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| http://www.carnegiemnh.org/online/indians/index.html |
Monday, December 26, 2011
Sunday, December 25, 2011
Saturday, December 3, 2011
Highlighter Stick
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| Learn how to make it here. |
Transparent binder dividers (cut into 2"x2" square)
Popsicle sticks
Glue gun
Wednesday, November 30, 2011
Video: City of New Orleans
Riding on the city of new orleans,
Illinois central monday morning rail
Fifteen cars and fifteen restless riders,
Three conductors and twenty-five sacks of mail.
All along the southbound odyssey
The train pulls out at kankakee
Rolls along past houses, farms and fields.
Passin' trains that have no names,
Freight yards full of old black men
And the graveyards of the rusted automobiles.
Chorus:
Good morning america how are you?
Don't you know me i'm your native son,
I'm the train they call the city of new orleans,
I'll be gone five hundred miles when the day is done.
Dealin' card with the old men in the club car.
Penny a point ain't no one keepin' score.
Oh won't you pass the paper bag that holds the bottle
Feel the wheels rumblin' 'neath the floor.
And the sons of pullman porters
And the sons of engineers
Ride their father's magic carpets made of steam.*
Mothers with their babes asleep,
Are rockin' to the gentle beat
And the rhythm of the rails is all they dream.*
Chorus
Nighttime on the city of new orleans,
Changing cars in memphis, tennessee.
Half way home, we'll be there by morning
Through the mississippi darkness
Rolling down to the sea.
And all the towns and people seem
To fade into a bad dream
And the steel rails still ain't heard the news.
The conductor sings his song again,
The passengers will please refrain
This train's got the disappearing railroad blues.
Good night, america, how are you?
Don't you know me i'm your native son,
I'm the train they call the city of new orleans,
I'll be gone five hundred miles when the day is done.
~ Steve Goodman
Sunday, November 27, 2011
Video: Yellow Rose of Texas
"The Yellow Rose of Texas" is a traditional folk song. The original love song has become associated with the legend of how an indentured servant named Emily Morgan "helped win the battle of San Jacinto, the decisive battle in the Texas Revolution." (Source: http://en.wikipedia.org/wiki/The_Yellow_Rose_of_Texas_%28song%29)
1. There's a yellow rose in Texas, that I am gonna see,
Nobody else could miss her, not half as much as me.
She cried so when I left her, it like to broke my heart,
And if I ever find her, we nevermore will part.
CHORUS:
She's the sweetest little rosebud that Texas ever knew,
Her eyes are bright as diamonds, they sparkle like the dew;
You may talk about your Clementine, and sing of Rosalee,
But the yellow rose of Texas is the only girl for me.
2. When the Rio Grande is flowing, the starry skies are bright,
She walks along the river in the quiet summer night:
I know that she remembers, when we parted long ago,
I promise to return, and not to leave her so.
CHORUS
3. Oh now I'm gonna find her, for my heart is full of woe,
We will do the things together, that we did so long ago
We'll play the banjo gaily, she'll love me like before,
And the yellow rose of Texas shall be mine forevermore.
CHORUS
Video: Tramp! Tramp! Tramp! The Boys are Marching
A song by George Root, detailing the life of a Union prisoner in the Civil War.
In the prison cell I sit,
Thinking Mother dear of you,
And our bright and happy home so far away,
And the tears they fill my eyes
Spite of all that I can do
Though I try to cheer my comrades
and be gay.
Chorus:
Tramp! tramp! tramp!
The boys are marching
Cheer up comrades,
They will come.
And beneath the starry flag
We shall breathe the air again
Of the free land in our own beloved home.
In the battle front we stood
When their fiercest charge they made,
And they swept us off a hundred men or more;
But before we reached their lines
They were beaten back, dismayed,
And we heard the cry of vict'ry o'er and o'er.
So within the prison cell
We are waiting for the day
That shall come to open wide the iron door;
And the hollow eye grows bright
And the poor heart almost gay
As we think of seing home and friends once more.
Video: The Liberty Ball
THE LIBERTY BALL Jesse Hutchinson, Jr. (1813-1853) Tune: "Old Rosin the Beau"
Come all ye true friends of the nation,
Attend to humanity's call;
Come aid in the slave's liberation,
And roll on the Liberty Ball.
And roll on the Liberty Ball,
And roll on the Liberty Ball,
Come aid in the slave's liberation,
And roll on the Liberty Ball.
We're foes unto wrong and oppression,
No matter which side of the sea,
And ever intend to oppose them
Till all of God's image are free.
Till all of God's image are free,
Till all of God's image are free,
And ever intend to oppose them
Till all of God's image are free.
We'll finish the temple of freedom,
And make it capacious within,
That all who seek shelter may find it
Whatever the hue of their skin.
Whatever the hue of their skin,
Whatever the hue of their skin,
That all who seek shelter may find it
Whatever the hue of their skin.
Success to the old-fashioned doctrine,
That men are created all free;
And down with the power of the despot,
Wherever his strongholds may be.
Wherever his strongholds may be,
Wherever his strongholds may be,
And down with the power of the despot,
Wherever his strongholds may be.
The liberty hosts are advancing,
For freedom to all, they declare,
The downtrodden millions are sighing,
Come break up our gloom of despair.
Come break up our gloom of despair,
Come break up our gloom of despair,
The downtrodden millions are sighing,
Come break up our gloom of despair.
Video: We are Coming, Father Abraham
On July 1, 1862, Lincoln put out a call for 300,000 more volunteer soldiers to fight in the Union army. Quaker abolitionist James Sloan Gibbons quickly wrote the poem "We Are Coming Father Abra'am (300,000 More)," which was printed in the New York Evening Post on July 16. Several composers just as quickly set the poem to music, including Stephen Foster and L.O. Emerson. The Emerson version is the most famous.
The video begins with a brief historical monologue. The song begins at about 1:30. It is performed by Frederick Fennell & the Eastman Wind Ensemble, and apparently is an accurate rendition of how the song would have been performed in 1862.
WE ARE COMING, FATHER ABRAHAM Words by James Sloan Gibbons Music L.O. Emerson
We are coming, Father Abraham, 300,000 more,
From Mississippi's winding stream and from New England's shore.
We leave our plows and workshops, our wives and children dear,
With hearts too full for utterance, with but a silent tear.
We dare not look behind us but steadfastly before.
We are coming, Father Abraham, 300,000 more!
CHORUS: We are coming, we are coming our Union to restore,
We are coming, Father Abraham, 300,000 more!
If you look across the hilltops that meet the northern sky,
Long moving lines of rising dust your vision may descry;
And now the wind, an instant, tears the cloudy veil aside,
And floats aloft our spangled flag in glory and in pride;
And bayonets in the sunlight gleam, and bands brave music pour,
We are coming, father Abr'am, three hundred thousand more!
CHORUS
If you look up all our valleys where the growing harvests shine,
You may see our sturdy farmer boys fast forming into line;
And children from their mother's knees are pulling at the weeds ,
And learning how to reap and sow against their country's needs;
And a farewell group stands weeping at every cottage door,
We are coming, Father Abr'am, three hundred thousand more!
CHORUS
You have called us, and we're coming by Richmond's bloody tide,
To lay us down for freedom's sake, our brothers' bones beside;
Or from foul treason's savage group, to wrench the murderous blade;
And in the face of foreign foes its fragments to parade.
Six hundred thousand loyal men and true have gone before,
We are coming, Father Abraham, 300,000 more!
CHORUS
Video: The Battle Cry of Freedom
"Battle Cry of Freedom" is a song written in 1862 by American composer George F. Root (1825–1895) during the American Civil War. A patriotic song advocating the cause of the Union, it became so popular that composer H. L. Schreiner and lyricist W. H. Barnes adapted it for the Confederate States of America.
Source: http://en.wikipedia.org/wiki/Battle_Cry_of_Freedom
Video: 線路はつづくよどこまでも／西六郷少年合唱団
Japanese version of the American Folk Song 'I've been working on the railroad.'
United States' railroads were built primarily by African-Americans and immigrants (particularly Irish immigrants). (Source: http://folkmusic.about.com/od/folksongs/qt/WorkingonRail.htm)
This song is a very familiar nursery rhyme in Japan, with the same melody but different title and different lyrics. It is known as "Senro wa tsuzuku yo doko made mo (線路は続くよどこまでも?)" in Japan and it means "The railroad continues forever". The Japanese lyrics describe the happiness of the journey.
Source: http://en.wikipedia.org/wiki/I%27ve_Been_Working_on_the_Railroad
Video: Oh! Susanna
I come from Alabama with my banjo on my knee,
I'm going to Louisiana, my true love for to see.
It rained all night the day I left, the weather it was dry
The sun so hot I froze to death, Susanna, don't you cry.
Chorus
Oh! Susanna, Oh don't you cry for me,
For I come from Alabama with my banjo on my knee.
I had a dream the other night, when everything was still;
I thought I saw Susanna dear, a coming down the hill.
A buckwheat cake was in her mouth, a tear was in her eye,
Says I, I'm coming from the south, Susanna, don't you cry.
I soon will be in New Orleans, and then I'll look around,
And when I find Susanna, I'll fall upon the ground.
But if I do not find her, then I will surely die,
And when I'm dead and buried, Oh, Susanna, don't you cry.
Video: Dixie
I wish I was in the land of cotton,
Old times there are not forgotten;
Look away! Look away! Look away! Dixieland.
In Dixieland where I was born in,
Early on one frosty morning';
Look away! Look away! Look away! Dixieland.
Chorus
Then I wish I was in Dixie, hooray! Hooray!
In Dixieland I'll take my stand to live and die in Dixie;
Away, away, away down south in Dixie. [Repeat.]
There's buckwheat cakes and Indian batter
Makes you fat, but that don't matter;
Look away! Look away! Look away! Dixieland.
Then hoe it down and scratch your grabble,
To Dixieland I'm bound to travel,
Look away! Look away! Look away! Dixieland.
Video: Taps
Taps
Day is done
Gone the sun
From the Lakes
From the hills
From the sky
All is well
Safely rest
God is nigh.
Fading light
Dims the sight,
And a star gems the sky,
Gleaming bright,
From afar,
Drawing nigh,
Falls the night.
Thanks and praise,
For our days,
Neath the sun,
Neath the stars,
Neath the sky,
As we go,
This we know,
God is nigh.
-- Thanks to The U.S. Scouting Service Project
Here we stand,
Hand in Hand,
Wishing Peace,
Freedom, Joy,
To each man,
When there's love,
In our hearts,
God is nigh.
-- Thanks to Casey Templin
The Story of Taps
Taps was devised during the Civil War. In 1862, the Union Army of the Potomac, under Major General George McClellan, was transported to the Virginia Peninsula to launch a campaign against the Confederate capital at Richmond. The Army met stiff resistance at the outskirts of Richmond. After a series of battles, McClellan, a cautious general by nature, and misinformed as to the strength of the Confederate army confronting him, elected to "change bases" - a carefully worded synonym for retreat - to a site to the south, on the bank of the James River.
During this retreat, the Army of the Potomac was forced to stand and fight the pursuing Confederate army at Malvern Hill. The Confederate army, rather unwisely, charged the Union line and was defeated. The battle of Malvern Hill was fought on June 28 - July 1, 1862.
On July 2 (134 years ago today), in a miserable rain, the Army of the Potomac completed its depressing and embarrassing retreat to Harrison's Landing on the James River. The retreat was a grim disillusionment for the North, which had expected a short war. For the Army of the Potomac, it was its darkest and saddest hour.
Encamped at Harrison's Landing that summer was Brigadier General Daniel Butterfield. He was the commander of the 3rd brigade of the 1st division of the Army of the Potomac's 5th corps. A fairly undistinguished officer otherwise, General Butterfield had an ear for music. Previously, he had observed that his brigade's bugle call caused confusion in camp, because it could not be distinguished from that of other brigades. So he devised a unique bugle call for the 3rd brigade.
Now, in camp along the James, he noted that the regulation evening bugle call for lights out was neither musical nor inspirational, nor tranquilizing. He devised a alternative tune for his bugler, which, after a couple of attempts, became Taps. The tune became popular, and soon the entire Army of the Potomac was using the call in place of the regulation call for lights out.
Eventually, Taps was adopted by all Union armies, and became official army regulation. Taps remains regulation to this day.
The story of Taps is particularly appropriate for July 2, given that today is the anniversary of the Army of the Potomac's long retreat to the Harrison's Landing camp.
-- Thanks to Roger Claff, Den Leader Coach and Den Leader, Pack 1570, Herndon, VA
Tuesday, November 15, 2011
Five Standards of Authentic Instruction
http://www.learner.org/workshops/socialstudies/pdf/session6/6.AuthenticInstruction.pdf
Five Standards of Authentic Instruction
1.Higher-Order Thinking
lower-order thinking only 1...2...3...4...5 higher order thinking is central
Criteria for higher-order thinking:
3 = Students primarily engage in routine LOT operations a good share of the
lesson. There is at least one significant question or activity in which some
students perform some HOT operations.
4 = Students engage in an at least one major activity during the lesson in
which they perform HOT operations. This activity occupies a substantial
portion of the lesson, and many students perform HOT.
2.Depth of Knowledge
knowledge is shallow 1...2...3...4...5 knowledge is deep
Criteria for depth of knowledge:
2 = Knowledge remains superficial and fragmented; while some key concepts
and ideas are mentioned or covered, only a superficial acquaintance or
trivialized understanding of these complex ideas is evident.
3 = Knowledge is treated unevenly during instruction; that is, deep
understanding of something is countered by superficial understanding of
other ideas. At least one significant idea may be presented in depth and
its significance grasped, but in general the focus is not sustained.
3.Connectedness to the World Beyond the Classroom
no connection 1...2...3...4...5 connected
Criteria for connectedness:
1 = Lesson topic and activities have no clear connection to issues or experience
beyond the classroom. The teacher offers no justification for the work
beyond the need to perform well in class.
5 = Students work on a problem or issue that the teacher and students see as
connected to their personal experiences or contemporary public situations.
They explore these connections in ways that create personal meaning.
Students are involved in an effort to influence an audience beyond their
classroom; for example, by communicating knowledge to others, advocating
solutions to social problems, providing assistance to people, or creating
performances or products with utilitarian or aesthetic value.
4.Substantive Conversation
no substantive conversation 1...2...3...4...5 high-level substantive conversation
High levels of substantive conversation are indicated by three features:
* There is considerable interaction about the ideas of a topic (the talk is
about disciplined subject matter and includes indicators of higherorder
thinking such as making distinctions, applying ideas, forming
generalizations, raising questions, and not just reporting experiences,
facts, definitions, or procedures).
* Sharing of ideas is evident in exchanges that are not completely scripted
or controlled (as in a teacher-led recitation). Sharing is best illustrated
when participants explain themselves or ask questions in complete sentences
and when they respond directly to comments of previous speakers.
* The dialogue builds coherently on participants’ ideas to promote improved
collective understanding of a theme or topic.
Criteria for substantive conversation:
To score 2 or above, conversation must focus on subject matter as in feature (1) above.
2 = Sharing (2) and/or coherent promotion of collective understanding (3)
occurs briefly and involves at least one example of two consecutive
interchanges.
4 = All three features of substantive conversation occur, with at least one
example of sustained conversation (that is, at least three consecutive
interchanges), and many students participate.
5.Social Support for Student Achievement
negative social support 1...2...3...4...5 positive social support
Criteria for social support:
2 = Social support is mixed. Both negative and positive behaviors or comments
are observed.
5 = Social support is strong. The class is characterized by high expectations,
challenging work, strong effort, mutual respect, and assistance in
achievement for almost all students. Both teacher and students demonstrate
a number of these attitudes by soliciting and welcoming contributions from
all students. Broad student participation may indicate that low-achieving
students receive social support for learning.
Five Standards of Authentic Instruction
1.Higher-Order Thinking
lower-order thinking only 1...2...3...4...5 higher order thinking is central
Criteria for higher-order thinking:
3 = Students primarily engage in routine LOT operations a good share of the
lesson. There is at least one significant question or activity in which some
students perform some HOT operations.
4 = Students engage in an at least one major activity during the lesson in
which they perform HOT operations. This activity occupies a substantial
portion of the lesson, and many students perform HOT.
2.Depth of Knowledge
knowledge is shallow 1...2...3...4...5 knowledge is deep
Criteria for depth of knowledge:
2 = Knowledge remains superficial and fragmented; while some key concepts
and ideas are mentioned or covered, only a superficial acquaintance or
trivialized understanding of these complex ideas is evident.
3 = Knowledge is treated unevenly during instruction; that is, deep
understanding of something is countered by superficial understanding of
other ideas. At least one significant idea may be presented in depth and
its significance grasped, but in general the focus is not sustained.
3.Connectedness to the World Beyond the Classroom
no connection 1...2...3...4...5 connected
Criteria for connectedness:
1 = Lesson topic and activities have no clear connection to issues or experience
beyond the classroom. The teacher offers no justification for the work
beyond the need to perform well in class.
5 = Students work on a problem or issue that the teacher and students see as
connected to their personal experiences or contemporary public situations.
They explore these connections in ways that create personal meaning.
Students are involved in an effort to influence an audience beyond their
classroom; for example, by communicating knowledge to others, advocating
solutions to social problems, providing assistance to people, or creating
performances or products with utilitarian or aesthetic value.
4.Substantive Conversation
no substantive conversation 1...2...3...4...5 high-level substantive conversation
High levels of substantive conversation are indicated by three features:
* There is considerable interaction about the ideas of a topic (the talk is
about disciplined subject matter and includes indicators of higherorder
thinking such as making distinctions, applying ideas, forming
generalizations, raising questions, and not just reporting experiences,
facts, definitions, or procedures).
* Sharing of ideas is evident in exchanges that are not completely scripted
or controlled (as in a teacher-led recitation). Sharing is best illustrated
when participants explain themselves or ask questions in complete sentences
and when they respond directly to comments of previous speakers.
* The dialogue builds coherently on participants’ ideas to promote improved
collective understanding of a theme or topic.
Criteria for substantive conversation:
To score 2 or above, conversation must focus on subject matter as in feature (1) above.
2 = Sharing (2) and/or coherent promotion of collective understanding (3)
occurs briefly and involves at least one example of two consecutive
interchanges.
4 = All three features of substantive conversation occur, with at least one
example of sustained conversation (that is, at least three consecutive
interchanges), and many students participate.
5.Social Support for Student Achievement
negative social support 1...2...3...4...5 positive social support
Criteria for social support:
2 = Social support is mixed. Both negative and positive behaviors or comments
are observed.
5 = Social support is strong. The class is characterized by high expectations,
challenging work, strong effort, mutual respect, and assistance in
achievement for almost all students. Both teacher and students demonstrate
a number of these attitudes by soliciting and welcoming contributions from
all students. Broad student participation may indicate that low-achieving
students receive social support for learning.
Teaching Social Studies Authentically
Source: http://fno.org/sept07/soc.htmlTeaching Social Studies AuthenticallyBy Jamie McKenzieAbout author | ||||||||||||||||||||||
| In many countries, social studies teachers are under increased pressure to meet challenging objectives set by state or provincial curriculum standards. To meet these thinking, problem-solving and communicating standards, it pays to involve students in seeing how these skills are practiced outside of school in a variety of organizations contending with social issues. As much as possible, it makes sense to involve them in such work, either through internships, visits, interviews or simulations. Alternatively, much of this work can also be staged as historical simulations calling for decision-making set in the past. This article will outline promising ways to manage learning opportunities of this kind. 1. The Rationale By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand. Because they are rooted in the here and now, young ones find the challenges invigorating and intriguing. Caring about the tasks, they invest to a greater degree and emerge with a firmer and deeper grasp of the key concepts. If properly staged, historical simulations can also deliver passionate connections to provoke deep learning. Such is the promise of Fred Newmann's concept of "authentic teaching" that involves students in "authentic intellectual work" - often outside of school. Instead of busy work - repetitive tasks that require little thought and involve mere scooping, smushing, memorizing and regurgitating - Newmann's approach immerses students in challenges that demand imagination, resourcefulness, persistence and stamina.1 Even though some of these activities may be staged or simulated, they still pass the test of authenticity because they meet the following criteria:
Teachers are promoting learning that increases student productivity, motivation and engagement. Stultifying routines are replaced by activities that spark curiosity while combating adolescent detachment or apathy. The teacher is rewarded with smiles, a forward lean and the satisfaction of witnessing learning infused with energy and enthusiasm. 2. The Strategy Social studies can be divided into two major categories – on the one hand, courses in the social sciences and on the other hand, courses in history. Social sciences (sociology, problems of democracy, government, civics, etc.) and geography are especially well suited to Newmann's approach while history classes will employ simulations to work its magic. In either case, students are involved researching important issues, problems and decisions with the goal of coming up with action plans or specific work products and documents that mirrors the real work done in agencies. Example One "If you were making recommendations to a local, state or federal government agency to address one of the following problems, what would be the five most important actions steps you would urge?"
As much as possible, the teacher will organize workplace visits so that students can interview adults working in the agencies mentioned above and discover how they approach their work. Such visits set the scene for students to understand their roles as researchers and problem-solvers. In some cases, the agency may welcome student work products such as videos or Web pages that might serve a genuine purpose for that agency. In other cases, the agency may welcome student interns to work alongside the adults who are wrestling with difficult issues. A few centuries back adolescents were routinely engaged in real work as apprentices and employees, but modern society tends to keep young people disconnected from real work other than what are often called "Mac Jobs" - low skilled service jobs that do little to nurture their thinking and problem-solving skills. Newmann's approach restores a healthy connectedness to the adult workplace in ways that bring social issues to life while introducing the young to a richer view of career possibilities. Before splitting up the class into teams to explore issues and problems of choice, it is wise to take the entire class through a shared experience with a particular issue and agency. In this way the teacher may equip students for more independent work later on. Example Two The teacher picks hunger as the introductory social issue to be addressed by the whole class. The class visits a local food bank and meets with the director and staff, then stays to help with food distribution. While interviewing the director, they are keen to identify the main challenges facing the food bank. As a result of their questions, they realize that the food bank has no Web presence and has difficulty raising funds. In addition, they recognize ways the local government has failed to support the food bank. It is clear they could do authentic work by creating a Web site for the food bank that would help create local support in the form of volunteers and contributions. They also see the possibility of lobbying the city council to provoke a more proactive support role on behalf of the food bank. The students divide into teams with the teacher's guidance and go to work. When they are done, the food bank can launch a spiffy Web site and look forward to increased contributions and volunteers. The students also ask to be placed on the agenda of the city council where they point out a series of actions the council might take to strengthen the effectiveness of the food bank. Thanks to their efforts, the work of the food bank is enhanced and several students sign up as volunteers to help out with the ongoing work of the organization. They have reason to feel proud of the real work they have done. There are dozens of agencies that teachers might select for this kind of introductory experience. A history teacher might use the visit outlined above to prepare students for an understanding of hunger during the time of the French Revolution, building a bridge between current events and historical events to make history more vivid and the human aspects more compelling. Once the students appreciate the current dynamics and urgencies of hunger, they are equipped to face hunger in a different time. Example Three "Some historians suggest that Louis XVI was brought down in part by hunger and starvation. Imagine you and your team members are advising the King in the years from 1785-89. How should the King address the issues of hunger and starvation as well as taxation and wheat speculation?" Students consult sources such as The Project Gutenberg EBook of The French Revolution, by R. M. Johnston at http://www.gutenberg.org/files/19421/19421-8.txt.
a legislative package in Michigan that seems appropriate for their own state.
Each of the other teams will follow a similar process, identifying an agency, determining work that needs to be done and setting to that work with a genuine sense of importance. 4. Other Examples of Authentic Intellectual Work A teacher could create a series of problems-based scenarios much like the ones described earlier that would be based on the teacher's research instead of requiring the time consuming student field research outlined earlier in this article. Simulations offer many efficiencies and may be created with enough veracity to capture the students' interest and accomplish the authenticity intended by Fred Newmann. These simulations might also serve middle school students well since they are a bit young to be producing work products that might actually be used by an agency. For these simulations to pass the test of authenticity, they must meet the criteria earlier in this article. As mentioned earlier, simulations and role-playing are promising strategies for history classes to engage students in thinking as actors in historical situations. Back in the 1970s some inquiry-based social studies texts used this approach to open every chapter. The example below is based on one of those dilemmas. Example Four "You are standing on the bank of the river watching someone swimming frantically toward your shore while a row boat seems to be chasing close behind with men shouting and waving rifles. You realize it is an escaped slave and the men are bounty hunters. The man will reach you in a matter of seconds and you must decide what you will do, knowing that assisting a runaway slave is a crime. What do you suppose you would do?" History is rich with opportunities to re-think, reconsider and review past decisions. A class could try individuals ranging from Sitting Bull or George Armstrong Custer to Andrew Carnegie or Sacco and Vanzetti, judging them for their actions. A class could imagine they have time traveled into a previous century to help the early English settlers of Virginia reconsider their strategies for handling the native people. Tom Snyder Productions produces excellent simulations that take advantage of new technologies to stage the decision-making. Decisions/Decisions is a series designed for students in Grades 5-10. Details are available at http://www.tomsnyder.com/. Decisions, Decisions 5.0 consists of the following titles:
When students are engaged in producing persuasive documents or media presentations, they are demonstrating the capacity to apply what many consider to be 21st century skills to the solution of thorny issues and problems. They are acquiring abilities that will serve them well as adults, and they are doing so in a way that is highly motivating. In some cases, their work will make the world a better place for us all. Resources 1. Five Standards of Authentic Instruction - Fred M. Newmann and Gary G.Wehlage http://www.learner.org/channel/workshops/socialstudies/ pdf/session6/6.AuthenticInstruction.pdf Social Studies School Service at http://www.socialstudies.com/ is an excellent source of simulations. | ||||||||||||||||||||||
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American Heroes Biography Project
Source: http://creatinglifelonglearners.com/?p=43
This idea was submitted by Mary Hahn, who retired last month after forty-one years in the teaching profession. Many of my best ideas in the past three years have come from her classroom and we’re not even at the same school. Thank you, Mary!
This project has worked very successfully in my classroom to get students to complete research on a famous American and create a fun and visually appealing project.
Students conduct research on a famous person of their choosing. I align this with the 2nd grade courage unit but you can align it with other units at different grade levels as well, friendship, risks and consequences, etc… I complete it in class so that I can assist students but it can be completed as a homework assignment too depending on your student and parent population. (See comment section for 5th grade version submitted by Francie Kugelman)
I recommend having a selection of biographies available for students in class. The “Picture Book” series by David Adler is fantastic, particularly because each book has a timeline in the back.
Students then organize their research and present it on a four page vertical accordion book which can hang in the classroom.
See the student directions and rubric
See completed examples
See optional non-fiction biography report
This idea was submitted by Mary Hahn, who retired last month after forty-one years in the teaching profession. Many of my best ideas in the past three years have come from her classroom and we’re not even at the same school. Thank you, Mary!
This project has worked very successfully in my classroom to get students to complete research on a famous American and create a fun and visually appealing project.
Students conduct research on a famous person of their choosing. I align this with the 2nd grade courage unit but you can align it with other units at different grade levels as well, friendship, risks and consequences, etc… I complete it in class so that I can assist students but it can be completed as a homework assignment too depending on your student and parent population. (See comment section for 5th grade version submitted by Francie Kugelman)
I recommend having a selection of biographies available for students in class. The “Picture Book” series by David Adler is fantastic, particularly because each book has a timeline in the back.
Students then organize their research and present it on a four page vertical accordion book which can hang in the classroom.
In addition, this project lends itself to oral presentations. By using a linguistic frame even English Language Learners can be successful in their presentations. For example:
----------------------For the past three weeks I have been researching information about _______________________.
He/She is important because he/she ___________________________.
In his/her life, several important things happened including:
1. ______________________________
2. ______________________________
3. ______________________________
_______________________made a difference because ____________________.
Oral Presentation
For the past three weeks I have been researching information about _______________________.
He/She is important because he/she ___________________________.
In his/her life, several important things happened including:
1. ______________________________
2. ______________________________
3. ______________________________
_______________________made a difference because ____________________.
Monday, November 14, 2011
Sunday, November 13, 2011
WebQuest: What Makes Someone Great - Student Page
See Teacher Page for detail project plan by the teacher.
Source: http://www.vickiwright.com/wq/index.htm
What Makes Someone Great?
A WebQuest for 6th Grade Gifted and Talented
Designed by Vicki L. Wright
vickiw1071@aol.com
Introduction
A group of community members and school district personnel are concerned that high ability students in your town are not getting the best possible education in high school. They are considering starting a Magnet School, or a school strictly for talented students, which will provide them with the chance for learning more in a specific area. They have formed a committee to explore how to do a better job, but they need your help.
As potential future students at the Magnet School, you are being asked to examine the lives and backgrounds of people who are generally considered to be geniuses in their areas of expertise. Your job is to look for anything these individuals have in common that could be a part of the new high school's curriculum.
Is it possible that all of them have a common characteristic? Is academic or intellectual giftedness enough? Or, could there be something about their education that was similar? Why are these people special? How can a high school be developed to help students achieve greatness?
The Task
Your job is to examine the lives and personalities of admirable people in a variety of fields. Look for anything that these people might have in common.
They may have something similar that happened in childhood. Or, perhaps they each had a special person influence them. It's also possible that there is something about their personalities that makes them successful.
Is there a "key" to their success? Or, do you believe that they have nothing in common that a magnet school could help with?
You will present a PowerPoint presentation to the committee of community members and school district personnel at their meeting in one month.
Be prepared to share your findings with them. Your group will need to be prepared to speak to the committee and defend your findings with specific examples from the lives of the people you've studied.
You may use props, such as charts, graphs or pictures, to assist you in your presentation. You may even decide to present a skit to the committee which will show them what you've discovered.
The Process
What makes someone great?
Your task is to find answers to this question by learning about the lives of people who are famous or well-known in their particular field. To do this, you will each assume the role of an expert in one field.
One of you will be a Science and Technology expert, one will be an expert in Leadership, one on Sports, and one will focus on Arts and Humanities.
Before beginning your research, read the article Mind Power (http://www.usnews.com/usnews/issue/000703/zone.htm)for some background information.
Week One: You will be reading about THREE OR MORE of the specific people in your chosen field. You may use books and magazines as well as the Internet links provided.
Because the fields are divided among you, it will be extremely important that each of you learn as much as you can about what influenced these people and caused them to become great. Take notes on each individual so that you have some facts to refer to later.
Click here to print copies of a worksheet that will help you keep track of what you learn.
Worksheet
Week Two: Continue reading about AT LEAST THREE of the people and collecting information about their lives. Begin to formulate your own theories about what might have caused them to become great and look for evidence to support your theories.
Week Three: Meet with your group members to compare what you've learned. Are your theories similar? Can you find anything that the famous individuals might have in common?
If you find nothing in common, you may want to consider the theories of other members of the group and go back through the information on your subjects. Perhaps you overlooked something. If there is nothing in common, this will need to be incorporated into your presentation before the school board and community members group.
Develop your plan for the PowerPoint presentation you will give to the committee examining a magnet school. Determine what role you will play in the presentation and what you will contribute. Will you have visual aids? Will you do role-playing? How will you get your message across to your audience?
Week Four: Finalize your plans for your presentation as a group. Make sure that each of you has a significant role in sharing your findings and practice your delivery.
Culmination: Present your findings to the committee.
Evaluation
Your work on the What Makes Someone Great? WebQuest will be evaluated using the following rubric. You will need to become familiar with and understand it so you will know what level(s) you wish to aim to reach.
You will be evaluated with two rubrics -- one on just you and the other on your whole group. Remember that your efforts are essential in helping your group to explain how a magnet school might, or might not, help to educate exceptional people.
Conclusion
By learning about the lives and personalities of people who are commonly believed to be exceptionally talented, you can help the community members and district personnel to determine what very strong students need in high school. It will also help you to understand what it means to be gifted and talented and to understand more about your own potential for success.
Credits & References
Wiggins, G. and J. McTighe (1998) Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Clipart from Corel Gallery, 10,000 Clipart Images, Corel Corporation, © 1994.
The following clipart items are from The Print Shop Publishing Suite, © 1997 Broderbund Software, Inc.: Award.jpg, BenGurion.jpg, Fitness.jpg, Leonardo.jpg, and Scientist.jpg.
Background graphics created with PhotoShop by Vicki Wright.
What Makes Someone Great?" lesson created by Vicki Wright © 2000.
This lesson was created as a part of the "Teaching With WebQuests" course. Please refer to The WebQuest Page to acquire the latest version of this template and training materials, and for further information.
Source: http://www.vickiwright.com/wq/index.htm
What Makes Someone Great?
A WebQuest for 6th Grade Gifted and Talented
Designed by Vicki L. Wright
vickiw1071@aol.com
Introduction
A group of community members and school district personnel are concerned that high ability students in your town are not getting the best possible education in high school. They are considering starting a Magnet School, or a school strictly for talented students, which will provide them with the chance for learning more in a specific area. They have formed a committee to explore how to do a better job, but they need your help.
As potential future students at the Magnet School, you are being asked to examine the lives and backgrounds of people who are generally considered to be geniuses in their areas of expertise. Your job is to look for anything these individuals have in common that could be a part of the new high school's curriculum.
Is it possible that all of them have a common characteristic? Is academic or intellectual giftedness enough? Or, could there be something about their education that was similar? Why are these people special? How can a high school be developed to help students achieve greatness?
The Task
Your job is to examine the lives and personalities of admirable people in a variety of fields. Look for anything that these people might have in common.
They may have something similar that happened in childhood. Or, perhaps they each had a special person influence them. It's also possible that there is something about their personalities that makes them successful.
Is there a "key" to their success? Or, do you believe that they have nothing in common that a magnet school could help with?
You will present a PowerPoint presentation to the committee of community members and school district personnel at their meeting in one month.
Be prepared to share your findings with them. Your group will need to be prepared to speak to the committee and defend your findings with specific examples from the lives of the people you've studied.
You may use props, such as charts, graphs or pictures, to assist you in your presentation. You may even decide to present a skit to the committee which will show them what you've discovered.
The Process
What makes someone great?
Your task is to find answers to this question by learning about the lives of people who are famous or well-known in their particular field. To do this, you will each assume the role of an expert in one field.
One of you will be a Science and Technology expert, one will be an expert in Leadership, one on Sports, and one will focus on Arts and Humanities.
Before beginning your research, read the article Mind Power (http://www.usnews.com/usnews/issue/000703/zone.htm)for some background information.
Week One: You will be reading about THREE OR MORE of the specific people in your chosen field. You may use books and magazines as well as the Internet links provided.
Because the fields are divided among you, it will be extremely important that each of you learn as much as you can about what influenced these people and caused them to become great. Take notes on each individual so that you have some facts to refer to later.
Click here to print copies of a worksheet that will help you keep track of what you learn.
Worksheet
| Name | Early Evidence of Ability | Important Influences | Disabilities | Additional Important Information | Implications for Magnet School |
 | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Week Two: Continue reading about AT LEAST THREE of the people and collecting information about their lives. Begin to formulate your own theories about what might have caused them to become great and look for evidence to support your theories.
Week Three: Meet with your group members to compare what you've learned. Are your theories similar? Can you find anything that the famous individuals might have in common?
If you find nothing in common, you may want to consider the theories of other members of the group and go back through the information on your subjects. Perhaps you overlooked something. If there is nothing in common, this will need to be incorporated into your presentation before the school board and community members group.
Develop your plan for the PowerPoint presentation you will give to the committee examining a magnet school. Determine what role you will play in the presentation and what you will contribute. Will you have visual aids? Will you do role-playing? How will you get your message across to your audience?
Week Four: Finalize your plans for your presentation as a group. Make sure that each of you has a significant role in sharing your findings and practice your delivery.
Culmination: Present your findings to the committee.
Evaluation
Your work on the What Makes Someone Great? WebQuest will be evaluated using the following rubric. You will need to become familiar with and understand it so you will know what level(s) you wish to aim to reach.
You will be evaluated with two rubrics -- one on just you and the other on your whole group. Remember that your efforts are essential in helping your group to explain how a magnet school might, or might not, help to educate exceptional people.
| | Beginning 1 | Developing 2 | Accomplished 3 | Exemplary 4 | Score |
|---|---|---|---|---|---|
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | |
Conclusion
By learning about the lives and personalities of people who are commonly believed to be exceptionally talented, you can help the community members and district personnel to determine what very strong students need in high school. It will also help you to understand what it means to be gifted and talented and to understand more about your own potential for success.
Credits & References
Wiggins, G. and J. McTighe (1998) Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Clipart from Corel Gallery, 10,000 Clipart Images, Corel Corporation, © 1994.
The following clipart items are from The Print Shop Publishing Suite, © 1997 Broderbund Software, Inc.: Award.jpg, BenGurion.jpg, Fitness.jpg, Leonardo.jpg, and Scientist.jpg.
Background graphics created with PhotoShop by Vicki Wright.
What Makes Someone Great?" lesson created by Vicki Wright © 2000.
This lesson was created as a part of the "Teaching With WebQuests" course. Please refer to The WebQuest Page to acquire the latest version of this template and training materials, and for further information.
WebQuest: What Makes Someone Great - Teacher Page
See Student Page for instructions to students.
Source: http://www.vickiwright.com/wq/t-index.htm
What Makes Someone Great?
A WebQuest for 6th Grade Gifted and Talented
Designed by Vicki L. Wright
vickiw1071@aol.com
Introduction
This lesson was developed to be used in the West Des Moines Community School District elementary Extended Learning Program. The gifted education program utilizes the Autonomous Learner Model by Dr. George Betts, of the University of Northern Colorado, and Jolene K. Kercher.
The purpose of this lesson is to help students understand the concept of giftedness and what it means to themselves and others. By examining the lives and personalities of eminent individuals, students will develop their own theories about what causes someone to achieve greatness.
Learners
"What Makes Someone Great?" is designed for use with academically and intellectually gifted and talented sixth grade students.
It was specifically created to be used with the Autonomous Learner Model, but may be modified to be used with other models of gifted education. It may also be modified for use with other groups of students at varying ages.
Learners will need basic Internet skills, note taking skills, and the ability to read diverse written materials. They will need to have some background experience in drawing conclusions based upon evidence.
In order to complete the lesson, students will need to know how to effectively speak to an appropriate audience and how to create a PowerPoint presentation.
Curriculum Standards
National Curriculum Standards that are addressed through this lesson include the following Life Skills Standards:
Self Regulation Standard
Thinking and Reasoning Standards
Working With Others Standards
In the process of addressing these National Standards, students will learn about individuals who are widely considered to be exceptional in their fields, thus learning about the characteristics of gifted people. The students will then be able to compare these characteristics to themselves and others, and learn more about giftedness and how to deal with it.
Process
What makes someone great?
The student's task is to find answers to this question by learning about the lives of people who are famous or well-known in their particular field. To do this, each member of a group of four will assume the role of an expert in one field. One will be a Science and Technology expert, one will be an expert in Leadership, one on Sports, and one will focus on Arts and Humanities.
The lesson is organized into four segments -- one per week. A minimum of two and one-half hours per week should be allowed for student work time. Additional time may be necessary outside of class for this interdisciplinary lesson.
Students are divided into groups of four. It is best to include a student who is interested in each of the four areas, of course, but not necessarily practical. You could ask the students to indicate their top two or three choices among the four disciplines and then assign students to the groups. If your class consists of a group of less than four students, you might consider consolidating roles or inviting additional students to participate in the lesson.
If you're working in a one-computer classroom, or don't have Internet access from your class, it might be advisable to print out the Internet pages on each individual so that students can read them offline. Otherwise, a schedule will need to be developed to allow each student some time online.
As a teacher, you need to have some experience with the Internet. It would also be helpful to have knowledge of the program WebWhacker, or something similar. Using WebWhacker, one can save the web pages to the hard drive of the classroom computer so students do not need to be online to access the information.
You also need to have working knowledge of PowerPoint, or an assistant who has experience with the program. This might be an ideal situation for volunteers to help in the classroom.
Week One: The students will read about three or more of the specific people in their chosen fields. They may use books and magazines as well as the Internet links provided. Because the fields are divided among them, it will be extremely important that each of them learn as much as they can about what influenced these people and caused them to become great. Students will need to take notes on each individual to refer to later.
Week Two: Students continue reading about at least three of the people and collecting information about their lives. They will begin to formulate their own theories about what might have caused these people to become great and look for evidence to support their theories.
Week Three: Group members meet to compare what they've learned. Are their theories similar? Can they find anything that the famous individuals might have in common?
If they find nothing in common, they may want to consider the theories of other members of the group and go back through the information on their subjects. Perhaps students overlooked something. If there is nothing in common, this will need to be incorporated into the PowerPoint presentation before the school board and community members group.
Students develop their plan for the presentation they will give to the committee examining a magnet school. Each student must contribute to the presentation whether it is with visual aids, role-playing, or summarizing. They need to plan how to get their message across to their audience.
Week Four: Students finalize plans for their PowerPoint presentation as a group. Each student must have a significant role in sharing the findings. Students will need to practice their delivery.
Culmination: Students present their findings to the committee.
Variations
Knowledge about organizing and conducting a live remote session with an expert would be extremely beneficial, if it can be arranged. Some of the individuals selected for this lesson were specifically chosen because they may be accessible through e-mail or interactive remote sessions.
Additionally, you may consider collaborating with the library media specialist to locate and gather reference materials. A resource center could be established that includes periodicals and other print items.
Resources Needed
Students will need access to the Internet for sources related to each of the four research areas. They do not need to read everything, but should choose a representative sample of the items listed. Also, a list of suggested print materials is included.
Internet Links
Student Guidance
In a gifted and talented or mainstreamed classroom setting, the teacher will be the primary guide for students.
Other teachers, including the library media specialist, may assist with the specific fields. Community members with expertise in the various areas could be enlisted to provide guidance and information to the students.
Evaluation
The following rubric will be used to determine how well students succeed in completing the task. As the teacher, you can help students to become familiar with the following items and decide which level they'd like to aim to reach.
You will be observing the students throughout the month as they work to learn about gifted individuals, their characteristics, and how their lives and experiences might relate to students at a potential magnet school. The evaluations will be completed after the students deliver their final report to an appropriate audience.
You may ask the students to evaluate their own group, themselves as individuals, or ask students to evaluate each other. Another alternative would be to ask the audience members to complete an evaluation.
Conclusion
The lesson, "What Makes Someone Great?", provides students with an opportunity to learn about famous gifted individuals, and to develop a greater understanding of what it means to be gifted.
Students learn how to develop effective arguments to support a position and how to speak persuasively to an appropriate audience.
Perhaps they will also learn which personal traits and skills to develop in order to help themselves become successful in achieving their goals.
Source: http://www.vickiwright.com/wq/t-index.htm
What Makes Someone Great?
A WebQuest for 6th Grade Gifted and Talented
Designed by Vicki L. Wright
vickiw1071@aol.com
Introduction
This lesson was developed to be used in the West Des Moines Community School District elementary Extended Learning Program. The gifted education program utilizes the Autonomous Learner Model by Dr. George Betts, of the University of Northern Colorado, and Jolene K. Kercher.
The purpose of this lesson is to help students understand the concept of giftedness and what it means to themselves and others. By examining the lives and personalities of eminent individuals, students will develop their own theories about what causes someone to achieve greatness.
Learners
"What Makes Someone Great?" is designed for use with academically and intellectually gifted and talented sixth grade students.
It was specifically created to be used with the Autonomous Learner Model, but may be modified to be used with other models of gifted education. It may also be modified for use with other groups of students at varying ages.
Learners will need basic Internet skills, note taking skills, and the ability to read diverse written materials. They will need to have some background experience in drawing conclusions based upon evidence.
In order to complete the lesson, students will need to know how to effectively speak to an appropriate audience and how to create a PowerPoint presentation.
Curriculum Standards
National Curriculum Standards that are addressed through this lesson include the following Life Skills Standards:
Self Regulation Standard
- Demonstrates perseverance.
Thinking and Reasoning Standards
- Understands and applies the basic principles of presenting an argument.
- Effectively uses mental processes that are based on identifying similarities and differences (compares, contrasts, classifies).
Working With Others Standards
- Contributes to the overall effort of a group.
- Works well with diverse individuals and in diverse situations.
- Displays effective interpersonal communication skills.
In the process of addressing these National Standards, students will learn about individuals who are widely considered to be exceptional in their fields, thus learning about the characteristics of gifted people. The students will then be able to compare these characteristics to themselves and others, and learn more about giftedness and how to deal with it.
Process
What makes someone great?
The student's task is to find answers to this question by learning about the lives of people who are famous or well-known in their particular field. To do this, each member of a group of four will assume the role of an expert in one field. One will be a Science and Technology expert, one will be an expert in Leadership, one on Sports, and one will focus on Arts and Humanities.
The lesson is organized into four segments -- one per week. A minimum of two and one-half hours per week should be allowed for student work time. Additional time may be necessary outside of class for this interdisciplinary lesson.
Students are divided into groups of four. It is best to include a student who is interested in each of the four areas, of course, but not necessarily practical. You could ask the students to indicate their top two or three choices among the four disciplines and then assign students to the groups. If your class consists of a group of less than four students, you might consider consolidating roles or inviting additional students to participate in the lesson.
If you're working in a one-computer classroom, or don't have Internet access from your class, it might be advisable to print out the Internet pages on each individual so that students can read them offline. Otherwise, a schedule will need to be developed to allow each student some time online.
As a teacher, you need to have some experience with the Internet. It would also be helpful to have knowledge of the program WebWhacker, or something similar. Using WebWhacker, one can save the web pages to the hard drive of the classroom computer so students do not need to be online to access the information.
You also need to have working knowledge of PowerPoint, or an assistant who has experience with the program. This might be an ideal situation for volunteers to help in the classroom.
Week One: The students will read about three or more of the specific people in their chosen fields. They may use books and magazines as well as the Internet links provided. Because the fields are divided among them, it will be extremely important that each of them learn as much as they can about what influenced these people and caused them to become great. Students will need to take notes on each individual to refer to later.
Week Two: Students continue reading about at least three of the people and collecting information about their lives. They will begin to formulate their own theories about what might have caused these people to become great and look for evidence to support their theories.
Week Three: Group members meet to compare what they've learned. Are their theories similar? Can they find anything that the famous individuals might have in common?
If they find nothing in common, they may want to consider the theories of other members of the group and go back through the information on their subjects. Perhaps students overlooked something. If there is nothing in common, this will need to be incorporated into the PowerPoint presentation before the school board and community members group.
Students develop their plan for the presentation they will give to the committee examining a magnet school. Each student must contribute to the presentation whether it is with visual aids, role-playing, or summarizing. They need to plan how to get their message across to their audience.
Week Four: Students finalize plans for their PowerPoint presentation as a group. Each student must have a significant role in sharing the findings. Students will need to practice their delivery.
Culmination: Students present their findings to the committee.
Variations
Knowledge about organizing and conducting a live remote session with an expert would be extremely beneficial, if it can be arranged. Some of the individuals selected for this lesson were specifically chosen because they may be accessible through e-mail or interactive remote sessions.
Additionally, you may consider collaborating with the library media specialist to locate and gather reference materials. A resource center could be established that includes periodicals and other print items.
Resources Needed
Students will need access to the Internet for sources related to each of the four research areas. They do not need to read everything, but should choose a representative sample of the items listed. Also, a list of suggested print materials is included.
Internet Links
- Science and Technology
- Leadership
- Sports
- Arts and Humanities
Student Guidance
In a gifted and talented or mainstreamed classroom setting, the teacher will be the primary guide for students.
Other teachers, including the library media specialist, may assist with the specific fields. Community members with expertise in the various areas could be enlisted to provide guidance and information to the students.
Evaluation
The following rubric will be used to determine how well students succeed in completing the task. As the teacher, you can help students to become familiar with the following items and decide which level they'd like to aim to reach.
You will be observing the students throughout the month as they work to learn about gifted individuals, their characteristics, and how their lives and experiences might relate to students at a potential magnet school. The evaluations will be completed after the students deliver their final report to an appropriate audience.
You may ask the students to evaluate their own group, themselves as individuals, or ask students to evaluate each other. Another alternative would be to ask the audience members to complete an evaluation.
| Beginning 1 | Developing 2 | Accomplished 3 | Exemplary 4 | Score | |
|---|---|---|---|---|---|
Conclusion
The lesson, "What Makes Someone Great?", provides students with an opportunity to learn about famous gifted individuals, and to develop a greater understanding of what it means to be gifted.
Students learn how to develop effective arguments to support a position and how to speak persuasively to an appropriate audience.
Perhaps they will also learn which personal traits and skills to develop in order to help themselves become successful in achieving their goals.
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The student writes a letter from the person to his/her class
(Dear Boys and Girls of Room 3,…).
They can create a letterhead or decorate it in any way. They make wonderful displays and very interesting to read. You can really tell who captured the essence of the person.
Writing a letter from a character or a famous person to the class or vice versa is one of my favorite vehicles for students to write in the first person.
I usually have a template that says:
Dear Girls and Boys of Room 3….
Sincerely yours,
Benjamin Franklin (name of student writer)