Time Traveler’s JournalTime Traveler’s Journal::

Journaling in the Social Studies Journaling in the Social Studies Classroom to Promote Deeper Classroom to Promote Deeper

Student Connections to Student Connections to CurriculumCurriculum

Dottie Aldrich

Windsor Knolls Middle School

MWP / Towson SCED 605

AgendaAgenda

IntroductionsIntroductions RationaleRationale Standards/objectivesStandards/objectives BackgroundBackground Lesson DemonstrationLesson Demonstration ReflectionReflection

RationaleRationale

Students who write well in LA classes Students who write well in LA classes often do not transfer those skills to other often do not transfer those skills to other academic classes.academic classes.

Writing helps students explore topics and Writing helps students explore topics and make deeper connections to the material.make deeper connections to the material.

Journaling, with feedback from the Journaling, with feedback from the teacher, helps to improve student writing teacher, helps to improve student writing and thinking skills.and thinking skills.

ObjectivesObjectives

SS.AS1.20.03 – Analyze situations that illustrate SS.AS1.20.03 – Analyze situations that illustrate conflicts between conscience and respect for conflicts between conscience and respect for authority.authority.

SS.AS1.20.03b. – Analyze the growing tension SS.AS1.20.03b. – Analyze the growing tension between England and the 13 colonies.between England and the 13 colonies.

LA.800.40 – Write to Inform by developing and LA.800.40 – Write to Inform by developing and organizing facts to convey informationorganizing facts to convey information

BackgroundBackground Historical simulations allow students to immerse Historical simulations allow students to immerse

themselves in the activity. Helps them to gain additional themselves in the activity. Helps them to gain additional insights into the time period and events.insights into the time period and events.

In the “Road to Independence” unit of AS1, students are In the “Road to Independence” unit of AS1, students are first assigned a specific character to adopt for the first assigned a specific character to adopt for the remainder of the unit.remainder of the unit.

Students research that character and produce a short Students research that character and produce a short biography in order to know how that character would biography in order to know how that character would react to classroom activitiesreact to classroom activities

Students are to remain in character AT ALL TIMES in Students are to remain in character AT ALL TIMES in class.class.

For this presentation, participants will work in partners. For this presentation, participants will work in partners. One will be a patriot and one will be a loyalist.One will be a patriot and one will be a loyalist.

Road to IndependenceRoad to IndependenceToday’s PlanToday’s Plan

Warm-up: Fact-findingWarm-up: Fact-finding Direct Instruction – video clipDirect Instruction – video clip Personal responsePersonal response Think/Pair/Share – “the other side of the Think/Pair/Share – “the other side of the

coin”coin” To the Books!To the Books! Partner workPartner work Time Traveler’s Journal entryTime Traveler’s Journal entry

Fact FindingFact Finding

Examine the image in your packet. Circle Examine the image in your packet. Circle at least three things you see happening at least three things you see happening and describe them in space provided.and describe them in space provided.

Check your facts: Check your facts: “The Boston Massacre”“The Boston Massacre”

Watch the following video clip. Check Watch the following video clip. Check what you saw in your image against what what you saw in your image against what actually happened.actually happened.

http://http://player.discoveryeducation.com/index.cfm?player.discoveryeducation.com/index.cfm?guidAssetIdguidAssetId=EEA88C86-7298-4E01-A534-CB116640=EEA88C86-7298-4E01-A534-CB11664010F6&blnFromSearch=1&productcode=U10F6&blnFromSearch=1&productcode=USS

Personal Response Personal Response

On the next page of your journal, write a On the next page of your journal, write a short response to what happened in the short response to what happened in the “Boston Massacre” “Boston Massacre” based on how your based on how your character would view the incidentcharacter would view the incident..

Think/Pair/Share – Think/Pair/Share – “the other side of the coin”“the other side of the coin”

Now, exchange journals with your partner. Now, exchange journals with your partner. Read what your partner wrote and write Read what your partner wrote and write your response to your partner’s your response to your partner’s comments. Be persuasive. You want to comments. Be persuasive. You want to change his/her opinion to possibly prevent change his/her opinion to possibly prevent war!war!

Remember to stay Remember to stay

in character!!in character!!

To the Books!To the Books!

In class, this is where we would go to the In class, this is where we would go to the textbooks. Instead . . . textbooks. Instead . . .

Read the short Wikipedia article for some Read the short Wikipedia article for some additional background on the “Boston additional background on the “Boston Massacre.”Massacre.”

Partner TimePartner Time

Work with your partner to compare your Work with your partner to compare your two images. Identify key differences and two images. Identify key differences and how those differences reinforced your how those differences reinforced your character’s perception of the incident.character’s perception of the incident.

Time Traveler’s JournalTime Traveler’s Journal

Read all 5 possible prompts and select Read all 5 possible prompts and select one. one.

Respond to that prompt on a sheet of Respond to that prompt on a sheet of paper. paper.

Remember to:Remember to: Write in complete sentences.Write in complete sentences. Support your points with facts from the text Support your points with facts from the text

and video.and video.

ReflectionsReflections

Questions?Questions? Last wordsLast words 3 – 2 – 1 – DONE!3 – 2 – 1 – DONE!