Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D.

1. Westward Movement/ Children’s Literature:Session II A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D.

2. Instructions • Sign in • Sign up for book/chapters • Complete the “L” column of the “K-W-L”

3. Agenda • Welcome/Announcements • Teacher’s Guides Activity • Book Discussion • Lecture: “Westward Expansion II” • Demonstration: Forms • Break • Lecture: “Teaching Writing using Historical Children’s Books” • “On the Line” Activity • Demonstration: Blogs • Paired Brainstorming Activity • Closing

4. Jeopardy! A CCSD Teaching American History Grant Module

5. Teacher’s Guide Samples Review guides Give each guide a “Thumbs Up” or “Thumbs Down” Jot notes to justify your decision A CCSD Teaching American History Grant Module A CCSD Teaching American History Grant Module

6. Book Discussion and Westward Expansion II Dr. DeAnna Beachley Dr. Michael Green A CCSD Teaching American History Grant Module

7. Using Forms in Microsoft Word Dr. Christy Keeler A CCSD Teaching American History Grant Module

8. Jeopardy! A CCSD Teaching American History Grant Module

9. Break How might you use the “Forms” function for history instruction? Write at least one idea on the board.

10. Teaching Writing through Historical Children’s Books Dr. Christy Keeler A CCSD Teaching American History Grant Module

11. Writing Writing is a fundamental intellectual activity.Writing helps you learn content.Writing clarifies content understanding.-Steffens and Dickerson

12. Building Writing Skills • Write often • It is not necessary to write lengthy passages • Consider quickwrites • Make writing a process

13. Writing Example: Summaries • Prepare daily summaries • Share summaries in pairs • Check summaries for comprehension • Share quality summaries as advance organizers

14. Writing Example: Journal Entry Types • Observation • Speculation • Questions • Awareness • Connections • Information • Synthesis From Toby Fulwiler • Dialog with historical people or the teacher • Revisit previous entries • Problem posing or solving

15. Writing Example: News Magazines • Collaboratively create a news magazine • Each student is a feature editor • Use artifacts, pictures, drawings, and self-written text

16. Writing Example: Commemorative Stamp Album • Design 5 event stamps • Write about each stamp • Letter written by an event participant • Diary entry of event participant • Article from a period newspaper • Report of facts • Leaflet/Flyer distributed at event • Narrative with dialog • Song memorializing the event • Poem (e.g., diamante) Modified from Colonial Williamsburg materials

17. Writing Example: Bio-Poems Line 1 —First name Line 2 — Four adjectives describing him/her Line 3 — Who loved… (things, people, ideas) Line 4 — Who wanted… (things or ideas) Line 5 — Who is famous for… (things or ideas) Line 6 — Who would never… Line 7 —But who always… Line 8 —Who said… (direct quote) Line 9 — Four new adjectives describing him/her Line 10 — Last name From Colonial Williamsburg materials

18. Full Research Projects(“How much do I have to write?”)

19. Why teach research at the intermediate level? • Teach literacy skills (e.g., increased vocabulary) • History Day • Build self-esteem • Cultivate good habits

20. Student Motivation Based on the work of Delise Sanders and Nancy Polette • Use • Bright red pocket folders • Large data pages • Three highlighters for identifying details • Yellow: Early Life • Pink: Young Adulthood • Green: Adulthood • Provide • Collection of picture books • Refreshments • Examples of previous student work • Visits from former students/History Day winners

21. Project Components Based on the work of Delise Sanders and Nancy Polette • Essay • CD cover • Display (e.g., movie, tri-fold poster) • Presentation in costume • Include 5-8 primary sources

22. Biography Board Person’s Name Focus Question Timeline Illustration Illustration Quotes Caption Student Name

23. Suggestions for Success Based on the work of Delise Sanders and Nancy Polette • Public library field trip • Parental buy-in • Prepare a calendar/checklist • Offer links to resources • Identify credible and reliable sources • Link to primary sources/artifacts • State archives • National Archives • National Historical Parks and Sites • Visit grave sites/markers (http://FindAGrave.com)

24. Alternative Ideas • Butcher paper research papers • Prepare papers in teams • Scripted stories

25. “On the Line” Do you agree or disagree? A CCSD Teaching American History Grant Module

26. Building Teacher’s Guides • Published teacher’s guides • Guide design • Requirements • Appreciate differentiated needs (e.g., special education, ELL, gifted, learning styles, multiple intelligences) • Active engagement • Using Blogger

27. Jeopardy! A CCSD Teaching American History Grant Module

28. Paired Brainstorming • Choose a partner • Share ideas • Consider long-term projects requiring collegial communication

29. Homework • Read Joy and Riley; Listen to podcast • Collaborate with quad members; Post book review (11/14) • View • “Introduction to Blogger” • “Accepting a Blog Invitation” • “Using, Posting, and Commenting in Blogs” • “Using and Creating Forms in Microsoft Word” • Post teacher’s guide (11/17); Review guide (11/21) • Complete module post-test and pedagogy assessment (11/23) • Get help if needed (Dr. Keeler: 702.577.2331)

30. Jeopardy! A CCSD Teaching American History Grant Module

31. Westward Movement/ Children’s Literature:Session II A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D. (702.577.2331)