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Ethan Allen - Initiative

Can we use paintings, quotes, and stories of American Revolutionary War figures to help students reflect on what it means to be a Patriot?. Ethan Allen - Initiative.

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Ethan Allen - Initiative

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  1. Can we use paintings, quotes, and stories of American Revolutionary War figures to help students reflect on what it means to be a Patriot?

  2. Ethan Allen - Initiative Legend says that when the British commander of Ft. Ticonderoga demanded to know under what authority he acted, Ethan Allen roared, “In the name of the Great Jehovah and the Continental Congress!”

  3. Nathan Hale - Committed When about to be hanged by the British in New York as a spy, Nathan Hale said, "I only regret that I have but one life to lose for my country."

  4. George Rogers Clark - Daring When trying to persuade Patrick Henry to authorize the Northwest Campaign, he said, “Was I sure of a re-enforcement I should not attempt it. Who knows what fortune will do for us? Great things have been effected by a few men well conducted. Perhaps we may be fortunate.”

  5. John Paul Jones - Audacious When the commander of the Serapisdemanded his surrender, Jones replied, "I have not yet begun to fight!"

  6. Nathaniel Greene - Persistent Commenting on his campaign against the British in the South, Greene said, "We fight, get beat, rise, and fight again."

  7. DEFINITION: CHARACTERISTICS: Initiative Committed Daring Audacious Persistent - love of one’s country and devotion to it’s well-being… PATRIOTISM EXAMPLES: NON-EXAMPLES: Benedict Arnold Benjamin Church William Franklin Edward Bancroft Miss Jenny Ethan Allen Nathan Hale George Rogers Clark John Paul Jones Nathaniel Green

  8. Using the Verbal-Linguistic, Logical-Mathematical, Visual-Spatial, and Intrapersonal intelligences help students do higher order thinking as they reflect on what it means to be a Patriot.

  9. Women Heroes of the ARW Sally Wister Mercy Warren Otis Penelope Barker Betsy Ross Martha Washington Sybil Ludington and Catherine Moore Barry Mary Ludwig Hayes Deborah Sampson The various roles of women during the American Revolutionary war provide students with examples of ways people demonstrate support for the Democratic Principles of Justice, Equality, Responsibility, and Freedom across the spectrum of the use of violence to bring about change! Women like…

  10. Come out Colonel Hamilton, don’t make me wait You British soldiers need to open the gate Aw, but sooner or later you can’t fill your plate Your food is already gone Well, you came from Detroit, Vincennes to reclaim I ran you out once and I’m ‘bout to do the same Aw, the French won’t support you & your Indians are lame Your time here is all but done Because our new nation has begun That’s what I said Our new nation’s begun x2 You might have heard I arrived with my American men We waded through the mud & icy rivers again 180 miles are nothing, yeah, we’re tired but then We’ve got a job that must be done So come on Colonel Hamilton show me a sign Send up your white flag & I’ll throw you a line The big wooden fort that you’re hiding behind Won’t protect you from what’s to come Our new nation has begun That’s what I said Our new nation’s begun x2 You had nice red coat and party when you left Detroit station You thought you’d just drive us out Mmmm, without a doubt But Colonel Hamilton they didn’t give you quite enough information You didn’t count on me When you thought you’d take our country (Oh whoa, whoa) They say we Americans are going to loose this war But they just don’t understand what we are fighting it for We want life, liberty, the pursuit of happiness and more We won’t quit until we’ve won…. You know our new nation has begun Oh Whoa Colonel I tell you Our new nation’s begun x2 My name is George Roger Clark and I’m gonna double this here nation Aww to this country We’ll add a Northwest Territory (Oh whoa, whoa) Come out come out come out Colonel Hamilton don’t make me wait You British soldiers need to open up the gate Sooner or later it will be too late We Americans will have already won Because our new nation has begun That’s what I said Our new nation has begun x2 Our neeeeeew Our new nation’s begun Our neeeeeew Our new nation’s begun Our New Nation Has BegunBy Roger S. Thomas (to the tune Only the Good Die Young)

  11. REVOLUTIONby Roger S. Thomas to the tune, Revolution Sam says we need a Revolution, well, you know he just wants a new government He says it is the only solution to our woes from the pushy English parliament ‘Cause if you’re taxing us to pay your war debts without representation you can bet It’s not going to be alright, you know it’s not going to be alright, it’s not going to be alright with us. Tom says we need the Declaration, well, you know we’ve just got to tell the world The reasons for our separation – we’ve got to go – to remain is no longer moral ‘Cause if our life, liberty & pursuit of happiness are left in the hands of an old tyrant It’s not going to be alright, you know it’s not going to be alright, it’s not going to be alright with us. Josiah wants the Confederation, well, you know now that we’re ruling on our own The Articles provide the foundation so we’ll know just how we’re going to get along But if you’re wanting to make us pay without our state legislatures having their say It’s not going to be alright, you know it’s not going to be alright, it’s not going to be alright with us. Jim says we need the Constitution, well, you know we’ve just got to spell it out Which branch has which obligation so we can show our nation knows what it’s all about ‘Cause with the Legislative, Judicial and Executive we’ve got checks and balances so we all can live And everything is going to be alright, yes, everything is going to be alright, everything is going to be alright with us!

  12. How ‘bout a bodily-kinesthetic/interpersonal team field trip with a musical-rhythmic flavor?

  13. Grade 8 Social Studies Instruction • Overview of Content • Use of TCI Resources • Use of On-line Resources • Use of Multiple Intelligences • Book-in-an-Hour Strategy

  14. Book-in-an-Hour • The Book-in-an-Hour technique is a modification of jig-saw readings. In this activity an entire novel can be read in as little as one hour.

  15. Described by Cyrus F. Smith, Jr. in 1979. • According Smith (1979) and Childrey (1980) this method is beneficial for a number of reasons including: • motivating students to read an entire book • encouraging reluctant readers by limiting read aloud requirements • can assign chapters of varying sizes to students based on their reading ability • allows students to be introduced to a variety of literature in a limited time • encourages summary skills

  16. Benefits • Opportunity to incorporate some of the available historical fiction and non-fiction works • Way to bring in multiple perspectives • Encourages literacy skills such as identifying main idea and details. • Requires listening as well as reading skills • Encourages writing skills • It does not take three weeks to read a novel • Addresses ELA Reading and Writing Standards

  17. Steps to Book-in-an-Hour • Step 1: Select an appropriate novel • Step 2: Purchase 2 copies of the novel (paperback). • Step 3:Tear the Book into sections. • Step 4: Complete an appropriate pre-reading activity. • Step 5:Distribute Book in an Hour form and provide time for students to read their sections and complete the form. • Step 6:Students Report on their sections. Through the course of the presentation of the novel, students will write a one-sentence summary for each presented section. • Step 7:Have students complete an appropriate post-reading activity

  18. Before Reading Strategies • Quick Write: ask students to predict what the story is about based on the title of the story and the pictures on the front & back covers • Word Splash: choose 8 to 15 words from the story and students write a paragraph using the words in which they predict what the story is about • Anticipation Guide

  19. After Reading Strategies • Reflection: Students make connections to what they are reading and their lives or the content they have been studying • Tableaux: connects with visual and kinesthetic intelligences. It generally takes the form of a frozen scene or pose that captures a physical, psychological or emotional relationship. It helps students visually translate a variety of themes and ideas from the text • Primary Sources: Authenticate the novel by having students interact with primary sources based on the content of the book • RAFT: Writing to one of the characters in the book.

  20. Where can I find books? • National Council for Social Studies publishes “Notable Trade Books” annually • http://www.socialstudies.org/resources/notable • Collaborate with your Library Media Specialist • Intermediate book list located on Wikispace (U.S. History topics start on page 11)

  21. ISBN 978-0-545-08742-1 (Amazon, $14.27) • 4 Categories of Formative Assessment: • Summaries and Reflections • Lists, Charts, and Graphic Organizers • Visual Representations of Information • Collaborative Activities • Formative assessments should vary in format and address a variety of learning styles

  22. 3-2-1 Summarizer(Summaries & Reflections)At the end of a lesson, students record:3 Facts they’ve learned,2 questions they have or wonder about,1 personal connection they can make to the information.

  23. Noting What I’ve Learned (Lists, Charts, and Graphic Organizers)Utilizes the best elements of Cornell note-taking strategy.

  24. Photo Finish (Visual Representations of Information)Students create a series of snapshot images that capture the essence of a topic.

  25. Headline News! Summary (Collaborative Activities)Asks students to sum up the essence of a lesson by creating newspaper headlines and delivering a brief news summary as an innovative way to involve them in making meaning.

  26. Learning Targets • At the end of this session, Grade 8 teachers can plan engaging lessons using the KCAS 4.1 Social Studies Standards for Grading Period 2 • At the end of this session, Grade 8 teachers can identify and develop formative and summative assessments to assess student learning in social studies

  27. Let’s give it a try Then Share Out with one another…

  28. In Conclusion, Remember... • You are required to teach the Kentucky’s Program of Studies and the KCAS 4.1 Standards • There is a difference between the curriculum and the curriculum map • Provide students with a content overview to help them make sense of U.S. History • Provide students with the opportunity to use their multiple intelligences to learn and demonstrate their learning • Use a variety of authentic formative and summative assessments to learn and demonstrate their learning

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