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Facing History in the Classroom. Tom Thorpe – Upper School English Teacher, Colorado Academy. Core learning, Scope & Sequence. Core learning principles. Facing history scope & Sequence. What do we do with a variation. The Problem we all live with. 1964 by Norman Rockwell - PowerPoint PPT Presentation
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FACING HISTORY IN THE CLASSROOMTOM THORPE – UPPER SCHOOL ENGLISH TEACHER, COLORADO ACADEMY
CORE LEARNING, SCOPE & SEQUENCECORE LEARNING PRINCIPLES
FACING HISTORY SCOPE & SEQUENCE
WHAT DO WE DO WITH A VARIATION
1964 by Norman Rockwell
Ruby Bridges Hall on her was to 1st grade in Little Rock
THE PROBLEM WE ALL LIVE WITH
8TH GRADE HUMANITIES CURRICULUMENGLISHWarriors Don’t CryEmmett Till EssayTo Kill A MockingbirdAgents of Change Research paperLit Circle: A Raisin in the Sun, Of Mice and Men, House on Mango Street, and Animal FarmRed Scarf Girl or Balzac and the Little Chinese Seamstress
US HISTORYUS Civil Rights – ChoicesConstitution/civics – mock congress activityUS Civil WarWorld War II & Nuremberg Trials - Holocaust and Human BehaviorThe Cold War & Chinese Cultural Revolution – various resources
What does it mean for an event to be pivotal?
Choices, consequences, and reaction to behavior. Civil rights
Historical context – lynching, Jim Crowe, rise of the media, precedents of Civil Rights actions, WWII and military integration
Essay – choices coupled with historical context
What makes an event pivotal?
Rubrics, models, primary sources, etc.
EMMETT TILL ESSAY
EMMETT TILL’S FUNERAL
Is there justice after genocide? What is it?
What role does the state and the international community play in deterring such perpetrators?
Are these the most effective institutions?
“All told, in our time [the last 100 years], there have been more than 100 million innocent victims of genocide—more than all the combat deaths in all the wars fought during that time everywhere in the world. Based on the human toll alone, genocide and mass slaughter are worse problems plaguing humanity than war.”
WORSE THAN WAR – UDHR & TRANSITIONAL JUSTICE
RED SCARF GIRL AND BALZAC AND THE LITTLE CHINESE SEAMSTRESS – CIVIL RIGHT IN CHINA
SCATTER THE OLD WORLD, BUILD A NEW WORLD, CIRCA 1967
CHAIRMAN MAO GOES TO ANYUAN, CIRCA 1968
Choose one of the following:- Completely Agree- Agree- Disagree- Completely Disagree
FOUR CORNERS DEBATE Statement 1: The needs of larger society are more important than the needs of the individual.
Statement 2: The purpose of schooling is to prepare youth to be good citizens.
Statement 3: Individuals can choose their own destiny; their choices are not dictated or limited by the constraints of society.
Statement 4: One should always resist unfair laws, regardless of the consequences.
Statement 5: I am only responsible for myself.
To what stage of the Facing History Scope & Sequence, or continuum, do you relate to most as an educator? Which stage would make the greatest impact on student learning?
Tom Thorpe – [email protected]
Dave Fulton – [email protected]
CONCLUSION
