • Peonage Abolition Act of 1867


Saturday's Sessons:


Session #1--Looking at History--Making Photographs Meaningful

Main Points--these are quotes from Ansel Adams:

  1. A good photograph is usually looked at--seldom looked into
  2. There are always two people in every picture; the photographer and the viewer. Sp there may be two different perspectives.
  3. You do not take a picture, you make it--the photographer can get you to see what you want him to see. Part of the meaning of the photo is how it is taken.
  4. Photography is more than a medium for factual communication of ideas. It is a creative art.
  5. Photography...offers an infinite variety of perception, interpretation and execution.
Picture_15.png
Have students think conceptually about the photos to make the content and photos meaningful. Have them work with the pictures in some way:

  • Cluster them in different ways; when you see photos all together it will invoke questions...
Teach students how to analyze photos from different perspectives than their own.
  • How do these pictures capture the era?
  • How are the figures dressed?
  • Know something about the photographer.



Session 2--What makes as Essential Question so essential.

Grant Wiggins is a proponent of essential questions.
"Essential questions are designed to challenge preconceived notions and force students to stretch their thinking, using course content to support and inform answers. In doing so, students discover meaning in the content."

Examples:

  1. How much power should the Federal Gov. have? (9/11)
  2. Whats the proper balance between privacy and national security? (Japanese Internment; First Amendment discussions;)
  3. When, if ever, should people go to war?
  4. How do you measure success?
  5. How does geography shape a country?
  6. What are the challenges of diversity?
  7. What is the proper balance between the common good and religion? (Mosque debate)
  8. Is it better to be independent or interdependent? (Civil War)
  9. How should Americans deal with the gap between the rich and the poor? (class warfare)

Answers can change over time with additional evidence....
Picture_16.png

Characteristics of Essential Questions:

  • Axis for learning and additional research
  • Self-Leveling
    • Life experiences are different
    • Where you get your information is different
      • Newspapers
      • TV
      • Other people (who do you trust)
      • Authors and books
  • Dynamic Tension

Contact to get session materials--


Session #3 SCAN--online critical thinking tool


TregoED--thinking tools

What is SCAN? A framework for kids to use in four steps:

  • Stop and think things through--what is the issue
  • Clarify the key issues
  • Ask yourself whats most important
  • Now, what is your next step?

Framework for info gathering and analysis
Repeatable and applicable approach
Steps which serve as a road map

Sample Scenario--Manifest Destiny--Territorial Expansion or Conquest. This becomes a role play activity.
  • relevant
  • distinct perspectives
  • content

Point of View
  1. Native American's
    1. Culture under attack
    2. Loss of land
  2. Prospective settlers
    1. Opportunity
    2. Get out of cities
  3. Democratic Congressman
  4. Whig Congressman

Students will now:
  • access URL (watch demo video)
    • Students sign in, and create unique user name (and avitar); they can tie it to the role if they like.
    • Teacher has a link to the identity--you receive the initials to their names.
  • read scenario and select point-of-view
    • Students receive background; then select their role.
    • Receive issues based on the role they have selected.
    • Teacher can assign roles for the kids ahead of time.
    • Additional links provided.
    • Add notes.
  • answer prompts and participate in online discussion
    • Now go to SCAN prompts--
      • Stop and think things through--issues are put in by all students; have access to the other points of view. Everything is shared.
      • Kids can now discuss this issues online. Build arguments, discuss needs--online chat tool.
      • Clarify the key issues; then see everyone's responses to the prompt. But no discussion now, just read the other perspectives
      • Ask yourself what is most important--vote on the most important issues.
      • Now what is next step. Put yourself in the role--what solutions can you come up with to this problem? This will be in the form of ACTIONS
  • Answer assessment questions
    • Sum up what you have learned.
    • What would you do from here?
    • Compare the student's solutions to what really happened.
    • Students celebrate the end of the project.

Beauty of this exercise--students have really studied the issues closely. True collaborative exercise--using other student's perspectives in their arguments.

Can add technology: examples--
  1. Photostory
  2. Glogster
  3. readwritethink.org persuasive map
  4. Bill of Rights Institute--has current events everyday

TregoED.org--activation code will be sent to us
  • go to my dashboard--how to videos. Tools to help get started.
  • set up a SCAN lesson--type in your topic. Can add to what is there if you like.

Helps kids
  1. See and understand issues from other people's perspectives.
  2. Explore bias, points of view and context.
  3. Freely participate and express themselves.
  4. Learn to collaborate , discuss , negotiate.
  5. Learn a problem solving approach for life.

Teacher subscription is $45.00/year--unlimited lessons, students; 100 + scenarios are available.....

swozniak@TregoED.org