Embed Size (px)
Citation preview
• Introduction/Goals• Active Learning Strategies:
Carousel Brainstorming Vote On It! Flexogeneous Reading Groups Identity Crisis
• Using Primary Sources for Active Learning: Photograph Activity: Divided Photographs• Other Ideas: Point of View, Rewrite Documents—Own
Words, Anticipation Guides, What Happened Next?, Compare/Contrast, Unanswerable Questions
Analyzing Letters Activity• Door Prize Drawing
Presentation Outline
Why Use Active Learning Strategies?
• Improve recall of learning
• Create a link between learning and body
movement (kinesthetic)
• Utilize many modes and senses
• Lots of content into a small amount of time
• Vary in length and commitment
• Support cross-curricular connections
• Easily differentiated
Why Use Active Learning Strategies?
• Develop higher-level thinking skills
• Allow for interaction and immediate feedback
• Require cooperative groups
• Use multiple intelligences
• Meet social studies standards
• Develop literacy skills
• Teaches through multiple perspectives
Now, we are going to do an activity called Carousel
Brainstorming.
Each group will get a marker. Keep it with you
throughout this activity.
Go to each sign and write your answers.
When I say move, go to the next sign
(in clockwise order).
Let’s Try It!
Find your copy of the résumés in your handout.
Read the résumés carefully and decide
who you would choose to be
president of the new country.
Talk with your neighbors to see
what those around you think.
In less than five minutes, we will go over your choices
and I’ll tell you who each of the men was.
1
2 4
3
Vote On It!
Let’s Try It!
Résumé #1• He was elected as a delegate to the first and second
Continental Congresses.
• He helped draft and signed the Declaration of Independence.
• Largely through his influence, George Washington was appointed commander-in-chief of the Continental Army in 1775.
• He served in France, the Netherlands, and was a U.S. Diplomat to Great Britain.
• He served as vice president of the United States under George Washington, and therefore was in an excellent position to become the second president of the United States.
Résumé #2• He was a skilled lawyer and orator. He delivered in a
thundering voice the most famous speech of the era.
• At the Virginia Patriotic Convention, he helped draft the state’s constitution and bill of rights.
• He later went on to serve as a member of the Virginia legislature and as governor of Virginia for two terms.
• This individual resisted ratification of the U.S. Constitution because he feared the loss of states and individual rights—this fight led to the early adoption of the Bill of Rights.
Résumé #3• He served as the PA representative in London, where
he helped to repeal the Stamp Act and argued for American representation in Parliament.
• As a member of the Continental Congress, he helped organize the American postal system and began negotiations with the French.
• He helped draft the Declaration of Independence.
• A welcome and noted diplomat, he was commissioner to France and negotiated the peace treaty with Great Britain in 1783.
• A member of the Constitutional Convention of 1787, he urged the delegates to accept and sign the Constitution.
Résumé #4• He was the third president of the United States and
author of the Declaration of Independence.
• He also wrote the Virginia Statute on Religious Freedom, which established the principle of the separation between church and state.
• He was responsible for the passage of many laws, including ones providing for public schools and libraries.
• He served as governor of Virginia and became minister (ambassador) to France in 1785.
• His presidency was marked by the Louisiana Purchase and his sending of Meriwether Lewis and William Clark to explore it.
Résumé #5• He was a noted brigadier general who served under
Washington from 1776 to 1779.
• He was an imaginative and enterprising general. With Montgomery, he led the invasion of Canada in 1775. He was a hero at the Battle of Saratoga.
• He is one of the most well-known traitors in American history.
• He turned traitor to the American cause when he felt that he was not receiving the necessary recognition for his services from the Continental Congress, where he was repeatedly passed over for promotion.
• He died an unhappy man in poverty.
Résumé #6• This man was the commander-in-chief of the colonial
army in the Revolutionary War.
• Following extensive military experience and command during the French and Indian War, this individual was recalled from his duties as landowner and planter in 1775 and was offered the commission of Commander of the Continental Army.
• This individual later became the chairman of the Constitutional Convention in 1787.
• Two years later, he became the first president of the United States—helping to create the departments (such as the cabinet) and the traditions of the new government.
Let’s Try It!
Flexogeneous Grouping
If you were living in this time period, describe in detail what you would find most disturbing and want
to change.
Let’s Try It!
Identity Crisis
A number of key figures from American and world history are in this room. Can
you guess which one you are?
What Are Primary Sources?
Primary sources . . . • are items that give a firsthand view of an event.• are “actual, tangible evidence that exists today that
links us to the past and to those individuals who came before us.” --NARA
• exist in many different forms: photographs, government documents, artifacts, sound recordings, audio recordings, cartoons, posters, speeches, diaries, etc.
Primary sources . . . • are items that give a firsthand view of an event.• are “actual, tangible evidence that exists today that
links us to the past and to those individuals who came before us.” --NARA
• exist in many different forms: photographs, government documents, artifacts, sound recordings, audio recordings, cartoons, posters, speeches, diaries, etc.
Primary sources . . . • prompt students to ask questions.• provide authentic nonfiction reading materials.• allow students to see different points of view.• encourage students to compare and contrast
evidence.• help students understand continuity and change over
time.• enable students to consider bias and the validity and
reliability of sources.
Primary sources . . . • prompt students to ask questions.• provide authentic nonfiction reading materials.• allow students to see different points of view.• encourage students to compare and contrast
evidence.• help students understand continuity and change over
time.• enable students to consider bias and the validity and
reliability of sources.
Why Use Primary Sources?
• For each part of the picture that I am about to show you, let’s talk about what you see.
• Then, use those details to make 2–3 inferences.
• Finally, we will make 2-3 inferences about the whole picture.
Let’s Try It!
• Find multiple images of real historical figures and compare them to the real person and each other.
• For example, use Pocahontas.
Let’s Try It!
T
• Write two or three quick questions about a photograph.
OR• Have students what unanswered
questions about the photograph and list how they could find the answers to their questions?
Let’s Try It!
When was this picture taken? Which direction are they facing?
What are some descriptive words about these soldiers and their equipment?
Now, let’s compare and contrast the soldiers in all three eras. What is constant? What has changed?
You will be handed a letter from one of four
war eras.
In your small group, read the letter and be
prepared to answer the questions.
We will get back together in about five
minutes.
Let’s Try It!
What does the letter tell you . . .
• about the war?
• about technology at the time?
• about economics?
• about family life on the home front?
Let’s Try It!
