tag:blogger.com,1999:blog-49146277004849731222023-11-16T08:32:35.348-08:00Live American HistoryAnonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.comBlogger48125tag:blogger.com,1999:blog-4914627700484973122.post-26900524775586584012019-03-08T16:38:00.005-08:002019-03-08T16:38:57.422-08:00"The Objective" Episode 10: A Revolution for Whom? Doc Shuffles and the Digital History Reader<span style="font-family: "georgia" , "times new roman" , serif;">This episode of "The Objective" is about an online resource called the "Digital History Reader" and </span><span style="white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">a strategy for exploring marginalized voices in the Revolutionary period.</span></span><br />
<span style="white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span><iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/theobjective/embed/episodes/The-Objective-Episode-10-A-Revolution-for-Whom-e3dk50" width="400px"></iframe>
<br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">Along with a new episode, I have a new hosting site. I've heard good things about <a href="http://www.anchor.fm/">Anchor</a> from teachers and how easy it is to use in the classroom. I also appreciate how it connects listeners on different platforms from Spotify to Apple podcasts with my content, which will hopefully help make those connections that allow us to learn from each other and improve the way students do history. Look for "The Objective" on your favorite podcast platform!</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Show Resources</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">Episode 3 of "The Objective" is all about the inquiry-design model</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/theobjective/embed/episodes/The-Objective--Ep--3-The-Inquiry-Design-Model-e39u40" width="400px"></iframe>
<br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;">The <a href="http://liveamericanhistory.blogspot.com/2019/01/a-model-for-material-culture-in-middle.html">SOAPLINC model</a> my classes use in analyzing primary sources for contextualization and corroboration</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="https://www.dhr.history.vt.edu/">The Digital History Reader</a></span><br />
<a href="https://www.dhr.history.vt.edu/modules/us/mod03_rev/evidence.html"><span style="font-family: Georgia, Times New Roman, serif;">"A Revolution for Whom?" primary sources from the Digital History Reader</span></a><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="https://www.matsuk12.us/Page/22100">A good example of a document shuffle on the plains Indians</a> (Word file)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="https://faculty.utep.edu/LinkClick.aspx?link=DiLorenzo.pdf&tabid=53341&mid=116466">Page 7 of this PDF</a> provides a solid summary of how a document shuffle plays out (the rest of the article provides solid writing and primary source activities/structures as well)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Follow "The Objective" <a href="https://anchor.fm/theobjective">podcast</a> (2 episodes a month) and connect with me on Twitter @M_Shomaker.</span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-58176815203918863862019-02-15T15:32:00.002-08:002019-02-18T09:13:47.690-08:00"The Objective" Episode 9: "College Didn't Prepare Me For This!" Tackling Tough Issues in the Classroom (MCSS 2019)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwmW4EwEXzS0HhoEQqy1L-Of1cXI44fr5jiPNIUQz5RXs_WBkVV7zvcIsuqvLTZHuUJuk490cuumtzQZQKthclnq_rFz8fopvnEygbboxCRxGSTxHrw_V39TzJTYf4A3iYUmoTG4kQhBE/s1600/Screen+Shot+2019-01-19+at+8.26.35+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="536" data-original-width="956" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwmW4EwEXzS0HhoEQqy1L-Of1cXI44fr5jiPNIUQz5RXs_WBkVV7zvcIsuqvLTZHuUJuk490cuumtzQZQKthclnq_rFz8fopvnEygbboxCRxGSTxHrw_V39TzJTYf4A3iYUmoTG4kQhBE/s640/Screen+Shot+2019-01-19+at+8.26.35+AM.png" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Next week, I'll be presenting a session at the Missouri Council for the Social Studies over strategies for incorporating controversial issues into the study of history. Working with middle schoolers, I am treated to an unfiltered outpouring of opinions on just about every topic imaginable...and those opinions are strong. When I transitioned from high school to middle school this was something I struggled with, especially when students were making incorrect, insensitive, and hurtful statements as if they were fact. It was easier to discuss Islamaphobia, gun control, LGBTQ issues, abortion, and racism with 17-18 year olds than with 12-14 year olds. This is partly because of maturity, but also because, by 18, most students have been schooled in how to support an argument and recognize the possibility of an opposite opinion as having value.* I knew this was something I would have to work on with my middle schoolers. </div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
In episode 9 of "The Objective," I discuss my approach to introducing and discussing controversial issues, how I've avoided some of the headaches that accompany teaching tough topics, and weigh the benefits and drawbacks of speaking up.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/575914983&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<br />
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<i>*Notice I said "schooled in how..." Whether or not they choose to practice civil debate is another issue.</i></div>
<div class="separator" style="clear: both; text-align: left;">
<i><br /></i></div>
<div class="separator" style="clear: both; text-align: left;">
Make sure to check the blog for past and future episodes, follow me on Twitter <a href="https://twitter.com/M_Shomaker">@M_Shomaker</a>, and check out episodes on Sound Cloud. Talk to you next time.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
MS</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-9619579899999751602019-02-10T13:17:00.000-08:002019-02-10T13:17:22.771-08:00Causes of the American Revolution Netflix Series<span style="font-family: "georgia" , "times new roman" , serif;">I just tried a new project with my students in which they created a Netflix original series over the causes of the American Revolution. My "Road to Revolution" unit has always been one of the most enjoyable for me to teach, but one of the most difficult to make interesting to my students. Why?</span><br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The information gets swept up in the Revolutionary War and doesn't have a chance to stand on its own.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">There seem to be fewer complete lesson plans online, or, you can only find bits and pieces that never seem suited to the creation of a cohesive narrative.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The materials available online are either too complicated (text-heavy, requiring too much front-loading of information, or not written at a suitable grade level), too elementary ("French and Indian" paper dolls geared towards middle school?!), or too limited in scope.</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">This leaves the period between the 1750s-1770s in a kind of historical limbo where the American experience is not fully English, but not yet fully American and students struggle to find something relevant to carry over into future units. I've done a lot of experimentation over the years and this activity has been one of the best so far.</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i>*Disclaimer: While I would love to claim all the credit for this idea, I actually borrowed it from @thewarsnack and @coachshutte at <a href="https://sites.google.com/usd440.com/buzzeduperformanceassessments/home">this link</a>. I made modifications and additions to fit my students and teaching style, but their presentation is a great place to start.</i></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i><br /></i></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">My "Road to Revolution" unit begins after students have learned about French, Spanish, Dutch, and English colonization in the Americas and studied England's North American colonies in depth. To give students some background knowledge to the French and Indian War and Parliament's taxation policies, student completed "Flash Drafts" (<a href="https://liveamericanhistory.blogspot.com/2019/01/the-objective-episode-7-flash-drafts.html">click here to listen to "The Objective" episode over "Flash Drafts"</a>). </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I created a <a href="https://sites.google.com/view/towardrevolution/home">Google Site</a> that contains an overview of the project, the required elements, and the grading rubric. The site also provides students <a href="https://docs.google.com/presentation/d/1psxDuluytrOlXUFH8bW0z6K3ZRsnjigdE8sdVlI05mo/edit?usp=sharing">the template</a> they use to create their Netflix original series. The setup is fairly straight forward:</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw1F81icKs1o-sg9xFUOnaixCob40X4pAtNi1HaDcYmz3rWePvkJ026VUDaJBskPIQN1TyROp1LveLx96-D4_oQkcbStDu0uqGcPAWFN5NmrE2sTY3MvlQ21a48dgte8254zWoG3DUgtQ/s1600/Screen+Shot+2019-01-19+at+12.29.08+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="497" data-original-width="888" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw1F81icKs1o-sg9xFUOnaixCob40X4pAtNi1HaDcYmz3rWePvkJ026VUDaJBskPIQN1TyROp1LveLx96-D4_oQkcbStDu0uqGcPAWFN5NmrE2sTY3MvlQ21a48dgte8254zWoG3DUgtQ/s640/Screen+Shot+2019-01-19+at+12.29.08+PM.png" width="640" /></a></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">I went on to explain the project requirements, reminding students that these are what I am looking for, but that I want them to flex their creative muscles and develop a series they would be interested in watching. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgENojJrXLgxFodd9kMMpuHSgv8Qk4JZlcrGt3ulf2Uh3m_5A1sDPbUTqWWz7zi_6eZe3nZ36575i0DXQP21Tv2x4_4yDl-x8y91DSN8SBeOCWwOzLjbljxlsiuVXn2jM1J_g5UGf9zW5k/s1600/Screen+Shot+2019-01-19+at+12.29.20+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="495" data-original-width="886" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgENojJrXLgxFodd9kMMpuHSgv8Qk4JZlcrGt3ulf2Uh3m_5A1sDPbUTqWWz7zi_6eZe3nZ36575i0DXQP21Tv2x4_4yDl-x8y91DSN8SBeOCWwOzLjbljxlsiuVXn2jM1J_g5UGf9zW5k/s640/Screen+Shot+2019-01-19+at+12.29.20+PM.png" width="640" /></a></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">I allotted six days for this project, which broke down something like this:</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Day 1: Research</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I created a <a href="https://docs.google.com/document/d/1Vjd7moVchEcEJetOoGXQwgGae2aSXzHOR01XIDFn3hw/edit?usp=sharing">basic research organizer</a> for students to use to learn the background of contentious events during the 1750s-1770s. In addition to acquiring background knowledge, the organizer also asked students to determine which events were most responsible for leading many colonists to desire a separation from England. As always in my room, students were required to justify their responses. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Day 2: Research and Planning </b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">On day 2, students finished researching and began planning their Netflix original series. Students had to decide on a series title, what genre it fit into, and a story arc describing how the events would unfold from the pilot to the series finale. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhkXbO93JmcywZGIjPLg96JxFIpnCyLPEScZbZFj_VSnW_sr1dnvuRlY4X-oErl1fbgZbDZmE9gfasHSr9ernBODZWxL94gay6NH9Phz7mtv6jql3mc8NaEkEC-jHxsNcyerMwEXrn0YY/s1600/Screen+Shot+2019-01-19+at+7.34.47+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="494" data-original-width="884" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhkXbO93JmcywZGIjPLg96JxFIpnCyLPEScZbZFj_VSnW_sr1dnvuRlY4X-oErl1fbgZbDZmE9gfasHSr9ernBODZWxL94gay6NH9Phz7mtv6jql3mc8NaEkEC-jHxsNcyerMwEXrn0YY/s640/Screen+Shot+2019-01-19+at+7.34.47+PM.png" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">During the planning phase students also began identifying characters that would appear in their series and character biographies. I assisted students by encouraging them to base characters off of individuals from the period-referring them to their research from day 1-and posing lots of questions, like:</span><br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Does this character move the story forward?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Does this character distract from the main plot of the series?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Is this character historically accurate?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Are this character's actions historically plausible? </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Will this character help the viewer understand the "Road to Revolution" better?</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Again, students turned to the template:</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIisksiRjj4FcoxmajTjF06nzUMSUHvkw6XTdAi7-vxsJEmaYJ8Al7hyLweFVbkq70TjsxcsHlPdTW1ZN5GC9xTkISNJvG7w6zymvu5pCsFwQ7CLvWUas4RHs2JSToxBK3mDStYy-0RDo/s1600/Screen+Shot+2019-01-19+at+7.35.03+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="493" data-original-width="885" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIisksiRjj4FcoxmajTjF06nzUMSUHvkw6XTdAi7-vxsJEmaYJ8Al7hyLweFVbkq70TjsxcsHlPdTW1ZN5GC9xTkISNJvG7w6zymvu5pCsFwQ7CLvWUas4RHs2JSToxBK3mDStYy-0RDo/s640/Screen+Shot+2019-01-19+at+7.35.03+PM.png" width="640" /></a></div>
<div>
<br /></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Days 3-6: Independent Work</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">The remainder of our work days were for students to work on their episode synopses and pilot scripts. On the template, students were asked to create a title and synopsis for each episode. An example I gave students:</span><br />
<blockquote class="tr_bq">
<span style="font-family: "georgia" , "times new roman" , serif;">Let's pretend our series takes place around the time of Columbus' arrival. The first episode might go something like this: "Episode 1/Pilot: 'Departure'-the show begins in the Caribbean in a Taino village. A young Taino boy runs through the village, excited. Throughout the episode, we learn about the lives of the Tainos as they are preparing for a big event. The episode flashes to Spain, where a young Spanish boy is running through his town, exited. At the end of the episode we see the Tainos launching a small boat into the water and, across the Atlantic, the Spanish launching the Nina, Pinta, and Santa Maria."</span></blockquote>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROoWOILVl29zsSdP6F7ELzWUqRE1EsFnSCbYRbToumg7Bqf2KcAzkWArfH6YRyXN0JqLf_O8gP3nvXITX50mQPHSiuJ5HswHpyC9htv1yH8ohNX4oVuN1BHUK6wa9BABB4lQyMnMADYE/s1600/Screen+Shot+2019-01-19+at+7.45.03+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="495" data-original-width="882" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROoWOILVl29zsSdP6F7ELzWUqRE1EsFnSCbYRbToumg7Bqf2KcAzkWArfH6YRyXN0JqLf_O8gP3nvXITX50mQPHSiuJ5HswHpyC9htv1yH8ohNX4oVuN1BHUK6wa9BABB4lQyMnMADYE/s640/Screen+Shot+2019-01-19+at+7.45.03+PM.png" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I found one of the most time consuming elements of this project was the writing of the pilot script. Instead of using the template, I had students create their scripts in Drive and share them with me. This was an addition I made to the original project and felt like it would force students to go more in depth with the historical content. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq2vk17OkGrMgLBbl3fz-WJh8Vjb39QNqbBghpnkasAMvTdHGvLrHC2q5xCH6KsMVG7gx7UeNnLxnfU55RksmblN0t3HSnMKgHtRdDoyXiWrfh7tx8rPcpPSR7WONzrZ9up0EnXRP8Ag0/s1600/Screen+Shot+2019-01-19+at+12.30.05+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="495" data-original-width="885" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq2vk17OkGrMgLBbl3fz-WJh8Vjb39QNqbBghpnkasAMvTdHGvLrHC2q5xCH6KsMVG7gx7UeNnLxnfU55RksmblN0t3HSnMKgHtRdDoyXiWrfh7tx8rPcpPSR7WONzrZ9up0EnXRP8Ag0/s640/Screen+Shot+2019-01-19+at+12.30.05+PM.png" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">To prepare students, I shared the script of "The Lion King" (because, why not?) to show layout of a screenplay, as well as a couple of links with advice on structure. I also included three short YouTube videos on formatting, generating ideas, writing strong dialogue, and creating captivating opening and closing scenes. With six days, I wasn't expecting finalized perfection, but wanted to provide students an opportunity to dig into the content deeper than the episode summaries allowed.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Extension Activities</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I also provided some extension activities for fast finishers and/or students who felt like they didn't have a lot to contribute during the required activities. One extension activity was the creation of a soundtrack for the series. I provided space on a mostly-blank slide and students embedded videos from YouTube, indicating the episode number and name the song would be featured in.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUYU2MGEq1KkliivPzsUMjZXFG43lsAFjM9GvLqPxplUU2cp7Ax0rDGt-kCczi-5_JlnMDqAX0AA42zNBW-ppO9D7_Gf4KiWJsoeMnKrWBjztH9_tcjOWCTFxZ5Axh-KX1pUG2Y4O5IrM/s1600/Screen+Shot+2019-02-08+at+5.39.43+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="495" data-original-width="885" height="355" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUYU2MGEq1KkliivPzsUMjZXFG43lsAFjM9GvLqPxplUU2cp7Ax0rDGt-kCczi-5_JlnMDqAX0AA42zNBW-ppO9D7_Gf4KiWJsoeMnKrWBjztH9_tcjOWCTFxZ5Axh-KX1pUG2Y4O5IrM/s640/Screen+Shot+2019-02-08+at+5.39.43+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student Example</td></tr>
</tbody></table>
<span style="font-family: "georgia" , "times new roman" , serif;">Another extension was the creation of a trailer for their series, which no one felt like they had time to do. In future iterations of this project, I may give students the option of either writing a script for the pilot episode or creating a trailer as extension activities.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Grading</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">At the beginning of the project, I shared <a href="https://docs.google.com/document/d/1kouzoUX8IaNlS4nVQ46pVMkX9cezsIBkFtlUFgy27zI/edit?usp=sharing">this single-point grading rubric</a> with students, discussed my expectations, and frequently directed them to the rubric throughout the project, which was also listed on <a href="https://sites.google.com/view/towardrevolution/home">the project site</a>.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Some Student Examples</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I knew from reading student story arcs that this was going to be a fun project to grade.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFlgUJhHSkASrLZ8EMLdDZBoFPlJFe-TZM1mT0K19U8h7DfhrbxAUCey-rILVr_rosq3l1-4FF7naAbZrcWnt3306l6ph3Ah70JhVOBFIvPpZrvF66wrQ2QL_GlxQfqxxQEA9jVFyh-_Y/s1600/Screen+Shot+2019-02-08+at+5.47.08+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="92" data-original-width="826" height="70" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFlgUJhHSkASrLZ8EMLdDZBoFPlJFe-TZM1mT0K19U8h7DfhrbxAUCey-rILVr_rosq3l1-4FF7naAbZrcWnt3306l6ph3Ah70JhVOBFIvPpZrvF66wrQ2QL_GlxQfqxxQEA9jVFyh-_Y/s640/Screen+Shot+2019-02-08+at+5.47.08+AM.png" width="640" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2nt_NAYNRF2JYHG36ZifnxQadPH6mpje_KynLQeUwxwMVCKQFdumvIvNTnUK_iQiqRgXQlIrYHaDFrEW7TRVJjZW5KEHwZMvCaNyu5OA52Nzc_P96ySc9-52BmQfA5I0t7AcYnm4MKdg/s1600/Screen+Shot+2019-02-08+at+5.47.21+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="163" data-original-width="817" height="126" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2nt_NAYNRF2JYHG36ZifnxQadPH6mpje_KynLQeUwxwMVCKQFdumvIvNTnUK_iQiqRgXQlIrYHaDFrEW7TRVJjZW5KEHwZMvCaNyu5OA52Nzc_P96ySc9-52BmQfA5I0t7AcYnm4MKdg/s640/Screen+Shot+2019-02-08+at+5.47.21+AM.png" width="640" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCxLQsT8hEm3u_m4q0qA04e4-5mIJ-6ilUdZHg3ZvDmRKxagX3C6faqmj9xMFUmXiTh-4HDuUW_ft5JPmFWUp4XvPbTqVeQJftsybttek6S5PoMp03on4H9j0ZwHyuqJemfzmt3sq1BMw/s1600/Screen+Shot+2019-02-08+at+5.47.32+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="114" data-original-width="823" height="88" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCxLQsT8hEm3u_m4q0qA04e4-5mIJ-6ilUdZHg3ZvDmRKxagX3C6faqmj9xMFUmXiTh-4HDuUW_ft5JPmFWUp4XvPbTqVeQJftsybttek6S5PoMp03on4H9j0ZwHyuqJemfzmt3sq1BMw/s640/Screen+Shot+2019-02-08+at+5.47.32+AM.png" width="640" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZv49C0b7TgprBVD3nc1RKgNhjkKvBY-qodcZL0g0OlCZ7YKi3-z_N-nAomF2-uYNG3qzjqOn4tYmYryhwa6HBlF55vqcjx7S4IQGKaMTr7ZPkgitiHjUoouuFdO3al3xZrhb2LEtvloc/s1600/Screen+Shot+2019-02-08+at+5.47.45+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="117" data-original-width="830" height="90" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZv49C0b7TgprBVD3nc1RKgNhjkKvBY-qodcZL0g0OlCZ7YKi3-z_N-nAomF2-uYNG3qzjqOn4tYmYryhwa6HBlF55vqcjx7S4IQGKaMTr7ZPkgitiHjUoouuFdO3al3xZrhb2LEtvloc/s640/Screen+Shot+2019-02-08+at+5.47.45+AM.png" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Pilot episodes fell into a few specific genres in the majority of my classes: horror, suspense, romance, sci-fi/fantasy, and comedy.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0s8AoteybcxjeqDoHGuZ67f-mkBqv6cM9nJJk2rU2sR4MTiq8MCwTqbnb6DH59zCOwdFllRlT7o_jEVSNM05iNwmEoHtChyCebygT9VqS9L-JYgiWR2dpnACFhbby5tStoOQxfUXFRW8/s1600/Screen+Shot+2019-02-08+at+5.52.02+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="120" data-original-width="831" height="92" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0s8AoteybcxjeqDoHGuZ67f-mkBqv6cM9nJJk2rU2sR4MTiq8MCwTqbnb6DH59zCOwdFllRlT7o_jEVSNM05iNwmEoHtChyCebygT9VqS9L-JYgiWR2dpnACFhbby5tStoOQxfUXFRW8/s640/Screen+Shot+2019-02-08+at+5.52.02+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"The Wrath" (Horror)</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzok0KijbLEOXVxI2Wx99kJcRkqIQQX1PhQBawfozOfxPuYySqBdj6KcYzd_rovTb5jDhPAnxq-qwh4xSuHVfQBnWiSdtMxxeKm-QeUenULq28A9nkjSLQa0e_4sznL6OrnTVNXaX6wjE/s1600/Screen+Shot+2019-02-08+at+5.53.35+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="127" data-original-width="834" height="96" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzok0KijbLEOXVxI2Wx99kJcRkqIQQX1PhQBawfozOfxPuYySqBdj6KcYzd_rovTb5jDhPAnxq-qwh4xSuHVfQBnWiSdtMxxeKm-QeUenULq28A9nkjSLQa0e_4sznL6OrnTVNXaX6wjE/s640/Screen+Shot+2019-02-08+at+5.53.35+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Taxed" (Suspense) *Spoiler-John attracts the affection of a stalker*</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_CQPoC3ip0cSRM4bujB0WiqZIqQ4t9b_7BsXYQEG4w21zg-AwGyT84TUnT0Nc6clohdDpedk5aEH5bBxh03CmHMvY8rz-I3VRJcNHfTHAL38yjeBEeLps0meg62W72xcXYshx_Eu9XcA/s1600/Screen+Shot+2019-02-08+at+5.53.55+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="120" data-original-width="833" height="92" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_CQPoC3ip0cSRM4bujB0WiqZIqQ4t9b_7BsXYQEG4w21zg-AwGyT84TUnT0Nc6clohdDpedk5aEH5bBxh03CmHMvY8rz-I3VRJcNHfTHAL38yjeBEeLps0meg62W72xcXYshx_Eu9XcA/s640/Screen+Shot+2019-02-08+at+5.53.55+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Lexington" (Romance)</td></tr>
</tbody></table>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWrnGozs_UlApoVw92cKvhxMTKnCTMjOrTRxgRI6gK1Gsoh0nMdZJz26Qk4Vryw-hXw7EXI-0OWXGzJICouJjU_VJ6gocNitzjAATEKKWeJ8r3RUIbQE6DypX27_Pi7AKXyFpnJ2ycm4Q/s1600/Screen+Shot+2019-02-08+at+5.54.43+AM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="116" data-original-width="833" height="88" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWrnGozs_UlApoVw92cKvhxMTKnCTMjOrTRxgRI6gK1Gsoh0nMdZJz26Qk4Vryw-hXw7EXI-0OWXGzJICouJjU_VJ6gocNitzjAATEKKWeJ8r3RUIbQE6DypX27_Pi7AKXyFpnJ2ycm4Q/s640/Screen+Shot+2019-02-08+at+5.54.43+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"The Heart of Taxes" (Romance)</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlmKVqYTu3M2M3GI_H1WErGOiUCfIQGxSWyNoM1q_zFGyJTUVEEMQwaUVen4IvFUHKu_BkK3pRmugOSncprF3yrECH3Y3Dchqq87cGLoWOenBtPL-hKtwGcRrGyHDbI42vGX7Ey1PNw9U/s1600/Screen+Shot+2019-02-08+at+5.54.18+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="111" data-original-width="828" height="84" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlmKVqYTu3M2M3GI_H1WErGOiUCfIQGxSWyNoM1q_zFGyJTUVEEMQwaUVen4IvFUHKu_BkK3pRmugOSncprF3yrECH3Y3Dchqq87cGLoWOenBtPL-hKtwGcRrGyHDbI42vGX7Ey1PNw9U/s640/Screen+Shot+2019-02-08+at+5.54.18+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Revolution: Fight for Independence" (Sci-Fi/Fantasy)</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFDyJ4FMS0A3rWGtWa-iUYdckk8G89ILYzfoE3leYNkWrxdYyYG51jD-jl9_x9E9QdzNfytInHm9cHivQaZxU8WVrNXWucbf6X9pOdzsnVETQeK_mw3zy90O-oJrPePlMjsQB1PDLzrvs/s1600/Screen+Shot+2019-02-08+at+5.54.06+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="115" data-original-width="834" height="88" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFDyJ4FMS0A3rWGtWa-iUYdckk8G89ILYzfoE3leYNkWrxdYyYG51jD-jl9_x9E9QdzNfytInHm9cHivQaZxU8WVrNXWucbf6X9pOdzsnVETQeK_mw3zy90O-oJrPePlMjsQB1PDLzrvs/s640/Screen+Shot+2019-02-08+at+5.54.06+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"America Becomes its Own" (Comedy)</td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSyaqHkHjwfj4Q2_wkPPa4c61yGKGHzjs2H3tm8vxFWKC4wj7aKZuxHKo31B4QKLhrNtpy2ZGyqp2azp98vImwgD3NNRvBK4ogHKWiJESOI1fOueHcz7faWhmAzkl-_PIWiYIlE4PfGSg/s1600/Screen+Shot+2019-02-08+at+5.54.28+AM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="115" data-original-width="832" height="88" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSyaqHkHjwfj4Q2_wkPPa4c61yGKGHzjs2H3tm8vxFWKC4wj7aKZuxHKo31B4QKLhrNtpy2ZGyqp2azp98vImwgD3NNRvBK4ogHKWiJESOI1fOueHcz7faWhmAzkl-_PIWiYIlE4PfGSg/s640/Screen+Shot+2019-02-08+at+5.54.28+AM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"July, 1776" (Comedy"</td></tr>
</tbody></table>
<br />
This was a really fun project to see unfold and to grade (how often can we say that?!) Many of my students started off hesitant as to how to incorporate historical information into something as current as Netflix, but ended up creating some interesting takes on the causes of the American Revolution. We'll see if this approach helps retention as we continue through the unit.<br />
<br />
Several links to resources are scattered throughout this post, so check them out and let me know what you think!<br />
<br />
MS<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><br />
<br />
<br />
<br />
<br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i><br /></i></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i><br /></i></span></div>
Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-74260905514389353992019-02-05T18:57:00.001-08:002019-02-28T07:44:53.771-08:00My Bookshelf 2019: January<span style="font-family: "georgia" , "times new roman" , serif;">I had Tweetdeck open and was scrolling through the #disrupttexts hashtag and found the blog of an ELA teacher who not only shared strategies for introducing diverse voices into the classroom, but also what she herself was reading <i>(I'm sorry, I don't remember who it was. If it was someone reading this, I loved what you shared so, please leave your Twitter handle in the comments.) </i>I guess I'm mildly voyueristic as I'm a big fan of the Selby blog, EDC (Everyday Carry), and book shelfies. I'm always looking for what inspires other educators and historians actually working in their field and not as just a "consultant". Attending PD is great, but often just hearing what other educators/historians/museum-folks are reading benefits me more than listening to a well-known speaker.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I decided to set a goal for myself this year and share more of what I'm reading with readers of Live American History. I earned an MA in History and read a lot. I loved every minute of it, but multiple readings courses with 25-40 books+articles took a toll. I've read since graduation, but nowhere near the volume I read during or before grad school. So, I've devised myself a plan to get back into it:</span><br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Read at least three content-related books each month</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Journal major takeaways from each and review information to improve lecture/classwork</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Hold myself accountable by sharing the books I've read at the beginning of the next month with a brief description of each</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Here was my bookshelf for January 2019.</span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE0EQHlSyPOui5PcH51HHWGUFIc8eEooj9WnJGLbWxbrG6ZVgr3BZoY_Sd8RxeU7GNV-SMAFmrNTk3gSO_M9gLPi5EAcJkBuQ7o6p1MT0DIhjk-IiFs1lKTBf3783ao5fOuhUPTnU4kWs/s1600/54703AA9-D74D-40FE-B5EA-8B1713A8EF06.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE0EQHlSyPOui5PcH51HHWGUFIc8eEooj9WnJGLbWxbrG6ZVgr3BZoY_Sd8RxeU7GNV-SMAFmrNTk3gSO_M9gLPi5EAcJkBuQ7o6p1MT0DIhjk-IiFs1lKTBf3783ao5fOuhUPTnU4kWs/s640/54703AA9-D74D-40FE-B5EA-8B1713A8EF06.jpeg" width="480" /></a></div>
<br />
<span style="font-size: large;"><b>The Books</b></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMKoC1FnOa6EjES5UKECWxAP9dPu0JeD-_2hf9v2ZQyVWnrwAM3DFkR0NxC25ggwM4R878vmephuRUIVCKGbGBfAykVI0MoFn2-95jtixqySnBIn0ldYB98awauSCh1DG5KzDluoebY68/s1600/2CF9040A-BCE4-4414-A8A1-4A565276039F.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMKoC1FnOa6EjES5UKECWxAP9dPu0JeD-_2hf9v2ZQyVWnrwAM3DFkR0NxC25ggwM4R878vmephuRUIVCKGbGBfAykVI0MoFn2-95jtixqySnBIn0ldYB98awauSCh1DG5KzDluoebY68/s320/2CF9040A-BCE4-4414-A8A1-4A565276039F.jpeg" width="240" /></a></div>
<b><i>The Field of Blood: Violence in Congress and the Road to Civil War -</i>Joanne B. Freeman</b><br />
<b><br /></b>Freeman's book was filling up my Twitter feed and I hinted that this would be an excellent Christmas present. Covering the rough and tumble world of antebellum politics, <i>The Field of Blood</i> illustrates the uncivil world of civil discourse and demonstrates the threats, disses, duels, and general pugilist nature of Congress in the years leading up to the Civil War. It, of course, discusses the infamous Sumner-Brooks caning, but includes other lesser-known conflicts as well. This book seriously makes me miss teaching antebellum history and is a must read for anyone trying to make sense of that period.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfIu_4-IAcfWGl6HXgw8J88PgKg3-hP6FHEdUMq0rupMlRDpOAXC8BSNO7IVnGm5V5DcARXTvyckTqnp0YL7cbOGR-OP_T71xdHEkx5jyotBjHFRqYO0_4duyK5gCaojyURktmYAzOLdI/s1600/36D46CF0-F5D1-46CD-99B1-A79AC43A15CC.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfIu_4-IAcfWGl6HXgw8J88PgKg3-hP6FHEdUMq0rupMlRDpOAXC8BSNO7IVnGm5V5DcARXTvyckTqnp0YL7cbOGR-OP_T71xdHEkx5jyotBjHFRqYO0_4duyK5gCaojyURktmYAzOLdI/s320/36D46CF0-F5D1-46CD-99B1-A79AC43A15CC.jpeg" width="240" /></a></div>
<b><i>The Man in the Glass House: Philip Johnson, Architect of the Modern Century -</i>Mark Lamster</b><br />
<br />
Before I pursued a degree in education, I put a couple of years in in an architecture program. As a devotee of Frank Lloyd Wright and enemy of most modern and post-modern architecture of the 20th century, Philip Johnson was never near and dear to me. Lamster, possibly begrudgingly, proves why in <i>The Man in the Glass House. </i>Tracing Johnson's life from his pampered childhood, through his college years (so many of them), his loves and losses, hit-and-runs, art collections, the rise of his architectural thievery, to his final years in his Connecticut "Glass House," this book is a who's who of artists, influencers, enemies, and lovers of the 20th century.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSRfWiuk-LOqGbZZDs5bBj2DTwBtk7DTH_rzMiVL96EQWRa6V0pOuGxloZe989cBgZasu9i9BRU-xFvUJI4bPMIYZG3P8u2me8c7Lvgn6tTHQnAmqWnbt_5huit02pTWOhJUfsYNM6vTM/s1600/27CDAF4F-2917-4BEB-8BE7-37E1F5E12F2D.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSRfWiuk-LOqGbZZDs5bBj2DTwBtk7DTH_rzMiVL96EQWRa6V0pOuGxloZe989cBgZasu9i9BRU-xFvUJI4bPMIYZG3P8u2me8c7Lvgn6tTHQnAmqWnbt_5huit02pTWOhJUfsYNM6vTM/s320/27CDAF4F-2917-4BEB-8BE7-37E1F5E12F2D.jpeg" width="240" /></a></div>
<b><i>A Queer History of the United States </i>-Michael Bronski</b><br />
<b><br /></b>
When I started teaching, I vowed to bring into my classroom as many diverse voices as possible. I wanted every student, regardless of ethnicity, race, religion, gender, or sexual orientation to hear their own history within the American historical narrative. One area I've been trying to include more of is LGBTQ history. When I started looking into which book would provide the most thorough yet accessible introduction, Bronski's <i>A Queer History</i> kept showing up. This concise volume dismisses the idea of a separate "queer history" and, instead, centers LGBTQ voices within historical eras from the pre-Columbian Americas to now.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">As you can see, my January choices weren't arranged around any particular theme and, to be honest, I've never been a big fan of those yearly challenges (ex. "Read a book by a female author whose middle name starts with 'J' and was born in New England before 1942, but died between 1978-1983"). February, however has found me pulling books around indigenous voices and race and racism in America. I'll be back in early March with that list.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Until then, I'd love to hear what books/articles you've been learning from this year. Please share in the comments below or over on Twitter @M_Shomaker.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Read on,</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">MS</span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-35392462617213172122019-02-03T14:57:00.002-08:002019-02-03T14:57:34.725-08:00Open Your Eyes: Art in the History Classroom<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://pla.s6img.com/society6/img/FlhpqxOLl9zWWT-NYwkD6lidZqs/h_264,w_264/canvas/~artwork/s6-0012/a/3848333_15313511/~~/art-should-disturb-the-comfortable-comfort-the-disturbed-white-on-black-canvas.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="264" data-original-width="264" height="400" src="https://pla.s6img.com/society6/img/FlhpqxOLl9zWWT-NYwkD6lidZqs/h_264,w_264/canvas/~artwork/s6-0012/a/3848333_15313511/~~/art-should-disturb-the-comfortable-comfort-the-disturbed-white-on-black-canvas.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Why I use art in my classroom</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">I use art in my classroom for many reasons. One unabashedly selfish reason is that I like seeing it and it makes me feel better about the world. I practically grew up on Art Hill in St. Louis' Forest Park and I have a cluttered heap of memories from inside that temple that Marie Kondo couldn't even imagine! Another reason I use so much art in my classroom is that, unlike me, many of my students have had little to no exposure to fine art. In our small district, we can't afford or justify multiple trips to the Nelson-Atkins museum in Kansas City. We don't have local galleries or, with the exception of a couple of murals downtown, even street art. </span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">Another reason I like using art is that it improves abstract thinking. My goal is not to train the next Jeopardy champ through rote memorization of names and dates, but to encourage students to think deeply about history, how it's told, and how it's shaped. I believe the skills of sourcing, contextualization, corroboration, and close-reading help students tackle difficult ideas in the history discipline, like: historical memory, the construction of identity, and historiography. In order to accomplish these lofty goals, students need to be abstract thinkers. Art builds those skills by using strategies like VTS (Visual Thinking Strategies), which ask students to explain not only <i>what</i> they see, but <i>why</i> they see, what is missing, and the artist's message.</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">Art also helps students visualize history. I can verbally describe the horrors of slavery, the violence of war, the jubilation of freedom, or the power of non-violence, but there's something about an image. A photograph of smiling white faces in front of a lynched black body is more powerful than anything I could say to a group of students about hatred. Images confront the viewer and, hopefully, "disturb the comfortable". <i>This is also a reason images must be used responsibly and carefully.</i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;"><i><br /></i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">Finally, I use art in my classroom because it allows those students who struggle with text comprehension to participate by "reading" the image. SPED students, ELL, and students with reading levels well below grade-level can benefit from strategies promoting visual literacy. After all, it doesn't really matter what they're reading as long as they're reading, right?!</span></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Two models for looking at art with students</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">There are multiple models and organizers and frameworks you can employ when asking students to "read" art, but my favorites are VTS (Visual Thinking Strategies) and SOAPLINC.</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: small;">VTS was created by MOMA education director Philip Yenawine and cognitive psychologist Abigal Housen and guides the way individuals view art through three questions:</span></div>
<div class="separator" style="clear: both; text-align: left;">
</div>
<ol>
<li><span style="font-family: "georgia" , "times new roman" , serif;">"What do you see?" or "What's going on here?"</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">"What do you see that makes you say that?"</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">"What more can we find?"</span></li>
</ol>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Before asking students these questions, I have them view the image silently for one complete minute. For my middle school students, this is the most difficult part of the entire process! I will break in sometimes and advise them to examine all parts of the image: foreground, background, and edges and to try and find something no one else will. After that golden minute of silence is up I'll ask them the first question: "What do you see?" As students answer, I summarize their responses while trying to remain neutral: "So, I hear you saying that all the people in this image have distorted faces..." or "Sarah is telling us that there is a lot of red, black, and other dark colors in this painting..."</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">The next step is holding students accountable for their observations by asking them: "What do you see that makes you say that?" This forces students to justify their claims and, often, draws attention to aspects of the image that some students missed in their initial viewing. </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">The third question: "What more can we find?" allows the examination and discussion continue. Sometimes, students may get stuck in a loop of repeating similar responses. This question helps break that loop and, the more you ask it, propels students to even deeper levels of examination. </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Some general guidelines for VTS:</span></div>
<div>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Connect student comments and compare and contrast responses in the room.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Let students guide the discussion and avoid inserting your opinion or corrections.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Allow one student at a time to speak. This ensures everyone has the opportunity to hear and be heard.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Link the discussion to your lesson the same day and revisit later.</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">I developed <a href="https://liveamericanhistory.blogspot.com/2019/01/a-model-for-material-culture-in-middle.html">SOAPLINC</a> as a framework for my middle school students to analyze and evaluate material culture. I have a <a href="https://liveamericanhistory.blogspot.com/2019/01/a-model-for-material-culture-in-middle.html">post on using the SOAPLINC model</a>, so I will only provide a brief overview of the model here:</span><br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">S-Source=Describe its shape, size, material, texture, smell, sound, etc.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">O-Occasion=When it was made. No date? Use clues to make an educated guess.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">A-Audience=Who it was made for and/or who used it.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">P-Purpose=Why it was created.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">L-Link to an historical event</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I-Link to historical individual or idea</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">N-New information it teaches us about the historical event/individual/idea</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">C-Corroborate with other sources to check validity of your claim</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">While VTS works best for encouraging abstract thought, I believe SOAPLINC to work best for helping students visualize history and understand artists' messages by linking their work to a particular time/place/event through contextualization.</span></div>
</div>
</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Some of my favorite artists to bring into the classroom</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Titus Kaphar</i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://kapharstudio.com/about/">Titus Kaphar biography</a></span></div>
<div class="separator" style="clear: both; text-align: left;">
<a href="https://www.ted.com/speakers/titus_kaphar">"Can Art Amend History?"</a> (TED Talk)</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<blockquote class="tr_bq">
"...paintings, sculptures, and installations examine the history of representation...His practice seeks to dislodge history from its status as the 'past' in order to unearth its contemporary relevance. He cuts, crumples, shrouds, shreds, stitches, tars, twists, binds, erases, breaks, tears, and turns the paintings and sculptures he creates, reconfiguring them into works that reveal unspoken truths about the nature of history."</blockquote>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGBVzgrTv4JmBf63t3z6Gv1IRh2-ydRi9CdkfN7PNxm7BJGuaF1n5479JIUMfGdtEEyPPenIjQQuZ43LAlf1kYzEOPUnFk_ubvud0jf0Bi8uI9l-0oDxoVyzm0b5QL0HfKRBCUt_xwpPU/s1600/Columbus+Day+Painting+2014.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="800" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGBVzgrTv4JmBf63t3z6Gv1IRh2-ydRi9CdkfN7PNxm7BJGuaF1n5479JIUMfGdtEEyPPenIjQQuZ43LAlf1kYzEOPUnFk_ubvud0jf0Bi8uI9l-0oDxoVyzm0b5QL0HfKRBCUt_xwpPU/s400/Columbus+Day+Painting+2014.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Columbus Day Painting</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxAOKOQs9_EspSDpzHoID_9sKhQ3FvBKDOhBakuipeWEQJrB6SM1xgj71XEWC_eLm2Y2PDuCAUIuOu5uqBEay-qvdaKowP6hy5JWXJl_Yvuipjm4p_neR9I0YULbwN_0BmyPIK5E5g5PM/s1600/Enough+About+You+Kaphar.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxAOKOQs9_EspSDpzHoID_9sKhQ3FvBKDOhBakuipeWEQJrB6SM1xgj71XEWC_eLm2Y2PDuCAUIuOu5uqBEay-qvdaKowP6hy5JWXJl_Yvuipjm4p_neR9I0YULbwN_0BmyPIK5E5g5PM/s400/Enough+About+You+Kaphar.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Enough about You</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeZAoEdCUpireHYux4Vy8gEXnFSDPkHBxLi93qzJq7cZBNZEM-NNUk6BUEMcA_yreaw5M3G5kAMOKa7i5Ev_zsEVSdaePp4AUk6vbTiQGAFfv5C1LzYMfNHiCN2Vz1H6OrTE_M_-MDEjU/s1600/Shifting+the+Gaze+Kaphar+2017.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1239" data-original-width="1536" height="322" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeZAoEdCUpireHYux4Vy8gEXnFSDPkHBxLi93qzJq7cZBNZEM-NNUk6BUEMcA_yreaw5M3G5kAMOKa7i5Ev_zsEVSdaePp4AUk6vbTiQGAFfv5C1LzYMfNHiCN2Vz1H6OrTE_M_-MDEjU/s400/Shifting+the+Gaze+Kaphar+2017.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Shifting the Gaze</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZ-AAX-wTT-FbcT57D7hSmBHQOz9N086ZK_2ifo4cibcvMG9Srox-yUPG3RjljQLEX_LK-cReVwEnu-Q7n1HIee5iQievn9cNZesiF6yljYRhs9h1Z5qclY6fPrS0nKqDJKjVzRjZAsg/s1600/Abscounded+from+the+Household+of+the+President+of+the+United+States+Kaphar+2017.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1000" data-original-width="787" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZ-AAX-wTT-FbcT57D7hSmBHQOz9N086ZK_2ifo4cibcvMG9Srox-yUPG3RjljQLEX_LK-cReVwEnu-Q7n1HIee5iQievn9cNZesiF6yljYRhs9h1Z5qclY6fPrS0nKqDJKjVzRjZAsg/s400/Abscounded+from+the+Household+of+the+President+of+the+United+States+Kaphar+2017.jpg" width="313" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Absconded from the Household of the President of the United States</i></td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU77uSB01M0r9TJvUeDpf41Aw-i7mDec5BJyHhIM52z1LCzbXbHJwyuLoewSDOUaWZ8FXmHpvGigDrOGW3NSr-oQcZj7adWvDO3-mJk1J0FLqTFZ_MDRJJEnEfqBwoyDpIlThrUJdAxlk/s1600/Behind+the+Myth+of+Benevolence+Kaphar+2014.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="640" data-original-width="382" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU77uSB01M0r9TJvUeDpf41Aw-i7mDec5BJyHhIM52z1LCzbXbHJwyuLoewSDOUaWZ8FXmHpvGigDrOGW3NSr-oQcZj7adWvDO3-mJk1J0FLqTFZ_MDRJJEnEfqBwoyDpIlThrUJdAxlk/s400/Behind+the+Myth+of+Benevolence+Kaphar+2014.jpg" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Behind the Myth of Benevolence</i></td></tr>
</tbody></table>
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5PEJ2HJa0-lHvEhO56qfiOB8U-GBG8To2aqgS5Na4NTHbJvTYetDn3fDaR1TgECgeUP4NQwhDQI_NVZibhT9-co7VmSu_ms1p0QHXsM1BiQK6bsz5IUv319_oAsTYwHCUvymZ0x0Bzr4/s1600/Gift+Kaphar+2014.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="760" data-original-width="560" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5PEJ2HJa0-lHvEhO56qfiOB8U-GBG8To2aqgS5Na4NTHbJvTYetDn3fDaR1TgECgeUP4NQwhDQI_NVZibhT9-co7VmSu_ms1p0QHXsM1BiQK6bsz5IUv319_oAsTYwHCUvymZ0x0Bzr4/s640/Gift+Kaphar+2014.jpg" width="468" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Gift</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>George Caleb Bingham</i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://shsmo.org/historicmissourians/name/b/bingham/">George Caleb Bingham biography</a></span></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy0bsBHLnzUOG5wS7LWOmKRVNURwMysahA2Ev3U62JiDvp3iUNJLj5iD_69Ucf9_NDkNyUMlm6UVMqwJTImtu5DMzUrtEyGNARIclfyJqPBL5Wv1ek4ZJk-8NqLINLQaBVanAa2hrqsDA/s1600/The+County+Election+Bingham+1852.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="518" data-original-width="800" height="414" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy0bsBHLnzUOG5wS7LWOmKRVNURwMysahA2Ev3U62JiDvp3iUNJLj5iD_69Ucf9_NDkNyUMlm6UVMqwJTImtu5DMzUrtEyGNARIclfyJqPBL5Wv1ek4ZJk-8NqLINLQaBVanAa2hrqsDA/s640/The+County+Election+Bingham+1852.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>The County Election</i></td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfSfOaygtrPUMCn3lSHuXCvSkhX2JkrvOkcZ7h6NuDxiXXqLcsNOcY_n0V1EPXf7uVyw1SE_C9sKrZqXUQvjFHGt0caNY_UykafRJLlL-04wPAC9jSmcRuLAAvpOu_kaPBkxRB3BdTK8/s1600/Canvassing+for+a+Vote+Bingham+1852.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="724" height="530" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfSfOaygtrPUMCn3lSHuXCvSkhX2JkrvOkcZ7h6NuDxiXXqLcsNOcY_n0V1EPXf7uVyw1SE_C9sKrZqXUQvjFHGt0caNY_UykafRJLlL-04wPAC9jSmcRuLAAvpOu_kaPBkxRB3BdTK8/s640/Canvassing+for+a+Vote+Bingham+1852.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Canvassing for a Vote</i></td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinA64BwThbFSSxh4dhF2PcXut-mXjYHCpZSPqchtTih2h7e8jfR55G-YvB4xySwQ8n99ISgZWfNrIvFzCT552n6cf110LaYLN0pZpQvlB0zzy2NzhNymGYrVA9E6nu3N67Dz7-11ZARWk/s1600/General+Order+11+Bingham+1863.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="721" data-original-width="1024" height="450" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinA64BwThbFSSxh4dhF2PcXut-mXjYHCpZSPqchtTih2h7e8jfR55G-YvB4xySwQ8n99ISgZWfNrIvFzCT552n6cf110LaYLN0pZpQvlB0zzy2NzhNymGYrVA9E6nu3N67Dz7-11ZARWk/s640/General+Order+11+Bingham+1863.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Martial Law or Order No. 11</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Kara Walker</i></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="http://www.karawalkerstudio.com/biography/">Kara Walker biography</a></span><br />
<br />
<blockquote class="tr_bq">
<span style="font-family: "georgia" , "times new roman" , serif;">"...is best known for her candid investigation of race, gender, sexuality, and violence through silhouetted figures..."</span></blockquote>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVGmD652SEVSQPXWbx2mJQhBWSqjIyLNNuMIAOyU8Vfn6sCkxS4DwCnfB-GIXbqj_q4-JxTmE7bPu8SUqshNfpBEJSqso_KyzJT4DWdrMHS-1rKRqooe6KNUw5ESQcDeMJ6eEjsU8LLLQ/s1600/Slaughter+of+the+Innocents+Walker+2017.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1067" data-original-width="1600" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVGmD652SEVSQPXWbx2mJQhBWSqjIyLNNuMIAOyU8Vfn6sCkxS4DwCnfB-GIXbqj_q4-JxTmE7bPu8SUqshNfpBEJSqso_KyzJT4DWdrMHS-1rKRqooe6KNUw5ESQcDeMJ6eEjsU8LLLQ/s640/Slaughter+of+the+Innocents+Walker+2017.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Slaughter of the Innocents (They Might be Guilty of Something)</i></td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGxUfgypPSr5ONMwkzoZiHX2R9g7B_SeoO0p7_aYGqF66v-moTOtQqXpieakiyZ_naitCVxnxQ3Gu9xtPudRGUXJI4BqDCTBMks2SyyJX9mt3iOU_eA6Dv5Z9BRjm-m0dtfy5ErlqPEuI/s1600/Restraint+Walker.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1127" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGxUfgypPSr5ONMwkzoZiHX2R9g7B_SeoO0p7_aYGqF66v-moTOtQqXpieakiyZ_naitCVxnxQ3Gu9xtPudRGUXJI4BqDCTBMks2SyyJX9mt3iOU_eA6Dv5Z9BRjm-m0dtfy5ErlqPEuI/s400/Restraint+Walker.jpg" width="281" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Restraint</i></td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKTBPuk80X7oBUR6Y9kGuFAcsNSRwgnmqLr7NDh6DcEheEijOKpry8nuUqRkWzxD41F5vB0JgEmZLDGiIhJHjgYIHBf_zS3Wd3OOrIT6QR3GJTwClqmAPzb0nC7xi7UcGkZ88_3c1pWX0/s1600/Slave+Collar+with+Bells.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="323" data-original-width="560" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKTBPuk80X7oBUR6Y9kGuFAcsNSRwgnmqLr7NDh6DcEheEijOKpry8nuUqRkWzxD41F5vB0JgEmZLDGiIhJHjgYIHBf_zS3Wd3OOrIT6QR3GJTwClqmAPzb0nC7xi7UcGkZ88_3c1pWX0/s320/Slave+Collar+with+Bells.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Slave Collar with bells from New Orleans</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large; text-align: left;"><i><br /></i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Roger Shimomura</i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="http://www.rshim.com/pdf/RogerShimomura-Bio-0617.pdf">Roger Shimomura biography</a></span></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<blockquote class="tr_bq" style="clear: both; text-align: left;">
"...paintings, prints, and theatre pieces address sociopolitical issues of ethnicity. He was born in Seattle, Washington and spend two early years of his childhood in Minidoka (Idaho), one of 10 concentration camps for Japanese Americans during WWII."</blockquote>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhonjZEZ6E1lzeZ-VHzISOSJaEnkJUI1jpInmApsfTGPH7koMPBEHeVCc7kTMsDS8N22VZM7ojxjaPqYkMSI9Ul3RF2s5d411NcCWfUrotxy4xmiEcwISkELk40d3qNzLgnaKLo2dVzSIE/s1600/Washington+Crossing+the+Delaware+Leutze.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="425" data-original-width="728" height="372" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhonjZEZ6E1lzeZ-VHzISOSJaEnkJUI1jpInmApsfTGPH7koMPBEHeVCc7kTMsDS8N22VZM7ojxjaPqYkMSI9Ul3RF2s5d411NcCWfUrotxy4xmiEcwISkELk40d3qNzLgnaKLo2dVzSIE/s640/Washington+Crossing+the+Delaware+Leutze.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Washington Crossing the Delaware, </i>Emanuel Leutze</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwPNG_oMnrOax7FWjhVcKzKCImzyboJBf2LaW3Y2V1NvDhHZMz3hoBzqoyM-cht0tfWPgBz7HJnbJeKMaRXbEPR5BkNqx5807KuCZGhBrvK1eD7dzthXNSEe7CAVWcv_h8HmlYN-bu1CI/s1600/Shimomura+Crossing+the+Delaware.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="797" data-original-width="1600" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwPNG_oMnrOax7FWjhVcKzKCImzyboJBf2LaW3Y2V1NvDhHZMz3hoBzqoyM-cht0tfWPgBz7HJnbJeKMaRXbEPR5BkNqx5807KuCZGhBrvK1eD7dzthXNSEe7CAVWcv_h8HmlYN-bu1CI/s640/Shimomura+Crossing+the+Delaware.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Shimomura Crossing the Delaware</i></td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" data-original-height="408" data-original-width="600" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnphX0B8W55JwYo6qNeXIWQ0t1e1SkyGYIcDpDRwn-pwKzaDnhjh-pGPLreTvxvIwEtCm_VQTrunqGkvSAwfx8cjLakz8QobYl1xz7YbAkzVk3YroPP7x7s2ZtQ89Ki8C0mQbuBFTz2LI/s400/Classmates+Shimomura+2007.jpg" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Classmates</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnphX0B8W55JwYo6qNeXIWQ0t1e1SkyGYIcDpDRwn-pwKzaDnhjh-pGPLreTvxvIwEtCm_VQTrunqGkvSAwfx8cjLakz8QobYl1xz7YbAkzVk3YroPP7x7s2ZtQ89Ki8C0mQbuBFTz2LI/s1600/Classmates+Shimomura+2007.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" data-original-height="600" data-original-width="717" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxJNJsTRkNkxolsiOogFyG8i9Cq8xgY_pzpVvmzrruknVK3EsrCuULw9Am2g6XDW4AWiOMVrL9FKVkZOhP58gDYlcserNArwjSrW_u1UqNnHTl7NsqsU-qEcmCkvgRt-xKchyM4ukDVDk/s320/Diary+December+12+1941+Shimomura+1980.jpg" style="margin-left: auto; margin-right: auto;" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Diary: December 12, 1941</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxJNJsTRkNkxolsiOogFyG8i9Cq8xgY_pzpVvmzrruknVK3EsrCuULw9Am2g6XDW4AWiOMVrL9FKVkZOhP58gDYlcserNArwjSrW_u1UqNnHTl7NsqsU-qEcmCkvgRt-xKchyM4ukDVDk/s1600/Diary+December+12+1941+Shimomura+1980.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br /></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxJNJsTRkNkxolsiOogFyG8i9Cq8xgY_pzpVvmzrruknVK3EsrCuULw9Am2g6XDW4AWiOMVrL9FKVkZOhP58gDYlcserNArwjSrW_u1UqNnHTl7NsqsU-qEcmCkvgRt-xKchyM4ukDVDk/s1600/Diary+December+12+1941+Shimomura+1980.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Thomas Hart Benton</i></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://shsmo.org/historicmissourians/name/b/benton/">Thomas Hart Benton biography</a></span></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<blockquote class="tr_bq" style="clear: both; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">"His large-scale works functioned as commentaries on society injustices. Reflecting the values of the working class, the artist often focused his attention of the plight of farmers in the Industrial Age. 'I have a sort of inner conviction that for all the possible limitations of my mind,' he reflected, 'I have come to something that is in the image of America and the American people of my time.'"</span></blockquote>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKW5TbTPu96Fn-uuecJm9M7jRVcwu6twa9uuzbK30Y0enHRRNnnXEd90AgK0E-XJf09wEM-cOQVTYWds0UUlCJn833Q75KfeqtPJwElhDG9BMD0WXPm662dZiRWRpw5yX9ROvLRHDLgu4/s1600/Invasion+Benton+1941.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="789" data-original-width="1280" height="394" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKW5TbTPu96Fn-uuecJm9M7jRVcwu6twa9uuzbK30Y0enHRRNnnXEd90AgK0E-XJf09wEM-cOQVTYWds0UUlCJn833Q75KfeqtPJwElhDG9BMD0WXPm662dZiRWRpw5yX9ROvLRHDLgu4/s640/Invasion+Benton+1941.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Invasion</i></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://res.cloudinary.com/dk-find-out/image/upload/q_80,w_1920,f_auto/A-rexfeatures_901040a_ts4yx2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="608" height="320" src="https://res.cloudinary.com/dk-find-out/image/upload/q_80,w_1920,f_auto/A-rexfeatures_901040a_ts4yx2.jpg" width="243" /></a><a href="https://vignette.wikia.nocookie.net/world-war-2/images/c/c2/WWII_Propaganda_3.jpg/revision/latest?cb=20111201042234" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="525" data-original-width="350" height="320" src="https://vignette.wikia.nocookie.net/world-war-2/images/c/c2/WWII_Propaganda_3.jpg/revision/latest?cb=20111201042234" width="213" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://static1.squarespace.com/static/57a92ada2994caf02328b498/57aa864837c581cbe1ae6e2c/597bb54bcd39c3708a0e8224/1524843264852/wwii-propaganda-pearl-harbor-propaganda-poster-dorrie-miller.png?format=1500w" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="550" height="640" src="https://static1.squarespace.com/static/57a92ada2994caf02328b498/57aa864837c581cbe1ae6e2c/597bb54bcd39c3708a0e8224/1524843264852/wwii-propaganda-pearl-harbor-propaganda-poster-dorrie-miller.png?format=1500w" width="436" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Visual Thinking Strategies (<a href="http://vtshome.org/">VTShome.org</a>)</div>
<div class="separator" style="clear: both; text-align: left;">
VTS writing sample showing growth (<a href="https://vtshome.org/wp-content/uploads/2017/01/writing-sample-2.jpg" target="_blank">Second Grade</a>)</div>
<div class="separator" style="clear: both; text-align: left;">
VTS writing sample showing growth (<a href="https://vtshome.org/wp-content/uploads/2017/01/writing-sample-3.jpg" target="_blank">Fifth Grade</a>)</div>
<div class="separator" style="clear: both; text-align: left;">
VTS writing sample showing growth (<a href="https://vtshome.org/wp-content/uploads/2017/01/writing-sample-4.jpg" target="_blank">Middle School</a>)</div>
<div class="separator" style="clear: both; text-align: left;">
<a href="http://teachers.mam.org/collection/teaching-with-art/visual-thinking-strategies-vts/">"How to do VTS"</a> (Milwaukee Art Museum)</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
How do you use art in your classroom? Please share resources and ideas in the comments!</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
MS</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-54333710531578607832019-01-31T16:06:00.001-08:002019-01-31T16:06:05.525-08:00"The Objective" Episode 8: Using "Hamilton" in the Middle School Classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk_azq8bO9fOYhO8gQ4z6iuX-nX9BctsqF_PqbGrTad2W-PsCv9Fr7W4TIKJxqQQmSUF2IifgRA6TRGJLs6U5uhQ6umRm5VlShzfevWjf1cF3sOXDUmGw3mcKSrPAf_GK93VKUTuR2yFk/s1600/HamiltonClassroomPodcast.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="800" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk_azq8bO9fOYhO8gQ4z6iuX-nX9BctsqF_PqbGrTad2W-PsCv9Fr7W4TIKJxqQQmSUF2IifgRA6TRGJLs6U5uhQ6umRm5VlShzfevWjf1cF3sOXDUmGw3mcKSrPAf_GK93VKUTuR2yFk/s640/HamiltonClassroomPodcast.png" width="425" /></a></div>
<br />
Do your students love <i>Hamilton</i>? Do you? I love the musical for many reasons, chief among them is how excited it gets students over the revolutionary period and the early republic. When I discovered <i>Hamilton, </i>I knew it was going to get used in my room, but I didn't know how. Of course, I could have dropped money on lesson plans or units from TpT or cabbaged together a unit from different sources, but I'm too cheap for TpT and couldn't find free sources that had students doing what I needed them to do.<br />
<br />
This episode of "The Objective" is intended for those that may want to incorporate this pop culture phenom into their classes, but don't know where to start (and are as cheap as me). Make sure to check out the free resources below, subscribe to the blog, and follow me on Twitter @M_Shomaker to catch new episodes of "The Objective".<br />
<br />
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/566852028&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe><br />
<br />
<a href="https://www.youtube.com/watch?v=VhinPd5RRJw">"Alexander Hamilton" lyric video</a> (<a href="https://www.youtube.com/watch?v=5de6_asLygU">clean version</a>)<br />
<a href="https://docs.google.com/presentation/d/1RiZyyakC2YKFPcz0RfhRbHgg2YPDZbCFQEFACvMIEI0/edit?usp=sharing"><i>The Characters of "Hamilton" </i>slides</a><br />
<a href="https://docs.google.com/document/d/1tA-Rm6uJ_ZN-H21mpiAId8N5u08mCde7EDrmVzvwNfA/edit?usp=sharing" target="_blank">"Farmer Refuted" lyric/annotation handout</a><br />
<a href="https://docs.google.com/document/d/1UTxDGAr9AATnjP9PCC278Npp0oSZW07jXTXoTJPS3qY/edit?usp=sharing" target="_blank">"You'll be Back" lyric/annotation handout</a><br />
<a href="https://www.youtube.com/watch?v=DcD9ADx_Rh4">"Right Hand Man" four major shortcomings of the Continental Army</a><br />
<a href="https://docs.google.com/document/d/15tuROJoaoPL-qsajVz4ScN0CZUuuyKN5E64KT-UN7JM/edit?usp=sharing">"Stay Alive" lyric handout</a><br />
<a href="https://docs.google.com/document/d/1kSvddI5I2hSCyUUbJjoTztZ3cV0DntfoLT6SoULFU94/edit?usp=sharing" target="_blank">"Yorktown" lyric handout</a><br />
<a href="https://docs.google.com/document/d/1REZJ1qfXVryhC2KjpnCGe7QXLXLx8LMBmR71vhEUul0/edit?usp=sharing" target="_blank">"What Comes Next" lyric handout</a><br />
<br />
As an extension activity, I have encouraged students to make either a POP! figure of their favorite character from <i>Hamilton</i> or turn their favorite character(s) into action figures. I assess their understanding of that individual's role in the Revolution by who they pair them with and/or the accessories they include with the action figure.<br />
<br />
<a href="http://www.quinnrollins.com/p/templates.html">Funko POP! template</a> (from Quinn Rollins @jedikermit)Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-75230617135652800822019-01-17T15:56:00.000-08:002019-01-17T15:56:00.445-08:00"The Objective" Episode 7: Flash Drafts<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH-pXohiSLfzq92kNkZKU41KTCIqH7StAq0rBzl2VtyC4lB6LaVChAluADT2VHkANOyEBXcjPCburH5tOK99ft7WuZmcF_3ve8fYV-kxlxG04BP5a2Ra97umAwCKmthqdOKY6nmln-7SU/s1600/_The+Objective_+Podcast.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH-pXohiSLfzq92kNkZKU41KTCIqH7StAq0rBzl2VtyC4lB6LaVChAluADT2VHkANOyEBXcjPCburH5tOK99ft7WuZmcF_3ve8fYV-kxlxG04BP5a2Ra97umAwCKmthqdOKY6nmln-7SU/s640/_The+Objective_+Podcast.png" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Do your students struggle with summarizing nonfiction texts? Are you looking for a quick, effective strategy to help students make sense of texts or a model to use content-specific texts effectively? In this episode of "The Objective," I share an ELA strategy new to me this year that has helped with each of those issues: "Flash Drafts".</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span id="docs-internal-guid-b879f8ae-7fff-79b1-4412-7bf4ffc81a6c"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">A "Flash Draft" is a short research and writing strategy that helps students make sense of a complicated issue by analyzing texts. The "Flash Draft" model provides a template rigid enough for students to follow, while allowing room for differentiation. The strategy requires very little set up, can be used in any subject area, and allows the teacher to monitor, troubleshoot, and assess students on the fly.</span></span></span><br />
<span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/553811283&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<br />
<br />
<a href="https://docs.google.com/document/d/1pCiE8LUEn2NCSUUOAv3amF2glI4fFs6M2xPsWYLerb8/edit?usp=sharing" target="_blank">"Flash Drafts" Breakdown (Explanation of the process for students)</a><br />
<a href="https://docs.google.com/document/d/1aeQeo5DNoPkA1cjYphWz6xvUheryO67gD9c1GJ1yArk/edit?usp=sharing" target="_blank">Causes of the American Revolution readings and questions</a><br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">Have you used "Flash Drafts" in your classroom? What other reading comprehension and writing strategies have you found to make students successful in those areas? </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Don't for get to follow on Twitter @M_Shomaker, check the blog for past and future episodes of "The Objective," and find us on Sound Cloud.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Talk to you next time,<br />MS</span><br />
<br />
*I realized after posting the audio file that the heater in my room was <i><b>really</b></i> noisy. If you can stick it out, it stops part way through the episode.Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-24378643470141685442019-01-08T04:51:00.002-08:002019-01-08T04:51:27.551-08:00A Model for Material Culture in the Middle<span style="font-family: "georgia" , "times new roman" , serif;">Teacher education programs do several things well in preparing secondary teachers. Almost all of us enter the field knowing how to write a lesson plan, we're familiar with the principles of classroom management, and we know that young adults do not benefit from a one-size-fits-all approach to content delivery. Besides our methods classes, we are also expected to [blindly?] explore the reaches of our discipline, attempting to gain a cursory understanding of American history, European history, Asian history, African history [too neglected], sociology, psychology, geography, US government, comparative government, state and local government, and [insert course here]. It's in this latter endeavor that our teacher education programs let "Social Studies" majors down.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I get it. I don't like it, but I understand. Many future teachers will be stepping into districts where they <i>are </i>the social studies department or are sought out for a coaching/sponsor position that just happens to come with a course load resembling a course catalog:</span></span><br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">1st period: Sociology</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">2nd period: World History</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">3rd period: World History</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">4th period: Psychology</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">5th period: Plan (Hallelujah) </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">6th period: Modern US History</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">7th period: RTI (as if most are given instruction in intervention strategies!)</span></li>
</ul>
<span style="font-family: "georgia" , "times new roman" , serif;">Without the ability to learn for depth instead of breadth, many secondary social studies graduates are sent into the classroom without the confidence students in traditional undergraduate and graduate History programs gain. They also run the risk of not encountering the changing nature of how the history discipline is being explored and taught. I didn't encounter microhistories, #VastEarlyAmerica, or gender and identity theories until I went for a straight up MA in History. One of the approaches to the study of history that I discovered during my MA was the examination of the past through material culture. I fell in love! It changed my entire approach to the discipline and the classroom. With what remains of this post, I would like to provide you with an overview of material culture and share a model for how it can be incorporated into any history class.* </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Material Culture: An Overview</b></span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><u>Put simply, material culture is the study of objects</u>. Some disciplines, like archaeology and anthropology, rely heavily on material culture to inform their understanding of the past. We, as historians-and training our students to be historians-can contextualize objects and corroborate them with other primary and secondary sources to inform our understanding of the past as well. </span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://americanstudies.unc.edu/bernard-herman/" target="_blank">Bernard Herman</a>, professor of American Studies at the University of North Carolina, proposes two ways of looking at material culture:</span></span><br />
<ol>
<li><span style="font-family: "georgia" , "times new roman" , serif;">An Object-Centered approach in which examination of the object <i>as an object</i> is the chief goal. Questions asked in this approach include: What material is the object made from? Where and when was the object made? What is the object's size, shape, texture, etc.?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">An Object-Driven approach in which examination of the object is undertaken in order to understand the society that created it. </span></li>
</ol>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">While an Object-Centered approach can be especially helpful in the fields of archaeology and art history, an Object-Driven approach can go a long way in helping students understand the past for one simple reason: objects are relatable. My middle school students have a difficult time connecting to the people of the past. My curriculum covers American indigenous culture before European arrival, European settlement, the English colonies in North America, the American Revolution, and US government. Sure, I tell stories to humanize these characters from the past, we watch historical interpreters explain how "life was back then," and we go on virtual field trips, all in an attempt to have students emphasize with people in the past. But, to the majority of my students, the lives of those in the past are too abstract to make any real connection to the modern world. Most every student, however, wears clothes, lives in some kind of structure, eats their meals off of plates, has hobbies. It's when I began adding material culture to the study of the past that I began to see students make connections with historical figures. </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Some ways I've incorporated material culture into different units of study:</span></div>
<div>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Pueblo baskets and pottery to see how geography shaped civilizations and how iconography presents what is valued by cultures</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">A Civil War cannonball passed down through my family that launches a discussion into the reality of war and the potential affect on the physical body, as well as the psychological affect </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Redware and pewter cups, plates, and pitchers</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">A reproduction cipher wheel to demonstrate the necessity of spies to the American cause during the Revolution</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">A safety deposit box from the 1920s-1930s as an introduction to the Great Depression</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Copious amounts of art (especially portraiture and landscapes)</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i>A question I often get from people after I share some of the physical objects I use throughout the year is, "Where do you get this [stuff]?" There's a solid mix of antiques, collected at different times and from different places, and reproductions from historic sites I've visited. Teachers, don't neglect the gift shop the next time you visit a historic home, National Park, etc.!</i></span></div>
</div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="background-color: white; font-family: "georgia" , "times new roman" , serif;">Some times, objects for teaching can come from unlikely places. Abby Chandler, assistant professor of history at the University of Massachusetts Lowell, describes utilizing a miniature reproduction tea set from an American Girl doll named, "Felicity" to teach mercantilism after the French and Indian War.</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; font-family: "georgia" , "times new roman" , serif;"><br /></span></span></div>
<blockquote class="tr_bq">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; font-family: "georgia" , "times new roman" , serif;">"I ask students to consider the way the cup was made: the lack of a handle demotes a cup made in Asia, which in turn suggests the family can afford imported china. Then I pass the tea chest around the room. Students sometimes struggle with the more abstract concepts posed by mercantilism, but a wooden tea chest brings to life the idea that wood was harvested in North America, sent to Britain to be planed and shaped into a chest equipped with metal handles, and then shipped back to the colonies for purchase as a finished product. As background for these discussions, I recommend Rodris Roth's article "Tea-Drinking in Eighteenth-Century America: Its Etiquette and Equipage," which links the objects and the rituals connected with tea drinking in the British Empire in the mid-18th century."**</span></span></blockquote>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<b style="font-family: Georgia, "Times New Roman", serif;">Using Material Culture in the Classroom: The SOAPLINC Model</b><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">There are many ways of interpreting material culture, but, in the middle school classroom, I prefer to keep it simple: the SOAPLINC model.</span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">S-Source=Describe its shape, size, material, texture, smell, sound, etc.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">O-Occasion=When it was made. No date? Use clues to make an educated guess.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">A-Audience=Who it was made for and/or who used it.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">P-Purpose=Why it was created.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">L-Link to an historical event</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">I-Link to historical individual or idea</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">N-New information it teaches us about the historical event/individual/idea</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">C-Corroborate with other sources to check validity of your claim</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">Students use the SOAP acronym as a means to investigate the object and determine what it is. The LINC part of the acronym pushes students to find the object's place within the unit or topic of study. Teaching with objects helps students think critically and pose questions. Situating those objects in <i>place</i> can challenge students to view an event from an entirely different angle or point-of-view.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">If you try the SOAPLINC model out in your classroom, let me know how it goes in the comments section or over on Twitter @M_Shomaker. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I started working on a series of short videos and lesson plans for incorporating material culture into the classroom called, </span><span style="font-family: georgia, "times new roman", serif;">"</span><a href="https://liveamericanhistory.blogspot.com/p/material-culture-minute.html" style="font-family: georgia, "times new roman", serif;" target="_blank">The Material Culture Minute</a><span style="font-family: georgia, "times new roman", serif;">". These got neglected as I got busy with other things, but I've made a goal to create more this year. I'm also planning several upcoming episodes of "<a href="https://soundcloud.com/user-311055830" target="_blank">The Objective</a>" podcast on using objects and material culture in the classroom so, stay tuned. </span><br />
<span style="font-family: georgia, "times new roman", serif;"><br /></span>
<span style="font-family: georgia, times new roman, serif;">Thanks,<br />MS</span><br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">
<span style="font-family: "georgia" , "times new roman" , serif;">*<i>Because I currently teach middle school, my examples utilize the material typically covered in grades 6-8. However, this approach can be used with any historical content at the high school or elementary level with very few adjustments. </i></span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><i><br /></i></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><i>**Abby Chandler, "Teaching with a Tea Set: Using Objects in the US History Survey," Perspectives on History, April 1, 2014, <a href="https://www.historians.org/publications-and-directories/perspectives-on-history/april-2014/teaching-with-a-tea-set">https://www.historians.org/publications-and-directories/perspectives-on-history/april-2014/teaching-with-a-tea-set</a></i></span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-6083804720824740532019-01-03T18:41:00.000-08:002019-01-03T18:41:02.388-08:00"The Objective" Episode 6: The Colonial Invention Convention!<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;">Episode 6 of, "The Objective," the education podcast about engaging and content-rich strategies for the history classroom with a dose of material culture and teaching with objects, is all about the Colonial Invention Convention, or, #INVENTCON.</span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1jkoBVXrVXtTP_T7n7E8OQEcDXT5UYO_5SmF2fUICHvnLTKDUpnIxuh1CFe3eeETn3hfuFp8MLOuRJ_wBbZwKw15ci72uEENUiNKw2Ybub5y5r0TzBuRgU4XgUwY3x35iNWcGqjcqhLc/s1600/LegoRobotDayton.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1075" data-original-width="1420" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1jkoBVXrVXtTP_T7n7E8OQEcDXT5UYO_5SmF2fUICHvnLTKDUpnIxuh1CFe3eeETn3hfuFp8MLOuRJ_wBbZwKw15ci72uEENUiNKw2Ybub5y5r0TzBuRgU4XgUwY3x35iNWcGqjcqhLc/s320/LegoRobotDayton.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A Lego robot and sketch with dimensions</td></tr>
</tbody></table>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white;">If you've listened to many of the episodes of "The Objective," you know I'm a fan of hands-on learning. I'm also a big believer in helping students strengthen their creativity muscles. Both of these play a major role in this particular project. About three years ago, the middle school STEM teacher and I created a course called, "History Lab!" that explored early American history through the STEM fields. Organized around core competencies like, engineering, architecture, 3D modeling, medicine, and robotics, History Lab! is a creative thinking and problem-solving course as much as it is a history course. One project during our coverage of England's American colonies was the Colonial Invention Convention. I loved the project so much, I brought it into my regular history courses. Click below to listen to the podcast, in which I explain the motivation behind its creation, how to set up the project, potential technology and materials to utilize, and some of the creations students have shared. </span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/553760193&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe> <span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe81_5i8XGiE76OIDObFlTfwuLqu8z_yaPtv-vnbk4u531WTkA_nFN44FETeyFFWRYenponOzgq7V1BJDrVrRo11Br_ursdGPgWCHL4pK-UatlBuSReGnPS3eOMG6kYi_9mIuLwX1Ic9w/s1600/LegoRobotCode.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1135" data-original-width="1500" height="302" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe81_5i8XGiE76OIDObFlTfwuLqu8z_yaPtv-vnbk4u531WTkA_nFN44FETeyFFWRYenponOzgq7V1BJDrVrRo11Br_ursdGPgWCHL4pK-UatlBuSReGnPS3eOMG6kYi_9mIuLwX1Ic9w/s400/LegoRobotCode.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Simple, user-friendly block coding for direction and actions</td></tr>
</tbody></table>
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://docs.google.com/document/d/1fKD1cCGv8tPQM2pT_9y0iBEfL3Yuw2FmVKXbJdTNp9g/edit?usp=sharing" target="_blank"><br />Assignment handout and grading rubric</a></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://sites.google.com/view/invention-convention-2019/home" target="_blank">Project website</a></span><br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">Explore the blog for previous episodes of "The Objective" or check out <a href="https://soundcloud.com/user-311055830" target="_blank">Sound Cloud</a>. Don't forget to follow on <a href="https://twitter.com/M_Shomaker" target="_blank">Twitter</a> and hope you'll check back soon and often.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Full STEM ahead,</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">MS</span><br />
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-55236359264139197482019-01-01T14:25:00.002-08:002019-01-01T14:29:50.122-08:00Looking Backward, Looking Forward<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Welcome to 2019!</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://mtv-main-assets.mountvernon.org/files/events/headerlg/image/mount-vernon-independence-fireworkssmaller-2017-2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://mtv-main-assets.mountvernon.org/files/events/headerlg/image/mount-vernon-independence-fireworkssmaller-2017-2.jpg" data-original-height="500" data-original-width="800" height="400" width="640" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I head back to the classroom for a workday tomorrow before students return Thursday. But, before I get back into the madness of the spring semester, I wanted to take a minute to reflect on this past year and look ahead to my plans for 2019. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Looking Backward</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">This year was not the whirlwind year of fellowships and travel that 2017 was, but it provided some professional and personal fruit nonetheless.</span><br />
<br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I am in the final stages of my Lifeguard Fellowship through Mount Vernon and will soon be releasing a unit of study for teaching enslaved culture and identity construction in George Washington's world using material culture. The unit also includes an online component that includes a teacher-facing module connecting teachers to resources, providing guidance for teaching with material culture, and share ideas for facilitating discussions on race and identity. The online component also includes a student-facing module with which students can explore the material world of the Washingtons and the enslaved on the Mount Vernon estate.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I was asked to write an article on using material culture in the classroom that will be released this year.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I presented on "Teaching War on a Human Scale" at the Missouri Council of the Social Studies conference at the World War I museum in Kansas City, Missouri.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I presented on "Using Clothing as Culture" and ideas for humanizing war at the National Council of the Social Studies conference in Chicago, Illinois.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I was nominated for the Sons of the American Revolution Teacher of the Year for my region.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I created a podcast called, "The Objective," which shares engaging strategies for the history classroom with a dose of material culture and teaching with objects.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I joined LearnZillion as an educational coach and assisted an incredible group of educators in New Mexico in the creation of primary source-based lessons utilizing the LearnZillion online learning interface.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I started a diet and exercise regimen and lost nearly 90 pounds.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">I went from huffing and puffing after running 2 minutes to running the equivalent of a 5k 3-4 times a week.</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Looking Forward</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">My goals for 2019 are inspired by my #oneword2019: FORWARD. I've started some things this year and want to keep them going. I've always been one for big ideas, but struggle with follow through. I want to change that this year.</span></div>
<div>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Read more. I love to read and read a lot online, but I want to get back to books. I've set a manageable goal for the year and plan on meeting it.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Write about what I read. I want to follow up my nonfiction reading with a written summary, questions, connections to other works, etc.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Continue work on my podcast. I love podcasts and have wanted to start my own for a couple of years now. Over Christmas break, I started it. I want to release two episodes a month.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Blog more often. I fell off the blogging wagon in 2018. I want to publish at least two new blog posts a month.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">More material culture. Connect with museums, historic sites, and museum educators to promote the use of objects as an integral part of the social studies classroom.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">"The Material Culture Minute". I started a video series called, "The Material Culture Minute" in 2017 to share strategies and resources for utilizing material culture in the classroom. I want to film, promote, and share those more with K-12 teachers.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Small goals. Too often I start the new year with lofty goals that are, frankly, out of my reach. I want to take small bites this year and plan 30-day challenges to try and conquer.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Be healthy. I kicked some bad habits, picked up some good ones, and felt better about myself in 2018 than I had in a long time. In 2019, I want to become a healthy me instead of just a lighter me.</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Randomnalia </b></span></div>
</div>
<div>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://liveamericanhistory.blogspot.com/2018/09/andwere-off-creating-inquiry-driven.html" target="_blank">The blog's most visited post of 2018 about inquiry in the classroom</a></span></li>
<li><a href="https://liveamericanhistory.blogspot.com/p/material-culture-minute.html" target="_blank">"The Material Culture Minute"</a></li>
<li>"The Objective" podcast, <a href="https://liveamericanhistory.blogspot.com/2018/12/new-project-objective-podcast.html" target="_blank">episode 1</a></li>
<li>"The Objective" podcast, <a href="https://liveamericanhistory.blogspot.com/2018/12/the-objective-episode-2-socratic.html" target="_blank">episode 2</a></li>
<li>"The Objective" podcast, <a href="https://liveamericanhistory.blogspot.com/2018/12/the-objective-episode-3-inquiry-design.html" target="_blank">episode 3</a></li>
<li>"The Objective" podcast, <a href="https://liveamericanhistory.blogspot.com/2018/12/the-objective-episode-4-european-summit.html" target="_blank">episode 4</a></li>
<li>"The Objective" podcast, <a href="https://liveamericanhistory.blogspot.com/2018/12/the-objective-episode-5-podcasts.html" target="_blank">episode 5</a></li>
</ul>
<div>
Thanks for those of you that followed along in 2018 and I hope you'll return for more this year. If this is your first time at Live American History, thanks for checking in and come back soon. Best wishes and happy New Year!</div>
</div>
<div>
<br /></div>
<div>
MS</div>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.kirstytv.com/wp-content/uploads/2015/03/Moving-Forward-Quote.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.kirstytv.com/wp-content/uploads/2015/03/Moving-Forward-Quote.jpg" data-original-height="750" data-original-width="500" height="640" width="425" /></a></div>
<div>
<br /></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-39049804818168823442018-12-28T10:08:00.000-08:002019-01-22T20:29:55.269-08:00"The Objective" Episode 5: Podcasts, Virtual Museums, and Research Papers<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtXWRc2xnD2bxDcVMl4cvsblkfx_szxiSw86lcrEsms5yiGyD5JM2vz0oLpqnjkW8U-hvopV_lDaDmjg2zPi7E-eROYoVsQN-E392cX_Gr_ySANEXeY1Gp6PQ5C5eB88eL8lZTrqY1OT8/s1600/The+Objective.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtXWRc2xnD2bxDcVMl4cvsblkfx_szxiSw86lcrEsms5yiGyD5JM2vz0oLpqnjkW8U-hvopV_lDaDmjg2zPi7E-eROYoVsQN-E392cX_Gr_ySANEXeY1Gp6PQ5C5eB88eL8lZTrqY1OT8/s320/The+Objective.png" width="320" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;">On this episode of "The Objective," the education podcast about engaging and content-rich strategies for the history classroom with a heavy dose of material culture and teaching with objects, we'll explore ways to share student research with a larger audience. Chiefly, through podcasting and the creation of virtual museums.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Every year, students undertake a research paper. For the past three years, 7th grade ELA and Social Studies have been collaborating on this project linked by Laurie Halse Anderson's YA novel, "Fever 1793". We want students to connect with the content after their paper's are complete and have attempted this in the past through student-created and led poster sessions for fellow students, teachers, and administrators. This year, however, I wanted to share student work with a larger audience and decided on the creation of virtual museum exhibits utilizing material culture to explain similarities and differences between the New England, Middle, and Southern regions of colonial and early America. I will be assembling their completed virtual museum exhibits and podcasts on one site after we return to class in January.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">There are several resources connected to this episode and several individuals to thank for their role in getting this rolling. Please take a minute to check out the links below.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/551108508&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<br />
Some of my favorite podcasts:<br />
<i>Backstory</i><br />
<i>99% Invisible</i><br />
<i>Ben Franklin's World</i><br />
<i>Talkin' Social Studies</i><br />
<i>Visions of Education</i><br />
<i>Lore</i><br />
<i>The Junto Cast</i><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Resources:</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://twitter.com/joshchoward" target="_blank">Josh Howard on Twitter</a></span><br />
<a href="https://twitter.com/TheELAchick" target="_blank">My partner in crime for this project @theELAchick on Twitter</a><br />
<a href="https://twitter.com/halseanderson" target="_blank">Laurie Halse Anderson on Twitter</a><br />
<a href="https://www.amazon.com/Fever-1793-Laurie-Halse-Anderson-ebook/dp/B004ZZRZ7W/ref=sr_1_1?ie=UTF8&qid=1546017620&sr=8-1&keywords=fever+1793" target="_blank">"Fever 1793"</a><br />
<a href="https://docs.google.com/presentation/d/1WuiXHMEV78BYh-857JG38F4qPHeND2bZi2gNEMcRxCM/edit?usp=sharing" target="_blank">MORENet session on Podcasting</a><br />
<a href="https://www.screencastify.com/" target="_blank">Screencastify</a><br />
<a href="https://www.youtube.com/audiolibrary/music" target="_blank">YouTube Audio Library</a><br />
<a href="http://www.voicethread.com/" target="_blank">Voicethread</a><br />
<a href="https://docs.google.com/document/d/1VDE0Fv9KzuggimDD4v0NyL4xfkFyv4WdGszeqax1tek/edit?usp=sharing" target="_blank">Virtual Museum assignment and grading rubric</a><br />
<a href="https://docs.google.com/document/d/1IZRA6Qi8kfKSZXOnc1zVNVZOkP3XjbXn6owlYIyLydk/edit?usp=sharing" target="_blank">The Perfect Podcast assignment and grading rubric</a><br />
<br />
If you aren't currently following me on Twitter (@M_Shomaker), please do to keep up to date on new episodes of "The Objective" and follow the blog for more ways to shake up the history classroom. I would love to know how you have used podcasts and/or podcasting in your classroom, as well as your favorite personal and student-centered podcasts.<br />
<br />
Thanks and talk to you soon,<br />
MSAnonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-63458419837123467352018-12-28T08:57:00.001-08:002019-01-22T20:30:32.176-08:00"The Objective" Episode 4: European Summit 1650 Simulation<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOqgmg_sVRw8txd7gsj5sStu-u_EtNrFIX2eom9tOgzJsiOw7UcJcAKfsNuzjfaBEbb-_3JOPiHyZAd0adKvg3mlc8VKYV-r2UGRCWeK8cVGob6mb-JQaKjK7ycx87ZuHu-mdbMAubL7o/s1600/The+Objective.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOqgmg_sVRw8txd7gsj5sStu-u_EtNrFIX2eom9tOgzJsiOw7UcJcAKfsNuzjfaBEbb-_3JOPiHyZAd0adKvg3mlc8VKYV-r2UGRCWeK8cVGob6mb-JQaKjK7ycx87ZuHu-mdbMAubL7o/s320/The+Objective.png" width="320" /></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">This episode of "The Objective" podcast is all about a simulation I like to use in my classroom over the competing interests of European countries in the Americas. Below are some of the resources I use in preparing students for the actual simulation, including the "Secret Menus" I added this year to ramp up the competitive factor.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/550644297&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<br />
Resources:
<br />
<a href="https://docs.google.com/document/d/1lUwuutH5fR6MU8fD6wEOAwvxl6r2KneGE0qYZA8cuoU/edit?usp=sharing" target="_blank">Document Shuffle primary sources</a><br />
<a href="https://docs.google.com/document/d/1s4ysWAanSUkDYyZvnJaHKGt6_SqtHGDGuNi80BIHTxY/edit?usp=sharing" target="_blank">Document Shuffle organizer</a><br />
<a href="https://docs.google.com/document/d/1o8_AzqCuY20Sga_l2-ca-W4seaLxz2_-5vs4jx0jirI/edit?usp=sharing" target="_blank">Document Shuffle reflection</a><br />
<a href="https://docs.google.com/document/d/1_bjlvgV46eyb-2toylDac-3QH3iIV5gnm3NiWNa9ZDM/edit?usp=sharing" target="_blank">Simulation "Secret Menus"</a><br />
<a href="https://docs.google.com/document/d/1efXzlmL06nhtoRHxuLt80Ll9KXp8MyTaQYWE_GQv6fA/edit?usp=sharing" target="_blank">Summit scoresheet</a><br />
<br />
Do you use simulations in your classroom? How do you make them work for you?<br />
<br />
Thanks for visiting and, while you're here, take a listen to previous episodes of "The Objective". Be sure to check back often for new episodes, as well as vlogs and blog posts about ways to turn students into historians.<br />
<br />
MSAnonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-8484555030593978632018-12-27T10:05:00.002-08:002019-01-22T20:30:56.073-08:00"The Objective" Episode 3: The Inquiry-Design Model<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEjt35gFYfIwBFITAyC5SDeCHUd94O93e1oGE0dIFNCQu4FQspNUaudQB2CAl_pzB1PpIZtEEzXCH5rA1kKdER_8-0BveT2M_u_ADplcnVz9cBtSQbA4VmDdgGbetwIMk8HFG_4xGgKGA/s1600/The+Objective.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEjt35gFYfIwBFITAyC5SDeCHUd94O93e1oGE0dIFNCQu4FQspNUaudQB2CAl_pzB1PpIZtEEzXCH5rA1kKdER_8-0BveT2M_u_ADplcnVz9cBtSQbA4VmDdgGbetwIMk8HFG_4xGgKGA/s320/The+Objective.png" width="320" /></a></div>
After 10 years in education, I felt like I had a pretty good handle on teaching the history discipline and engaging students. That is, until I went to the National Council for the Social Studies conference in San Francisco in 2017. It was there that I heard, repeatedly, about IDM, IDM, IDM. More than half of the sessions I attended mentioned it in an off-hand way as if everyone was supposed to know what it was. Look, I like a good acronym as much as the next person, but come on. Somebody had to explain what that one meant. I ran into some summer PD friends and asked them about it and, like everyone else at the conference, they knew about it. I found out IDM stood for Inquiry-Design Model and it uses the C3 framework (courtesy of the NCSS) to promote inquiry-driven investigations, or, inquiries in the social studies classroom.<br />
<br />
This podcast is all about IDM basics, why you should give it a try, and how it plays out in my classroom.<br />
<br />
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/550636338&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<a href="https://www.socialstudies.org/c3" target="_blank">The C3 Framework </a><br />
<a href="http://www.c3teachers.org/inquiry-design-model/" target="_blank">IDM at C3teachers.org </a><br />
<a href="https://www.zinnedproject.org/materials/people-vs-columbus/" target="_blank">"The People vs. Columbus, et. al." lesson from Zinn Education </a><br />
<a href="https://docs.google.com/document/d/1-eAKi_hUXFIZLJrR_fQOMACjjKxbPF5DrSdR8XIScto/edit?usp=sharing" target="_blank">Primary Sources organizer (to support information from notes)</a><br />
<a href="https://docs.google.com/document/d/1uCj8X7w5nCceq7s7qdsjsyGs9XJV88SfMGDCAHpeBRI/edit?usp=sharing" target="_blank">Native and European thoughts about each other organizer and sources</a><br />
<a href="https://docs.google.com/document/d/15cCZwvY2_hJoaMxE27SAvsaEmnT8qUwug_2yywLaCnY/edit" target="_blank">Treatment of Europeans by Native Americans organizer and sources</a><br />
<a href="https://docs.google.com/document/d/1TCnl9Al6ZE-2SFPsEjiGM656HcEKbH9H9-LSClBhU7w/edit?usp=sharing" target="_blank">Missouri schools utilizing Native American names, mascots, etc. </a><br />
<a href="https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/b/161/files/2015/12/Insult-or-Honor-ARTICLE-w7f36a.pdf" target="_blank">"Insult or Honor?" article from Upfront Magazine</a><br />
<br />
Click <a href="http://liveamericanhistory.blogspot.com/2018/12/new-project-objective-podcast.html" target="_blank">here</a> for Episode 1 of "The Objective".<br />
Click <a href="http://liveamericanhistory.blogspot.com/2018/12/the-objective-episode-2-socratic.html" target="_blank">here</a> for Episode 2 of "The Objective"<br />
<br />
Do you use IDM in your classroom? What does it look like? Please share any resources, tips for fellow educators, and/or questions in the comments. Hope to talk to you again soon!<br />
<br />
MSAnonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-58601257471006082572018-12-27T09:46:00.001-08:002019-01-22T20:32:27.959-08:00"The Objective" Episode 2: Socratic Smackdown!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxGsgQgJerQ_c3Ljt6S-KgjRAuJMfge2x8GKpBeB29GVcFFBs_kivmMigMekVGnHKOSE-slVmc1ySTGEw6Of0VSpTlZixiNQF2PGtA_4QnBHYKfTuTQwLyrB2idzuNNg0WSY5Jwby7cQ/s1600/Institute+of+Play+Logo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="867" data-original-width="1300" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxGsgQgJerQ_c3Ljt6S-KgjRAuJMfge2x8GKpBeB29GVcFFBs_kivmMigMekVGnHKOSE-slVmc1ySTGEw6Of0VSpTlZixiNQF2PGtA_4QnBHYKfTuTQwLyrB2idzuNNg0WSY5Jwby7cQ/s320/Institute+of+Play+Logo.png" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: georgia, "times new roman", serif;">This episode of "The Objective" is all about one of my favorite student discussion strategies, Socratic Smackdown! Socratic Smackdown was created by the fine crew at </span><a href="http://www.instituteofplay.org/" style="font-family: georgia, "times new roman", serif;" target="_blank">Institute of Play</a><span style="font-family: georgia, "times new roman", serif;"> and is a competitive twist on the traditional Socratic Seminar model. </span></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://docs.google.com/document/d/1iIRQPH339Re8pYcZ2VYwrht8fOdLuvB7fBS1NPXVqQc/edit?usp=sharing" target="_blank">Scoresheet I use for assessing student discussion during the Smackdown</a></span><br />
<a href="https://docs.google.com/document/d/1lNPDre-k1-1iKt4p86-j2yZPd9Asl_Vewe8HxyTaEPs/edit?usp=sharing" target="_blank">Readings for one round of a Smackdown from our government unit</a><br />
<a href="https://docs.google.com/document/d/1yxo2xQXLmIEgchWQA9XxauAtY-NUPcevdfoe5EaU3iA/edit?usp=sharing" target="_blank">Argument planning form for a Smackdown over European/Native American relations (Version 1)</a><br />
<a href="https://docs.google.com/document/d/12wD84hiJucI9psnD2LAMXcO-aV5cByY7alfFt7y_5U0/edit?usp=sharing" target="_blank">Argument planning form for a Smackdown over European/Native American relations (Version 2)</a><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/550255485&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<br />
If you have used Socratic Smackdown before, I would love to hear how it's worked for you and if you've found a way to hack it for more student engagement in your classroom. Please share in the comments below.<br />
<br />
Also, check out episode 1 of The Objective <a href="https://liveamericanhistory.blogspot.com/2018/12/new-project-objective-podcast.html" target="_blank">here</a>, connect on Twitter <a href="https://twitter.com/M_Shomaker" target="_blank">@M_Shomaker</a>, and thanks for listening!<br />
<br />
Talk to you next time,<br />
MS<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-3132393816852826612018-12-27T09:20:00.004-08:002019-01-22T20:32:54.297-08:00New Project: "The Objective" Podcast!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEjt35gFYfIwBFITAyC5SDeCHUd94O93e1oGE0dIFNCQu4FQspNUaudQB2CAl_pzB1PpIZtEEzXCH5rA1kKdER_8-0BveT2M_u_ADplcnVz9cBtSQbA4VmDdgGbetwIMk8HFG_4xGgKGA/s1600/The+Objective.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEjt35gFYfIwBFITAyC5SDeCHUd94O93e1oGE0dIFNCQu4FQspNUaudQB2CAl_pzB1PpIZtEEzXCH5rA1kKdER_8-0BveT2M_u_ADplcnVz9cBtSQbA4VmDdgGbetwIMk8HFG_4xGgKGA/s320/The+Objective.png" width="320" /></a></div>
<span style="font-family: georgia, "times new roman", serif;">I did a thing. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I love podcasts and have wanted to create my own for awhile now. Several weeks ago, I started writing down some ideas and fully intended on getting the ball rolling. However, time and busyness is my enemy and my plans got pushed to the back burner. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Enter Christmas break.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I've completed four episodes and, while they are not professional quality* (I am still experimenting after all), they will give the listener a pretty clear idea of the content of the show as I move forward. I'll be posting them in separate posts with links to resources. If you listen, I hope you'll share your feedback, suggestions, and add to the topic being discussed here on the blog or over on Twitter @M_Shomaker.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Here is the first episode of "The Objective," an education podcast dedicated to engaging and content-rich strategies for the history classroom with a heavy dose of material culture and teaching with objects!</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<iframe allow="autoplay" frameborder="no" height="300" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/550245702&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true" width="100%"></iframe>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">*Yes, I know I said "self-defication" instead of "self-deprication". Proofing these before posting is definitely a new priority. Also, I know the English language and how to use it appropriately. Just wanted to make that known.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">MS</span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-394143779077509872018-09-03T18:10:00.000-07:002018-09-03T18:10:25.857-07:00A Blogging First: My Top Ten<span style="font-family: Verdana, sans-serif;">I have a confession to make: I haven't blogged since February. In fact, I haven't interacted online much at all since February. My tweets have been few and far between (and pithy to boot) while my blogging took a back seat to other things. If I can be candid with you...I didn't really miss it. Not to say I don't learn a lot from the amazing people I follow and sometimes interact with online, but I have luddite leanings that creep out from time to time. Send Jimmy Swaggart a dollar to pray for me! </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://s.abcnews.com/images/US/abc_abc_swaggart_apology_100218_wg.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="370" data-original-width="658" height="179" src="https://s.abcnews.com/images/US/abc_abc_swaggart_apology_100218_wg.jpg" width="320" /></a></div>
<span style="font-family: Verdana, sans-serif;">Now that school's started back again, I'm missing sharing ideas about education and what's going on in my classroom, as well as learning from all you magnificent folks. My pithy pronouncements and half-cocked ideas aside, blogging has provided me with some incredible opportunities and connected me with outstanding educators. So, I'm trying to get back at it with something never before attempted in the blogosphere: a top ten list.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://i.ytimg.com/vi/SPmxsRDSmTc/maxresdefault.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="800" height="180" src="https://i.ytimg.com/vi/SPmxsRDSmTc/maxresdefault.jpg" width="320" /></a></div>
<span style="font-family: Verdana, sans-serif;">Yes, I know they've been done, but not by me. So, without further navel gazing, here are the top ten most read blog posts on Live American History:</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/oer-week-sharing-my-class-one-resource.html" target="_blank">10. OER Week: Sharing My Class, One Resource at a Time</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">This was a fun project for me. I got passionate about the #OER movement and started sharing resources through Twitter and a website I created, but wanted to challenge myself to share more. I took a week and vlogged an activity from my own classroom everyday. Check out the full week's episodes for lesson plans, links, and other stuff.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/how-to-start-teaching-with-objects-in.html" target="_blank">9. How to Start Teaching with Objects in Only 5 Minutes!</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">While on Twitter one day, I came across the Smithsonian Learning Lab and immediately sought it out to see how I could use it in my room. I'm a major proponent of teaching with objects and, with as easy as the Learning Lab made it, I wanted to spread the good word to other educators. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/students-creating-for-students-walking.html" target="_blank">8. Students Creating for Students: The Walking Tour of Revolutionary Boston Project</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The highs and lows of allowing an awesome group of kids in an advanced-history, STEM/Social Studies, frankenstein hybrid class I created to create a learning experience for other students in their grade.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/oer-week-day-1-teaching-students-to-do.html" target="_blank">7. #OER Week, Day 1: Teaching Students to Do History</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The first in my week-long classroom-tip-sharing frenzy. Be warned: lots of unadulterated love for Sam Wineburg and the Stanford History Education group.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/oer-week-day-2-age-of-exploration.html" target="_blank">6. #OER Week, Day 2: Age of Exploration Hyperdocs</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Apparently, people were interested enough in my first vlog for #OER week that they returned for seconds. This video explores what Hyperdocs are, how to set them up, and an example of one I used to review key ideas from our Age of Exploration unit.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/04/historical-edc-everyday-carry.html" target="_blank">5. Historical Everyday Carry (EDC)</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">One of my favorite posts. I had just returned from Monticello and was high on Jefferson saturation. I wanted to explore the idea of everyday carry as it relates to historical figures. Includes a lesson plan and handouts for the EDC of, oddly enough, George Washington.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/04/material-culture-minute-2-what-can-we.html" target="_blank">4. Material Culture Minute #2: What can we Learn from a Rail Spike?</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">To share my love of material culture and hoping to inspire other educators to employ it in their classrooms, I started creating a series of videos called "The Material Culture Minute," which examines one object. I use these in my classroom as bell-ringers and for primary source analysis practice for students as well.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/04/the-material-culture-minute-no1-tmcm.html" target="_blank">3. Material Culture Minute #1: Mystery Sphere from Fort Davidson</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The first video in the Material Culture Minute series, it explores a cannon ball from an 1864 battle in southeast Missouri (found before metal detecting on state land became illegal, of course). This is one of three MCM posts that have ranked in the top ten and I couldn't be happier. Material culture for the win!</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/05/material-culture-minute-no-3-tmcm.html" target="_blank">2. Material Culture Minute #3: They're Only Buttons, Right?</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Made in preparation for my Lifeguard Fellowship at Mount Vernon, this video examines artifacts found in the excavation of the House for Families at Washington's Mount Vernon. I used this last year to introduce the daily life of enslaved individuals on plantations throughout Virginia and the Chesapeake.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/04/why-i-teach-history-with-place.html" target="_blank">1. Why I Teach History with Place</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">This is actually the draft of a much longer piece I've worked on for about a year. It might be a bit much to call this my manifesto on the importance of using place-based history in our classrooms, but it's pretty close. Teaching with place and objects has become my primary method of instruction and it's all because of my visits to three incredible sites. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">I have a couple of posts that I'm really fond of, but they didn't make the cut. However, since it's my blog, I'm posting them as runners up!</span><br />
<span style="font-family: Verdana, sans-serif;"><a href="http://liveamericanhistory.blogspot.com/2017/06/stem-is-not-dirty-word.html" target="_blank"><br /></a></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/06/stem-is-not-dirty-word.html" target="_blank">1st Runner Up: STEM is not a Dirty Word!</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Another thing I'm passionate about...STEM and teaching Social Studies through the STEM disciplines. Give it a second look and then connect with me. Let's get some things shaking.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b><a href="http://liveamericanhistory.blogspot.com/2017/03/oer-week-day-4-working-backwards-in.html" target="_blank">2nd Runner Up: Working Backwards in History to Save Jamestown</a></b></span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Cannibalism, costumes, and Back to the Future. How did this not get more love?</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Thanks for stopping in. I'd love to know your thoughts on your favorite post!</span><br />
<span style="font-family: Verdana, sans-serif;">MS</span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-3474752525136531112018-09-03T10:42:00.003-07:002019-01-23T06:33:55.548-08:00And...We're Off! Creating an Inquiry-Driven Classroom from the Start<span style="font-family: "verdana" , sans-serif;">This long Labor Day weekend marks the completion of the first month of school. Unlike some other areas around the country that start classes after Labor Day, school in Missouri usually begins around the middle of August and dismisses in the middle of May, barring snow days. I'm always interested in teachers' approaches to introducing their students to content and usually find a new trick or two to incorporate in my own back-to-school routine. Usually, the methods fall between two extremes: teachers that spend days doing get-to-know-you and team building activities, and those who jump right into content. Most of the teachers I know, including myself, fall somewhere in the middle. I want to get to know my students, their interests, and their abilities, but also try to incorporate material from the beginning. In this post, I'll share how I've started the last couple of school years.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">During the summer, when I plan my first semester, I constantly rework my class to accomplish a couple major goals: to make my classroom as inquiry-driven as possible and to engage my students in hands-on history. I'm a proponent of the "guide on the side" approach to learning and give the students a significant amount of responsibility in asking and answering historical questions. I also advocate for the incorporation of STEM into Social Studies and utilize those STEM disciplines as often as possible. To establish this mindset from the start, I tailor activities to engage the investigative nature of historical study and the hands-on, problem-solving approach of STEM.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">My typical first couple weeks look something like this:</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Day 1: Pasta Tower Challenge</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">A classic team builder, students are given 20 pieces of dry spaghetti noodles, a length of tape, 4 sticky notes, and 4 paper clips. They are tasked with building the tallest tower that will still support a marshmallow on top for 5 seconds without tipping. While they're having fun engineering a solution, I'm observing which students work well together, who should never be near each other, which students are prone to give up, and which ones persevere.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Day 2: Build or Die!</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">The second day consists of two challenges: Arctic Disaster and You, the Inventor. In Arctic Disaster, students are given similar supplies as on day 1: a length of tape, 4 sticky notes, 4 paper clips, and a length of string. Using only those materials, students are tasked with building a model of a shelter that can house them and withstand strong arctic winds. Upon completion, their structures are tested against those arctic winds (provided by a high-powered fan). In You, the Inventor, students are given a weird problem they have to solve. They build a prototype and come up with a short presentation explaining their problem and how their invention solves it. [<a href="https://docs.google.com/document/d/1lDIOMaE62c0cq7q-qA-tXi-2adIV9x6G9fDiNaXMtzw/edit?usp=sharing" target="_blank">Scenarios used this year</a>] I love seeing the creativity flow across these two days, which we don't associate nearly enough with Social Studies.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Day 3: Lunchroom Fight! and Boston Massacre</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">On day 3, I start what I like to call "Historical Bootcamp," where students are introduced to the big ideas of historical study and what's expected of them this year as budding historians. I kick off with an activity from the Stanford History Education Group's "Reading Like a Historian" curriculum, <a href="https://sheg.stanford.edu/history-lessons" target="_blank">available here</a>. This day starts with the Lunchroom Fight! lesson, in which students are introduced to a scenario in which they are the principal of a school and have to find out who is responsible for a fight in the cafeteria. The core of this lesson asks students to determine how there can be different accounts of the same event if no one is lying. What has worked for me is having the students divide the answer line in two and writing their initial answers on the left-hand side. We then take a field trip down the hall to the cafeteria to examine "the scene of the crime". I then have them modify or keep their answers on the right-hand side of the handout. Just being in the space physically helps students see things more clearly. </span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">When we return to the room, I project <a href="https://www.bostonathenaeum.org/about/publications/selections-acquired-tastes/bloody-massacre" target="_blank">two images</a> on the screen: Paul Revere's engraving of the Boston Massacre and one by W.L. Champney. Employing VTS (Visual Thinking Strategies), I ask students to take 30 seconds and silently look at each image, making sure to check the corners and out of the way places to find things others may miss. Then, students are asked to describe what they see and why they are sure that's what they see. Next, I ask about when and where the action depicted happened. Finally, students offer comparisons and contrasts of the two images. Then, as a class we construct two narratives of the Boston Massacre based solely on each image. This has proven pretty effective in helping students understand how people interpret history differently and how there can be multiple, often conflicting, accounts of the same event.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Day 4: Evaluating Sources and Make your Case</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">I continue with the SHEG lessons, Evaluating Sources and Make your Case. In Evaluating Sources, students are asked six historical questions and presented with two possible sources. They have to choose which of the two would be the more reliable source to answer the historical question. I model the first question for the class, while the next two are completed with a shoulder partner. The remainder are done individually. We discuss student answers and debate whether they are the most appropriate choice. The great think about this activity is that there is room for debate. I use the disagreements to reinforce the fluid nature of history.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">The Make your Case activity picks up with the lunchroom fight scenario from the day before. The SHEG handout includes three witnesses, the two students involved in the fight and an unbiased witness. By investigating the limited background provided and what each witness stands to win or lose, students are introduced to the idea of corroboration. This activity, used in conjunction with Evaluating Sources, helps drive home the importance of accounts working together to produce the truth.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Days 5 and 6: Notes and an Assessment</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">I use the next couple of days to formally introduce the concepts students have been using: Sourcing, Contextualization, Corroboration, and Close-Reading, as well as prepare them for analyzing primary sources. I have them create a four-flap foldable for their historical-thinking skills (S3C). For primary sources, I use the SOAP strategy: Source, Occasion, Audience, and Purpose. Students learn how to make a SOAP chart and what goes in each box. We will practice analyzing primary sources through SOAP charts for the next several days. The end of the week is my first chance to formally assess their understanding of the material covered so far.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;"><b><i>Days 7, 8, 9, 10, and 11: Lunchroom Fight II and Primary Source Practice</i></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><b><i><br /></i></b></span>
<span style="font-family: "verdana" , sans-serif;">To conclude our lunchroom fight scenario and practice the skills of sourcing, contextualization, corroboration, and close-reading, students were given the Lunchroom Fight II handout from SHEG. Students are given a host of new witnesses, including teachers, cafeteria workers, and community members, who help shed light on the motivations behind the lunchroom fight and the events taking place in the cafeteria. The final element is a suspension report written by the principal (the students), offering their decision and the explanation behind it.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">Over the next several days, students are given the opportunity to practice analyzing different types of primary sources. On day 8, after a discussion of expectations, advantages, and drawbacks of the source type, students practice creating SOAP charts on pictures. I like to use <a href="https://docs.google.com/document/d/14u9J5Aa0psEDHxioh75a9mIj_k35CqV8P4IlOid7ILA/edit?usp=sharing" target="_blank">weird historical images</a> to engage student interest. My students are in middle school and, for them, weird works! </span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">On day 9, we discuss expectations, advantages, and drawbacks of a different source type and students practice analyzing physical objects. I've collected a variety of items over time, including: a civil war cannon ball, a safety deposit box from the 1920s, railroad spikes, Native American baskets, cipher wheels, and other objects. Students are divided into groups and each group is given an object and 10 minutes to try to figure out what the object is, how old it is, and it's purpose. This is one of the most fun days at the beginning of the year.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">On day 10, we begin looking at documents after discussing expectations, advantages, and drawbacks of that source type. Every year I use different documents around a theme. This year, I've focused on two things, baseball and race. Students start with a document set from the <a href="https://www.dhr.history.vt.edu/index.html" target="_blank">Digital History Reader</a> on Jackie Robinson. Each module on the DHR poses a historical question. In this case, "Was Jackie Robinson a civil rights hero or just a ballplayer?" is what students were trying to answering using the documents. I have limited technology at my school and could not use the DHR online. Instead, I modified for 7th grade and <a href="https://docs.google.com/document/d/1bZOzZl-qXDn5yVW_z7obGh2ne0mSggyBw3oNAFTSGw0/edit?usp=sharing" target="_blank">printed and laminated the documents used</a>. I created a graphic organizer to accompany the documents and help guide student thinking, and we spent the day investigating and trading documents.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">On day 11, students used the skills they had acquired this year and the documents related to Jackie Robinson to <a href="https://docs.google.com/document/d/1fDlcoBvjAxlNQrg8Wxga1ypul2vUDLoOt_QUFDxFue0/edit?usp=sharing" target="_blank">design a monument to the man</a>. Some of my students were struggling with how to remember Robinson, so I created a T-Chart on the board and we pulled evidence from the documents to support his memory as either a civil rights hero of amazing ballplayer. Students were tasked with designing a monument in DC, if they thought Robinson was a civil rights hero, or in Cooperstown, NY, if they thought he was a baseball legend. They took a virtual tour of the National Mall in DC and the National Baseball Hall of Fame in Cooperstown before being turned loose to design and commemorate.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">Using the SHEG curriculum and focusing on historical skills like S3C and primary source analysis has helped set the stage for the rest of the year. Students know exactly what's expected of them in my room and, most, understand their success depends on them doing the work of history instead of just memorizing names and dates. This has been a long post, but I hope it offers you some suggestions for sparking inquiry in your own classroom. In the comments, I would love to hear how you do this in your room.</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">Thanks,</span><br />
<span style="font-family: "verdana" , sans-serif;">MS</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2_5k5LAPWcVXOEke6TM90c1FzMVHpomvRL5N8R1OqOtStWpfcLWMniS1eshh7t4FAxcCpXsaeH4ekqbgu0-bQOPo90tZ0rvksRB5nKsP3cUo7LgP0JNsv2_z5Jwaw6TqfWqPLFo8M6AY/s1600/Question+Marks.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="731" data-original-width="1114" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2_5k5LAPWcVXOEke6TM90c1FzMVHpomvRL5N8R1OqOtStWpfcLWMniS1eshh7t4FAxcCpXsaeH4ekqbgu0-bQOPo90tZ0rvksRB5nKsP3cUo7LgP0JNsv2_z5Jwaw6TqfWqPLFo8M6AY/s320/Question+Marks.jpeg" width="320" /></a></div>
<span style="font-family: "verdana" , sans-serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-28575755678223163372017-11-13T11:31:00.000-08:002019-01-22T20:28:04.434-08:00See Jane Run. See Dick Die. Death and Childhood in Early America<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigTuBC_MDs_CNSZcenOAPdcoXQYm5FXlsI9OAmGsQIZzLu2kv2902G6ThnTVmi4vZfBJ2A8gu28g4JbZAROiI6V6ox1bNx6mdbhkMNkDYQBRkgfNlk8oeywbSwQAQ-yeQpLaf15IZoQbw/s1600/Dick+and+Jane+Book.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="489" data-original-width="720" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigTuBC_MDs_CNSZcenOAPdcoXQYm5FXlsI9OAmGsQIZzLu2kv2902G6ThnTVmi4vZfBJ2A8gu28g4JbZAROiI6V6ox1bNx6mdbhkMNkDYQBRkgfNlk8oeywbSwQAQ-yeQpLaf15IZoQbw/s400/Dick+and+Jane+Book.jpg" width="400" /></a></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;">Alright, I know it's past Halloween and this post's title may sound macabre but, stick with me. I've been interested in death and dying in early America for some time (and, yes, I realize that also sounds fairly twisted). It's not the act of dying but the symbolism, customs, objects of remembrance and the meaning placed on those things. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I was browsing the Smithsonian's "O Say Can You See?" blog and came across an interesting read by Emma Hastings, an intern at the National Museum of American History, about New England primers use of the body's imminent end for instruction. How might you use this in your American history classroom?</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">For background, read Hastings' post <a href="http://americanhistory.si.edu/blog/alphabet-and-death" target="_blank">here</a>.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>The Hook</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">1. Choose any popular children's book. To illustrate the gulf between early American primers and more recent books, choose a "Dick and Jane" or something with a similar message accessible to children. Read the story out loud to the class and ask for the moral, message, big takeaway, etc.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">2. As a class, discuss the purposes of children's literature. Is it to entertain, to inform, to persuade a certain idea/lifestyle/religion/etc. is "correct"? You could also discuss what students would include in a book geared toward today's children.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Introducing the Objects</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">3. Show students the <a href="http://americanhistory.si.edu/blog/alphabet-and-death" target="_blank">pages from Hastings' post</a> (all from the collection of the NMAH) and solicit answers to the following questions:</span><br />
<br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">What stands out in the images?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">What do the images have in common? Any major differences?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">What was the moral, message, big takeaway, etc. of this collection of images?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">When/where do you think these books were printed and/or used? Why then/there?</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Forming Context</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">4. Reveal the dates and locations of each of the books and ask students what they know/think they know about those areas and time periods.</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Making Meaning</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">5. Divide students into teams, hand out large sheets of paper or have students create a <a href="https://padlet.com/" target="_blank">Padlet</a> or similar online board, and assign the following task: <i>Using information from these primers, visualize New England in each of the following areas: Religion, Education, and Government.</i></span></div>
<div>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">This could be a way to introduce the New England colonies to students. Use inquiry and primary sources to predict what a group of people believed regarding religion, the purpose of education, and the function of government.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Students could record their responses through paragraphs, bulleted lists, pictures, mind mapping, knowledge webs, etc.</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">6. Student work could be presented and used as a starting point for further inquiry or you could introduce an extension activity.</span></div>
</div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Extension Activity</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">7. Students could use the information gleaned from the New England primers to create a biography of a typical New Englander at the turn of the 19th century. If you're feeling crafty, you could also create a silhouette of your New Englander.</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">These were a few ideas after reading the post at "O Say Can You See?". Does anyone else use something similar in their classes? How else could you utilize these resources from the Smithsonian?</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Keeping things ecumenical,</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">MS </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-32230926133992132532017-06-15T12:01:00.000-07:002017-06-15T12:01:06.576-07:00A Few Ideas on Teaching Mount Vernon Material Culture<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The date for the beginning of my <a href="http://www.mountvernon.org/education/for-teachers/teaching-institutes-professional-development/teacher-fellowship-program/2017-2018-teacher-fellows/" target="_blank">Mount Vernon Lifeguard Fellowship</a> is approaching quickly. As it does, I'm reading and writing more about Washington's world, especially the material culture of Mount Vernon. Over at my fellowship blog, "<a href="http://mvfellow.edublogs.org/" target="_blank">Clothing as Culture at Mount Vernon</a>," I posted a couple of new entries. One covers the delineation of space at Mount Vernon (<a href="http://liveamericanhistory.blogspot.com/2017/06/spaces-and-impressions-my-first-visit.html" target="_blank">mentioned on this blog</a>) while the other introduces some <a href="http://mvfellow.edublogs.org/2017/06/15/a-few-ideas-for-teaching-mount-vernon-material-culture/" target="_blank">resources for teaching about George Washington through objects</a>.</span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRnBZaINnYncn6fZop8J-EmSYJPSv73EhcWQHvM8s7__owetJHcL619SF1MxNdCWe3cLIASxMUOhL7wyL8nlBCkO7QhqIshO6kHj6LXJzSxN9W9Uw7garIzh4IudLrE56_tgTc4yyfTeo/s1600/Martha+Wedding+Shoes+Reproduction.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="902" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRnBZaINnYncn6fZop8J-EmSYJPSv73EhcWQHvM8s7__owetJHcL619SF1MxNdCWe3cLIASxMUOhL7wyL8nlBCkO7QhqIshO6kHj6LXJzSxN9W9Uw7garIzh4IudLrE56_tgTc4yyfTeo/s640/Martha+Wedding+Shoes+Reproduction.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<i>Reproduction of Martha Custis (Washington's) Wedding Shoes (photo by author)</i></div>
<div class="separator" style="clear: both; text-align: left;">
<i><br /></i></div>
<div class="separator" style="clear: both; text-align: left;">
I would love to have you along for the ride this summer as I share resources, lesson plans, and reflections on working at Mount Vernon and the Fred W. Smith library.</div>
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-39792509303912916552017-06-14T13:30:00.000-07:002017-06-14T13:30:11.584-07:00STEM is NOT a Dirty Word!<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">STEM has been an educational buzzword over the last few years and, unlike many similar acronyms, I think this one has not only value, but staying power as well. The problem many humanities teachers raise seems to result from fear or frustration. Is STEM out to conquer the humanities and subjugate the disciplines that lend education soul? How do you teach STEM and still keep your soul?</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I led a workshop a couple of days ago on integrating STEM into the humanities curriculum (while keeping your soul). Most of the attendees were upper elementary and middle school Social Studies and ELA teachers, with an administrator thrown in. We discussed what STEM is, how a colleague and I blended it with American History to create our own hybrid, and a basic model for designing lessons with STEM in mind.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">One takeaway from my conversations with teachers is that there is a great deal of confusion about the purpose of STEM-education and how it can cooperate with courses like English and History. As a diehard believer in liberal-arts education <i>and </i>a proponent of STEM-integration, this is an issue I want to prioritize throughout the next year.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Below are the slides from the workshop, but to provide a brief summary:</span><br />
<br />
<ul>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">STEM is not the accumulation of a "toy box" of technology. It is a mindset shift.</span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">STEM is not the enemy of the humanities. </span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">Chances are, you are already teaching elements of STEM in your course.</span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">STEM can hook students without sacrificing educational rigor.</span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">Students at every grade level and ability can benefit from STEM-integration.</span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">The "tool" (technology) should be the <i>last </i>piece in planning STEM-integration.</span></li>
<li><span style="font-family: helvetica neue, arial, helvetica, sans-serif;">A simple model for adding STEM: start with your standard, learning target, etc., create an essential question, and then bring in resources to support that question through the STEM fields (Science, Technology, Engineering, and Mathematics)</span></li>
</ul>
<br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span><iframe allowfullscreen="" frameborder="0" height="485" iframe="" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/C8NqIK2WTOyNE7" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/mshomakerteach/rcet-workshop-2017-stem-in-the-humanities" target="_blank" title="RCET Workshop 2017: STEM in the Humanities">RCET Workshop 2017: STEM in the Humanities</a> </strong> from <strong><a href="https://www.slideshare.net/mshomakerteach" target="_blank">mshomakerteach</a></strong> <br />
<br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I'm sharing a <a href="https://drive.google.com/open?id=1JzkgvOsfEZkuC_dCqgXlb9g9xSUBNE7sFOfbYXiGdoY" target="_blank">sample unit</a> our 7th grade Social Studies, ELA, STEM, and Science departments collaborated on this year: Yellow Fever 1793. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://drive.google.com/open?id=1JzkgvOsfEZkuC_dCqgXlb9g9xSUBNE7sFOfbYXiGdoY" target="_blank"><img border="0" data-original-height="458" data-original-width="796" height="368" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFTdB42ACMHNmdD54fMYUUIZL3vzcqe-mJxW4GCT_YSILmTLMQ9c9q2Rcivbbgij0hePH2auSQUMVCgFALz14cPl1Yoaq38KUnXA_VNhkQ33MPzB7rtqXtzrno7MUSlbEfgYwXBUJJsLo/s640/Screen+Shot+2017-06-14+at+3.01.40+PM.png" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Hopefully, this will give you an idea of the possibilities and the freedom that comes from opening your humanities course up to new directions and influences. Follow the blog as I provide more experiments in STEM-integration throughout the year.</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">MS</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
<h2 style="clear: both; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Do you incorporate the STEM fields into your humanities discipline? If so, how? If not, what has kept you from trying?</span></h2>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-57237901072962012902017-06-10T08:38:00.005-07:002017-06-10T08:38:54.444-07:00Spaces and Impressions: My First Visit to Mount Vernon<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><a href="http://mvfellow.edublogs.org/2017/06/10/spaces-and-impressions-my-first-visit-to-mount-vernon/" target="_blank">A quick reflection on space and separation at George Washington's Mount Vernon estate from "Clothing as Culture," my 2017-2018 Mount Vernon Lifeguard Fellowship blog. </a></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://mvfellow.edublogs.org/2017/06/10/spaces-and-impressions-my-first-visit-to-mount-vernon/" target="_blank"><img border="0" data-original-height="902" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC2V5euQ70JVY7ehE0SygW4PDl0UvB5YQ-UT535KqiDA1W2RYEY9efiY06xNzr54LAN554krVeLZEw-y-yvpLLxHmMUeD5sfQ8UfYHaUZNmIdMRyvW_EoNJqdzmY-3J3MMmUSIJKQAvt4/s640/MV+Fence.jpg" width="640" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://mvfellow.edublogs.org/2017/06/10/spaces-and-impressions-my-first-visit-to-mount-vernon/" target="_blank"><img border="0" data-original-height="775" data-original-width="407" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUOMn2U4F7oQKADjDrtmuT9FVMJnjq55ASkMMUepYIsypm5TQpHnS7ZKG-0J4cuSFvRg18L7drQO84N1cwya8oBMcpyq3cMgvMmD0Yv9iCiyYGUcpTlm8wS7iYX5JoFLroQJs_KVFLpPg/s1600/Vaughn+Plan.jpg" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-25813535962180215932017-06-07T12:11:00.001-07:002017-06-08T17:49:51.885-07:00Material Culture Minute No. 4 (#TMCM): News from Jefferson's "Little Mountain"<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Last week, I had the pleasure of revisiting Monticello in Charlottesville, Virginia. I spent a week at the home of Thomas Jefferson in the summer of 2016 as a Barringer Fellow, during which time I was immersed in Jefferson's life and ideas in his favorite spot on earth. On this most recent trip I played the part of tourist with my family and took in the many changes the staff at Monticello has made to the house and grounds in such a short amount of time.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I started thinking about those changes and how they could instruct students on the power of historical investigation. This "TMCM" is about one of the most exciting transformations to Monticello, the excavation and reconstruction of Sally Hemings' living space in the South Dependency.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpB8w0bbWXkwyTLTZy6GRny6CgVznqh_lwBHFScw9xa63YXhew4X6Ge5T6KzaWhHAS_M4m0TsLAlev5PsmL4tsFUtL0_f5n7g2Pw4Lj3HqTPCXvKcjkOZXeP98suawJpII93nUT5CiWr0/s1600/rooms-in-the-south-dependency.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="367" data-original-width="550" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpB8w0bbWXkwyTLTZy6GRny6CgVznqh_lwBHFScw9xa63YXhew4X6Ge5T6KzaWhHAS_M4m0TsLAlev5PsmL4tsFUtL0_f5n7g2Pw4Lj3HqTPCXvKcjkOZXeP98suawJpII93nUT5CiWr0/s640/rooms-in-the-south-dependency.jpg" width="640" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">There, in the corner of this picture, is where Monticello's archaeology department is working to restore the living space of Sally Hemings, slave and mother to possibly six of Thomas Jefferson's children. When I visited in 2016, this was a popular spot among tourists-it served as the men's bathroom-which was installed in 1941. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Current discoveries include the original brick floor, a hearth, and traces of shelves. Once this excavation is complete, it will introduce a completely original connection to the most well-known person owned by Jefferson, as well as a major contribution to the story of enslaved lives at Monticello. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Below is a news story from CBS Evening News on the Hemings' project at Monticello. Make sure to visit <a href="https://docs.google.com/document/d/1Rdswl4UzO8kPiQcT94gTBvD7LLxudk-Fxt7e4k8eJS0/edit?usp=sharing" target="_blank">"TMCM #4" Resources</a> page for ideas on how to use the ongoing work in your classroom.</span><br />
<br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/gtMrIeYF-Lc/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/gtMrIeYF-Lc?feature=player_embedded" width="320"></iframe></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-64428492874810983892017-05-10T10:58:00.000-07:002017-05-10T10:58:04.875-07:00Material Culture Minute No. 3 (#TMCM): They're Only Buttons, Right?<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">This week's episode of The Material Culture Minute features some objects from George Washington's Mount Vernon. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/bh768zlKy10/0.jpg" src="https://www.youtube.com/embed/bh768zlKy10?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifSKMwo4n8CRaXz1SXGHadTmjLnJXV_5VqOmzrLmVheA8UbNVve-uSYVy2lRx_-9qBu0BFybBX_Uyj9oDwRWb2gG79IFuU9HJtIoItTWiwoaLOKCQyLKcLk4z-X8jncZILgZb-V-KJmHY/s1600/Screen+Shot+2017-04-02+at+3.24.11+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="321" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifSKMwo4n8CRaXz1SXGHadTmjLnJXV_5VqOmzrLmVheA8UbNVve-uSYVy2lRx_-9qBu0BFybBX_Uyj9oDwRWb2gG79IFuU9HJtIoItTWiwoaLOKCQyLKcLk4z-X8jncZILgZb-V-KJmHY/s640/Screen+Shot+2017-04-02+at+3.24.11+PM.png" width="640" /></a></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii59jvEXgX6NkmaAZV5yE7sa_VdFjYv3eIVDCe13LevLuWmEP0mFNRtf9FsnmxE3Yq9jF0f4KxmWzZ_5G2uUJ4Wk68fYdhSq9JZ8e6TEKxqC7qITG2EcqtJToZWa26BRtT-H-QaMl6qxU/s1600/116807bimg10103.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="452" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii59jvEXgX6NkmaAZV5yE7sa_VdFjYv3eIVDCe13LevLuWmEP0mFNRtf9FsnmxE3Yq9jF0f4KxmWzZ_5G2uUJ4Wk68fYdhSq9JZ8e6TEKxqC7qITG2EcqtJToZWa26BRtT-H-QaMl6qxU/s640/116807bimg10103.jpg" width="640" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="background-color: white; clear: both; font-size: 13.2px;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Remember, all TMCM episodes are available by selecting the <a href="http://liveamericanhistory.blogspot.com/p/material-culture-minute.html" style="color: #858585; text-decoration-line: none;" target="_blank">link on the blog</a> and are free to use with a Creative Commons Attribution license in your classroom, if you would like. Also, be sure to check out TMCM #3 Resources link at the bottom of this post for a transcript, links to accompanying resources, and class discussion questions. This is primarily a resource for use in my classroom next year, but you are welcome to use it to increase object-based history inquiry in your room as well.</span></div>
<div class="separator" style="background-color: white; clear: both; font-size: 13.2px;">
<br /></div>
<div class="separator" style="background-color: white; clear: both; font-size: 13.2px;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">MS</span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="https://docs.google.com/document/d/1WKIyGcuenJVzIM0vvOKX_zK29FL1esTJ7Npo2beyCZk/edit?usp=sharing" target="_blank">TMCM #3 Resources</a></span><br />
<br />Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-2825395801551371272017-05-03T08:05:00.002-07:002017-05-03T08:05:22.950-07:00Big Summer Plans: The Mount Vernon Lifeguard Research Fellowship<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Can the clothing of master and enslaved serve as a microcosm of 18th century thoughts on race, place, and social position?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">What can clothes teach us about life and perception on a Virginia plantation?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">How did slave-owners use clothing to reinforce their position?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">How did the enslaved use clothing to navigate beyond their position?</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Those are the big questions I’ll be asking this summer as I live and work on George Washington’s Mount Vernon estate. A few weeks ago, I got the good news that I was chosen as a Lifeguard Teaching Fellow for 2017-2018 and will get to spend three weeks in Alexandria researching and creating lesson plans for use by teachers through the education wing of Mount Vernon.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGng9odmQkfW-v4fXkTIuAksTFeD-1lI8g_zsrhWOqPsMkkSYUd426urd3zX995NJQ_31i3Leg7lyk9C9VVBvu9G568ElHdootSpA6z6b3QCTob0HvCApu3wJ_MLdS5okS2IauPedAXE4/s1600/Screen+Shot+2017-05-03+at+9.00.18+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="548" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGng9odmQkfW-v4fXkTIuAksTFeD-1lI8g_zsrhWOqPsMkkSYUd426urd3zX995NJQ_31i3Leg7lyk9C9VVBvu9G568ElHdootSpA6z6b3QCTob0HvCApu3wJ_MLdS5okS2IauPedAXE4/s640/Screen+Shot+2017-05-03+at+9.00.18+AM.png" width="640" /></a></div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> <i><span style="font-size: x-small;">Screenshot from Mount Vernon website</span></i></span><br />
<br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This will be my second time at Mount Vernon. I was accepted into a week-long George Washington Teacher Institute in 2016, where I was able to explore Washington as I think he preferred to be known: an innovative farmer/entrepreneur. The week featured talks by Ed Lengel, author of “First Entrepreneur: How George Washington Build His-and the Nation’s-Prosperity,” and other guest speakers. In addition to content-rich talks by scholars on Washington, Mount Vernon, and 18th century commerce, the participating teachers were given open access to the estate, toured the house, distillery, mill, upper and lower gardens, and Pioneer Farm with interpreters and historians, and collaborated with each other on ways to bring Washington’s personal world into our classrooms.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I learned about the Mount Vernon Lifeguard Fellowship during the first couple days of the GWTI in summer 2016 and immediately began thinking of areas related to Washington that I’ve had a long-standing interest in. I spoke with the library staff about a few ideas and was given suggestions for books to help narrow my focus.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">My proposed project is “Clothing as Culture: Material Culture and Race at Mount Vernon” and will explore how the clothing of the Washington family and the enslaved defined social standing, reinforced 18th century ideas of racial superiority, and how the enslaved used clothing to navigate society on and off the estate. Through production and purchase accounts made by the Washington family, archaeology evidence from the house for families, and surviving clothes and cloth, I hope to create a course of study for teaching object- and place-based history to students at the middle and high school levels.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I've created an online research journal at <b><a href="http://mvfellow.edublogs.org/">mvfellow.edublogs.org</a></b> and will be writing about new information I discover, links to resources, and how living and working at Mount Vernon is shaping my research. I'll be cross posting some of those entries here at Live American History. </span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Though primarily created for my use in collecting and curating content for my lesson(s), I hope the MV Fellow blog will serve as a resource you can use to add more object- and place-based history education, and more George Washington, in your classroom.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Glad to have you along for the trip,</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">MS</span>Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0tag:blogger.com,1999:blog-4914627700484973122.post-82438992946790207552017-04-29T06:13:00.001-07:002017-05-09T18:22:10.110-07:00Material Culture Minute No. 2 (#TMCM): What can We Learn from a Rail Spike?<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">One theme we explore in 7th and 8th grade American History is movement. Whether trekking across the Appalachian Mountains before the Revolution, steaming up and down the Mississippi, or navigating the dangers and adventure of the Oregon and Santa Fe trails, American history is a history of a moving people. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The expansion of American railroading is a topic of great interest to me, mainly because of how it affected popular culture, material culture, politics, race relations, and the landscape. The second installment of "<a href="http://liveamericanhistory.blogspot.com/2017/04/introducing-material-culture-minute.html" target="_blank">The Material Culture Minute</a>" explores an object deeply <u>tied</u> (I will not apologize for that pun) to railroad history, a rail spike.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/D2HJ35lseUs/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/D2HJ35lseUs?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Below are two videos I've shown in class when discussing American rail culture. Both are the famous song about John Henry, the steel-driving man, but done in two completely different ways. The first is by <a href="http://www.rounder.com/tag/george-pegram/" target="_blank">George Pegram</a> and is done in his traditional old-time way. The second is from the great bluesman, <a href="http://www.msbluestrail.org/blues-trail-markers/fred-mcdowell" target="_blank">Mississippi Fred McDowell</a>. I like students to listen to both and hypothesize why two different cultures embrace John Henry as an integral part of their folk music. </span></div>
<div style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/-2BxKR3moRA/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/-2BxKR3moRA?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/54GNI2K3-ec/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/54GNI2K3-ec?feature=player_embedded" width="320"></iframe><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Remember, all TMCM episodes are available by selecting the <a href="http://liveamericanhistory.blogspot.com/p/material-culture-minute.html" target="_blank">link on the blog</a> and are free to use with a Creative Commons Attribution license in your classroom, if you would like. Also, be sure to check out the <a href="https://docs.google.com/document/d/1oWvmE3W9FhJDHbUj5tGIEehjs3ZIGBKUCDBrbYeB4SI/edit?usp=sharing" target="_blank">TMCM #2 Resources</a> for a transcript, links to accompanying resources, and class discussion questions. This is primarily a resource for use in my classroom next year, but you are welcome to use it to increase object-based history inquiry in your room as well.</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Thanks and keep driving,</span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">MS</span></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/07602925645669446094noreply@blogger.com0