TE 401: Teaching Social Studies to Diverse Learners

1. TE 401: Teaching Social Studies to Diverse Learners Week Six October 2, 2008 Teaching History/Children’s Literature

2. Agenda • Reflections • Method – Art & History • The Lesson Plan • For next time • Method: Literature/Social Studies (John Henry) • Time for Muir • Metacognitive Moment

3. Reflections • Field Placements • Blogs • Metacognitive Moment

4. Method: Visual Art in History A student's understanding of the meaning of an artwork increases when the student experiences working with the materials and processes that artists use to create art. Understanding also broadens with knowledge of when and where the work was made, the creator, the function it served in society, and what experts said about it. This approach to art education is called discipline-based art education (DBAE).

5. Activity: Analyzing Art • In groups of three, analyze the paintings according to the questions listed. • Then, try to place them in chronological order (you can use the web for help – as long as you find credible sources!)

6. For analyzing images, the following questions are a starting point: • Why was the image created? • What does the image reveal about its subject? • What is the point of view of the image? • Whose story is it telling? • What is the setting of the image? • What sorts of details does it include or emphasize? • What sorts of details does it exclude? • What are the underlying messages of the image and motives of the artist? • How long after the event was the image created? • How does this influence the image's content or perspective?

7. Paul RevereAmericanEngraving of the Boston Massacre, 1770

8. First Stanza of the Verse Accompanying Revere’s Engraving Unhappy Boston!  See thy sons deplore,Thy hallowed walks besmeared with guiltless coreWhile faithless Preston and his savage bands –With murderous rancor stretch their bloody hands,Like fierce barbarians grinning over their pray,Approve the carnage and enjoy the day.

10. http://www.metmuseum.org/explore/gw/el_gw.htm

12. Whole Class Debriefing on Using Art in History Teaching • P.96 - Historical thinking skills: • Chronological thinking • Historical comprehension • Historical analysis and interpretation • Historical research capabilities • Historical issues-analysis and decision making • What (historical thinking) skills do students develop when studying events depicted through art? • What can art show that other primary documents cannot?

13. For Elementary Students: Guiding Questions • What do you see? • What does the painting suggest about the place or the historical period of the event? • Is it an accurate representation? Explain.(Brophy & Alleman)

14. W. Champney; Bufford, lithographer, 1856Boston Massacre, March 5th, 1770

15. “The Boston Massacre” • The town of Boston was very uneasy in the spring of 1770. Tensions had been mounting from the beginning of the year with various clashes between British sympathizers and colonists. However, in early March the tensions erupted into bloodshed. • On March 5, 1770 a small group of colonists were up to their usual sport of tormenting British soldiers. By many accounts there was a great deal of taunting that eventually lead to an escalation of hostilities. The sentry in front of the Custom House eventually lashed out at the colonists which brought more colonists to the scene. In fact, someone began ringing the church bells which usually signified a fire. The sentry called for help, setting up the clash which we now call the Boston Massacre.

16. “The Boston Massacre” • A group of soldiers led by Captain Thomas Preston came to the rescue of the lone sentry. Captain Preston and his detachment of seven or eight men were quickly surrounded. All attempts to calm the crowd proved useless. At this point, the accounts of the event vary drastically. Apparently, a soldier fired a musket into the crowd, immediately followed by more shots. This action left several wounded and five dead including an African-American named Crispus Attucks. The crowd quickly dispersed, and the soldiers went back to their barracks. • After the incident, the new Royal Governor of Massachusetts, Thomas Hutchinson, at the insistence of Samuel Adams, withdraws British troops out of Boston to nearby harbor islands. The captain of the British soldiers, Thomas Preston, is then arrested along with eight of his men and charged with murder.

17. “The Boston Massacre” • These are the facts we do know. However, many uncertainties surround this important historical event: • Did the soldiers fire on their own will? Were they provoked by the civilians? • Was Captain Prescott guilty of ordering his men to fire into the crowd of civilians? • The only evidence historians have to try and determine Captain Prescott's and the soldiers’ guilt or innocence is the testimony of the eyewitnesses. Unfortunately, many of the statements conflict with each other and with Captain Prescott's own account.

18. Lesson Plan Template Discussion

19. BREAK

20. For Next Time • Anderson • Weinstein and Mignano, Chapter 9 – group reading – see next slide • Draft of Field Based Lesson Plan – due Sunday, October 12 by 11:59 p.m. You will have time in class next week to work on it – not graded, just commented on. • Seeing Student Thinking due Saturday, October 25 (note extension) – it is posted on ANGEL – read for next week and we will discuss.

21. Ch. 9 – Weinstein & Mignano • Pitfalls of Groupwork (pp. 264 – 270) Abbey, Sarah V., Brad, Tina, Kelsi • Group type/Group size(pp.271-277) Amanda, Terra, Evan, Megan, Nicole • Group composition/Positive interdependence /Individual accountability (pp. 277-283) Sarah H., Katheryn, Jake, Natalie, Brittany C. • Teach & value cooperation/Group Skills/Evaluation (pp.283-288) Meryl, Suzie, Kelly, Katie, Sarah T. • Monitor learning and cooperative behavior/Approaches to cooperative learning/Summary (288-295) Karen, Jessi, Brittany D., Rachel, Lyndsay

22. Current Events:Financial Crisis & Debate Senate Passes $700B Bailout Legislation Vice Presidential Debate – tonight at 9PM www.hulu.com – to watch the debate

23. Method: Connecting History and Literature Ain’t Nothing but a Man • What are the big ideas in this book? • PP. 60-61 – This book is as much about being a historian as it is about John Henry. Let’s look at the six steps to being a history detective . . .

24. John Henry – Internet Resources • http://video.google.com/videoplay?docid=2046926888571951019&hl=en • http://video.google.com/videoplay?docid=-3375518118767120888&vt=lf&hl=en • http://www.npr.org/programs/morning/features/patc/johnhenry/index.html#audio

25. Task: Planning – In groups of 3 • Using the Ain’t Nothing But a Man book and the internet – plan a lesson about John Henry. This would be a lesson you would teach in thirty minutes. • Lesson needs a title - a theme connected to a big idea, an objective (no more than two), and a activity (before, during, after) • Be ready to present your lesson plan to the rest of the class, if we have time, perhaps one or two groups might actually teach a condensed version?

26. Writing objectives • Objectives are desired results of study, the targets; they make clear what students are supposed to learn to learn – what they should know and be able to do as a consequence of the unit of study. • In other words, “what do I want the student to be able to do as a result of this learning experience?”

27. How do teachers write objectives? • Objectives are “grounded” in grade level content expectations (or standards) • Sometimes you can “lift” the GLCE as an objective (no rewording) • However, more often, objectives are tailored to represent the specific teaching and learning within the lesson or unit of study.

28. Tips for writing objectives • Avoid vague or broad words like understand, comprehend • Instead, use specific verbs that point to exactly what children will do as a result of this learning experience • Try to visualize what the child is actually doing to demonstrate understanding

29. Key verbs for writing objectives? • Define (clearly) • Distinguish • Make connections among/between • Explain (why) • Argue and back up a point (precisely) • Give definitive answers to… • Evaluate • Compare/contrast • Interpret • Create

30. Key verbs for writing objectives • Define Locate • Differentiate Describe • Construct Compare/juxtapose • Contrast Analyze • List Interpret • Create Identify • Evaluate Synthesize • Take a stand on Graph • Explain Discuss • Write Illustrate • Explore Sequence

31. Practice writing objectives • Suggest ways people can responsibly interact with the environment in the local community (MI GLCE, 2-G5.0.1) • Describe three ways in which people can help keep their neighborhoods clean • Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events (MI GLCE, 1-H2.0.1) • Place five key events in your personal history on a timeline and identify which events occurred in the past, the present, and the future.

32. Practice writing objectives • Give an example of how Michigan state government fulfills one of the purposes of government (e.g. protecting individual rights, promoting the common good, ensuring equal treatment under the law) (MI GLCE, 3-C1.0.1) • Describe three ways how instituting a recycling program in the local community benefits residents, businesses, and the environment. • Explain why public goods (e.g. libraries, roads, parks) are not privately owned (MI GLCE, 4-E1.0.8) • Identify three public goods provided by the government and explain how they are funded and whom they benefit.

33. Muir Time (Muir article – coursepack) • Time Concepts – develop slowly for elementary age children • “How old will I be when I am 40?” • “How many is 10 o’clock?” • Chronology time – concrete • Enactive activity – doing • Iconic activity – seeing • Symbolic activity – understanding the abstract (ordinal numbers, sequencing)

34. Muir’s Method: Chronology Examples • Enactive: Churning butter, hand-dipped candles, Oregon Trail, relating historical events to relatives (e.g. when your grandma was a 4th grader) • Iconic: Things older than me - • Symbolic – Putting dates in order, sequencing vocab – then, later, next, finally

35. MSU Fight Song • http://www.youtube.com/watch?v=_EpSh9S-Xsk

36. Metacognitive minute: Move to the music • Move to the Music: Think for one minute about what we covered today in class. Dance and move around the room until the music stops and then write for one minute: • What you learned today, questions you may have, how you can connect today’s themes to your practice.