HTCE Activity Recording Sheet

Name: Jamar Moore Section #: 102 Date: 02/13/2024

Picture Activity

Was the student able to place the first two pictures correctly in time order? No

What explanation did the student give for order placement?

The student chose picture number one because they saw Abraham Lincoln. The student had the idea that the people
in the pictures were going places as they put them in order.

When the students placed pictures 3, 4, and 5, did they place them in the correct time order? No

What explanations did the student give for the placement of the following pictures?

#3— "The people were probably going to build something.”

#4— “The people were taking a family picture.”

#5— “They are building a house. As I can see there are houses close by.”

Did the student think this was easy or hard to do?

The students stated that this activity was hard, as it did take us nearly 20 minutes to complete. The student was
worried that she may place the pictures in the incorrect order, however, I reassured her that she did not have to be
right and that it was just a fun activity.

What things did the student say made it easy or hard?

The students said it was hard because it was hard to figure out which pictures went in the correct order.

Which pictures did the student find the most interesting?

The student really liked picture one of Abraham Lincoln.

Why did the student pick specific pictures?

The student said that the first picture of Abraham Lincoln was most interesting because it was a photo of him in the
past. Also, the student was amused by how the houses were being shown in the photos as well.
 Based on one picture you chose; how did the student answer this question: How do you think your life would have
been different if you had been alive at this time?

I decided to show picture one with Abraham Lincoln included in the photo to the student, and she stated that “we
would have been separated from other people.”

What time period did the student choose for each picture?

Picture 1: 1882

Picture 2: 1855

Picture 3: 1890

Picture 4: 1895

Picture 5:1883

Additional Questions:

Do we have a king in our country?

No

 Who is the president?

Joe Biden

 What do you think the president does when he goes to work?

The president makes laws.

 How does someone get to be president? (If students say the president is elected, ask if they know of any other
people who get elected.)
If they get elected to office. I asked the student if they knew anyone else who gets elected and they
replied, “I do not know anyone else who gets elected.”

 What do judges do?

Help with different cases and problems, and them solve them.

Who do you think are the most famous people in history?

Martin Luther King Jr, Harriet Tubman, Rosa Parks, Ruby Bridges, and Malcolm X

What can you tell me about him/her?

 Ruby Bridges—She was the first African American girl to go to an all-white school.
Harriet Tubman—She helped free slaves and bring them to freedom through the Underground Railroad.
Martin Luther King Jr—He gave a famous speech about having a dream about blacks no longer being
segregated.
The student could not provide me with information about Rosa Parks and Malcolm X.

 Tell me something about George Washington.

He was the first-ever president.

 Tell me something about Martin Luther King.

He had a dream that all the kids would go to the same school one day.

 Who is the most important woman you’ve ever heard of?

Harriet Tubman because she helped free slaves.

When you buy something in a store, who decides how much the price is?
The company decides the prices.

 How do they decide how much to charge for it?

The student said they did not know.

 Where does the store get the things it sells? (If students say they buy them from somewhere else, ask , if you
paid five dollars for something at the store, how much would the store have paid for it when they got it—five
dollars, more than five dollars, or less than five dollars?)
The student stated that the company gets them from places out of state.

 What are taxes? What are they used for? Who decides how much taxes will be?
The student said that taxes are something that you have to pay every year. Taxes are used for
paying bills. Then, the president decides how much taxes will be.

Have you ever been to a building called a bank?

Yes.
What is it for?
To put money into your account.

 What happens when you put your money in a bank?

It goes to your card, so you can then spend the money that is on the card.

 If you put your money in the bank and then take it back out later, do you get the same amount you put in, less
than you put in, or more than you put in?
 You get less than you put in.

 Why?
If you spend the money on what you need to get, then you will have less money, unless you add more
money.

What city do you live in?

Belleville.
What are the names of some other cities?
Jefferson City and Des Moines.

 What state do you live in?

Illinois.
 What are the names of some other states?
California, Wyoming, and Massachusetts.

 What country do you live in?

United States.
 Tell me the names of some other countries.
Canada and the Gulf of Mexico.

 What things are different in other parts of the world? How are they different?
The mountains and trees are different in other parts of the world. Things are just different in other parts
of the world.

 Where have you learned about other parts of the world?

In Social Studies class.

 What is a compass rose?

Tells the direction of South, East, West, and North.

 Why would you use a map?

To know where I am going.

 How do you use a map?

I do not know. The student also said that if they were using Google Maps, then it would be much
easier to find a location to go to.
 HTCE Activity Recording Sheet

Name: Jamar Moore Section #: 102 Date: 02/13/2024

Picture Activity

Was the student able to place the first two pictures correctly in time order? No

What explanation did the student give for order placement?

The student explained, “Because they did not have cars or wagons back then.”

When the students placed pictures 3, 4, and 5, did they place them in the correct time order? No

What explanations did the student give for placement of the following pictures?

#3—“I do not know.”

#4—“They are selling cars.”

#5—“I do not know what they are doing…just walking I guess.”

Did the student think this was easy or hard to do?

The student said that this activity was medium.

What things did the student say made it easy or hard?

The student said this activity was medium because he was worried that he could not get the pictures in the
correct order.

Which pictures did the student find the most interesting?

Picture 5 was the most intriguing picture for the student.

Why did the student pick specific pictures?

The student chose specific pictures because he saw army people and other people walking.
 Based on one picture you chose; how did the student answer this question: How do you think your life would have
been different if you had been alive at this time?

The student replied, “Yes because it would be less stuff to do in life.”

What time period did the student choose for each picture?

Picture 1: 1920’s

Picture 2: 2000’s

Picture 3: 1850’s

Picture 4: 1919

Picture 5: 1825

Additional Questions:

Do we have a king in our country? (If students say "yes," ask who it is.)
The student said, “Yes, but I do not know who it is.”

 Who is the president?

George Washington

 What do you think the president does when he goes to work?

Makes laws.

 How does someone get to be president? (If students say the president is elected, ask if they know of any other
people who get elected.)
By doing good stuff in the world.
 What do judges do?
A judge fixes other people’s problems.

Who do you think are the most famous people in history?

Martin Luther King Jr.

What can you tell me about him/her?

He changed the world.

 Tell me something about George Washington.

I do not know.

 Tell me something about Martin Luther King.

He changed the world.
  Who is the most important woman you’ve ever heard of?
Rosa Parks

When you buy something in a store, who decides how much the price is?
The store makes the prices of stuff.

 How do they decide how much to charge for it?

The store makes the price of stuff by what is in the stuff they sell.

 Where does the store get the things, it sells? (If students say they buy them from somewhere else, ask, if you
paid five dollars for something at the store, how much would the store have paid for it when they got it—five
dollars, more than five dollars, or less than five dollars?)
A truck brings the things to the store.

 What are taxes? What are they used for? Who decides how much taxes will be?
Taxes is a bill. They are used for people to keep their stuff. When I asked the student who decides how
much taxes will be he replied, “I do not know.”

Have you ever been to a building called a bank? What is it for?

Yes, it is used for keeping people’s money safe.

 What happens when you put your money in a bank?

The money will be safe in the bank.

 If you put your money in the bank and then take it back out later, do you get the same amount you put in, less
than you put in, or more than you put in?
When I asked the student this question and was not too sure what to say, he replied, “I do not know.”

 Why?
Again, the student was not sure about this question and replied by saying “I do not know.”

What city do you live in? What are the names of some other cities?
The student says that he lives in Belleville, however, he was not confident in some other cities around their area,
but he did say another city would be Kansas City.

 What state do you live in? What are the names of some other states?
Illinois. When I asked the student the second question his response to some other states was “America.”

 What country do you live in? Tell me the names of some other countries.
America. The student was not able to tell me some names of other countries.
 What things are different in other parts of the world? How are they different?
The student stated, “Languages and how people look.” The student was not able to elaborate more on this
response.

 Where have you learned about other parts of the world?

Nowhere.
 What is a compass rose?
No.

 Why would you use a map?

“To know where you are going.”

 How do you use a map?

To find and go places if you are lost.
 History Through a Child’s Eyes Report Template
Based on your interview with 2 children, please share your conclusions, their evidence and actions that need to be taken
to help children better understand Social Studies content and purpose. You will submit this template, your interview
record, an introductory paragraph and conclusion paragraph (see notes below for what to include in these paragraphs).

Indicators Descriptions
Information about Student #1: Student number one is a fifth-grade student and is my sister.
each student

Student #2: Student number two is a third-grade student in Belleville, IL.

I conducted these interviews in-person and each one took about 20-25 minutes.
Conclusions #1 with evidence

Both students knew a great amount of some trailblazers of Black History. Students had an
idea of who Martin Luther King Jr was and what he in the past, such as his famous “I Have
a Dream” speech and Rosa Parks. However, both students did not know exactly what Rosa
Parks was known for in the past.

#2 with evidence

Students shared their knowledge how banks operate. They shared that banks keep
people’s money protected and money can be either deposited or withdrawn. I asked the
students if they learned about banks in the classroom, however, it has yet to be covered in
their classrooms. The students replied that they often go to the bank with their parents
and witness it from that experience.

#3 with evidence

Both students had somewhat of an idea how the United States government works, such as
the duties of the president and judges. When asked about what the president does when
he works, both students replied, “the president makes laws.” I think students are
developing the idea of the president duties and operations of the government.

#4 with evidence
Both students did not have an idea of how the economy works, such as how stores get
goods for consumers and how the price for the goods are determined. When I asked a
student how prices are set in stores, they replied “my mom makes the prices.” From my
interpterion of this response I think the student has the mindset that his mom has the final
word on what items they will purchase when they are shopping.
Instructional Conclusion #1
Implications for each Students should be more exposed to Black History historical figures, such as Martin Luther
conclusion King Jr, Rosa Parks, George Carver Washington, and much more. Teaching and informing
students about these historical people will give them an insight of how America was in the
past and how it is viewed today.

Conclusion #2
Teaching economy to students can be covered in a variety of lessons and subjects, such as
ELA, Mathematics, and Social Studies. Teachers that use multiple subjects to embed a part
of history across all subject areas, will increase a better connection and engagement of
learning for the students.
 Conclusion #3

It is important to teach and inform students about the government and how they can play
a key role of impacting it. Some instructional strategies that are beneficial to students are
upholding mock elections, discussing controversial topics, field trips, and engaging
activities. This will help students understand their rights, responsibilities, and how they
should execute them in the future.

Conclusion #4
The economy plays an important role in everyone’s daily lives, so students should be
taught the foundations of the economy and how they can affect it. A practice that can be
implemented in the classroom that is economics heavy is hosting a school store for
students to purchase goods with school-made currency. Then students can gain a small
insight of the decision-making model of economics and being a consumer.

Paragraph Directions: Along with this template, please provide an introductory paragraph which describes 1) what you
think will happen in the interview, along with 2) a description of the teaching of social studies in your field experience
classroom. After the interviews, write a closing paragraph which describes what you 1) personally learning through this
experience and 2) the actions that you need to take to be a teacher of social studies. These should be “take aways”
describing your growth as a teacher.

Before I started this assignment, I was afraid that my placement would not cover Social Studies on the day of my

placement. In my past two placements, my cooperating teacher never taught Social Studies on Tuesdays last semester.

Before I interviewed my two students, I glanced at the questions that I would be asking the students. I was afraid that

the students would not know the answers to these questions or even be confident with their answers. Reminiscing back

to my elementary days, I do not remember covering some of these concepts that were discussed in the interviews.

However, the students I interviewed are either learning Social Studies concepts or are gradually being exposed.

Witnessing Social Studies being taught to students this semester has been eye-opening, the teacher makes every lesson

engaging and interesting for all students to participate. Recently, students have been writing book reports that are due

at the end of every week. These book reports cover the concepts of geography, government, and past historical events.

After conducting both interviews, I was very surprised at what knowledge both students possessed about Social

Studies with inadequate instruction. However, both students were giving me simple explanations of the questions in the

interview and could not elaborate on their responses. For example, the timeline order of the photos was triggering the

students because they were afraid of placing them in the incorrect order and could not give me a good explanation of
why they placed these pictures in that order. I explained to both students that it was fine for the photos to be placed in

the wrong order because they are still learning, and there will be room for improvement eventually. After completing

the timeline, I asked them the additional questions portion of the interview. This portion of the interview shocked me as

students had somewhat of an idea about these Social Studies concepts. One student was very excited to tell me that her

class just finished studying some important people of Black History, as she mentioned Martin Luther King Jr and Rosa

Parks. I think it is really important to cover all concepts of Social Studies in the classroom, such as geography, economics,

civics, and past historical events because it keeps students informed about the world they live in daily. Some

instructional strategies that I want to bring to my classroom are introducing project-based learning, unit field trips, and

hands-on activities. These methods will keep students engaged and interested in learning more about Social Studies and

the world around them.