Skills for a Successful World History Experience

1. Skills for a Successful World History Experience Monica Bond-Lamberty James Madison Memorial High School Madison, WI mbondlambert@madison.k12.wi.us

2. Areas of Concern for World History Students • Following directions • Comprehension of basic and advanced vocabulary • Knowing their history • Appreciation of chronology • Writing abilities • Historical analysis

3. Approaches to Teaching Point of View (POV): 1. Start with familiar document sources 2. Teach POV analysis by itself 3. Break down the process of analyzing POV 4. Walk them through several POV analyses 5. Model good written POV analysis 6. Force them to analyze the POVs of all documents and kinds of documents 7. Practice! Practice! Practice! Practice! 8. Raise the bar as they go along.

4. Steps for the students: • Read the documents very carefully. • Answer the question: Why was THIS person producing THIS piece of information at THIS time or in this manner?Or use SOAPSTONE.

5. S - Who is the Speaker/Source? • H – Home - country of origin, national or ethnic identity • O – Occupation or profession • G – Gender • W – Worldview – values as reflecting religious, philosophical, or other cultural ideals • A – Age • R – Real Knowledge – that is what are the limitations of the speaker – what could they know or not know • T – Theoretical Ideals - political, economic, or other social / intellectual values • S – Social Status, including class, caste, wealth and education

6. O - A - P - S O - What is the Occasion? A - What is the Intended Audience? P - What is the Purpose? S - What is the Subject? – NOT for POV itself, but to support POV claims or to help answer the question.

7. TONE – What is the tone of the document? Consider the SHOCK AND AWE approach. Is the speaker or message: S – Sad or wistful? H – Haughty or condescending or insensitive? O – Obsessed or fanatical or just committed? C – Cruel or antagonistic or ruthless? K – Knowledgeable or arrogant or uncertain? A – Amused or tolerant or unsympathetic? N – Negative or defensive or judgmental? D – Deferential or respectful? A – Annoyed or outraged or disgusted? W – Worried or panic stricken? E – Excited or guilty or ashamed?

8. Other Hints for Students • Identify unusual or loaded words, phrases in the text. • List standard or expected alternatives that would carry the same meaning. • What are the differences between the alternative and original words (social, cultural)? • Ask why didn’t use alternative words?

9. POV No-Nos Identifying the POV, is just the beginning. Expressing it appropriately is the next part. Watch out! • Simply repeating the attribution will not get you any points for POV; nor will claiming bias without justification. • Poor defenses of your POV is not enough either, like stating: “The author is biased because he is British.” • Avoid trying to cast aspersions on the source. This kind of POV attempt, “This information is biased/wrong because the author is ignorant” rarely gets the POV point. All sources can tell you something, no matter what you think about the author.

10. Ideal POV Statements The author might write _____ /use ____tone/etc. because ______. SOAPSTONE  Text Why – or rather what connects them?

11. Sesame Street and POV Question: Using the documents below, analyze the goals and outcomes of Sesame Street. Historical Background: Sesame Street is a television series designed for preschoolers by Sesame Workshop and shown on the Public Broadcasting Service.

12. Document 1 Source: Sesame Street theme song, written by the creators of Sesame Street Sunny Day Sweepin' the clouds away On my way to where the air is sweet Can you tell me how to get How to get to Sesame Street? Come and play Everything's A-OK Friendly neighbors there That's where we meet

13. Document 2 Source: Cookie Monster, announcer of the Letter of the Day. The letter of the day is the letter ‘A.’ Such a yummy looking letter. No, no, today I won’t eat it. It is the letter of the day. Sniff, sniff. It smells so good. Oh! OH! Munch, munch, munch, munch! Aaaah! Aaah!

14. Document 3 Source: Oscar the Grouch, in his general greeting and farewell to visitors to his trashcan, where he resides. Go Away and LEAVE ME ALONE! And Stay Away From My Trashcan!

15. Document 4 Source: Count von Count You know that I am called the Count Because I really love to count I could sit and count all day Sometimes I get carried away I count slowly, slowly, slowly getting faster Once I've started counting it's really hard to stop Faster, faster. It is so exciting! I could count forever, count until I drop

16. Document 4 (continued) 1! 2! 3! 4! 1-2-3-4, 1-2-3-4 I count the spiders on the wall... I count the cobwebs in the hall... I count the candles on the shelf... When I'm alone, I count myself!

17. Document 5 Source: Ernie, singing a song in his bedroom that he shares with his roommate Bert. Sometimes I have trouble Falling asleep. But it's not so bad. [Bert - Ernie, I'm trying to sleep.] I don't worry And I don't weep. [Bert - Oooooohhhhh.] In fact I'm glad.... Be-cause I get up off my pillow And I flip on the li-ight. [Bert - Ernieee.] I get down and get hip In the still of the night. [Bert - Turn off the light, Ernie.] I stretch and I yawn and then I breathe real deep, And dance myself to sleep! [Bert - Don't dance, please don't dance...]

18. Document 5 (continued) I hoof around my beddie Just a-tappin my toes. [Bert - He's dancing...] Before I know what's happened I'm a-ready to doze. [Bert - Oooh...] Got some partners I can count on called the Boogie Woogie Sheep [Bert - What?!?] I dance myself to sleep! I gently rock-a-bye myself across the floor. [Bert - What are those sheep doing?] I turn and then I toss and then I start to snore. [Bert - Ernie!] My trusty little bugle helps me spread the news [Bert - Oh, not the bugle.] That I'm tappin' to "Taps" And I'm a-rarin' to snooze!

19. Document 6 Source: Grover, singing his song, “Proud of Me.” I am very proud of me, I think I will sing out loud of me, There ought to be a crowd of me Because I am so special. Yes, I do have pride in me, I love ev'ry bright blue side of me, I feel so satisfied in me Because I am so special.

20. Document 6 (continued) P-R-I-D-E spells pride, That is P-R-I-D-E. Pride is the feeling of feeling good about me, About me. Yes, indeed, I please myself, My fingers, my toes, my knees, myself, I hug and kiss and squeeze myself, Because I am so special. I seldom have a doubt of me, I love ev'ry in and out of me, I think I have to shout of me, Because I am so very, very, very, very proud Of me!

21. PEP RALLIES DBQ (w/ thanks to Helen Delahunty) Question: Analyze the differing attitudes held by members of the Yorktown High School Community towards pep rallies.

22. Document 1 Source: Karen Schepps, European History teacher at Yorktown H.S. I don't like pep rallies. I don't like the pumping up of emotion and enthusiasm in people so that they cheer for only one special group. It reminds me of what happens in dictatorships - people cheer the leader and feel a part of the crowd and so the leader can manipulate people to do what he /she wants. School nationalism can divide the world into "them" and 'us" like regular nationalism which has been such a destructive force in the world.

23. Document 2 Source: Betty Weyrich, Valedictorian of Yorktown High School, 2002 They're (pep rallies) such a waste of time. I could be reading something in the library or listening to my music or going home instead of watching all the jocks parade and the cheerleaders falling over themselves.

24. Document 3 Source: Jason Palumbo, Yorktown H.S. Cross-country team captain Pep rallies are great. Some teams, like ours, never really get many fans cheering for us. To have the kids at school recognizing our accomplishments in such a public setting is rewarding.

25. Document 4 Source: Donny Ortiz, Principal Yorktown High School First, pep rallies provide an opportunity to bring an entire school together at one venue. This opportunity gives teachers and students the chance to see other students and teachers they might not see otherwise. Second, it presents an ideal time to convey to others the activities in which many students participate. Third, it provides for everyone a form of entertainment (when done correctly) related to diversity in personalities, talents, and perspectives of each other.

26. Document 5 Source: Sarah Casey, Trombone player in the Yorktown H.S. pep band. Pep rallies are a major drag. Our teachers get annoyed that we have to be excused early to set up. No one wants to hear us play. Then we have to sit there until the end of the rally for the last song.

27. Document 6 Source: John Gutter, Vice Principal, Yorktown High School Sometimes I view the school as a family; therefore, I consider pep rallies as a family activity, like Thanksgiving or Christmas. When I help organize the events, I want as many school groups to participate as possible; just like a family wants every member to participate. School activities help people feel a part of the group, and that is very important to me.

28. Document 7 Source: Gary Millvanders, Security Guard at Yorktown High School Pep rallies are a pain. Invariably there will be at least one fight in the stands that needs to be broken up in a crowd of students; and several kids will be wandering the halls unsupervised that we’ll need to round up. It is a real burden for us security guards.

29. Document 8 Source: Ben Kolpin, Football & Swimming Coach at Yorktown H.S. It’s only right that the team members get some recognition from the entire school community for all their hard work. The majority of the school does not come out to our games. We should get some applause at school.

30. Document 9 Source: Colleen Boland, Yorktown High School varsity cheerleader. I love pep rallies! We get to lead the school in demonstrations of our school spirit and enthusiasm. I don’t mind losing my voice to get the crowds fired up. Those who do not like pep rallies are a few anti-social misfits whose opinions really don’t matter. Go Patriots!

31. American Idol and POV (W/ thanks to Dale Griepenstroh) Historical background: American Idol is a weekly-televised music talent search. The judges/viewers are the audience, which is made up mostly of teenagers. The three “judges” are supposed to give feedback to the performer, but are also supposed to entertain the audience as in any televised show. Question: Analyze the roles for the various participants in the TV show American Idol?

32. Document 1 Source: Paula Abdul, one of the judges of the show, who was a professional cheerleader, dancer, choreographer and star singer, to a contestant of whose performance she approved. You know I love you, I love what you’re wearing, you always have a good sense of style and you know who you are. What can I say? You moved me . . . you really touched me.

33. Document 2 Source: Paula Abdul, one of the judges of the show, who was a professional cheerleader, dancer, choreographer and star singer, to a contestant of whose performance she disapproved. I am your biggest fan and you have the hair and makeup working, but I feel tonight was not as good as I know you can be and it hurts me to say this, because I know you have so much potential. I am sure you will be fine though America loves you.

34. Document 3 Source: Randy Jackson, one of the American Idol judges, former professional bass player, record executive and current music producer, to a contestant whose performance he liked. “For me, that was off the hook dude! Dawg pound, they’re gonna love you tonight! That was the tightest performance tonight...you know you're a star and y'all been proving it baby, Yeah! Hot! Really Hot!”

35. Document 4 Source: Randy Jackson, one of the American Idol judges, former professional bass player, record executive and current music producer, to a contestant whose performance he did not like. “Man, what can I say? I gotta keep it real, man. That was not your best and it was pitchy. That was really pitchy for me.  Listen up y'all, I think you can come back but you gotta really listen to the words, man, and not pick a song that is too big for you, awright?”

36. Document 5 Source: Simon Cowell, one of the American Idol judges, is a British record executive and founder of a successful music recording label as well as the producer of the earlier British version of the program called Pop Idol, addressing a contestant whose performance he liked. I have said it before and I will say it again, you my dear, are a superstar.  Superb performance! Completely professional.  You are through to the next round. Seriously, you will sail through.

37. Document 6 Source: Simon Cowell, one of the American Idol judges, is a British record executive and founder of a successful music recording label as well as the producer of the earlier British version of the program called Pop Idol, addressing a contestant whose performance he did not like. Well let's be honest, it was not your best performance. You may be going home with that one.  To be honest I could have heard that in any karaoke bar in the Midwest.  I didn't like your rapport with the audience. You did not connect and whatever you were trying to do with that dancing, didn't work for me. But the vocals were ok, and people seem to like you.

38. Document 7 Source: Simon Cowell, one of the American Idol judges, is a British record executive and founder of a successful music recording label as well as the producer of the earlier British version of the program called Pop Idol, addressing a contestant whose performance he really did not like. I don’t mean to be rude, but that was appalling! Horrendous! You will definitely be going home. That was the worst rendition of that song I have ever heard!  It was excruciatingly painful to sit here and listen to that.  That performance will seal your fate. Pack your bags!

39. Unusual Sources • Maps • Statistics / Charts • Photographs / Paintings / Political Cartoons • Advertisements • Pieces of literature/Songs /Editorials

40. Rare Cases Don’t emphasize these! • Veracity • Reliability • No Source Given

41. For a copy of any of this email me at: mbondlambert@madison.k12.wi.us