“U.S. History: A Regional Approach”
Assignments for October-January 2012-13
Following the conclusion of the October workshops, there are several assignments that you are asked to work on between now and our next workshops on January 8 & 10. Please don’t hesitate to ask Kevin () for help with any questions you may have on TAH assignments.
Handouts (distributed on October 18):
1. Background Information for Workshops #3 & #4: This packet is provided for useful background that you can use during the content presentations and workshop PSA planning time. It does not need to be read cover to cover unless you want to do so.
2. Website Evaluation Assignment
3. Native American Assignment
Outline of Events & Due Dates:
Saturday, October 27: Monticello Site Visit! (agenda provided on October 11)
Please dress appropriately for the weather and bring a snack for the morning portion of the visit (lunch will be provided on site and start at 1:15 p.m.). Comfortable shoes are a good idea! We will meet in front of the Administration Building in Ashburn by 7:15 a.m. and leave promptly at 7:30 a.m. Our estimated return time to Ashburn is 5:15 p.m.
Friday, December 7: Case Study Due
Please refer to the template and sample provided in your binder. Remember that the case study is a primary-source-based lesson that is not observed. It is designed to give you an opportunity to practice and reflect on the use of historical thinking skills in your classroom prior to teaching your individual Primary Source Activity (PSA). The topic can be on any history-related content that you are teaching between now and early December.
Friday, December 21: Teach Workshop PSA #1 in your classroom by this date
Thursday, January 3: Reflection on Workshop PSA #1 Blog Post
After you have had the opportunity to teach your first workshop (group) Primary Source Activity in your own classroom, reflect on how it went. What worked? What did not work as well? How did you assess your students’ understanding of the content? How effective was the lesson in helping to promote understanding of social studies content and skills? How effective was it as an interdisciplinary lesson? How would you change the lesson to make it even more effective?
Monday, January 7: Website Evaluation Assignment (see separate handout)
Thursday, January 10: Native American Assignment (see separate handout)
“U.S. History: A Regional Approach”
Native American Assignment
The Trail of Tears and the Long Walk
(complete by Thursday, January 10 Workshop)
Objective: Analyze examples of primary sources related to the Trail of Tears and the Long Walk and evaluate the usefulness of the sources and related websites for potential classroom use.
Due Date: Complete the form below and bring to the January 10 workshop to turn in or send an electronic version to Kevin () by January 9 at 4 p.m.
Step 1 – Read Background and Analyze Sources for the Trail of Tears
a. Visit the Cherokee Nation’s web resources for “The Trail of Tears”:
http://www.cherokee.org/AboutTheNation/History/TrailOfTears/Default.aspx
b. Read “A Brief History of the Trail of Tears” for background.
c. Read “John Burnett’s Story of the Trail of Tears” and answer the questions on the sheet provided separately.
d. What is one other source provided on this website that you could see using with students. Why did you select this source?
______
______
Step 2 - Read Background and Analyze Sources for the Long Walk
a. Visit the learning module on “The Long Walk” produced by New Mexico State University’s Regional Educational Technology Assistance (RETA) Program: http://reta.nmsu.edu/modules/longwalk/default.htm
b. Read “Part I: Investigating the Past” and explore the media provided, including images, maps, and historic documents.
Continued…
c. Read the “Letter from Lieutenant George Pettis to His Wife” in the historic documents section and answer the questions on the sheet provided separately.
d. What is one other source provided on this website that you could see using with students. Why did you select this source?
______
______
Step 3 – Complete the Corroborating Questions for Both Sample Sources (on the handout)
Step 4 – Evaluate the Websites
a. What aspects of the websites appeal to you as potential teaching resources? Why?
______
______
b. What are some potential problems or concerns you have with the websites and/or with using the resources provided with elementary students?
______
______
c. How might you adapt the resources provided to make them more effective to use with elementary students?
______
______
Thank you! You can either e-mail the completed form and accompanying handout to Kevin by January 9 at 4 p.m. or bring the hard copies with you to our January 10 workshop.
NATIVE AMERICANS: THE TRAIL OF TEARS AND THE LONG WALK
Sourcing:
1. What kind of source is this and when did it appear?
2. Is the author in position to be a reliable reporter of the events described? Why or why not?
Close Reading:
1. What passages of text stand out to you most vividly? Why?
2. What is the overall tone or message of the document?
Contextualizing:
1. What was happening in America when the events described were taking place?
2. What was happening to Native Americans in the United States by the time the document was written?
/ Sourcing:
1. What kind of source is this and when did it appear?
2. Is the author in position to be a reliable reporter of the events described? Why or why not?
Close Reading:
1. What passages of text stand out to you most vividly? Why?
2. What is the overall tone or message of the document?
Contextualizing:
1. What was happening in America when the events described were taking place?
2. What was happening to Native Americans in the United States by the time the document was written?