BACKGROUND FOR US HISTORY WORKSHOPS The following description of the 40 hour training sessions that I will be undertaking will

be based on my five years of classroom experience as a fourth grade bilingual teacher in El Paso, TX from the years 2000-2005, as well as on theoretical approaches to successful strategies one can integrate into one’s classroom context. The text that I will be basing my instruction on will be Howard Zinn’s A People’s History of the United States, which proffers a somewhat different viewpoint of US history in that it is told from the perspective of the oppressed classes, particularly people of color and women. In the majority of classrooms across the country American history is told from the Anglo-Saxon viewpoint that tends to omit some of the atrocities that were committed against the aforementioned minorities, and this is something that in my opinion cannot be glossed over if we want our students to be critical thinkers and agents in their educational plight. As educators we can’t be neutral as we tread against conservative educational systems that are detrimental to the oppressed classes. Thus, it is a teacher’s obligation to present US history from this perspective, as it will present students with what may be a new vision of how history was presented to them in the past. As far as practical applications go in the classroom, I am a firm believer in collaborative contexts and thus the majority of the activities/projects/etc. will be designed for that kind of structure. The research has proven that English language learners (ELLs) experience more success if they are placed in this kind of environment and thus the sessions will give teachers a chance to see how this functions in relation to the teaching of US history. It will also be emphasized in these respective sessions that history should not be taught in isolation from the rest of the curriculum, and the concept of thematic units will be introduced as well to demonstrate how other subjects can be integrated into the teaching of history. As mentioned previously in relation to collaborative contexts, thematic teaching is also highly beneficial for ELLs. The most important link that will be highlighted is providing quality learning opportunities that are accessible for one’s students, because it’s quite possible that if one is teaching fifth grade the students will not be linguistically equipped to handle the basal reader that is used by the school. A teacher must be flexible when faced with these obstacles and not resort to the old fashioned technique of “open the book to page 22 and read the first chapter.” This strategy will not be successful in the second language classroom and often leads to discipline problems as students become

disconnected from their learning experience. But, this can be rectified with creative out of the box teaching strategies in relation to US history, which will be shown in the respective training sessions. In addition to strategies, alternative evaluation assessments will be introduced to teachers as well, being that the run of the mill assessments provided by textbook companies are often biased against ELLs in that the reading level is out of their reach. Thus, different methods of evaluation will be introduced to the future teachers throughout the trajectory of the course, such as the use of portfolios, presentations, and other “alternative” assessments that could be used in the classroom. In conjunction with this, rubrics will be introduced as a way to assess these respective assessments due to the fact that at times it can be puzzling how to give grades for work that isn’t your normal fill in the blanks, yes/no, true/false structure often used in classrooms, much to the detriment of English Language Learners. MATERIALS NEEDED FOR WORKSHOP- The following items will be necessary for the five week work shop, being that the trainees will be placed into the context of students whom are learning about US history. 1. Plenty of large butcher paper for collaborative activities (cartulinas) 2. Masking tape/ Scotch tape 3. Plenty of markers for collaborative activities 4. Dry erase board for concept explanation by trainer 5. Scissors 6. Photocopied reading material 7. Tables to support collaborative learning context 8. World Map THE FOLLOWING MATERIAL SHOULD BE READ BEFORE THE DATE POSTED BELOW: March 25th – Interview with Howard Zinn (A Pedagogy of Resistance) and the article Defending Bilingual Education. Also chapter 1 from A People’s History of the US (Columbus, the Indians, and Human Progress) April 1st- Chapter 4 (Tyranny is Tyranny) April 15th- Chapter 6 (The Intimately Oppressed) April 22nd- Chapter 14 (War is the Health of the State) April 29th- Chapter 16 (A People’s War) ***It is strongly recommended that trainees highlight and make notes about content, as this preparation will prepare them for the strategies that will utilized in the respective sessions. It is rather obvious that with a 40-hour course it is impossible to cover everything, thus depth of understanding with

relation to the concepts/themes will be the goal. 4 points. and battles.Student includes all notes in relation to class work. The trainer will commence by demonstrating techniques that he/she has utilized in the classroom.Student includes all notes in relation to class work. and demonstrates growth at times in connection to the concepts/ideas/techniques in the course. 2 points. displays no . reflections. and self-evaluations as indicated by professor. reflections. reflections. and rarely demonstrates growth in connection to the concepts/ideas/techniques in the course. reflections.Student is missing many of the notes in relation to class work. It’s more about arriving at a deep understanding of ideas that will be presented in the five sessions. 3 points. the following rubric (for a portfolio) would be utilized instead of a standardized “test:” 5 points.Student has very little of the notes in relation to class work. and occasionally demonstrates growth in connection to the concepts/ideas/techniques in the course. with the aim of providing ideas to be tried out by the trainees as the sessions go on. and self-evaluations as indicated by professor. For that reason (as noted above) it is imperative that participants prepare themselves by reading the assigned material. and self-evaluations as indicated by professor. and self-evaluations as indicated by professor. people. 1 point. and self-evaluations as indicated by professor.Student is missing some of the notes in relation to class work. Because history is not about the memorization of dates. reflections. and demonstrates a high level of growth in connection to concepts/ideas/techniques in the course. ***If the trainer were assessing the trainees (in this case students) for a grade. ***It should also be noted that with each passing session the participants will take a more active role in creating lessons/strategies that they will be able to utilize in their classrooms in the US. displays erratic organization techniques in relation to the portfolio. displays solid organization techniques in relation to the portfolio. displays somewhat effective organization techniques in relation to the portfolio. displays at times erratic organization techniques in relation to the portfolio.

It is highly recommended that teachers find ways to access this background knowledge on behalf of students before a unit is taught. Procedure. Session #1.Using the rubric found below. This self-evaluation technique is a good way to get students involved in their own learning process. This will give the respective teacher some groundwork for the lessons that he/she will be teaching and will assist in the design of future lessons.I feel that I have a pretty good understanding of US History concepts and ideas. One’s management of the second language (English) should also be taken into account when placing students in collaborative working .An effective approach for beginning any lesson regardless of subject is searching for student’s background knowledge pertaining to the content that is going to be taught. Forming heterogeneous collaborative groups.I feel that I have very scant understanding of US History concepts and ideas.My Knowledge of US History 5. 2.March 25th. and shows no growth in connection to the concepts/ideas/techniques in the course.organization techniques in relation to the portfolio. 2007. trainees are placed in groups (ideal number being 5 students) in which there are a variety of levels in terms of concept understanding.As a result of the selfevaluation found above. 3.Focus on settlement in the Americas Objective #1.I feel that I have very little understanding of US History concepts and ideas. trainees will rate themselves on a scale from 1 to 5 as far as his/her knowledge pertaining to US History. Collaborative groups will also be formed as a result of the findings discovered in the self-evaluation below. 1.I feel that I have a fair understanding of US History concepts and ideas. Rubric.I feel that I have a deep understanding of US History concepts and ideas. and also gives the trainee a gauge as far as the types of strategies that need to be carried out throughout the unit/theme. 4.

“What do you know about US History?” “What do you want to know about US History?” This last question will be used at the end of the five sessions. TIME KEEPER. In addition.My job is to report our findings to the entire group. REPORTER #2. RECORDER. It is recommended that I split this job equally with the other reporter. I also contribute ideas for the recorder.I am responsible for the gathering up of. I am also contributing ideas and listening attentively. and not read directly from the paper (or whatever medium you are utilizing) made by the recorder. and in turn organizing our work in a visual fashion. as I will be the one presenting it to the public. Definitely don’t sleep on the job with this one. utilizing their ideas. REPORTER #1. Obviously. This is harder than it sounds. It is quite important that trainees understand the responsibilities of each role.I monitor our progress and the time remaining to finish the respective task. as being organized saves precious time.groups. and the trainer should make sure that trainees get the opportunity to change roles for different activities. The following roles are assigned to members of the collaborative group and will be utilized throughout the workshop sessions. I also contribute ideas for the recorder. Trainees are presented with the following question(s). Real important role. I should do my best to talk to the group. Likewise. Nonetheless.I am in charge of the putting onto paper the contributions of my group members. both need to report the group’s findings.My job is the same as reporter #1. and the care of all materials being utilized in the respective activity. organizing. Balance as far as abilities is key when placed in collaborative structures. “What did you learn about US History?” The activity mentioned above is called a K-W-L chart and the butcher paper with the results is best utilized as a visual that is on display in the respective . MATERIALS. Activity – Trainees are now in their respective collaborative groups and at this point should be equipped with butcher paper and markers.

This is obviously the perspective as seen from the point of view of the oppressed population.and Columbus Day is a celebration.“They rode the backs of Indians as if they were in a hurry or were carried on hammocks by Indians running in relays. and at the same time construct concept maps with illustrations.“Reporters” present their findings from the activity and the butcher paper is put on display. Then the following parts from Chapter 1 will be read to the trainees. Objective #2 (In conjunction with Chapter #1 (Columbus. and the mines.First of all trainees are asked to illustrate (through a drawing) the image that comes to their mind when they think about the discovery of the Americas by Christopher Columbus.there is no bloodshed.“When we read the history books given to children in the US. slavery.” . As trainees progress during the investigation of a respective theme.“To emphasize the heroism of Columbus and his successors as navigators and discoverers.” Page 9. Activity discussion. in this case the Arawak Indians.” Page 6.Trainees will come to a deep understanding of how US history is told from two perspectives. as they will be utilized throughout the workshop. from the oppressed and oppressor point of view. they write in the column “L” the concepts they have learned in the class. and opinions of the material presented.…”so that from 1494 t0 1508. Page 7. the Indians.“The cry of the poor is not always just. over three million people had perished from war.classroom. Procedure #2. you will never know what justice is. but if you don’t listen to it. with one illustration being from the perspective of the white man (the oppressor) and the other from the perspective of the Arawak Indians (the oppressed). is not a technical necessity but an ideological choice. it all starts with heroic adventure. and to de-emphasize their genocide. Organization of key ideas on behalf of trainees is the goal. They should be put in charge of their own learning and this strategy facilitates this process.” Page 10. key words. and Human Progress) and trainees’ background knowledge). ***It should be noted that the following procedure will be carried out with the assumption that the material assigned has been thoroughly read by the respective trainees. Page 7.

” Next. but does not carry out all the necessary work outside of class. Material (as was with the first activity) is placed in the classroom for visual assistance throughout the unit/theme.Student actively participates on a daily basis. to the point. Keep in mind that we are dealing with ELLs. even though it is demonstrated in other mediums (writing) that work outside of class is carried out by student. The following rubric/self-evaluation is recommended to be used over time to gauge where the student views himself/herself in terms of contribution to the class. . Activity #2(Big Ideas from 2 Perspectives). so visuals need to be concise. Activity discussion. 4 points. and demonstrates solid effort in collaborative structures. Participation 5 points.Student actively participates on a daily basis. demonstrates solid effort in collaborative structures.In collaborative groups trainees should come up with some kind of concept map (their choice) using illustrations and key words to demonstrate the discovery of the Americas from the perspective of the Arawak Indians and the Spaniards.“Indians found without a copper token had their hands cut off and bled to death.At times student is reluctant to participate and/or contribute in collaborative structures. 30 minutes should be provided for the respective activity and collaborative roles should be different from the first activity of the day. 3 points.Page 4. and in language that is accessible to the most basic levels. students should come up with similar statements (from their prior knowledge) from the perspective of the oppressor. Use of first language skills may also be necessary at this juncture. in this case the Spaniards under the orders of Christopher Columbus. displays ability to comment on work done outside of class.“Reporters” present their concept maps to the rest of the class.

etc) pertaining to the way of life of this respective group. women. accompanied by song. in an oral vocabulary more complex than Europe’s.“So. dance. and is not up to speed on assignments outside of class. ACTIVITY. and ceremonial drama. Thus power was shared between the sexes and the European idea of male dominancy and female subordination was conspicuously absent in Iroquois society.Self evaluate yourself using this scale.” .Student never participates and struggles in collaborative structures. Trainees will confront a new paradigm in terms of description of Native American way of life and hopefully dispel some of the knowledge they previously had (from the media. their poetry.To foment the understanding on behalf of trainees that the Native Americans (the Indians) were not uncivilized savages as they are sometimes portrayed in US history. where the culture was complex. They were people without a written language. but with their won laws.“Women were important and respected in Iroquois society. Then pose the next question: “Why are these images so ingrained in our psyches?” Like the previous example have trainees write down their thoughts. and where the relations among men. go over the following citations from Chapter 1 of a “People’s History:” Page 21.” Page 20. Be as honest with yourself as you can. children.2 points. where human relations were more egalitarian than in Europe. Procedure #3. 1 point. Finally.Student rarely participates. Objective #3. their history kept in memory and passed on. displays negative actions at times in collaborative structures. and nature were more beautifully worked out than perhaps any place in the world. and write a few sentences to justify your score out of 5 points.Pose the following question to trainees: “How did/does the media/mainstream history books paint the lives of Native Americans before the arrival of Columbus to the Americas?” Have trainees jot down their responses. Columbus and his successors were not coming into an empty wilderness. but into a world which in some places was as densely populated as Europe itself.

“Was all this bloodshed and deceit.” Page 17.Discuss different strategies when presented with a compare/contrast activity such as this one. which would be the information that the respective trainees learned during the day. Discussion of material to be covered for April 1st. behind their massacre of Indians. their deception. their brutality. It was a morally ambiguous drive. Discussion of activity. etc for ELLs? Wrap-up activity for Day #1 1.Compare/Contrast (using a visual representation of your choice) the image of Native Americans using the two viewpoints that were presented in this lesson. Why is it important to have visuals with pictures.” Page 20.Page 16. .” Activity#3. is it not essential to hold to the principle that those to be sacrificed must make the decision themselves?” Page 16.“If there are necessary sacrifices to be made for human progress.“Behind the English invasion of North America. was that special powerful drive born in civilizations based on private property. 2. the need for space. Collaborative roles (as in the last activity) should be changed so that new trainees are getting the opportunity to speak.“The concept of private ownership of land and homes was foreign to the Iroquois. was a real human need. Pizarro. Write a paragraph that answers the following question: How has my viewpoint of US history changed as a result of this new knowledge? 3. for land.a necessity for the human race to progress from savagery to civilization?” Page 17.from Columbus to Cortés. Add the necessary information in the “L” column from the first activity.“The Indian population of 10 million that lived north of Mexico when Columbus came would ultimately be reduced to less than a million. In groups come up with some teaching ideas that you have in relation to the material in Day #1’s class? 4. the Puritans.

while also creating critical thinking opportunities in relation to other conflicts in American history.Visual projects accessible. Procedure #1. demonstrates well-organized ideas. Then propose the second question: “Is there any difference (in reality) between the conflicts of yesteryear and the ones that we are witnessing in modern times?” Repeat the steps carried out after the first question.Integrate the use of mathematics with the purpose of demonstrating how inter-disciplinary units (in this case Math) can be effective in the ELL context. Procedure #2.Presentation is lacking in one of the areas above.To develop a deep understanding of the conflict between the British and the Americans.April 1st.Trainees must now construct a concept map/graphic organizer that would be visual.Presentation is lacking in more than one of the areas above. Activity #1. . Share with whole group. specifically to see if some of the same characteristics (of conflict) are identified in relation to the Revolutionary War and current world conflicts involving the US.Propose the question: “What is a conflict and what are usually the causes of conflict between two countries?” In collaborative groups (changing roles once again) brainstorm this question and butcher paper jot down the responses. 1pt. Trainees will then present the information and be graded on the following rubric: 3pts. ***Trainees can grade themselves after the presentation with written justification.Focus on the Revolutionary War (chapter 4) Objective #1. and be logically organized in order to store the information more easily.. enriching language (or illustrations) for ELLs. have accessible language for ELL’s. All members contributed in some fashion. Evaluation of workshop Session #2. Trainees should comprehend after this lesson that conflict has been and will continue to be a part of our society. 2pts. 2007.5.

What would be a fair method to evaluate your students in terms of synthesizing the learning that they did? Objective#2. At this time.After the presentations we discuss what would be effective strategies and what wouldn’t be an effective strategy for the ELL classroom. the economic grievances of the lowest classes mingled with anger against the British and exploded in mob violence.“The biggest problem was to keep the propertyless people.Read the following passage and invent a math problem using the numbers provided (in the passage). Procedure #3. In Boston. under control. while the lowest 30 percent of the taxpaying population had no taxable property at all. but also contain it so that it would not demand too much from them.Group presents problem to class. the other groups solve it. the top 10 percent of Boston’s taxpayers held about 66 percent of Boston’s taxable wealth.Pose the question: “What were some examples of conflict escalation between the colonists and the British?” What were their causes? What are some examples of class conflict between the wealthy and the poor? What was the root of the problem between them? Activity #3. Page 65.” Discussion of activity.Revealing the benefits of using alternative assessments (in this example a poster in collaborative groups) in the ELL classroom. Name of poster project: “Past and present conflicts. who were unemployed and hungry in the crisis following the French war.Activity #2. but instead based on the understanding of a concept presented in class discussions. and the presenting group gives an explanation how they would have done it (visual aid).How would you present the findings from the questions above in language that is accessible for ELLs. especially for those whose reading level prevents them from reading the textbook? Present your findings so that it is comprehensible input for students with very little English language experience. Think about big concepts! Discussion of Activity#3. in two perspectives” . one that is accessible to all and not focused on rote memorization. The leaders of the Independence movement wanted to use that mob energy against England.

***Another alternative assessment idea is to evaluate how one performs in collaborative settings. Wrap-up activity for Day #2 . The following rubric is an example: RUBRIC IN COLLABORATIVE STRUCTURES 5 points. and most of the time is willing to listen to others when he/she is not speaking. is never prepared to collaborate in respect to the classroom context. 2 points.Student never shares his/her ideas with group. is rarely prepared to collaborate in respect to the classroom context.Student is frequently open to sharing his/her ideas with group. and is always willing to listen to others when he/she isn’t speaking.Student is always open to sharing his/her ideas with group. and occasionally is willing to listen to others when he/she is not speaking. 1 point. is often prepared to collaborate in respect to the classroom context. and is always disruptive and off task when others are sharing in the group. coupled with a class conflict that is happening in one of the countries (like what happened in New Orleans).Trainees will visually and in written language show the British/colonist conflict and the rich/poor class conflict during the Revolutionary War period. and is often disruptive and off task when others are sharing in the group. is always prepared to collaborate in respect to the classroom context.Collaborative groups construct a poster that satisfies the above requirements for the assessment.Description of assessment technique.Student is occasionally open to sharing his/her ideas with group. is occasionally prepared to collaborate in respect to the classroom context. Activity. 3 points.Student is frequently unwilling to share his/her ideas with group. 4 points. while at the same time designing a rubric in order for students to know exactly how they are being evaluated. and compare/contrast it with a current conflict between warring countries.

Women in the 19th century (Chapter 6) Objective #1. Write a paragraph that answers the following question: How can alternative assessment be a more accurate way to evaluate ELLs. It is important to try and access from students things they have lived in their real lives. 2.April 15th. The key here is to ask pertinent questions that will be the basis for a healthy dialogue between students and the teacher. in relation to other kinds of norms-based evaluations? 3. they will be put in charge of designing an activity for the rest of the group. They should keep in mind some of the characteristics from past examples. and compare/contrast this historical perspective with the role they currently play in today’s society. Now that trainees have witnessed various strategies to access this knowledge on behalf of students. Evaluation of workshop Session #3. mainly using accessible language. Discussion of material to be covered for April 15th. Trainee work should also be put on display in order to reflect on and quite possibly transform their ideas from how they commenced at the beginning of the theme on women. 2007. which would be the information that the respective trainees learned during the day. In groups come up with some teaching ideas that you have in relation to the material in Day #2’s class? 4. Add the necessary information in the “L” column from the first activity.1. and quite possibly first language support in the design of the respective activity. Procedure #1. visual aids.As in previous examples the search for background knowledge is extremely important when embarking upon a new theme in the classroom.Trainees in collaborative groups should devise an opening activity for theme pertaining to women that accesses prior knowledge about what they know of women’s plight in the past.Trainees will gain a deep understanding of the plight of women in the 19th century in the US. coupled with the perspectives they possess about their role in present society. Activity #1. Trainer will utilize the following rubric to evaluate the trainees in their collaborative presentations: . and any prejudices they may have pertaining to women and their respective roles in society. 5.

Activity grabs the attention of the students. in prescribing duties.In America and elsewhere. 3. is delivered in a comprehensible fashion linguistically. seemed to treat women more as equals than did white societies that later overran them. and … as I am the father of the family…I am perpetually taken up in giving out orders.104. the military figures men.” Page 103. it is essential that teachers devise strategies that allow students the ability to access the information that is presented to them.As was mentioned earlier in relation to ELL students. in hearing parties. The very invisibility of women.Students show no interest and strategies are weak in all aspects. but is delivered in a somewhat difficult format for the students. with aunts and uncles and grandmothers and grandfathers all living together. in administering justice.” Page 108. to forget half the population of the country.” . The explorers were men. strategies are weak as far as accessing background knowledge and the delivery is rather confusing for the students to comprehend. bringing “civilization” and private property. reading standard histories. it is quite possible that they will not possess the reading level to comprehend the material (rather normal) which is found in the respective textbooks that are used in the classroom.4.in which property was held in common and families were extensive and complicated.Activity grabs the attention of students and provides solid strategies to access background knowledge of students. Below are some excerpts from Chapter 6 (The Intimately Oppressed): Page 103. is a sign of their submerged status. Thus. and provides solid strategies to access background knowledge of the students. the landholders and merchants men. Procedure #2. 2.“Nothing is more gratifying to the mind of man than power or dominion. and in distributing rewards and punishments. Discussion of activity.“Earlier societies. 1. the political leaders men.“It is possible.Even though activity is interesting for students.Trainees will present their activities to the entire group and a discussion will ensue focused on if the lesson (and why) would be effective or not in the ELL classroom. the overlooking of women.

Women became health reformers. in the last years of the fighting. cleaner. having in direct object the establishment of an absolute tyranny over her. men dominated as mechanics and tradesmen. helped.” Page 114. could not own property. in school. Literacy among women doubled between 1780 and 1840. from the ministry. her wages were one-fourth to one-half what men earned in the same job.“Middle-class women. flower arranger.” Page 113.“While poor women.“It became important to develop a set of ideas.“As the economy developed. began to monopolize the profession of primary-school teaching. let facts be submitted to a candid world…” . A woman shouldn’t read too much.“We hold these truths to be self-evident: that all men and women are created equal.” Page 112. So. taught in church. by the time a clear feminist movement emerged in the 1840’s.“The woman’s job was to keep the home cheerful. when she did work. To prove this. they were later represented as prostitutes. barred from higher education.” Page 110. speakers. women had become practiced organizers. maintain religion.Page 110.” Page 123. and fought. liberty and the pursuit of happiness… The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman. Women were excluded from the professions of law and medicine. that among these are life. be nurse.” Page 112. that they are endowed by their Creator with certain inalienable rights. cook. and aggressiveness became more and more defined as a male trait. and certain books should be avoided. whereas Martha Washington was given a special place in history books for visiting her husband in Valley Forge.“While perhaps 90% of the white male population were literate around 1750. and in the family. from colleges. to keep women in their place even as that place became more and more unsettled. seamstress. agitators.” Page 117. only 40% of the women were.115.“She could not vote. went to army encampments.

and quite possibly first language support (not direct translation). From experience bringing aspects of the surrounding school community into the classroom has proved to be fruitful for teachers and students alike. What could they improve on? What changes would be made next time the lesson is taught? Procedure #3. and also for all women. the attempt to keep them in their “women’s sphere. in the 1830’s and 1840’s and 1850’s. thus they need to be converted into comprehensible input through the use of big concepts.” Activity #2. for black slaves.Students (obviously trainees won’t have access to this resource in the workshop) will select a female member of their community and prepare an interview to find out more about this person. and utilize a graphic organizer of their choice in order to present the key concepts from the excerpts that are chosen. etc into their history lessons.” They were taking part in all sorts of movements.Trainees will critique each other’s work in terms of how effective they believed each presentation was.“Thus were women beginning to resist. in this case a woman that will be interviewed by a respective student. In the following activity trainees will be instructed on how to utilize resources that one finds outside of the classroom.As mentioned earlier in the background information pertaining to the US history workshop being described here. It must be kept in mind that it is highly probable that students won’t have the language abilities to just “read” the excerpts. The benefits of this approach have already been mentioned. Discussion of activity. The student will then proceed to write a biography (between 1 and 2 pages) about this respective person (in Language Arts class the format of a biography will be discussed) that satisfies all of the criteria on the rubric that will be show below.Trainees will pick 3 of the excerpts from chapter 6 that are mentioned above. science. it is highly recommended that future teachers integrate other subjects (thematic units) such as language arts. . Being that trainees won’t have access to this aforementioned community member. illustrations if necessary. This activity could also be extended in that an oral presentation could be integrated in conjunction with the written biography.Page 124. for prisoners. for the insane. Activity #3. they should prepare an interview with pertinent questions for a fictitious member of the community.

rough draft. Student’s writing is well organized and grabs the attention of the reader. but satisfies the 1-2 pages as stated in the project design. and doesn’t satisfy the 1-2 pages as stated in the project design. 2. photograph.Trainees will share interview questions with groups and any other teaching ideas they have pertaining to the topic of women in US history.Student is missing one or some of the components of the biography (see above). peer revisions.Biography is delivered past due date.Trainees should dialogue in their groups about how these readings could be integrated into a history lesson pertaining to women and history. Discussion of activity.BIOGRAPHY RUBRIC 5. 3.Student has included all components of the biography (documented interview. a characteristic that in reality is always a part of any history lesson. This most definitely should not be some questions that students are to answer based on one of the readings.Student has included all components of the biography (see above) and satisfies the 1-2 pages as stated in the project design. After brainstorming their ideas. along with poems by the names of “Woman” by Andrea Townsend and “Two Young Woman” by Deidre Barry. concept map. Student’s writing is somewhat organized and at times grabs the attention of the reader. It should .History is most certainly made every day. they will develop a short activity based on one of the three readings. Student’s writing is lacking organization and is monotonous for the reader to read. Student’s writing is somewhat organized and at times grabs the attention of the reader. thus bringing current events into the classroom should be an essential component of one’s practice.Student is missing most of the components of the biography (see above). Procedure #4. These three pieces focused on women also bring the reading element into the picture. 1. 4. This bridges gaps for students in that one can make sense of the past by investigating that which is going on in the present. cover page) and satisfies the 1-2 pages as stated in the project design. Trainees will be given the article “Why Aren’t We Shocked?” by New York Times columnist Bob Herbert. Activity #4.

Memorization of dates and facts is not history! Procedure #1. design activities in conjunction with the reading. Getting students to voice their opinions would be a good starting point for an activity of this sort. Wrap-up activity for day #3 Add the necessary information in the “L” column from the first activity.Trainees will be presented with some key themes/concepts from chapter 14 and in turn asked to design an activity with a focus on accessing on background knowledge from students. as this will get them interested in history. Write a paragraph that answers the following question: Why are gender issues key to the teaching of history. Regurgitation of information is not the focus here! Students must be involved in their learning.Trainees will critique each other’s lessons and offer ways they could be improved for the future.be well thought out with the goal being trying to incorporate some of the strategies they have seen up to this point in the training sessions.April 22nd. These activities will then be presented to the group. and why must connections to the present be part of your teaching? In groups come up with some teaching ideas that you have in relation to the material in Day #3’s class? Discussion of material to be covered for April 22nd Evaluation of workshop Session #4. What do you think about this material? How does this make you feel? Is it fair? What would you do if you could make change? Asking poignant questions often leads to critical dialogue in the classroom. Students will be expected to develop activities that access prior knowledge. and construct assessments that are fair for ELLs. The goal at this point is to give trainees the opportunity to utilize and practice some of the strategies that were demonstrated in previous sessions.Students will gain a deep understanding of US motivations for entering WWI. Discussion of Activity . which would be the information that the respective teachers learned during the day. whom will play the role of .Focus on WWI (chapter 14) Objective #1. 2007. Students should keep in mind strategies that were utilized in previous sessions and do their best to incorporate these in the respective activities that will be designed. while also becoming aware of US resistance to involvement in the war.

330. Thus. the input needs to be comprehensible.Shrewd public relations 14. .Patriotic fervor 16. trainees will design an activity with the purpose of accessing students’ background knowledge pertaining to chapter 14 (WWI). War is the health of the state 2. President Woodrow Wilson had promised neutrality 4.Class war 17. “war is the health of the state” is most certainly something that is part of our present context in as far as history goes. Wealth from darker nations (Asia. South and Central America) 9. Exploitation 10. Students need to make connections in order to be able to become involved in the respective activity.students in a mock US history classroom. for example we most certainly witness “shrewd public relations” when trying to gain support for the conflict in Iraq. A suggestion would be to try and link one of them with something that is happening in present day history. “patriotic fervor” was a tactic used by the Bush Administration to feed into the emotions of Americans after the 9/11 attacks on the twin towers.Massive effort to excite a reluctant public 11. War orders stimulated the economy 6. Some of the key concepts from chapter 14: 1.Espionage Act of 1917 13.Crime against the people of the US 12.Anarchists Activity #1. Finally. Lies 5. Trainees must keep in mind that it’s most likely that they will encounter a variety of second language levels coupled with a plethora of first languages that aren’t English. especially with the role that private corporations play in our lives in 2007. Africa. War for empire 8.000 draft evaders 15.Utilizing one of the concepts/themes above (or another one chosen by the group). In addition. Rich took direct charge of the economy 7. Socialism was growing 3.

” Trainees will proceed to investigate the labels on their clothes to discover if they are made in countries that are “primarily from the darker nations of the world. had a higher standard of living than before. the West Indies. He explained the paradox by the fact that the white workingman has been asked to share the spoil of exploiting “chinks and niggers. the average citizen of England.Discussion of activity.Was this an effective strategy to demonstrate how the US has come to dominate the world economy? What would be examples of other activities that could quite possibly achieve similar results? Why is it essential that students gain a global perspective of history? . and proceed to look for ways to improve facets of the activity that could be altered for future success in the classroom. and its present context of exploiter of poorer countries with less resources.Asia and Africa. Procedure #2.Asia and Africa. Activity #2. and the United States. As mentioned earlier. South and Central America.” Yes. France. The following activity will put into perspective how this war opened up the world for the US economy. In reality it was the beginning of the global era of open markets and exploitation of natural resources and oppressed populations. history always needs to be brought to light in the present. students will post their results on the world map (if available) to see if patterns can be deciphered. and the islands of the South Seas. Through this activity one will make a connection between when the US began to create its empire in and around the time of WWI.Trainees will discuss the effectiveness of the activities that were presented. the West Indies. “Du Bois pointed to the paradox of greater “democracy” in America alongside increased aristocracy and hatred toward darker races. and in this particular example geography (a weakness in US students) skills are also being put to work. Discussion of activity. But: Whence comes this new wealth?… It comes primarily from the darker nations of the world.” Using sticky notes.This activity is called “Researching our Stuff.” From this excerpt it is rather obvious about what motivated the US to want to become an empire and dominate foreign markets.Note the following excerpt from page 363. Germany. South and Central America.” and it is found in a great teaching resource that is highly recommended for teachers called “Rethinking Globalization. and the islands of the South Seas.

whom will follow up with an activity in which they take the role of students in the classroom. Trainees will assist the trainer in devising an assessment (obviously alternative in nature) that could be utilized to evaluate the students’ performance in conjunction with the theme. especially for ELLs with limited second language skills. Even though the acts are quite different nature. Discussion of activity.Integrating the theatre arts can be an invaluable resource in the US history classroom. Why is this a positive approach to teaching US history? Why is it especially effective for ELLs? Wrap-up activity for Day #4 Add the necessary information in the “L” column from the first activity. Write a paragraph that answers the following question: Why is critical pedagogy a necessary and effective tool in one’s practice in the US history classroom? In groups come up with some teaching ideas that you have in relation to the material in Day #4’s class? Discussion of material to be covered for April 29th (group projects) Evaluation of workshop . and it’s certainly the case in the post 9/11 modern area. Activity #3.Procedure #3.History has shown over time that civil liberties in the US have been diminishing for its citizens since the WWI era (specifically the Espionage Act of 1917). as the Patriot Act was put into effect to supposedly assist the “War on Terror” as GW Bush likes to call it. In this activity trainees will choreograph some kind of play/roleplay/skit that demonstrates the quenching of civil liberties in the WWI era coupled with one that places the situation in modern times as a result of 9/11 security measures. they do possess similar characteristics that trainees should be made aware of as far as the teaching of US history goes. All members of the collaborative group should have a speaking opportunity (albeit brief) in the respective performance.Trainees will comment on each performance and give each group feedback on their effort. which would be the information that the respective teachers learned during the day. The trainer will compare/contrast these two acts for the trainees.

. whom in this case will be the other trainees. 1. In their collaborative groups.April 29th. 3. Groups should designate what level the lesson is designed for (early primary. which should obviously be distributed to students prior to the assessment. An alternative form of assessment that is fair for all students in the classroom regardless of second language level. they will conduct a 45-minute lesson that contains the components that are found below. 2.Session #5. 2007. 4. A lesson that incorporates a graphic organizing technique in order to convey key concepts/themes from chapter 16. An activity that accesses prior knowledge on behalf of their students.Focus on WWII (chapter 16) The last session will give the trainees the opportunity to demonstrate the strategies/activities/lessons/assessments they have learned from the previous four. etc). late primary. but it will be assumed that some preparation was carried out outside of class. Trainees will be allotted 1 hour at the beginning of the session their lessons. 5. The trainer will offer tips/suggestions pertaining to the lesson presentations and wrap up the last session with some words about the realities of entering the classroom in US Students will also fill out an evaluation of the training session so that the trainer can reflect on his/her work over the 40 hours. A rubric to accompany the assessment. Allow time for feedback from fellow trainees and the trainer. middle school.

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