This semester I observed two American history lessons. The grade levels were 7th and 8th grade. The lessons were taught differently and the teachers used different approaches and strategies. Both classrooms had active class participation and engagement. Observing these classes has offered me new insights on teaching American history to different grade levels.
The first class I observed was a 7th grade American history course. The topic that was being taught was the Bill of Rights and the 27th amendments. The teacher created a project for students that they have been working on a few days prior to my visit. The project required students to work in collaborative groups of five. The teacher created a scenario in which there was a new constitutional
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convention. Each group represented a different state and each state had to come up with a new proposition to share at the convention. The scenario stated that there could only be 10 amendments. Groups can combine, delete, or create their own amendments. Each member in the group had a specific part. The teacher provided students with materials to help them study and create their own amendments. Students had access to schools computers, the library, textbook, and databases. Each group represented a different state. Students had to present their proposals to the rest of the class divided into groups that represented different states. To pass through the first proposal the state needed 2/3rd of the class to vote yes on their proposal. The next stage would involve 4 out of 5 states to vote yes. This assignment provided students with a stimulation of what occurs in congress. It also allowed them to study the amendments and research them. The teacher used many instructional methods to help students during their project. She started the lesson with reviewing with students what was expected of them. She reviewed how students would be presenting their proposals and explained how students proposal would pass through to the next stage. She even modeled the setup of the presentation and proposal. She wrote on the board the instructions explaining how 2/3rd of the class had to vote yes to pass through the first stage and did the math so students would know how many votes they would need. She also used a PowerPoint with visuals to explain the process. Students began the lesson knowing exactly what they would be doing throughout the class period. She had access to the school laptops and allowed each student to grab a laptop. She then gave students a few minutes to review with their groups and go over any last minute touches.The teacher made sure to walk around the room and observe each group. She spoke to each group and made suggestions and gave each group feedback on their work. She then began the presentation process. Each group presented their proposal in a PowerPoint with visuals. Each member of the group spoke during the presentation. After the group presented, the teacher would ask the group and the class a few questions to get a discussion going. The class actively participated to answer questions. Then the teacher would start the vote to see if the state got through the first stage of proposals. She kept track of the results on the board so that the class could see the results. The teacher ended the lesson after a few presentations and the second stage of the proposals would resume over the course of the next few days. The teacher concluded the lesson by asking students how they felt trying to win over 2/3rd of the class. The teacher made connections on how this is similar to how congress works. The objectives of this lesson included students identifying and listing the amendments. It also involved collaboration with other classmates in order to create a project to share with the rest of the class. Another objective was that students got to demonstrate their understanding of the amendments. They also compared and contrasted amendments in order to create their own list of amendments. Students would also demonstrate research skills and analysis of primary and secondary documents. The final objective was for students to list amendments and present them to the class. The NCSS content standard was Power, Authority, and Government. The teachers instructional methods aligned very well with the NCSS pedagogical standards. The teacher provided students with learning development by spending time learning about the amendments before the project. She also provided students with an abundance of materials to build their knowledge on. She also factored in different learning styles and made sure to include reading materials, visuals, and hands on work for this project. This project allowed students to show critical thinking and problem solving skills by creating their own list of amendments. The teacher also created active learning and motivation by creating a scenario for students and allowed it to relate to how congress works. The group work provided students with collaboration and for students to share ideas and learn from one another. She also factored in assessment and reflection for this lesson. The teachers instructional methods were very effective. Students were actively involved in the project and the group work and were eager to participate in discussions and share ideas. The second class I visited was a 8th grade class.
The teacher was teaching a unit on World War I. The class began the class with a do-now. The do-now included a question students had to answer and discuss with their groups. The question asked students if they believed the U.S should get involved in the global conflict? Students were seated in groups of three. The groups had active participation. The teacher walked around the classroom observing groups and checking homework from the night before. The teacher asked groups to share their thoughts and defend their position. This led to a group discussion. The teacher then turned their attention to an upcoming project on World War I. Students would be working on the project for the next month. The project included 5 choices and students would pick one that best fits their interests and learning styles. Students could create a propaganda poster, write a letter as a soldier, re-enact a scene or event from the war, create a video, or write a research piece. The project would involve students looking at primary documents and research to create their project. The teacher modeled the different projects and provided templates students can use on their project. She also provided students with examples they can use. The teacher also left the project opened and asked students if they had any other ideas for the project that they can come talk to her. She then asked if students had any ideas of which project they want to do. Students responded and seemed eager about the project and all the choices they had. Then the class turned their attention to the Power Point. Students have already started reading about the U.S neutrality and ways in which the U.S was getting pulled into the war. The Powerpoint included visuals and primary quotes of different historical figures who were for and against the U.S entering the war. The teacher handed students whiteboards and had them brainstorm with their groups the pros and cons of going to war.
Groups then shared what they wrote and led to another discussion. Then the class watched a short video that gave a visual to the material that they were learning. Then the teacher handed the class notes that they would be reading together and highlighting. This allowed students to have the important information and to go through it as a class as to how and why America got pulled into war. The class ended with a discussion on the notes. The objectives of the lesson included students identifying the factors leading to America entering World War I. Another objective was students listing the pros and cons of entering the global war. Another objective was to compare and contrast different perspectives on entering war. The NCSS content standard was Power, Authority, and Government. The teacher instructional methods also aligned with the NCSS pedagogical standards. The teacher had appropriate lesson development and the lesson transitioned smoothly between different ideas and materials. The teachers instructional methods were very student centered and discussion based. The teacher motivated students with a question that got them thinking to start off the lesson. Students worked in their groups to do the do-now and for the brainstorming activity. The group work allowed students to share ideas and concepts. The teacher walked around the room as each group brainstormed and observed how they were doing. The teacher used effective questioning throughout the entire lesson. Her questions allowed for inquiry learning and collaborative group work. Her questions allowed for students to think critically as well. Many students participated and discussions were active and alive. She included reading materials and visuals in her lesson to meet different learning styles. She also accounted for multiple learning styles with the class project that allowed for many different choices to fit different learning styles. Her instructional methods were very effective and encouraged students to think critically and actively participate in discussions. For this course I observed two American history classes and saw different lessons and instructional methods. Both classes had effective instructional methods and led to active class participation and discussions. I observed many different ways to teach a lesson and to engage students in the material. This experience was very beneficial and taught me a lot about teaching American history.
The classroom in video case 42 was made up of 12 English language learners. The students were learning U.S. History content vocabulary in small, collaborative, interactive groups. The teacher used visuals – words written on a white board, a graphic organizer of the concept definitions, and a Power Point presentation with pictures and simple definitions. The teacher provided background knowledge through the use of textbooks, so the children could be successful in future history classes. The teacher used songs to assist the auditory learners in the class as well as a video to further assist the visual learners to see the concepts from the lesson in context. All of these resources were culturally appropriate as English language learners often learn best when a lesson is developed through multiple strategies and with a variety of resources.
Why do children graduate high school without fully understanding concepts that relate to the core subjects of Math, English, Science, and History? Because education is unequal in America. Sociologist Doctor James W. Loewen and award winning writer Jonathan Kozol agree that classicism is to blame. Loewen also believes that history textbooks take some of the blame, for the student’s ignorance of inequality within education. Loewen and Kozol make great points on classicism, and it is important to understand how classism and textbooks affect education, and also to think of solutions to the problem.
In the book, “Rereading America” by, Gary Colombo, Robert Cullen, and Bonnie Lisle, it starts off on page 210 describing a well educated Black Man of the times in 1960s. “Born Malcolm Little; Malcolm X was one of the most articulate and powerful leaders of Black America during the 1960s. A street hustler convicted of robbery in 1946, he spent seven years in prison, where he educated himself and became a disciple of Elijah Muhammad, founder of the Nation of Islam” (p.210). Here I want to focus on the strength of a single black man in the 60’s and what it was like to be uneducated as an African American. The many struggles of a black person in general were enough, but a black man had it hard.
In the Midwest, farmers were losing their land to mortgage foreclosures. American tourist deaths were attributed to a terrorist attack. A president known for his effective use of the media governed the United States. The U.S. cooperated in a change of government in the Philippines. Parents and churches criticized motion pictures for eroding American morals. And Appalachian State, after setting a new enrollment record, received favorable publicity in a national magazine. Sound familiar? Think again; you're 55 years off. The year was 1934 in the U.S.A.
The years after the civil war left one half of America, the north, satisfied and the other half, the south, mostly dissatisfied. Therefore the last third of the nineteenth century, 1865-1900, was a time period in which America was mending, repairing, improving, reshaping, and reconstructing its society, economy, culture, and policies. Basically it was changing everything it stood for. This continual change can be seen in the following events that took place during this time. These events are both causes and effects of why America is what it is today. These are some examples: the reconstruction of the south, the great movement towards the west, the agricultural revolution, the rise of industrialism, the completion of the transcontinental railroad, and America's growth to gaining world power. All of these are reasons and events that characterize America as being an ever-changing nation.
Even before the eve of the Revolution, the colonists constantly had the image of independence lingering in the back of their heads. The colonists felt that they were first on a loose leash, and as that leash tightened over the years, the colonists began to understand their true culture and identity. As time passed, the colonists developed a greater sense of their identity and unity as Americans and by the eve of the Revolution, even though at first the colonists were unorganized and had problems with being united, they remained determined to gain their identity and unity as Americans.
Many people see history as a set of facts, or as a collection of stories. The reality, however, is that history is a fluid timeline. Each act of an individual or a group has an effect on others. Each moment in history is a building block that, good or bad, contributes to the stability of the next. This can be seen clearly in American history, as there have been several developments since the 1800’s that have played major roles on the growth of the nation.
Rereading America: Cultural Contexts for Critical Thinking and Writing written by; Gary Colombo, Robert Cullen, and Bonnie Lisle, Eighth Edition, published April, 2007 by Bedford/St. Martin’s, is a textbook about writing and critical thinking. In the first chapter of Rereading America: Cultural Contexts for Critical Thinking and Writing, “Thinking Critically, Challenging Cultural Myths”, the Authors begin by setting a relatable scene of what it’s like for a college student. How a new found independence can be overwhelming, especially with regards to critical thinking, showing that what we have learned, needs to be re-evaluated and that an open mind in essential. "What Is Critical Thinking" In this section of the chapter the editors explain what it means to be a critical thinker. They explain that critical thinking is not just studying dates and facts, but rather taking those facts and examining them. The editors then proceed by explaining how having an open mind, and taking others' perspectives into account when formulating our own opinions on what the author is trying to say to us is important. A critical thinker takes all aspects into account and reflects on personal experience as well. The editors also point out that different cultural experiences bring different opinions. They suggest that we need to become active learners, continuously questioning the meaning behind everything, testing not only the theories of others but also our own experiences and analyzing the text rather than going for the obvious. They show that thinking outside the box is the epitome of critical thinking. Basically, we need to step outside our comfort zones and what we have always been taught. The editors also suggest that we need to re-evaluate our per...
The United States was only a country for about 15 years before the basic way of life for people in the country changed drastically. We developed politically and economically, expanded westward and divided along sectional borders. However, these are not the only characteristics that define this time. 1790-1860 was a period of rapid industrialization, market revolution and changing social order. This was largely due to advanced methods of transportation, mechanization and the changes in women’s roles.
The word progress has several different meanings. These definitions played a vital role in American thought. From the initial immigrants to the first government, progress was always on the American mind. Wars were fought on the grounds on progress. The first United States president represented progress. Everything America stands for is based on the progression of its people.
Zinn, H. (2007). Why Students Should Study History. In W. e. Au, Rethinking Our Classrooms, Volume 1 (pp. 179-181). Milwaukee: Rethinking Schools.
The topic(s) that will be discussed in this paper include Laws and Federal Policies during early American history. The material discussed in this paper comes exclusively from Exploring American Histories by Nancy A. Hewitt and Steven F. Lawson. This paper will cover documents within the text that pertain to the topic. The aim of this paper is to argue that from even the earliest points in American history, there was an opposing and supporting standpoint to each law and federal policy. Since its start, the United States has been a two-sided coin of support and opposition. Issues such as Independence, Slavery, and Succession are three of the many that show the United States to be a country that does not always come to a consensus.
As urban industrial workers expanded in the 19th century, industry and the industrial work force boomed as well. Workers , however, were met with difficult situations that ultimately led to violent outbursts. Low wages could not buy food and clothes at the same time and conditions in the work place brought about countless deaths and injuries. Growing number of immigrants caused the reduction of wages and insecurity of the workers caused unemployment. There were hostilities between workers, employers, and organizations and complaints of no social safety nets. Due to these chaotic dilemmas, union members decided to emerge as one, in order to overcome the corporations. Methods of scientific management were incorporated and the two ideological groups (radicals and conservatives) were firmly rooted in the belief of mutualism. However, conflicts between anarchists and capitalists ignited strikes, generating the Haymarket Square Riot along with the Homestead and Pullman strikes. It was then clear that they could not eliminate corporate control. Even with unity, the workers resulted in a fruitless effort.
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
On the first day of class we were presented with the history of our schooling system. I have never been one to truly appreciate history and I remember sitting there that day with an overwhelming amount of information I knew I would not remember a week later. I was trying to be optimistic because I am going into education and it is only wise to be knowledgeable about the history of my career. Looking back on that first day and where I stand now, I have so much more appreciation for history. We speak of something I am passionate about and I am open to a whole new understanding of why history will forever be a part of not only the present but the future as well.