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Teaching the West and Biography

Teaching the West and Biography. Applying the content in our classes. Studying History.

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Teaching the West and Biography

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  1. Teaching the West and Biography Applying the content in our classes

  2. Studying History “History is not tidy. It contains conflicting narratives. Not all of the answers are known. Understanding requires active thinking. This is the brand of history that students want to inquire about, discover, and make their own.” “History: Uncovering the Past Through Inquiry,” Kathleen Anderson Steeves.

  3. Presentation Questions After brief group discussion around topical questions: What are the essential questions you might ask or answer after considering the topics we’ve encountered this week? What “big ideas” have you gleaned from this week pertaining to the west, biography, gender, race and ethnicity?

  4. Essential Questions for our Teaching • What are the large questions (overarching) that link this topic to others in a course? • What are the essential questions that students should be able to answer after study of this unit/topic? • How will you know they can answer those questions? In what ways can they show you what they know?

  5. Essential Questions • Is there such a thing as one true story about a person’s life? • How has the media helped to preserve and/or create the sense of regional difference? • What choices do biographers make and what responsibility do they have to their reader? • What is the relationship between the historical reality of the west and the mythology of the west? • How do we balance the compelling aspects with the important story of a person’s life? • How is the perception of the western woman and the eastern woman different in the historical context?

  6. Before Reading/Setting Learning in Motion • Anticipation Guide (a few short controversial statements with no subordinate clauses) All women perform similar roles and social tasks. Women exert influence primarily as the partner to men. Women’s contributions to society are overshadowed by men’s accomplishments Certain jobs are best doneby women. Gender determines the roles people play in society.

  7. BKWL • Building background knowledge inquiry photos and images anticipation guides short excerpts brief primary source documents

  8. Chipeta “Quray’s Squaw” or “Queen of Utes”

  9. Competing Interpretations • http://museumtrail.org/chipeta.asp • http://theautry.org/explore/exhibits/lodo/chipeta.htm • http://chipeta.wordpress.com/

  10. During Reading/Building Knowledge Phases Use your own autobiography or a short biographical piece (Chipeta, Emily Griffith, Florence Roche, Sister Blandina …) Interview another person about her/his past Exchange autobiographies and “sources” Birth EducationActivitiesInterpersonal relationshipsCareer goal

  11. Working with Biography Instructions • Interview your partner • Read their autobiography • Add their source documents to your collection of information (DO NOT explain the source document to your interviewer) • Write a short biography • Give your written work back to your partner for review • Share out with the group the stories or the process

  12. Building Knowledge • What did you find most surprising in the account you read about this person? • In what ways was she similar to other people in her time and place? • In what ways was she unique and very different from others? • Is this a person you would pick as a friend and why?

  13. Empathetic Writing Formats • Poetic response templates Where I Come From I Am Poem Bio poem Cinquain • RAFT - Role, Audience, Format, Topic

  14. After Reading/Extending the Learning Chipeta What insights does her story offer about issues of race and immigration in the 19th century? Who were other important figures in her story? Chief Hosa Chief Quray Evans Pitkin Meeker Adams

  15. After Reading/Extending the Learning Emily Griffith -- Historical context • Social Gospel Movement • Jane Addams, Hull House • Immigrant culture in America - - Assimilation agenda • City Beautiful Campaigns • Social Darwinism

  16. Extending the Learning Denver and other Places for map-based Inquiry • Central School • Five Points • Twenty-fourth Street School • 1633 Humbolt Street • 1521 Filmore Street • Longfellow School • 13th and Welton • Capital Heights Presbyterian Church • Fairmont Cemetery • Kiwanis Club • Colorado Education Association • Number 9 Pearl Street – Denver • Pinecliffe

  17. Ideas for assessing knowledge • Create a FACEBOOK or MY Space profile • Twitter your character for a week • Make a calendar for a week in the life of your character • Fill in the personality head for a biographical figure • Design a Monument or a Stamp • Write a Eulogy or Epitaph • Venn Diagram

  18. Resources for Educators https://mollybrownteacherresources.pbworks.com

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