Section II Learning Goals s1

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December 12, 2008

Tenth Grade

History

Northwest High School 2

Section IX Design for Instruction in History/Government

Use of Analytical and Research Skills

The students are asked to analyze the north and south in the slavery activity. The students also have an opportunity to go to the library to use computers for research. The students also get time in class to develop their presentations and research the topic that they are presenting. Analytical skills also are practiced in bell ringers that not only start the class, but gives students the opportunities to practice their analytical skills.

Subject Matter and Interdisciplinary Approach

This unit covers all the areas of history and government. The slavery activity discusses political science and how the politics of both the north and the south come into play before the war. The slavery activity also goes into detail of economics, geography, anthropology, sociology, as well as history. The notes given are a little more centered around the history aspect, but all of these topics are discussed, just not to the extent of the video and slavery activity. The video goes even into more detail into all of these topics. The history aspect of this unit is easy to incorporate since it is a history class.

Evaluation of Sources

The students will come in contact will maps, charts, and political cartoons. The slavery activity deals primarily with a map for a visual aid. The video gives political cartoon to display the feeling of the people in that time. The video also goes into books like Uncle Tom’s Cabin that has an effect on America and its problems. The notes don’t have as many primary source as 3 the other two activities, but charts are essential to show the information and comparison of key issues.

Sensitivity to Students

This unit must be sensitive to students due to the issues being dealt with. Slavery is still today a hot button topic that many people can get offended easily by. Although there are not any

African American students in this particular class, slavery still must be handled carefully in order for the students to learn, but not be rubbed the wrong way by how they are learning it. The presentation at the end of the unit will also test the student’s shyness. They will have to learn to be able to give a speech even if they don’t like it. This is why speech is mandatory in high school and college. Overall, sensitivity to students has become extremely important in today’s schools and society.

Variety of Learning Materials

The slavery activity uses maps to show the locations of some of the important factors between the north and the south. The students need to recognize what symbols mean and how to use the ledged. The students should have the background knowledge to do this. The notes given in class have charts that describe information pertaining to the civil war and its beginnings. To give the students an accurate depiction of the time period it is important to give them some comparisons that they can understand and connect with. Charts and tables do this without a lot of confusion and mix-ups. The video doesn’t show a lot of chart or tables, but it does give maps, music and some example of art. The maps show the boundaries and population of slaves and free slaves in the country at the time. It is also important to remember the songs that the slaves sang because the music plays significant role in the hope and faith that they hung on to when they seemingly had nothing else. Art was also important, as mentioned before Uncle Tom’s 4

Cabin was a big controversial piece of art in those days. The students could also see what these plantations may have looked like in their heyday. Being able to see what you are learning about is quite important to some people. By showing images to enhance the learning being presented only benefits the students and in almost every case helps each student no matter if they need an extra additive or not.

Selection of Instructional Materials

By using the SMOG readability formula the material the students are using in this unit will be appropriate for their age and reading level. Since the class consists of sophomores then the material should be presented in a way that they can understand the material. If the information that the students are learning is not presented in an interesting manner than the students will probably not retain the information if even learn it to begin with. Making the selected material interesting will help the students learn and be able to remember the knowledge being presented. The PowerPoint notes have a couple slides that have some letters from a slave and from a plantation owner. The letters are somewhat hard to read due to the style of writing, but as the students read the letters the teacher goes over the letters with them so that the students can understand what is trying to be said. 5

Section IX. Design for Instruction in History and Government

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in History and Government

Connection to Rating • 1 2 3 Conceptual Indicator • Indicator Not Met Indicator Partially Met Indicator Fully Met Framework A. Use of No opportunities are Few opportunities are Many opportunities CKS Analytical and provided for the learner provided for the learner to are provided for the Research Skills to practice analytical practice analytical and learner to practice ST 1, 2, 3 and research skills. research skills. analytical and research skills. Has a knowledge and understanding of significant professional and pedagogical issues and skills relevant to the profession of teaching history by: B. Selected The teacher rarely The teacher often creates The teacher CTA, CKS Content in creates learning learning experiences that consistently creates Subject Matter experiences that allow allow students to learn key learning experiences students to learn key historical concepts and to that allow students to ST 1, 3 historical concepts and practice historical processes. learn key historical to practice historical concepts and to processes. practice historical processes. C. Few lessons integrate Some lessons integrate the Most lessons CKS Interdisciplinary the theories, pedagogy theories, pedagogy and integrate the Approach to and practices to practices to interrelate theories, pedagogy Teaching History interrelate history with history with other and practices to and Government other disciplines. disciplines. interrelate history ST 1 with other disciplines. D. Evaluation of Few assignments Some assignments require Most assignments CKS Sources require students to use students to use and evaluate require students to and evaluate primary primary and secondary use and evaluate ST 2, 4, 5 and secondary sources sources primary and secondary sources. E. Sensitivity to Few lessons take into Some lessons take into Most lessons take HDD Students consideration the consideration the gender, into consideration gender, racial, cultural, racial, cultural, and religious the gender, racial, ST 2, 4, 5 and religious sensitivities of students. cultural, and sensitivities of students. religious sensitivities of students. F. Variety of Few lessons use maps, Some lessons use maps, Most lessons use CKS Learning charts and charts, art, charts and charts, art, maps, charts and Materials literature, folklore, or literature, folklore, or music charts, art, music to create interest. to create interest. literature, folklore, ST 2, 4, 5 or music to create interest. G. Selection of The teacher seldom The teacher usually selects The teacher always HDD Instructional selects pedagogical pedagogical strategies, selects pedagogical Materials strategies, readings and readings and curriculum that strategies, readings curriculum that are are developmentally and curriculum that ST 2, 4, 5 developmentally appropriate for diverse are developmentally appropriate for diverse students. appropriate for students. diverse students. 6