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Facing History in the Classroom

Facing History in the Classroom. Tom Thorpe – Upper School English Teacher, Colorado Academy. Core learning, Scope & Sequence. Core learning principles. Facing history scope & Sequence. What do we do with a variation. The Problem we all live with. 1964 by Norman Rockwell

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Facing History in the Classroom

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  1. Facing History in the Classroom Tom Thorpe – Upper School English Teacher, Colorado Academy

  2. Core learning, Scope & Sequence Core learning principles Facing history scope & Sequence

  3. What do we do with a variation

  4. The Problem we all live with 1964 by Norman Rockwell Ruby Bridges Hall on her was to 1st grade in Little Rock

  5. 8th grade humanities curriculum English US History US Civil Rights – Choices Constitution/civics – mock congress activity US Civil War World War II & Nuremberg Trials - Holocaust and Human Behavior The Cold War & Chinese Cultural Revolution – various resources • Warriors Don’t Cry • Emmett Till Essay • To Kill A Mockingbird • Agents of Change Research paper • Lit Circle: A Raisin in the Sun, Of Mice and Men, House on Mango Street, and Animal Farm • Red Scarf Girl or Balzac and the Little Chinese Seamstress

  6. Emmett Till essay What does it mean for an event to be pivotal? Choices, consequences, and reaction to behavior. Civil rights Historical context – lynching, Jim Crowe, rise of the media, precedents of Civil Rights actions, WWII and military integration Essay – choices coupled with historical context What makes an event pivotal? Rubrics, models, primary sources, etc.

  7. Emmett Till’s funeral

  8. Worse than War – UDHR & Transitional Justice Is there justice after genocide? What is it? What role does the state and the international community play in deterring such perpetrators? Are these the most effective institutions? “All told, in our time [the last 100 years], there have been more than 100 million innocent victims of genocide—more than all the combat deaths in all the wars fought during that time everywhere in the world. Based on the human toll alone, genocide and mass slaughter are worse problems plaguing humanity than war.”

  9. Red scarf girl and Balzac and the Little Chinese Seamstress – civil right in china Scatter the old world, build a new world, circa 1967 Chairman Mao goes to anyuan, circa 1968

  10. Four Corners debate Choose one of the following: Completely Agree Agree Disagree Completely Disagree • Statement 1: The needs of larger society are more important than the needs of the individual. • Statement 2: The purpose of schooling is to prepare youth to be good citizens. • Statement 3: Individuals can choose their own destiny; their choices are not dictated or limited by the constraints of society. • Statement 4: One should always resist unfair laws, regardless of the consequences. • Statement 5: I am only responsible for myself.

  11. Conclusion To what stage of the Facing History Scope & Sequence, or continuum, do you relate to most as an educator? Which stage would make the greatest impact on student learning? Tom Thorpe – tom.thorpe@coloradoacademy.org Dave Fulton – dave_fulton@facing.org

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