Suggestions For Apsi From Billie Jean Clemens

In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).

Why is there racial tension and political dissension in America? Why did Russia feel its Crimean invasion was justifiable? How did China become an economic power? These questions are answered by a proper understanding of history, helping us to better comprehend the world of 2015. Education’s role needs to be thus: to prepare students as learned individuals and to exist in such an international community. This is why I think history is still incredibly relevant despite focusing on the

In The Death of History is Bunk, Patrick Watson argues that the decrease of historical content in the curriculum does not indicate that history, as a subject, is declining. While many complain about the decreasing prominence of history classes in Canadian schools, the content of those classes is excessively dull as it consists of memorizing lists of facts. Despite this, there are still protests that knowledge of “defining events” is required to contribute to “the National Conversation”. However, history is not so simple as a list of events—it is the sum of the small happenings in society around the events. A whole variety of factors influence history, which is created by the common people. Unlike Americans, who turn to their constitution for

I think that next time I plan for these methods of assessments, I should create a good series of questions, which could give me a better understanding of the learner’s knowledge.

Sam Wineburg’s Thinking Like a Historian is a well thought out document about the importance of not simply memorizing the facts of history but encouraging students to learn and discover history themselves thought primary sources. I agree with Sam on the importance of students using logic and discovery skills instead of just memorizing facts. When I discover something myself it makes it more personal and easy to relate to than just being lectured at. I found it interesting that many historians argue over the meaning of facts and the intentions of historical figures. The goal of historical thinking is to teach students to second guess their first opinion when reading a document and to think for themselves.

She carries the audience through her argument in a logical sequence. First, she makes her claim that student do not know history and explains her reasons (250). She then elaborates on what history students are taught and what exactly is wrong with the methods by which they learn (251). After this, she explains the job of a historian to the reader – how historians confront primary sources to “make some sense of what once happened” (252). To end the article, Simon describes how students can better learn history through exploring primary sources (253). This structuring and organization helps the reader to understand and to believe Simon’s

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic

The student’s will be asked how they think we know about history (For example, they might say “pictures”) and they will get to ‘think, pair, share’.

History is a remarkable subject that offers and eagles eye view into the past. With textbooks such as, Hist3, a great deal of interesting information can be acquired. However, a common misconception runs rampant through students minds; the idealism that history is useless and that the subject is that of a drag. Who can blame them? Our text books can only do so much in terms of providing the means in educating ourselves when we’re not in a class room and when given the opportunity to appear in class we have the luxury of (hopefully) having and interesting professor to enlighten us on all the side conflicts, affairs, and bloodshed that has happened. Even so, when we as students have exhausted the book and our instructors, we have the privilege

The common core standards for history are totally changing the way it has been taught in schools for years and I’m excited to be part of that change. The new focus on teaching critical inquiry in history classes so that the student make more connections rather than memorizing dates is not new for all teachers but it is now the new standard. I’m looking forward working in my classroom and designing new curriculum for my students.

Means of Assessment (Describe briefly here, and attached below in each lesson): After you describe your assessment, mention how you will differentiate for a student with special needs (e.g., struggling reader, English language learners): The students will be assessed on the 13 colonies by presenting to the class the information they found on their assigned colony and completing a foldable graphic organizer. For the French and Indian War students will be assessed by being given a reflective worksheet where they are asked to reflect on what they learned about the French and Indian War. The lesson over the Stamp Act will include a game that serves as the formative assessment. Day 5 will cover the Boston Massacre. The students will be given a reading for homework and then will answer questions that go along with the reading. On the last day, after discussing the Boston Tea Party, the students will be given homework. The homework is a worksheet answering questions over the Boston Tea Party. Finally, we will be giving a summative assessment. The assessment includes creating an interactive timeline where students will have to draw in the major events we have talked about. Once they have

Mrs. McPhee is not meeting any state standards that will prepare her students for the test nor next year’s material. She is simply relating history to what her students would possibly like to learn about, instead of teaching them what they need to learn about. If Dr. Gutierrez was to agree on Mrs. McPhee’s proposal, Dr. Gutierrez would face several issues as well. She would hear that her 8th grade history department was “watered down” in several different areas. This new history curriculum would not touch on the areas of elected officials, foreign affairs, and several other important pieces of history.

Department of Education gave recommendations of the history summit to Tony Taylor, professor of education at Monash University to develop into a curriculum

Out of Seixas’s six historical thinking skills, identifying continuity and change should be emphasized more. These two skills provide a great way for students to learn functionally, when discussing topics of history and pondering ideas. Firstly we will look at how identifying continuity and change, helps to provide a fundamental way to organize the complexity of the past. In history, change can happen at different places at different times. It is important for students to recognize change and where it is happening. If a student cannot recognize where change occurs, they will not understand what is happening and where it is happening. Some things in history change and others do not. An example of such would be, in the 1500. While other countries

Historical skills that students will use to acquire the knowledge and understanding of history within this resource include; interpreting a variety of resources (using primary and secondary resources), understanding chronological order, identify different perspectives and be able to pose a range of questions to develop further inquiry. This resource contains a variety of activities and multiple learning methods including exposition writing, debates, museum visits, hands on interactive activities, chronological timeline investigations and much more. Other curriculum subjects that can be further investigation throughout this resource include politics, science and technology, which is showcased throughout the