Native American Code of Ethics
http://www.stumbleupon.com/su/2p1wV7/:1r2eiNumP:HVln5VEr/savedbyslowdeath.com/native-american-code-of-ethics-729.html/
President studies
To teach about presidents is risky! If you put any opinion into it you will be in trouble!
- Have students study old presidents and new one.
- They each get one and they research them and then share with the class.
- They then can figure out which new president is like which old one (can overlap!)
- They decide how the old presidents decisions were good or bad and then compare the new candidates decisions to this.
- They can then take a vote if they want! Just for fun!
- ALWAY remind them the words of Washington! Don't get into foreign affairs and don't have political parties! (We do this stuff anyway!) BUT if you do tell them about this, make them find the good and bad in it!
- Remind students of what the parties REALLY stand for! Big gov or small gov! Go back to this always!
- Could also start with defining the parties, learning about candidates, old and new, and placing them!
- Debate, which is better! Use occurrences in history to say which worked out well for them to say which side is better!
- Objective: students will be able to make educated decisions about the world they want to live in!
WWI time elapse map
http://www.stumbleupon.com/su/2AS8n0/thebigfoto.com/world-war-i-95th-anniversary-the-great-war-on-the-ground/comment-page-1/
Photographs that Relate to Students
Students will see many old photographs while learning about History.
- Make them relate with the photographs by representing decades or era's with children from that time!
- Let students see students during the Great Depression, children at work at a young age, how children use to dress etc.
Historical Thinking
Telling stories
How do we know what we know?
Get closer to past so can analyze it.
4. Claim-Evidence Connection: use some facts, want to check claims that are made
How do we know what we know?
Get closer to past so can analyze it.
- Multiple Accounts and Perspectives needed to be accurate, need to capture complexity
- Primary Sources, need these... need to analyze them, they tell different stories about the same event
- Get students to ask questions to shape the history and form an opinion
4. Claim-Evidence Connection: use some facts, want to check claims that are made
The Use of S.S. Resources
Students should learn through documents instead of a text book.
Where can we get these?
Show them different perspectives.
Where can we get these?
Show them different perspectives.
Building Empathy
- Whenever teach something new in S.S. should go for empathy of ALL sides.
- "What can I see when I'm not me?"
Principles of Learning
- Prior knowledge
- The fish that pictures everything with fish...
- See things through the environment they live in!
- The past shapes the present, use this to teach history
- EXAMPLES: If you put a ball in a well, 1, 2, 3, put it in 1 and then ask the baby where the ball is, they will go to well 1. If you show them again and put it in well 2, the baby will go to well 1 AGAIN AND AGAIN! They try to go back to first way of thinking, and we see this again in schools. Called latitudinal inertia! Students will hold on to ideas that are wrong.
- 2 Organization
- Students are not going to see something they are not looking for! Watch out how you organize and present things.
- 3 Metacognition
- help them see themselves as powerful learners
- make them know things
Cut up a picture
Take art and cut it up and give to students and have them tell you about it, compare etc.
Help reflect on your social characteristics and can see some older examples of social norms etc.
Help reflect on your social characteristics and can see some older examples of social norms etc.
Big Idea
Kids have schema already, and we can create them with Big Ideas and then as we teach new things we can make them just fit right in there.
Solving vs. Complaining
Making a pamphlet about how bad this or that is...
Not good to point out the problems.
Let's create pamphlet alternatives!
These products hurt bunnies so lets not use them...ok?
How about we get them to find products that do not harm anyone or anything thing. Or other ways to make your own things.
Not good to point out the problems.
Let's create pamphlet alternatives!
These products hurt bunnies so lets not use them...ok?
How about we get them to find products that do not harm anyone or anything thing. Or other ways to make your own things.
Solutionary Teams
Instead of debate team!
Come up with good ideas, solve problems
Come up with good ideas, solve problems
The Price of Things
A Cotton Shirt
Pesticide- harmful, toxic, tested on animals, the pesticides end up in the water. Cotton gotten from slaves in Esbecistan
Dye- Does not all end up in shirt and end up in water system
Sewing- China, low wages and bad conditions
Fossils fuels used to get it to and from.
Pesticide- harmful, toxic, tested on animals, the pesticides end up in the water. Cotton gotten from slaves in Esbecistan
Dye- Does not all end up in shirt and end up in water system
Sewing- China, low wages and bad conditions
Fossils fuels used to get it to and from.
Being Something Else Activity
Be an animal, a resource etc. and they talk about what they feel and what they want to change in the world as that animal etc.
Turn boring into extraordinary
Compare places based on their nature/ph