Agenda:

1. Do Now: Please turn your CC/UP Contract into the folder at the front of the class. Agenda: • Review mid-term survey results • Expectations for assessment and grading materials due Thursday • Annotated Resource Library check-in • Field Trip Guidelines: passionate plea  • Curriculum Calendar Pointers • “Stations” (today’s topic and metapedagogy)

2. Guidelines for materials due Thursday: Scan (if necessary) and post on the “Nov. 3: Nuts and Bolts 2—Assessment” iSite tab: • at least one test/exam • at least one other kind of summative assessment (essay, presentation, skit, debate, etc.) from your mentor teacher or another history/social studies colleague. If possible, include all available supporting documents such as test preparation materials and rubrics. Also, scan and post sample grading policies and systems from your mentor or other colleagues. These may include: • how grades are maintained and weighted • a sample grade book page • policies about late or revised work • other principles and/or means by which teachers select, assign, keep track of, and calculate students’ grades

3. Guidelines for materials due Thursday: Purposes: • make progress on your own work by getting materials you need from your mentor teacher • help each other out by contributing to range of examples and possible models • get you thinking about the topics we will be discussing next week.

4. Guidelines for materials due Thursday: Recommendations: • Don’t panic. • Don’t delay. • Be as explicit as you can in your postings. • Read each other’s postings.

5. Small Group Brainstorm: How could you use this picture in your class as part of a unit on the Byzantine Empire? Consider this week’s “readings,” your mentor teacher’s practice, what you did this summer, and anything else relevant

6. Select 4 details from this picture. What do these suggest about when, where, or what is happening?

7. Choose one person in this photo. Write a description of this photo from this person’s point of view.

8. This photo will accompany a newspaper article about Constantine’s conversion. Write a caption for the photo.

9. “Living Tableau”: Choose three people to bring to life from this picture. What are they doing, saying, thinking? What happens next?

10. Imagine that you are a Christian priest serving as an advisor to Constantine. Describe how this image justifies your newly political role.

11. Pick two specific details in this scene. Explain how they connect to larger themes in our study of the Conversion of Constantine

12. This image just screams: MUSICAL THEATRE! Write a song or rap where at least three characters have a verse.(Extra credit if you write a chorus)

13. Groups • Start textbooks: Helsa, Kay, Nick, Emily, VaLonda • Start Primary/Visual: Sherelle, Amelie, Kate, Jeremy, Alicia, Matt • Start Web site: David, Paul, Cris, Alyssa, Tina, Maryellen

14. Resource “Take Away”s: • Textbooks • Boring • Irrelevant? • Insensible • Tries to be a Web site • Resource of information  • Too many kinds and sources of information • Lots of distractors • Can be used effectively w/graphic organizers: give students a means to make sense of and frame the information  • Useful to help student develop critical reading and skimming skills from dense written materials  • Reading level may be too high for students (vocabulary, concept loading) Best practices w/textbooks: • Use it as a foundation, reference • Study aid before tests (summation)

15. Resource “Take Away”s: Visual aids: • helpful following textbook • Series of visual aids extremely useful: see changes over time, e.g., or compare different places/times/types/events • If used for compare/contrast, then place it in middle or end of a unit, or use as a formative assessment

16. Resource “Take Away”s: Web sites: If they give a broad overview, can be helpful at beginning – or at end to help put the pieces together Interactive Sense of movement promoted by web. Also emphasizes general movement rather than specific boundaries. Builds technology skills

17. Resource “Take Away”s: Primary Resources: Dilemma: cut down and “spoon feed” or give whole text and potentially overwhelm? Introduces to ineffable tones of people’s thought (sound, vocabulary, mood, etc.) Can be challenging because of unfamiliar language, references, etc. – reason to cut down Can edit primary resources to format them in a student-friendly way

18. Resource “Take Away”s: Video: Have students read questions through ahead of time before they watch the video so they know what to watch for On other hand, make sure that students don’t get totally focused on filling out worksheet instead of watching the video Stop movie along the way to focus whole class’ attention on crucial images or ideas

19. Overall takeaways • Station order matters, and/or resource order matters • Students need to know the objectives for each activity, and for the overall activity (such as stations) • Think about specific “nuts and bolts” aspects of stations: e.g. packets versus folders, rotation order • Worksheets are helpful, concrete artifacts of learning • Benefits of stations: movement, independent work, “clears head,” suits different learning modalities • Risks of stations: disruption, lost time in transition, confusion at each place

20. Questions that I wish we had time to consider – but know we don’t: • How could you incorporate experiential learning – simulation, mock trial, field trip, or service learning, e.g. – into this unit? How would you complete a “Learning and Teaching Notes” sheet for one of these approaches? • Would you include the anti-Semetic sections details from the letter from Constantine to the churches ? Why or why not? What are your principles about using sources that include offensive language, hateful speech. violence, or sex. • When and why might you choose to show/use a piece of art (painting, drawing, sculpture, etc.) instead of a historical photograph? • We’ve discussed the need to subject textbooks to critical scrutiny. How about other resources? How can we critically evaluate them? Would this be easier or harder, and more or less necessary, than with textbooks? • How do you want to use textbooks when you teach? Will the textbook be the primary resource, with others added in as needed/appropriate? Will there be a different primary resource (internet, a book you put together yourself, videos) with the text added in as needed/appropriate? Will there be no primary resource?

21. 359 AD

23. Pick two specific details in this scene. Explain how they connect to larger themes in our study of the Conversion of Constantine

24. This photo will accompany an obituary for Junius Bassus: Roman Consul and Christian convert. Write a caption for the photo.

25. Choose one person in this photo. Write a description of this phone from this person’s point of view.

26. Imagine that you are a Christian priest serving as an advisor to Constantine. Describe how this image justifies your newly political role.

27. “Living Tableau”: Choose three people to bring to life from this picture. What are they doing, saying, thinking? What happens next?

28. Write a song or rap where each character in this image performs a verse (extra credit for writing a chorus).