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So What???

So What???. Why is this important to me? I teach Language Arts , Math or Science-this is history! I don’t teach history. What is a Primary Source document?. Primary Sources:. Print or textual documents such as letters, diaries, and speeches

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So What???

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  1. So What??? Why is this important to me? I teach Language Arts , Math or Science-this is history! I don’t teach history. What is a Primary Source document?

  2. Primary Sources: • Print or textual documents such as letters, diaries, and speeches • Electronic Media such as videotapes and film clips • Folklore, folkways, and mythology –oral tradition • Images from fine arts and graphic arts such as paintings, maps, political cartoons, photographs, charts, graphs, and posters. • Physical Environment and material culture such as architecture, landscaping, and household artifacts. Drake, Frederick D. Engagement in Teaching History, 2009.

  3. Your Curriculum, Your Standards • View the next Primary document slide and write down any ideas that come to mind on how you might use this document to teach in your classroom. • Think, Pair, Share your idea • Share with the group

  4. Fort Frederica in 1742 www.nps.gov/fofr

  5. Habits of the Mind Significance of the past What’s important, and what’s not Historical empathy Shared humanity Change and Consequences Change and Continuity History is Unfinished Business Campaign against Monocausality History’s Tentative Nature People who made a difference The Unintended and Unexpected Time and Place are Inseparable Evaluating Evidence Source: National Council for History Education, Building a History Curriculum: Guidelines for Teaching History in Schools (Washington, D. C. : Educational Excellence Network, 1988). Photo: Courtesy of Edwin Jackson, Carl Vinson Institute of Government , University of Georgia

  6. Integrated Lessons-Math • M8N1 Students will understand different representations of numbers including square roots, exponents, and scientific notation.b.   Recognize the (positive) square root of a number as a length of a side of a square with a given area. • M4G3Description: M4G3 Students will use the coordinate system. • a. Understand and apply ordered pairs in the first quadrant of the coordinate system.b. Locate a point in the first quadrant in the coordinate plane and name the ordered pair.c. Graph ordered pairs in the first quadrant. • M4G1Description: M4G1 Students will define and identify the characteristics of geometric figures through examination and construction. • M4P4Description: M4P4 Students will make connections among mathematical ideas and to other disciplines.

  7. Science • S8P3. Students will investigate relationship between force, mass, and the motion of objects • S8P3 Students will investigate relationship between force, mass, and the motion of objects.a.  Determine the relationship between velocity and acceleration.b.  Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.

  8. Language Arts • ELA8R4 The student acquires knowledge of Georgia authors and significant text created by them. The studentc.   Identifies award winning Georgia authors.d.   Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors.e.   Relates literary works created by Georgia authors to historical settings and or events.f.   Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.

  9. Social Studies • SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.c.  Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area. • SS8H2 The student will analyze the colonial period of Georgia's history.a.  Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah.b.  Evaluate the Trustee Period of Georgia's colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. • SS4H3 Description: SS4H3 The student will explain the factors that shaped British colonial America • SS4H3 Description: SS4H3 The student will explain the factors that shaped British colonial America

  10. Standards by Grade Level

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