Instructional Strategy Review 1

NAME: Melissa Scott

TITLE: History Frames

SOURCE:  Reading Quest.Org

SITE LINK: http://www.readingquest.org/strat/storymaps.html

DESCRIPTION: History frames are a useful tool for reading comprehension of content literature that helps students take advantage of the useful story map strategy, which they have likely already used for English or Language Arts.The History Frames work by having the students fill out a frame sheet with certain key elements relating to what they are studying, namely:

  1. Characters: Who are the people who were involved in and which ones play major roles and which ones play minor roles?
  2. Setting: Where and when did this event take place and over what period of time?
  3. Plot: This section includes:  a) Problem/Goal – What set events in motion, what problem arose, or what were the key players after? b) Events/Episodes: This section focuses on getting students to summarize by having them provide the sequence of key events best capturing the situations progress, and c) Resolution/Outcome: How was the problem solved and was the goal reached?
  4. Theme:  The larger meaning or what was learned from this

NCSCOS: Depending on the subject matter and lesson plan this strategy is applied to, it can be used to address almost any objectives.

Example:  When delivering a Social Studies lesson about the War of 1812 to 8th graders, a teacher may address Competency Goal 3, Objective 3.01, 3.02, and 3.03.  A student could subsequently use the information presented during the lesson to fill out a frame in this manner:

EXPLANATION/ELABORATION: This strategy should be very helpful for students because it helps them organize the key elements of what they are studying in a meaningful and logical manner, thus aiding in comprehension of the material. After taking an instructional strategy course previously at ASU and experimenting myself with the usefulness of frames in one of my own content classes, I am a believer in them and plan to frequently implement them in my own classroom when I become a teacher.  By organizing information effectively, we understand it much better and thus can likely retain it better as well.

Posted in Unit 3 | Leave a comment

Materials 3 for 8th Grade Social Studies

Melissa Scott

Name of Site:

  1. You Tube – Stories from the Great Depression
  2. Learn NC – Tobacco bag stringing: Life and labor in the Depression
  3. Tar Heel Junior Historian Association

Link to Resources:

  1. http://www.youtube.com/watch?v=TpfY8kh5lUw
  2. http://ncmuseumofhistory.org/collateral/AdviserSupplementSp08.pdf
  3. http://www.learnnc.org/lp/editions/nchist-worldwar/5823

Source (Author–if available):

  1. National Archives
  2. UNC Libraries / Documenting the American South
  3. Tar Heel Junior Historian Association

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

These materials are to be used by 8th grade Social Studies students to complement a lesson plan aligning with the  following NC Standard:

Competency Goal 6:  The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.

Objective 6.01 – Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

Objective 6.04 – Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including women and minorities.

Give a brief description of how the materials would be used:

For the You Tube documentary we would start by presenting a KWL chart on the overhead and working on it as a class.  Before the video we would complete the “Know” section by getting input from the students about what they already know about the Great Depression and its effects on North Carolina residents.  We would review for gaps and place them in “Want to Know”.    Next we would view the documentary as a class then fill out the “Learned” section of our chart.

For tobacco stringing article we would read it as a class on the overhead projector, then participate in a hands-on activity involving making a sample tobacco pouch (teacher to provide all materials).  Students will make note of how long the activity took, and at end be reminded by teacher that in the article it stated that one woman became so efficient she was able to string one thousand pouches per day.

For Tar Heel Historian site we will make the two different brownie recipes provided – one being a rich, chewy Fudge Brownie from a post World-War II women’s magazine, the other being Bargain Brownies from a World War II cookbook with key ingredient substitutions due to food rationing.

Explain why you would use this material with your students. How will the material help your students learn the topic?

The video documentary gives a wonderful and moving overview of the Great Depression and includes footage from that time frame and interviews with survivors that accompany the historical timeline.  This will help expand students knowledge, is more engaging than traditional text (especially for visual learners), and is likely to have more of an emotional impact on the students and thus be more interesting.  The tobacco stringing article provides historical information regarding an important way for rural North Carolina residents to make money as well as providing a good introduction for a hands-on activity.  The brownie recipe comparison is intended to call attention to food rationing (something that most children of today cannot comprehend due to the excessive food consumption of most Americans) and the creativity and tenacity of people during these times, as well as bringing a fun hands-on activity to complement our lesson.

Posted in Unit 2 | 2 Comments

Response to Internet Workshop and Blog publishing

This article explores the topics of having an Internet Workshop to encourage students to utilize the web and the information available, as well as encouraging them to explore how reliable and valid that information is.  The students must be taught that obtaining accurate information is crucial and that with the vast offerings of information on the free-access internet, not all sources are reliable.  The Web is a wonderful and indispensible tool for the classroom, but must be used with responsibility and a Workshop is a great way to encourage this.  The article also explores blogs, which are becoming increasingly popular as a way for students, teachers, parents and the community to communicate and keep informed.  This format allows for creative expression, topic exploration, meaningful discussion and feedback.  It is a very useful tool and I plan to have a class blog when I teach and integrate blogging into my curriculum to enhance instruction.

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Materials 2 for 8th Grade Social Studies

Melissa Scott

Name of Site:

  1. The Rise and Fall of Jim Crow
  2. Prints & Photographs Reading Room

Link to Resources:

  1. http://www.pbs.org/wnet/jimcrow/index.html
  2. http://www.loc.gov/rr/print/list/085_disc.html

Source (Author–if available):

  1. PBS
  2. Library of Congress

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

This is to be used by 8th grade Social Studies students to complement a lesson plan aligning with the  following NC Standard:

Competency Goal 5:  The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930

Objective 5.05 – Assess the influence of the political, legal, and social movements on the political system and life in North Carolina

Give a brief description of how the materials would be used:

Students will be directed to print out 3 pictures of their choice from the Reading Room images.  They will write a few sentences about each picture as to why they chose it in an attempt to make them absorb the impact of the picture and explore their reactions.

For the Jim Crow web site, students will be divided into 3 groups.  One group will be responsible for representing the interactive historical timeline by each student choosing an event within it, which they will orally relate to the class.  One group will be responsible for representing the Jim Crow narratives by each student choosing the story of a person of their choice, which they will orally relate to the class.  One group will be responsible for representing the interactive map by choosing a location of a significant event, person or milestone and then orally relating it to the class.  After the students have all presented their information, there will be a class discussion exploring the issue of segregation and what they have learned.

Explain why you would use this material with your students. How will the material help your students learn the topic?

These materials give the students a dramatic and detailed look at what it was like to be a victim of segregation.  They see and read about the violence, discrimination, and poverty of both the African Americans and those who challenged segregation.  By orally recounting what they have learned preceding a class discussion, they are reinforcing and expanding their knowledge.  Through the interactive historical timeline and through the political history defining the roles of President, Congress and Supreme Court, they can see government response to segregation and see what a difficult battle it was to end something so seemingly outrageous to us now.  On a larger scale, making students aware of past civil injustices will help make them more socially aware and sensitive, as well as understanding the importance and difficulty of initiating social change when people are being victimized.

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Reflection – Swashbuckling Adventures on the High Sea: Classroom Activities for a Unit on Pirates

In this article the author explored several effective strategies that assisted a study unit on pirates.  The Double Entry Diary (DED) is a great tool to help students.  This double column entry method helps students locate important information in text and monitor their own comprehension.  In one column they record specific information and in the other column they record their responses, reactions, and corrections.  They also utilized a Data Retrieval Chart, which is a graphic organizer that helps students organize information as they read, analyze it, then evaluate it.  Graphic organizers are widely accepted as a very useful tool for students in most subject matters and I definitely plan to utilize them in my classroom.  Lastly, the students used the information they had gathered to create a “Wanted” poster for the pirate they chose.  Integrating visual and creative exploration of subject matter engages most students, especially those who don’t enjoy reading and writing.  In addition, creating the “Wanted” posters was fun.

The thing that I gained the most from this article was the reminder that anytime we can make a lesson engaging and fun, the students are going to gain more from it.  In today’s times of vast educational research material availability and access to a multitude of resources, teachers have every opportunity to make learning fun.

Posted in Unit 2 | Leave a comment

Reflection – Pirates in Historical Fiction and Nonfiction: A Twin Text Unit of Study Unit

This article overviewed different approaches designed to facilitate students understanding of a study unit on pirates.  There were many engaging approaches that the teacher used to further student knowledge and interest.  They started by piquing curiosity by having pirate music playing along with ‘pirate’ artifacts being placed around the room to set the mood.  Students also were divided into groups rotating through the room making notes as a precursor to a KWL discussion during which they could communicate with their peers to compare and reshape knowledge and conclusions.  They were also required to keep a Pirate Diary Notebook which facilitated the KWL theme, engaged in side by side activities such as collecting information from the internet and DVD’s , and read both historical and fictional pirate accounts.  The pairing of exploring a subject matter by reading both narrative and expository texts is something that I plan to explore in my classroom.  In addition to boosting comprehension and knowledge, this approach is much more interesting because it gives students a chance to gain an accurate knowledge base from the nonfiction material while being supplemented by the often more interesting fictional material.

Of all the ideas presented in this article, I especially liked the technique of piquing students curiosity when they first entered the room because sometimes we never do anything initially to engage the student’s interest, which means we are vying for their attention throughout the lesson.  If we can get them ‘hooked’ at the beginning, our chances for success are much greater.

Posted in Unit 2 | 1 Comment

Materials 1 for Social Studies in middle grades

Melissa Scott

Name of Site:

  1. Born in Slavery – Slave Narratives from the Federal Writer’s Project, 1936-1938
  2. Documenting the American South
  3. You Tube – The History of Slavery in America (Parts 1, 2 and 3)

 

    Link to Resources:

    1. http://memory.loc.gov/ammem/snhtml/
    2. http://docsouth.unc.edu/neh/jonestom/jones.html
    3. http://www.youtube.com/watch?v=Jc1RbUxQv4E&feature=watch_response

    http://www.youtube.com/watch?v=YPXHrMDvBm0&feature=related

    http://www.youtube.com/watch?v=MZkpU_ioRKw&feature=related

    Source (Author–if available):

    1. The Library of Congress
    2. University Library of UNC Chapel Hill – Thomas Jones
    3. CombinedOccupancy on You Tube

      Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course):

      This is to be used by 8th grade Social Studies students to complement a lesson plan  aligning with the  following NC Standard:

      Competency Goal 3:  The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century

      Objective 3.04 – Describe the development of the institution of slavery in the State            and nation, and assess its impact on the economic, social and political conditions

      These materials provide first hand written and oral accounts by slaves that details what life was like during the era preceding the abolishment of slavery, as well as an excellent documentary overviewing the history of slavery.

      Give a brief description of how the materials would be used:

      For slave narratives:  Students would be directed to read three pages from the memoirs of slave Tom Jones and then pick one of the 8 slave narratives to read from the Federal Writer’s Project.  They would then be asked to write a paragraph talking about how the daily life of how their own life compares to that of a slave.

      For video documentary: Students would watch the videos as a group after being told that after the video they would be expected to write down three things that surprised or upset them the most after watching the documentary.

      Explain why you would use this material with your students. How will the material help your students learn the topic?

      Reading first hand accounts of slave experiences by former slaves gives great insight as to the cruelty and injustices that slaves endured.  These first person accounts are very engaging and provide a much more intensive and comprehensive picture of slavery than what is typically provided in traditional text books.  The accounts are deeply moving and should foster a sense of sympathy in the students and make them aware of the need for social equality, and how was one of the precursors for the Civil War.  Seeing the video documentary provides an excellent coverage of the scope of slavery from the beginning until it was outlawed.  It also has compelling accounts of life during the times of slavery and pictures made during that era that show the poverty and cruelty slaves endured during that time.  Seeing a video is typically more engaging than reading a traditional text, covers a broad time frame and scope quickly,  and greatly assists the visual learners.

       

      Posted in Unit 2 | 1 Comment