I love the "teaching with drama" ideas. I think the "walk-around" activity can be adapted to so many topics we study. I also really like the "virtual" interview. My plan is to first assign roles to the students, but I hope to eventually collaborate with the drama department at our campus high school to implement these interviews in class. Awesome!
Primary sources are so big for 5th grade. I love the idea of teaching with 3 primary resources! I plan on integrating lessons with 3 sources, to include pictures, actual items when available, primary source describing the use of the item, etc.
Another resource I plan on sharing with my entire faculty is Our Story. Although geared toward parents and caregivers, I believe it will be a valuable resource at the elementary level for helping to integrate picture books, background information, play & create and all the other materials, etc.
Thank you so much for sharing your resources!
I will be using the Human Machine with my classes. I plan/hope to use it as a "set activity". It is useful in setting the tone for the students as we discuss the Industrial Revolution and the factory systems of Samuel Slater and also the Lowell Mills. I can ask students HOT questions related to repetition of factory workers, children working in the factories, the growth of factory systems, etc.
I can't remember what lesson plan I submitted, but I think it had something to do with Civil Rights. I really like the ideas on Our Story for Martin's Big Words. I already use this book, but there is so much more I can do with it.
Also, I like the human machine activity. I plan to incorporate that into our study of rights workers fought for in late 1800s.
I am planning a joint venture with my school's AP Government teacher to dramatize John Marshall. I will have my students compile a list of questions they would like to ask Marshall after they have some background knowledge of his actions and the time period he was active. I will pass these questions along to the "actor". Then I will surprise the students with this "interview" via webcam during class. They will then have the opportunity to ask what they want, either from their list of questions or from new paths the conversation may take.
First, I would use the drama thang for teaching Assembly Line (along with Lucy and the Chocolate Factory), and then the Historical Investigation piece for persuasive writing. My first one is going to be on the Panama Canal, in particular is it still important as an American Vital Interest? Might need some sources to use as data based material.
I want to do an activity similar to the Bull Run activity. After discussing differences in the North and South, I want to break the class into groups (either by the people as they did for Bull Run, or by region-North/South) and have them sort through pictures taken from the Smithsonian collections to decide which objects would best fit with their assigned person/place and explain why. Then, students could write a short story from the perspective of one of the objects.
Also, there are many good resources from the Our Story page I would like to use once we get to Westward Expansion and Great Plains settlers. I would want to do the History Millionaire shoe horn game, and then read the book "Dakota Dugout" (also using Our Story resources) to introduce the westward expansion
I was interested in using polleverywhere.com. At my school, the students all have access to tablets, notebooks and their cell phones. I can already see using the tool in developing initial "sets" using the primary sources which are available through Thinkfinity, History Explorer, Collection.SI.edu. Specifically, I plan to develop a review of previous lessons dealing with the Gilded Age, The Progressive Era, Imperialism and the Spanish American War. I am going to use the some of the formatting present in the Historical Investigation to add structure to the questions.
Originally, I had submitted events leading to the Revolution. However, since I am almost past that, I will use the lesson on the Loyalist woman and the lesson on Lexington & Concord using primary sources. I also plan to incorporate using objects (pictures of objects as well) as I teach the Revolution, War of 1812, and Civil War. I will revisit the question on Lincoln using a document-based question. These ideas have re-energized me....
Matthew Hoffman wrote:
Share what new idea you'll incorporate into the lesson you were planning on working on in the workshop.
After having taught history for several years, I've gotten away from the idea of simple. So, for me the strategy I will be using from this session is the idea of a simple "common" object to connect to the larger issue that I will teach. For example, I have a toy wooden trail whistle. I can use this simple object as a starter for several lessons, industrialization, immigration, transportation, technology etc. I like the idea of the object box because it is something I can do with ease and using an object doesn't negatively impact my lesson plans the way some strategies can do. Pacing is a nagging concern in terms of using some more elaborate strategies but the object box can 'fit' in rather easily. Thank you for bringing me back to simple.
I will be using some of the books we saw today to activate their prior knowledge on what it would be like to be a slave on the Underground Railroad. Also, I would like to have them do a Drama Walk imagining themselves on that trek. Perhaps, I would also have them at some point interact with John Brown to see their take on what he did. They could decide if they agree or would want him to do what he did to end slavery. This could strike up interesting conversation. For small group, I would like to have them go on the Underground Railroad site that I found on history explorer, so they could further experience the travels of those on the Underground Railroad. There are also great primary sources to show them like the slave chains on the history explorer site! As a check for understanding, I would like to have them give a dramatization or oral summation of important leaders of the Civil War, such as Clara Barton or Frederick Douglass.
The search by eras will be a tool I use throughout the year. I have found two activities that I have already found to use. The first one is a creative writing assignment from the 1920's. The second one is over Brown v. Board of Education and using pictures to analyze if the schools are equal.
I am excited to try drama. I am not very creative, but I want to try this. I will have students research a historical figure that we study during the American Revolution unit. They will do a narrative and be interviewed by peers.
I think I could also use this with the Branches of Government. Students would be a person from a branch and defend the checks/balances procedure.