1 / 26

TAHP: The context for the founders

TAHP: The context for the founders. October 16, 2010. Friday: critical reflective practice a la shulman. Evaluative Content Knowledge: How well was the content addressed? PCK: What teaching/learning strategies were used?

rosine
Download Presentation

TAHP: The context for the founders

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TAHP: The context for the founders October 16, 2010 Pennington & Obenchain

  2. Friday: critical reflective practice a la shulman • Evaluative • Content Knowledge: • How well was the content addressed? • PCK: • What teaching/learning strategies were used? • How effective were they in facilitating the learning of history, social studies, and literacy? • Curricular Knowledge • Why were specific materials chosen? • How effective were they? Pennington & Obenchain

  3. Pck: the Concept of social contract • Epistemic privilege – we began with what you knew about the concept and current events • Created definitions • Added content • Revised definitions • Compared definitions • Examined examples and non-examples Pennington & Obenchain

  4. Content: the philosophers • Hobbes believed that the state of nature was violent and needed a dictator • Locke rejected this and believed the state of nature was peaceful and no dictator was needed • Rousseau rejected individual rights for general will • A social contract: • Relationship between humans • Government only necessary to protect people (as individuals or as the general will) Pennington & Obenchain

  5. Saturday: overview • Content: • Setting the stage with the socio-political and economic context of the time • Pedagogical Content Knowledge: Historical Thinking • Document analysis • Book clubs • Critical literacy • Curricular Knowledge: • Resources Pennington & Obenchain

  6. Historical thinking: the mayflower compact (1620) • Document Analysis • Literal • When and where was it written? • Who wrote (signed?) it? • Interpretive • Why do you believe this was written? • Evaluative • What is the historical significance of the document? • Whose social contract theory/philosophy is evident in this document? • What is the state of nature? • Why should there be a social contract? Pennington & Obenchain

  7. What was life like during the founders’ era? (apx. 1750-1815) • Class KWL • Know? • What do you know about the political structure at the time? • What do you know about the social structure of the time? • What do you know about the economic structure at the time? • How do you know this information? • What do you Want to know? Pennington & Obenchain

  8. More context through (modified) book club: documents and the founders/authors • Thomas Jefferson • James Madison • Benjamin Franklin • John Adams • George Washington Pennington & Obenchain

  9. Book club prompts • What roles did your founder have as the nation developed? • What was his or her personal story? • What was her or his social station? • What was his or her economic status? • What do you infer regarding her or his understanding of and beliefs regarding a social contract? • Which social contract philosopher(s) did he or she draw on? Cite specific passages. • What documents did the author and/or support? • In what ways did his or her life and work support the document(s)? • In what ways did her or his life and work contradict the tenets of the document(s)? • What questions remain unanswered? Pennington & Obenchain

  10. Critical literacy (Critical thinking) • What is Critical Literacy? (Shannon, 1995) • “…[pushes] the definition of literacy beyond traditional decoding …of words in order to reproduce the meaning of text or society until it becomes a means for understanding one’s own history and culture, to recognize connections between one’s life and the social structure, to believe that change in one’s life, and the lives of others and society are possible as well as desirable, and to act on this new knowledge in order to foster equal and just participation in all the decisions that affect and control our lives (p. 83). Pennington & Obenchain

  11. deepening our understanding • With a partner, write two synthesizing statements linking your founder with his context and a particular vision of social contract theory. Pennington & Obenchain

  12. Adding another layer: founding documents • The Declaration of Independence • The Constitution of the United States Pennington & Obenchain

  13. Was there a social contract? • Return to yesterday’s philosopher groups (Rawls will split up and join other groups). • Review your understanding of what a social contract is according to the philosopher your studied. • Examine the two documents • How is (if it is) a social contract articulated? • How does it reflect/not reflect the concept of social contract as articulated by your philosopher? Pennington & Obenchain

  14. Historical thinking Goals (Seixas) How (vanSledright) Identification: What is the source? Attribution: The source is constructed by a particular person in a particular context Judging Perspectives: Who is the author & what ideas and purposes is the author bringing to the text? Reliability Assessment: Comparing the source to other sources • Historical Significance: Distinguishing between the important and the trivial and how the pieces fit(may differ) • Historical Epistemology: What/ who should be believed and why? • Agency, Empathy, Moral Judgment: understand the world from another’s perspective using evidence, avoiding presentismas well as complete relativism Pennington & Obenchain

  15. Synthesizing: critical literacy & historical thinking • New groups! • Compare and contrast the nuances of the social contract by each philosopher in each document. • “Source the document” • Identification: What is the source? • Attribution: Who wrote it and for what purpose in what context? • Judging Perspectives: Who is/are the author(s) & what is the positionality of the author? • Reliability Assessment: How consistent is this text/source with others of the time? Pennington & Obenchain

  16. synthesizng • Create a graphic representation around the concept of social contract that illustrates the relationship among: • The philosophers (Hobbes, Locke, Rousseau); • The documents (Declaration of Independence, the US Constitution); and • The authors/founders (Jefferson, Adams, Franklin, Washington, Madison) Pennington & Obenchain

  17. What is Critical Pedagogy? • Grounded on a social and educational vision of justice and equality • Constructed on the belief that education is inherently political • Dedicated to the alleviation of human suffering • Focuses on generative themes (reading the word & world) • Depends on teachers as researchers • Kincheloe (2008) Pennington & Obenchain

  18. Critical LiteracySocial justice • “Critical literacies involve the consumption, production, and distribution of print and new media texts by, with, and on behalf of marginalized populations in the interests of naming, exposing, and destabilizing power relations; and promoting individual freedom and expression (Morrell, 2004, p. 241). Pennington & Obenchain

  19. Who is left out of the Social Contract? MARCH 31, 1776ABIGAIL ADAMS TO JOHN ADAMS         "I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors.         "Do not put such unlimited power into the hands of the husbands.         "Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation.         "That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute; but such of you as wish to be happy willingly give up -- the harsh tide of master for the more tender and endearing one of friend.         "Why, then, not put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity?          "Men of sense in all ages abhor those customs which treat us only as the (servants) of your sex; regard us then as being placed by Providence under your protection, and in imitation of the Supreme Being make use of that power only for our happiness." Pennington & Obenchain

  20. And the reply… APRIL 14, 1776JOHN ADAMS TO ABIGAIL ADAMS       "As to your extraordinary code of laws, I cannot but laugh.         "We have been told that our struggle has loosened the bonds of government everywhere; that children and apprentices were disobedient; that schools and colleges were grown turbulent; that Indians slighted their guardians, and negroes grew insolent to their masters.         "But your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented.         "This is rather too coarse a compliment, but you are so saucy, I won't blot it out.         "Depend upon it, we know better than to repeal our masculine systems. Although they are in full force, you know they are little more than theory. We dare not exert our power in its full latitude. We are obliged to go fair and softly, and, in practice, you know we are the subjects.         "We have only the name of masters, and rather than give up this, which would completely subject us to the despotism of the petticoat, I hope General Washington and all our brave heroes would fight." Pennington & Obenchain

  21. Who is left out of the Social Contract? Benjamin Banneker (1731-1806) -- Free African American Letter to Jefferson (August 19, 1791) “…Sir, if these are Sentiments of which you are fully persuaded, I hope you cannot but acknowledge, that it is the indispensible duty of those who maintain for themselves the rights of human nature, and who possess the obligations of Christianity, to extend their power and influence to the relief of every part of the human race, from whatever burden of oppression they may unjustly labor under, and this I apprehend a full conviction of the truth and obligation of these principles should lead all to. Sir, I have long been convinced, that if your love for your Selves, and for those inestimable laws which preserve to you the rights of human nature, was founded on Sincerity, you could not but be Solicitous, that every Individual of whatsoever rank or distinction, might with you equally enjoy the blessings thereof, neither could you rest Satisfied, short of the most active effusion of your exertions, in order to their promotion form any State of degradation, to which the unjustifiable cruelty and barbarism of men may have reduced them.”   Pennington & Obenchain

  22. And the reply Jefferson’s letter to Banneker (August 30, 1791)Sir,I thank you sincerely for your letter of the 19th. instant and for the Almanac it contained. no body wishes more than I do to see such proofs as you exhibit, that nature has given to our black brethren, talents equal to those of the other colours of men, & that the appearance of a want of them is owing merely to the degraded condition of their existence both in Africa & America. I can add with truth that no body wishes more ardently to see a good system commenced for raising the condition both of their body & mind to what it ought to be, as fast as the imbecillity of their present existence, and other circumstance which cannot be neglected, will admit. I have taken the liberty of sending your almanac to Monsieur de Condorcet, Secretary of the Academy of Sciences at Paris , and member of the Philanthropic society because I considered it as a document to which your whole colour had a right for their justification against the doubts which have been entertained of them. I am with great esteem, Sir,Your most obedt. humble servt. Pennington & Obenchain

  23. Lunch! Pennington & Obenchain

  24. debrief • Lesson structure a la Shulman • Content knowledge • PCK • Curricular knowledge Pennington & Obenchain

  25. Lesson planning • Alone, with a partner, or with a school team: • Plan two integrated history and literacy lessons that incorporate primary sources, address a social studies concept (it can be social contract), and utilize a biography. • Lessons should reflect history, social studies skills, and language arts Nevada State Standards for your grade level • Share your draft plan • Teach the lessons between now and our March meeting Pennington & Obenchain

  26. Wrap up and tasks • Teach and videotape your two lessons before March 1 • YouTube • 10 minute video clip • 1 page reflection • Complete and turn in your blue evaluation form before leaving. . Pennington & Obenchain

More Related