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Philadelphia Preview Workshop

Philadelphia Preview Workshop. HOW WILL WE INTEGRATE OUR GRANT ACTIVITIES INTO OUR CLASSROOMS?. Albert M. Greenfield African American Iconic Images Collection . http://muralarts.org/webfm_send/44. What have we done so far?. SYMPOSIUM TOPICS FIELD STUDIES EXPERIENCES

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Philadelphia Preview Workshop

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  1. Philadelphia Preview Workshop HOW WILL WE INTEGRATE OUR GRANT ACTIVITIES INTO OUR CLASSROOMS? Albert M. Greenfield African American Iconic Images Collection http://muralarts.org/webfm_send/44

  2. What have we done so far? • SYMPOSIUM TOPICS • FIELD STUDIES EXPERIENCES • HISTORICAL THINKING AND OTHER UNNATURAL ACTS concepts of modeling and leading students toward a deeper understanding of reading primary and secondary sources. • MODEL LESSONS from SHEG, Historicalthinkingmatters.org and LOC • TEACHING A MODEL LESSON • EVALUATING A MODEL LESSON Tuskegee Airmen

  3. HISTORICAL THINKING AND OTHER UNNATURAL ACTS Charting the Future of Teaching the Past • “The essays in this book begin with the basic assumption that history teaches us a way to make choices, to balance opinions, to tell stories and to become uneasy—when necessary—about the stories we tell.” (p. ix) • “When I informed the professor that I would review the literature on history learning, I met a chilly response. ‘Can’t,’ she said matter-of-factly,-’there’s no literature to review.” (xi) • See page xii for a run down of how the book is organized. • We will start our discussion of the book by reading Chapter 3 and discussing that chapter at our Sept. 7th symposium.

  4. Feedback from model lessons • Which ones did we use? • EXAMPLES FROM MODEL LESSON EXPERIENCES • Let’s discuss the strengths and suggestions for improvement from these model lessons. • Do they require great modifications? • Do they need time recommendations? • In reflection, what would we change? • How can we measure student learning? Reaching For Your Star

  5. Lessons we used

  6. How can we assess student learning using primary sources? • FORMATIVE or SUMMATIVE • Individual, one-on-one observation (formative) • “Format sheets” for guided questions/processes • Class observation and discussion (formative) • Guiding questions and written responses • Group interaction with source and questions • I-Respond “Who thinks-----” • RUBRIC • Single or Multiple sources • Incorporates the essential question • Quiz • Specific feedback to students • Allows for data collection for whole group and individuals • Test • Incorporating standards based concepts in primary sources used on the test. Dr. J

  7. RUBRICS

  8. Lesson plan creation • Lesson Plan to be developed during the July 29 and 30th workshops. Create a digital version and turn in completed plan with any supplemental materials by July 25th for inclusion in Summer stipend award. • Plan to teach your lesson during the 2011-2012 school year with feedback/evaluation similar to this year’s.

  9. Lesson plan format • Lesson Plan: (title) • Lesson designer(s): School • Lesson Origin: (web site, modified from, original) • Georgia Performance Standard: • Essential Question: (Learning Question) • Materials: (include at least one primary source) • Instructions for class activities with suggested time (30 min., 60 min., 90 min., more) • Introduction, warm up/hook:  • Step by step instructions: • Closure Jackie Robinson

  10. Lp format continued • Assessment: Formative Summative (attached?)  • Technology use (include I-Respond file if used):   • Suggestions for differentiation/modification:  • Extensions (advanced students): • Depth of Knowledge level: 1_____ 2__­­­­­____3.________4._______ (rationale) • Modeling/Guided Practice/Independent Practice elements: • Elements of Teaching American History Grant activities incorporated into the lesson: • Sourcing • Contextualization • Corroboration • Close Reading “Tribute To Urban Horsemen”

  11. Depth of knowledge levels

  12. A gilder lehrman resource • The Founding Era is a multimedia resource kit that includes: • a notebook and CD containing primary source documents • artwork • maps • study questions • posters of documents and images • two interactive CD-ROMs based on exhibitions (George Washington and Alexander Hamilton) • portrait cards of key figures from the Founding Era • two comparative timelines; • Historians on the Record: The Founding Era, a DVD of thirteen lectures by leading scholars.

  13. Let’s go to Philadelphia! • Itinerary • Checklist for items to turn in • Online check-in and boarding pass 24 hours ahead of departure. Both boarding passes must be turned in to Martha by arrival back in Atlanta. • Be at the airport by 6:00 A.M. • Record mileage to and from the airport and be prepared to put those numbers on forms on 6/29. • Keep parking receipt and turn in on 6/29. • Keep your “checked baggage” receipt from the Holiday Inn and turn it in on the 6/29. • Check out receipts from both hotels (if issued) turned in on 6/29 or before.

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