Designing and Delivering Instruction from a Textbook

YOUR PRESENTATION

Designing and Delivering Instruction From a Textbook:

[Or Developing Your Own Materials]

This format is for one or more class sessions. If you do more than that, the doc will be cumbersome.

Type or paste into this document the information you will teach and the scripts (or at least an outline of scripts) for teaching the information.

Use this document to organize your presentation in a logical sequence.

For example,

Review à New pre-skills needed à Chunks of New information à Test each chunkà Some kind of integration at the end (review, project, essay, discussion).

Make a shorter version for your students to use as Guided Notes. THEY take notes while YOU use this doc for the presentation. For example,

http://people.uncw.edu/kozloffm/GuidedNotesonBlakeforenglishlitcourse.doc

http://people.uncw.edu/kozloffm/Guided%20Notes%20Organized%20With%20the%20Cornell%20Noteblank.doc

http://people.uncw.edu/kozloffm/guidednotesforcivicscourse.doc

http://people.uncw.edu/kozloffm/guidednoteshistorycourse.doc

Guided notes for Declaration of Independence

What I say to myself is in blue.

PART 1. PREPARATION

1. Examine the section of text you’ll be teaching; for example, chapters on the American Revolution, or English 18th century poetry, or types of rocks.

a. Now look at the standard course of study. http://www.dpi.state.nc.us/curriculum/

Copy and paste relevant standards.

àHere are courses I might teach. Let’s see what the standard course of study says I have to include.…

1. Social Studies :: 2006 :: Eighth Grade North Carolina: Creation And Development Of The State

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/2003-04/050eighthgrade

Competency Goal 2 The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

Objectives

2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

à Uh oh! VAGUE! What does ‘trace’ mean? What does ‘evaluate their relative significance’ mean?

Let’s see. Sugar Act (1764). Stamp Act (1765). Townshend Acts 1767. Boston Massacre (1770). Attack on Lexington and Concord (1775). These events imposed taxes on the colonists (hurt business), tried to hamper colonists’ trade, required colonists to house British soldiers, involved British army in Massachusetts, involved killing of colonists.

http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywartimeline.htm

So, students will make a timeline (‘trace’) that identifies each event, states what it involved, and how it could be seen as coercive force and as a violation of colonists’ trust in the British government.

2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their influence on the outcome of the war.

2.03 Examine the role of North Carolina in the Revolutionary War.

2.04 Examine the reasons for the colonists' victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.

2.05 Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

à VAGUE!! What does it mean to ‘describe the impact’? Here are objectives that are clear and concrete---what students will DO.

The class will examine each document and identify (say or write):
(1) principles of government espoused, such as consent of the governed, unalienable rights, branches of government and how these check and balance each other, the argument for separation from Britain; (2) the specific recommendations for the organization and powers of the states and federal government; and (3) how these principles and recommendations were included in the state and federal constitutions.

These objectives seem to cover ‘describe the impact.’

Social Studies :: 2006 :: Tenth Grade Civics And Economics

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/2003-04/062tenthgrade

Competency Goal 1 The learner will investigate the foundations of the American political system and explore basic values and principles of American democracy.

Objectives

1.01 Describe how geographic diversity influenced economic, social, and political life in colonial North America.

1.02 Trace and analyze the development of ideas about self-government in British North America.

1.03 Examine the causes of the American Revolution.

1.04 Elaborate on the emergence of an American identity.

1.05 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution.

1.06 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.

1.07 Evaluate the extent to which the Bill of Rights extended the Constitution.

1.08 Compare the American system of government to other forms of government.

Social Studies :: 2006 :: Fifth Grade United States History, Canada, Mexico, And Central America

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/2003-04/033fifthgrade

Competency Goal 2 The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.

Objectives

2.01 Analyze major documents that formed the foundations of the American idea of constitutional government.

àVague. What does “analyze” mean? Which documents?

à I need to make objectives that are clear and concrete. Like this…

Students will analyze the following documents. Declaration of Independence, Articles of Confederation, the United States Constitution, the Bill of Rights.

Clear and Concrete Objectives

Declaration of Independence. Students will:

1. State who wrote the Declaration of Independence, when it was written, and when it was signed and by whom? Facts and lists.

2. Define the following concepts: unalienable rights, pursuit of happiness, People, monarchy, consent of the governed, just powers, principles and organization, abuses. Concepts.

3. State in propositional form the theory of representative government in paragraph 2. Rules (propositions) and routine (stating the whole theory—a series of propositions, like steps)

4. State the three parts of the deductive argument by which the Declaration is organized. First premise (When a government no longer secures the unalienable rights of the People, the People have the right to alter or abolish it.) Second premise (The British government does not secure the unalienable rights of the People). Conclusion (Therefore, the People have the right to alter or to abolish their relationship with the British government.) List.

5. Identify rhetorical devices used in the Declaration. Concepts.

Do the same for the other documents.

à Now I know exactly what to teach on the Declaration, and exactly what and how to test to see if students learned what the objectives state.

Does your textbook cover all that the standard course of study says you have to teach? If not, what’s missing from your textbook?

à No. It does not contain historical documents. It says little about events leading up to them and how they were designed.

So, I will add the Declaration of Independence, Articles of Confederation, the United States Constitution, and the Bill of Rights.

b. Also examine research and expert opinion, and your own knowledge of the topic.

Skim some of the docs, below; copy and paste useful ideas. These ideas will guide making objectives, selecting content, how you present information, and assignments/assessments.

http://www.teachingamericanhistory.org/ Lots of resources.

Chester E. Finn, Jr., Diane Ravitch. The mad mad world of textbook adoption.

Sandra Stotsky. The stealth curriculum. Manipulating America’s history teachers. Forham Foundation, 2004.

Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004.

Walter Russell Mead. The state of word history standards. Fordham Institute, 2006.

Finn, Julian, and Petrilli. The state of state standards. Fordham Foundation, 2006.

David Klein et al. The state of state of state math standards. Fordham Foundation, 2005.

http://www.mathematicallycorrect.com/

http://idea.uoregon.edu/~ncite/documents/math/math.html

Sandra Stotsky. The state of state English standards. Fordham Foundation, 2005.

Paul R. Goodman et al. The State of State Science Standards Fordham Institute, 2005.

2. Do the standard course of study, experts, and your own background knowledge suggest strands of knowledge to weave together to help your students to GET and to retell the story (in a history course, for example) or to learn a comprehensive sample? Knowledge strands might include:

Timeline of events
Persons
Groups (families, political parties)
Social institutions
Culture (values, beliefs), religion
Technology
Geography
Big ideas that organize the content.

Design instruction so that information from all of the strands is covered. For example, include knowledge from all the strands when presenting the Constitution. Who wrote it? What groups were involved? What big ideas do the writing process and the final document reveal? How did the geography of the colonies affect the writing (large and small states. agricultural vs. nonagricultutral states).

3. What “big ideas” will you use to introduce and organize the
presentation?

http://people.uncw.edu/kozloffm/Curriculum%20%20%20Big%20Ideas.doc

http://people.uncw.edu/kozloffm/big%20ideas%20in%20social%20scie

nce.doc

à Here’s a model of political conflict between government and the people. I will teach this EARLY. This will help students to organize all the content. I got it from Peter Blau, Exchange and Power in Social Life.

Proposition 1. The relationship between the government and The People involves exchange. The government makes demands (in the form of taxes, service in time of war, obedience to law) and the government provides rewards (for example, protection from invasion; protection against violation of rights; certain services such as postal, highways, emergencies).

Proposition 2. When The People judge the exchange to be fair (not too much is demanded by the government; not too little is given in return by the government), The People see the government and its demands as legitimate, reasonable, right.

Proposition 3. The People develop norms of fairness which become part of their commonsense knowledge. “That’s not asking too much” vs. “Now they’ve gone too far!!”

Proposition 4. When The People judge that the government is acting according to the norms of fairness, The People socialize their children and encourage other persons to support the government.

Proposition 5. When the People judge that the government is NOT acting according to norms of fairness, The People begin to oppose the government through opposition organizations (Sons of Liberty, the Tea Party Movement). The People also develop opposition ideologies that justify rebellion. “The government’s actions are unconstitutional. These guys are nothing but fascists! We must not obey. Resistance is our DUTY!”

Proposition 6. The government responds to opposition with threats, coercion, bribery, and force.

Proposition 7. The People judge the government’s response to be further evidence of the government’s illegitimacy, and The People escalate their opposition (they tar and feathering government officials, dump tea into the harbor, form militias, attend huge rallies, refuse to pay taxes, don’t send their children to government schools).

Proposition 8. The cycle of increasing conflict continues until either the government reduces it coercive force, the government increases it rewards (which suckers The People back into a coercive relationship), is changed by legal means (e.g., election, impeachment), the government is overthrown by force (e.g., armed rebellion, military coup), or the government eliminates its opposition and installs dictatorship.

4. Do the resources (above) say that you need additional content?

For example, original documents, biography, definitions of vocabulary, more details on events, maps? Identify what’s needed based on standard course of study, experts, and your own knowledge.

1. So, do a Google search.
2. Find more resources.
3. Extract quotations, concepts, rules, facts, lists, explanations,
theories that you want to teach.
4. Find images that you can turn into Powerpoint presentations.

àHere are some resources I can use.

ON-LINE BOOKS AND HISTORICAL DOCUMENTS

http://www.island-of-freedom.com/ [A million documents—political, historical]

http://www.constitution.org/

http://www.usconstitution.net/

http://www.readbookonline.net/authors/

http://www.xdrive.com/partners/?p=pfebooks&gcid=C10757x028

http://www.gutenberg.org/browse/authors/

http://www.memoriapress.com/articles/

http://books.mirror.org/gb.home.html [The Great Books]

http://etext.lib.virginia.edu/collections/languages/english/

http://www.bartleby.com/

http://www.grtbooks.com/ [The Great Books.]

http://www.sacred-texts.com/ [Religion and philosophy]

http://www.island-of-freedom.com/ [Religion and philosophy]

http://classics.mit.edu/Browse/

http://www.bartleby.com/hc/

HISTORY AND LITERATURE

http://www.luminarium.org/ [Anthology of English Lit]

http://www.teachingamericanhistory.org/

http://press-pubs.uchicago.edu/founders/

http://memory.loc.gov/ammem/index.html [Library of Congress]

http://www.archives.gov/ [The National Archives]

http://www.roman-empire.net/

http://www.picturehistory.com/product/id/980 [A billion pictures--PPTs]

http://www.history.org/research/?CFID=1447647&CFTOKEN=68723016 [A trillion links]

http://www.fordham.edu/halsall/

http://www.let.rug.nl/usa/index.htm

http://plato.stanford.edu/contents.html

http://www.greektexts.com/index.html

http://www.ancientsites.com/

http://www.emints.org/webquest/index.shtml

http://www.stoa.org/projects/demos/home

http://www.eyewitnesstohistory.com/

http://www.stoa.org/projects/demos/home

http://users.erols.com/mwhite28/maplinks [A million maps]

http://www.in2greece.com/english/

http://www.usconstitution.net/

http://www.livius.org/

http://www.nmhschool.org/tthornton/mehistorydatabase/mideastindex.htm

à I need additional content.

à Here’s what I will do…I will only put in the urls here. But I will download the docs and I will cut out what I don’t need. When I plan how to PRESENT the information (Part 2), I will paste in what I saved in each doc so I have all my materials right here in one place.

Here’s the additional content.

A. Writings that influenced Founding documents such as the Declaration of Independence and the Constitution.

John Locke, Second Treatise, §§ 4--15, 54, 119--22, 163, 1689

http://press-pubs.uchicago.edu/founders/documents/v1ch2s1.html

Montesquieu, Spirit of Laws, bk. 2, CH. 2

1748

http://press-pubs.uchicago.edu/founders/documents/v1ch2s3.html

B. Texts and supplementary materials for the Founding documents.

1. Declaration of Independence.

(1) Document
http://www.ushistory.org/Declaration/document/index.htm

(2) Rhetorical analysis of the document. I’ll use the docs below to show
students the design features of the Declaration, to explain how it
was so persuasive. Later, we’ll use a list of these rhetorical/design
features to analyze other documents (generalization)

A rhetorical analysis of The Declaration of Independence: persuasive appeals and language http://mail.baylorschool.org/~jstover/technology/techfair04/DecofIndrhetanalysis.htm

The Stylistic Artistry of the Declaration of Independence

by Stephen E. Lucashttp://www.archives.gov/exhibits/charters/declaration_style.html

2. Articles of Confederation

(1) Document. http://www.usconstitution.net/articles.html

(2) Analysis.

An analysis of THE ARTICLES OF CONFEDERATION as a model for the Institutions of Freedom. Bobby Yates Emory

http://libertariannation.org/a/ppe1.html

à Students list main advantages and deficiencies.

Deficiencies of the Confederation http://press-pubs.uchicago.edu/founders/documents/v1ch5I.html

à Students list main advantages and deficiencies.

5. Examine the materials---both in the textbook and the NEW supplementary materials (above). Identify what you want students to learn. What will they DO to show that they have learned? These are your objectives.

Facts: For example, dates for different Acts, names of persons who did one thing and another. Places where events happened.

Lists: of persons, events, groups, places.

Concepts/vocabulary: For example, unalienable rights, democracy, tyranny, oligarchy…

Rules: statements of how things are related, connected, caused.

Models (diagrams) and theories (a set of rules in a sequence) that explain something.

Remember: there is a procedure for teaching each kind of knowledge.

http://people.uncw.edu/kozloffm/summaryinstrdesign.doc

http://people.uncw.edu/kozloffm/Overview%20for%20301.ppt

Underline the information (facts, concepts, etc.) in the materials, or take notes, or copy and paste smaller chunks into this doc in Part 2.

Label the type of knowledge, so that you know HOW to teach each one.

à How do you teach concepts? Okay, oligarchy is an abstract concept. How do you teach it? You: (1) give the definition; (2) test to ensure that students got the definition; (3) give examples and show how they fit the definition; (4) give nonexamples and show how they don’t fit the definition; (5) present all the examples and nonexamples (acquisition set) and have students identify each and state how they know (using the definition); and (6) give new examples to teach and test generalization.

Boys and girls. [Gain attention]

New kind of political system. Oligarchy. [Frame]

Spell oligarchy… What’s our new political system?... Okay, get ready to write the definition in your Guided Notes….