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TAH Grant Lead Teacher Professional Learning Session

TAH Grant Lead Teacher Professional Learning Session. April 28, 2009 “History Starts Now”. Bellwork. With a partner or group of 3, complete the graphic organizer for the following vocabulary words: Imperialism (7th grade) Intervention (7th grade) Superpower (8th grade)

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TAH Grant Lead Teacher Professional Learning Session

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  1. TAH GrantLead Teacher Professional Learning Session April 28, 2009 “History Starts Now”

  2. Bellwork • With a partner or group of 3, complete the graphic organizer for the following vocabulary words: • Imperialism (7th grade) • Intervention (7th grade) • Superpower (8th grade) • Communism (8th grade)

  3. Objectives - By the end of today, participants will be able to: • Incorporate National History Day resource books and Jackdaw files in lesson planning by outlining activities. • Incorporate 21st century skills in lesson planning by participating in discussion groups. • Share strategies to move through the Social Studies curriculum with peers by participating in grade-level discussion groups.

  4. Airliners - procedures • Physical inventory • Move to school inventory • Notify principals • Storage • Maintenance

  5. National History Day Materials • Neil – Environmental Movement • Katrina – Native American Resistance • Sigma – Uncivil Disobedience

  6. Neil’s Group: Environmental Movement Mary Bass Derek Hamilton Yancey Wells Katrina Ayala Michelle Dougherty-Honeyman Ellen Sears Katrina’s Group: Native American Resistance Kate Gilbert Eduardo Olivas Susan Williams Maria Balaguer Rosalie Espinosa Stuart Bayne Sigma’s Group: Uncivil Disobedience Carole Ambroziak Jason Karn Brenda Blomquist Terry Conners Laura Shafer Sara Kunsberg National History Day Materials – Discussion Groups

  7. National History Day Materials - jigsaw • Move to your assigned group. • Round-robin – each member of the group has 2-3 minutes to debrief, discussing what was learned at the earlier session, what was interesting, pertinent as a teacher, etc. Other members listen quietly until all members have shared. When everyone has shared, group asks/answers questions and discusses.

  8. Group 1 Mary Bass Derek Hamilton Kate Gilbert Carole Ambroziak Rosalie Espinosa Sara Kunsberg Group 2 Eduardo Olivas Michelle Dougherty-Honeyman Katrina Ayala Jason Karn Stuart Bayne Laura Shafer Group 3 Yancey Wells Ellen Sears Susan Williams Maria Balaguer Brenda Blomquist Terry Conners National History Day Materials – Jigsaw Groups

  9. National History Day Materials – Practice • Divide into grade-level groups of 2-3 people. • Choose 1 of the 3 resource books and review. • As a group, generate 1 activity that will incorporate materials from this resource book. (see handout) • Share with the entire group.

  10. Jackdaw Materials Jeanne De La Garza – Educational Materials Center

  11. Jackdaw Files - Practice • Break into grade-level groups of 2-3 people. • Review materials in your file. • Discuss ideas of how to integrate materials into your lessons. • Share with the whole grade-level group.

  12. Lead Teacher Assessment • Intern Evaluations

  13. Lunchtime Activity History Twin Awards

  14. U of A Intern Success Stories Share: • 1 primary source document or website that was exceptionally helpful in planning. • An “aha moment” from the discussions with your intern about content. • How this year’s work has helped you as a professional.

  15. 21st Century Skills Sylvia Kniest Social Studies Curriculum Specialist

  16. 21st CENTURY PLANNING FOR ESSENTIAL LEARNING

  17. Big Ideas & Essential Questions Big Idea: World views and beliefs are connected • Why can’t people get along? • How are world views of both society and individuals shaped by: • + genetics + gender • + culture + lifestyle • + religion + philosophy • + politics + economics OR What factors shape a society and individual’s world view? • How have societal and individual conflicting world views promoted change?

  18. Big Ideas & Essential Questions Big Idea: Geography has an impact on the formation of society as well as the development of perceived and real value. • How does geography affect the development of society and/or a civilization? • How does geography affect migration patterns? • How do natural resources contribute to the success of a civilization? • How has the control of natural resources affected the balance of power between civilizations? • What is the relationship between technology and geography and resources? • How does geography shape the cultural values of a civilization? • How does geography predict the system of government that a civilization will devise? • How does the development of various civilizations affect the environment? • How has perceived resource value contributed to empire building? Alliances?

  19. Social Studies Topic Maps Divide into grade-level groups. Choose a notetaker. Discuss the following: • Strategies to help transition between units • Resources • Q & A

  20. TAH Grant Year 3 Evaluations

  21. Materials • China DVD • Glencoe posters • NHEC handout • Britannica online

  22. TAH No-Cost Extension Lorrane McPherson, TAH Grant Director

  23. Announcements • Grant website & Social Studies website • Summer Institutes • May 2 picnic • “Lost River” – Civil War movie • Holocaust workshop

  24. Closure • Parking lot questions • PLS evaluations

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