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Teachers’ Creations

Teachers’ Creations

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Teachers’ Creations

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  1. Teachers’ Creations

  2. 3 Years • The Empire vs. The Colonies • Agrarian Culture vs. Industrialization– Free Market • Totalitarians vs. International Liberalism

  3. FALL The Roots of the American Nation • Philosophical Roots • Antecedent Documents • Colonial Charters • Colonial Culture • End of Salutary Neglect • American Reaction

  4. Winter The American Revolution • Declaration of Independence • The Legacy of the Declaration • Civil War within the War • The Revolutionary War

  5. Spring Lesson Development Day

  6. Summer Institute on the Road • New Jersey Sites: • Washington Crossing • Trenton • Princeton • Gloucester County sites • Philadelphia sites

  7. Writing Narratives • Research • Writing Substantive History • Exciting/ Enjoyable

  8. Polis The State POLITEA The Regime PAIDEIA What Makes a State What It Is POLITEUMA The Ruling Order

  9. South State Gov’t w/i Federal Gov’t Planters Constitution Hierarchy Slave Culture Honor North National Republic Citizens Declaration Free Market Industrialization Industry US 1860 P A I D I E A

  10. NAZI GERMANY Totalitarian Dictatorship Nazi Party German Purity Mein Kampf Racial Superiority Loyalty, Service to the Volk UNITED STATES Federal Republic Citizens Declaration, Constitution, Bill of Rights Liberty, Industry, Duty, Patriotism 1940 P A I D I E A

  11. Monarchy Whigs British North Industrial Free Market Democratic Republic Tories Colonists South Agrarian Socialist Totalitarian BINARY PAIDEIA STORIES

  12. LESSON STRUCTURE "TITLE" Grades Subjects Objectives One to three Objectives Binary Paideia Chart Key terms Background One to Five paragraphs Procedures Previous night’s homework to give the students a common base of knowledge. Day of Lesson Procedure Do Now – to get them started as soon as they come into class. Review Binary Paideia with students. Try to include some video clips from universal streaming, or some web sites, or some primary excerpts, or a combination of all three. Homework Assessment Extension Resources Tables, charts, maps, etc.

  13. Lesson Structure A LEARNING EXPERIENCE FOR TEACHERS “John Fenwick & Salem, NJ” As an Example

  14. Grades3-56-89-12 United States History World History Language Arts, Reading, Math, etc.

  15. Time required? At least one 90-minute period or two 45-minute periods

  16. Must be NJCCC standards based Take your topic, then GO TO STANDARDS FIRST

  17. Standards and C.P.I. D. Colonization and Settlement (1585-1763) 2. Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.

  18. Then think of creating an Assessment In three separate paragraphs, students will show, the ability to: • Identify John Fenwick’s motivation to leave England and settle in New Jersey • Explain the issues that faced John Fenwick as he built his settlement in New Jersey • Trace the ownership of West Jersey from Lord Berkley to William Penn

  19. From the Assessment, write your Objectives The Objectives and Assessments must agree. They must meet the NJCCCS C.P.I.s

  20. Students will be able to: • identify John Fenwick’s motivation to leave England and settle in New Jersey. • explain the issues that faced John Fenwick as he built his settlement in New Jersey. • trace the ownership of West Jersey from Lord Berkley to William Penn.

  21. OBJECTIVES Students will be able to: identify John Fenwick’s motivation to leave England and settle in New Jersey. explain the issues that faced John Fenwick as he built his settlement in New Jersey. trace the ownership of West Jersey from Lord Berkley to William Penn. ASSESSMENTS In three separate paragraphs, students will show, the ability to: Identify John Fenwick’s motivation to leave England and settle in New Jersey Explain the issues that faced John Fenwick as he built his settlement in New Jersey Trace the ownership of West Jersey from Lord Berkley to William Penn

  22. Binary Paideia Chart

  23. Key Terms, Type of Word, & DEFINITIONS

  24. BACKGROUND For Students and/or for Teacher Depending on level Historical Narrative You get to research and write History

  25. Procedure Must have Previous Night’s Homework, with an exercise for accountability to establish a common starting point!

  26. Day of the Lesson Procedure to bring students from the OBJECTIVES to the ASSESSMENT

  27. HOMEWORK FOR ACCOUNTABILITY

  28. EXTENSIONS

  29. Resources Worksheets and Handouts

  30. SOURCES Cite your sources Books, Articles, and Links