November, 2011-- Historical Method & Historical Thinking

Understanding Historical Method (in a nutshell)

Tier One:  Building a Personal and Intimate Connection to the Past by...

• Seeking personal connections to history
• seeing history as the story of people and their voice, rather than dry, disconnected events

During our training time, we used a template called, "Understanding by Design-- Backwards Design Process" that was shared by Bobbie Hansen, (created by Wiggins and McTighe).  For an hour or more, I worked to fit all of our great ideas into the model before us, and in the end, found it to be a bit more labor intensive than I liked, and not as user-friendly for sharing.  I think that two of the challenges I had were in sticking to teaching to one objective, and in formulating relevant questions/responses.  Our original idea of incorporating Persuasive Writing with our Social Studies content standards began to take on a much wider, more complex look and feel.   Much of the information used with this planning model seemed redundant to me.  I guess it is just a personal preference, and, like most things, becomes easier with time and use.  I am thankful that Yvonne and Bobbie are both so flexible and have given each group the authority to plan and create utilizing the resources that each feels most comfortable with.

Although we'll stick with the outline for teaching skills for both writing and for history, I think that we'll use a simpler, less complicated lesson plan than the one we originally co-created.
 
Historical Thinking:
I've reviewed the "historical thinking" notes and content from our previous trainings, to see how we were utilizing resources over time, and how each new phase of our training was able complement our prior knowledge of both subject matter and strategic teaching. 

This new information from Bobbie Hansen regarding the personal connections we'd like our students to make to history and also the integration of Language Arts standards is a good fit with many of the practices and resources that many of us seem to have already put into place.

In my classroom, for example, I've utilized Cicero on a number of occasions.  The Columbian Exchange presented by Dr. Bauer and by Anthony Fitzpatrick was a made a more primary focus of  my instruction, and it enabled my students to make cause/effect analyses, and to connect with  explorers, as well as the native people in a more meaningful way.  I've enjoyed using art/images to analyze perspectives, and find that students really love this alternative.  Lastly, using the SPECs model to analyze documents, pictures, etc., has been a useful tool, directing our focus and sharping our analysis skills.    Viewing history in this way directs our study and also promotes the personal connections (uncovering the 5 W's) to people and events.

Collaboration-- Connecting Language Arts & Social Studies

Lesson Planning

Our group of three had some great ideas to share for this collaborative lesson planning assignment.  Teresa had a fantastic idea of developing a narrative writing assignment from a read-aloud already "in progress" for her, called Blood on the River.  Laura and I shared our thoughts of further developing a persuasive writing lesson connected to the mysterious disappearance of the Roanoke Colony.  Since we loved both ideas, and since our timelines for teaching these two types of writing varied at our particular sites, we opted to pursue and share both ideas/lessons.

With this in mind, I began reading Blood on the River  to my students.  I am so glad that Teresa suggested this novel!  My class absolutely loves it!  I am looking forward to utilizing Teresa's Narrative Writing plan to further explore both literature themes & elements, and the historical context of the story.   When students engage in period-writing, they are able to make a more personal connection to the people, the culture, the places that they learn about.

Laura, acted as our researcher during our time together, and put together several documents for us to use on a google.docs share site.  We'll integrate these sources in our study of both Roanoke and Jamestown.

The Persuasive Writing essay prompt and lesson plan that we chose to develop incorporates our 5th grade standards for writing, as well as critical thinking and historical analysis of resources related to our standards for social studies, in learning about the obstacles faced by early colonists, motives for exploration/colonization, and outcomes with Native Americans.

Roanoke and Jamestown--Lessons in the Making!

First Draft (written during our seminar time together--)

I am really excited about the two lessons that we are creating together in our PLC.  We first looked at what we already liked in our classrooms as resources for teaching history.   Next, we looked at how we could refine what we were doing with the writing connection we've made in the past.  Lastly, we asked ourselves how we could incorporate the amazing resources (like Cicero for example),  to address the Historical Thinking, Teir 1 strategies. 

First, we chose to utilize a mystery picture-book about the lost colony of Roanoke, and incorporate Lang. Arts standards for persuasive writing.  Laura has set up an account at docs.google.com, and is researching online resources for viewing this time in history from different perspectives.  We're looking forward to  including primary documents, biographies, readers' theater, etc.

Planning Ahead: Notes to Self

Set up Livebinder
Set up Diigo
Utilize Cicero in the classroom more effectively  (I don't find it easy to navigate--it is time consuming)
Create a 4th to 5th grade glogster or prezi with my buddy teacher, connecting content/strategies
Post hero websites, history websites to my classroom website with activities
Find the functionality of using blogspot.com professionally or personally
Consider joining professional social network

Dr. Sundue

I enjoyed hearing from Dr. Sundue and feel that she is a wealth of information.   I feel that the high level content is most beneficial in making American History more meaningful for us, as professional educators.  Virtually all that she discussed with us was add-on new knowledge to my extremely limited foundational understanding of events such as the Boston Massacre, The Great Awakening, or the development of the 13 colonies.  I don't feel that much of what she shared was "ready made" for my 5th grade classroom, but that was OK.  I appreciate it and found it valuable, nonetheless.  In providing a better foundation for us as educators, it enables us to access the content at the right level, for our students.  

It is also useful to see the connection between what Dr. Sundue taught, what Anthony Fitzpatrick shared, books from Dr. Macko, and how strategies, content and student resources can all be put to use. 

Real American Heroes

I appreciated Dr. Denenberg's enthusiasm for teaching the section on Real American Heroes.  He gave many examples of people to profile for our students, methods of instruction for generating interest, and showed several different projects to use in the classroom.  I loved how he used the Eleanor Rooooosevelt voice with us.  As adults who knew this person, it was fun to play along, but one could definitely see how the voice would be the "hook" for students.   I intent to use his book, but am not quite sure how, as of yet.  Although I love its premise, I think that some of the people featured should have had more of the "service" aspect of their character highlighted, but found that the entry focused mostly on achievement.  It encourages me to begin my own list of American Heroes, from year to year, based on student study.  Although it would take me a great deal of time to research who to offer up as subjects of study, it would be great to provide this resource to students, new and revised each year. 

I also liked his suggestions to teach children to recite important quotes about History, and will plan on this addition to my speaking and listening skills instruction this year.   I also plan to incorporate more "teaching about religion" but not teaching religion.  As Dr. Denenberg reminds us, different heroes we'll study were led by spiritual principals and should not be studied independent of their belief systems.  Often we try too hard to be politically correct, and stay away from any discussion about how God or religion influenced the forming our our nation, the leadership of Harriet Tubman, or the work and legacy of Dr. King.  This is a disservice and a shortcoming in our teaching.  Omitting this background information is undervaluing an important part of our history.

I want to mention a couple of things here that are specific, and that I'll take back to my classroom:  Caesar Rooney, the man on Delaware's Quarter, a hero for being the deciding vote in approving the resolution to draft the Delcaration of Independence (all 13 colonies had to approve);   The importance of thanking our personal heroes;  the bravery of the signers of the Declaration of Independence so often overlooked;  using "Hall of fame, Hall of Shame" comparing and contrasting--Jefferson, for example;  Mary McCloud Bethune; blackline masters and resources found on websites shared:  theheroesclub.org or heroes4us.com


The only criticism I'd have of our time with Dr. Denenberg was that he spent time teaching strategies that we knew (such as jigsaw, etc).  Perhaps researching our own personal heroes and adapting lesson plans for content would have been a better use of our time, at this level of professionalism. 

Summer Institute

Although it is difficult to mentally make "space" and time for coming in to work and off of summer vacation a week early, past experience of our amazing History content makes the transition more appealing.  This summer's institute was packed with content that I intent to use immediately in the classroom. 

I've just finished purchasing $150 worth or picture books online, recommended by Dr. Fran Macko.  Her discussions focusing on Teaching with Picture Books affirmed what I have always held true about the power and utility of picture books in the classroom.  The books she recommended in class are particularly great examples:  George vs George gives a great glimpse into the sometimes difficult to understand issues leading up to the American Revolution.  High end content paired with vivid and accurate visual descriptions provide content access to every learner.  I had never heard of the book, The Scarlett Stocking, nor of the scupltor/spy in Patience Wright.  In purchasing these books for my classroom, I find that I am not only excited to share more in-depth content with my students, but am excited to learn more on my own.