History In The Making: Bin Laden Killed By Navy Seals

On Sunday, May 1, President Obama announced that Osama Bin Laden had been killed by Navy Seals, bringing closure to the family and friends of nearly 3,000 people who were killed on September 11, 2001. Hopefully, it also signals the beginning of the end of the reign of terrorists throughout the world.

Osama Bin Laden was a powerful and dynamic leader of the terrorist sector in the Middle East. He will, thankfully, be hard to replace. With the recent examples of peaceful revolutions in Egypt and Tunisia, it is not too hard to believe there are a significant number of people who are tired of the violence and wish to find a more reasonable way to resolve differences. With the death of Bin Laden and the success of peaceful demonstrations in Egypt and Tunisia, perhaps we can look forward to a more harmonious transition into a global society.

Teachers can use this news event to teach students about a significant moment in history that occurred in their lifetime and how it affects our every day life. It provides the perfect opportunity for students to see the many heros who responded to the attack on the World Trade Center. The actions of the first responders is a glimpse into what it truly means to be an American.

Teaching the Revolutionary War

The first lesson I taught as part of my Field Experience in a fifth grade classroom was to introduce the Revolutionary War unit. I found this great Readers Theatre, which I adapted to include more students. In it, the Founding Fathers are discussing all the reasons they decide to declare war against the King and become a country in their own right. All of my students really enjoyed participating in the Readers Theatre and they came away with an interest in learning more about the injustices that create the need for the colonists to rebel against England. The Readers Theatre came from:

Readers Theatre for American History by Anthony D. Fredericks.

Teacher Idea Press, Englewood, CO.

Copyright 2001

ISBN 1-56308-860-6S

Be sure to check it out for other Readers Theatre scripts as well to get your students engaged In American History!!

Growing Pains

The trend today seems to be to eliminate Social Studies from the elementary curriculum. It seems to be as we struggle to become a global society that Social Studies is needed more than ever. As we watch Egypt, Tunisia, and Libya struggle to overthrow cruel and inhumane dictatorships, and try to decide what, if any, support our own country should provide for these rebels, we have to know about their culture and how their struggles within their own countries affect the well being of the entire world. When we toppled the government in Iraq, we did not receive the welcome we thought we would, because we knew nothing of their culture. We did not know how to help in a way that was acceptable to their people.

When we start by teaching our young students how to create a community within their classrooms and build on that every year to reach out into serving neighborhoods, cities, states, nations and the world, we teach our students to become leaders. We need social studies to create leaders who understand the diverse cultures of the world to enable us to survive the growing pains we are now experiencing as we all struggle to become one society working together for the betterment of all.

Teaching the Holocaust

At the beginning of this semester, we watched a movie called "Paperclips" which relates the story of a small homogenous school tackling teaching the concept of diversity. How could they make their students who did not live in a diverse population about diversity and what happens if we don't respect one another. They decided to teach a unit on the Holocaust which led one student to ask "How can we represent six million (the number of Jews killed), I just can't picture six million." They decided to collect six million paperclips. The movie follows them as they collect paper clips from celebrities, from Holocaust survivors, and the letters that come with the paperclips. The project grows far beyond what any teacher could have ever imagined and there is now a monument at the school where visitors come to learn about the Holocaust and subsequent classrooms serve as guides. It was a very moving piece which I believe could be beneficial to every classroom studying the Holocaust. I know I still carry a paperclip with me, lest this event in history slip from my mind.

Last week in our Social Studies Methods class, groups of students presented tradebooks they had read by performing a short skit from one of the scenes in the book. Then we had to be willing to answer questions from the audience, not as ourselves, but as the character we portrayed. The only criteria for the presentation was that it had to address a social studies theme. It was a project I enjoyed both as an actor and as a member of the audience.

How can this be used in an elementary classroom?

Students could perform their favorite parts of the book.

They could perform a scene from the book, with a twist--like a character could make a different choice..

They could each be assigned a segment of the story and perform it in sequential order thus retelling the entire story.

Students could perform a scene from the book as a way to persuade others to read the book.

Students could perform scenes from different books written from different perspectives of a single event in history. It was an extremely enjoyable activity both as an actor and as a member of the audience.

What about students who don't like to perform in front of others?

They could contribute by providing costumes, props, or scenery(A poster to serve as a backdrop).

How would you group students for this project?

You could create random groups--if this not going to have a high point value towards a grade.

You could create groups based on abilities- making sure every group has an equal share of actors vs. non-actors for example.

You could let them list their first, second, and third choices for who they want to work with and then create groups from those lists.

How do students benefit?

They have to read the book well enough to know how to answer questions as their character.

They learn to collaborate.

They learn to speak in front of a group.

They get to learn what others value (if students choose their favorite scene).

They get to learn about other books (if students preform scenes from different books) which will hopefully motivate them into reading the books.

Digital Storytelling

This semester our class was asked to create a Digital Story. We could work in teams or individually to create a story related to any aspect of Social Studies. I chose to focus on civil actions to correct injustices. It was such a great learning experience for me as I delved into the lives of leaders such as Nelson Mandela, Ghandi, and Martin Luther King. They are great role models which are beyond what I can ever aspire to be! They were all humble men and learning their histories and their sacrifices can inspire everyone of us to take a stand against any act of injustice we witness. My learning experience is a great testament to the benefits of allowing students to create their own digital stories. I loved the fact we were allowed to choose our own topic, I have to believe that this leads to more student engagement. I am looking forward seeing the Digital Stories of my classmates!

Which decade was the best?

Our class had a decades project which required each group to present their chosen decade to students at large. Students voted on which decade they thought was the best to live in. Every group dressed in costumes, presented facts and artifacts and some even danced. Students voted the Roaring 20's as the best decade to live in, but I still think living in the fifties must have been a blast.

This project would be a very engaging activity for elementary students to participate in. They have to learn about their own decade and present it to other students PLUS they learn about the decades of all the other groups. It is fun and easy. Teachers may need to assist students with costumes because some of them were challenging to find, but with a little creativity, pre-planning and Goodwill shopping, students in class can have a great time learning all about the decades!

Lewis and Clark Reading List

One of our projects in school this semester is to create a thematic unit. My theme is Lewis and Clark which just happens to be a gold mine when it comes to easily accessible quality material. Below I am providing an annotated bibliography of books and websites I found valuable in preparing the thematic unit. The books appeal to a wide range of reading levels because even though Lewis and Clark is taught in fifth grade, not all students may be reading at that level. Also, picture books provide, well, pictures, to help the students visualize the events.

Adler, D. A. (2000). A picture book of Lewis and Clark. New York: Holiday House.

This book tells some of the background of Lewis and Clark and why they were chosen to explore the newly purchased Louisiana Territory. The story highlights the adventures and perils of their expedition across America searching for a Northwest Passage to the Atlantic Ocean.

Adler, D. A. (2000). A picture book of Sacagawea. New York: Holiday House.

This is the story of Sacagawea, her childhood, and her contributions to the Lewis and Clark expedition.

Hunsaker, J. B.. (2003). They call me Sacagawea. Guildford, CN: The Globe

Perquot Press.

This book is a biography of Sacagawea, it includes her role with the Lewis and Clark Expedition, but also goes beyond to her personal life. Pictures and artifacts from her Native American life are given with explanations for their uses.

Kozar, R. (2000). Lewis and Clark: Explorers of the Louisiana purchase. Philadelphia: Chelsea House Publishers.

This nonfiction book outlines various aspects of the expedition of Lewis and Clark. It covers the purposes of the expedition: mapping, documenting the plants and animals indigenous to the new area, and making friends with the Indians.

Kroll, S. (1994). Lewis and Clark: Explorers of the American west. New York: Holiday House.

Steven Kroll gives an accounting of the Lewis and Clark Expedition. He tells of their adventures, discoveries, and encounters with Native American Indian tribes as they explore the newly purchased Louisiana.

Lasky, K. (2000). The journal of Augustus Pelletier. New York: Scholastic Inc.

This historical fiction book, gives an account of the Lewis and Clark expedition through journal entries written from the perspective of a teenage boy.

Perritano, J. (2010). The Lewis and Clark expedition. New York: Children’s Press.

This book chronicles the highlights of the Lewis and Clark expedition across the Louisiana Purchase to the Pacific Ocean in 1804. It includes a glossary and additional resources at the end for readers seeking additional information.

Quiri, P. R. (2001). The Lewis and Clark expedition. Minneapolis, MN: Compass Point Books.

A non-fiction account of The Lewis and Clark expedition across the western United States to explore the Louisiana Purchase in search of a water route to the Pacific Ocean. Photographs and drawings are included to support the readers understanding of this epic adventure. The book includes a glossary, websites, and other resources for additional information.

For the Teacher:

Hoxie, F.E. & Nelson, J.T. (Eds.). (2007) Lewis & Clark and the Indian country; The native American perspective. Chicago: University of Illinois Press.

This book takes a look at the some of the History of Native American tribes and how they looked at the Lewis and Clark Expedition.

Jones, L. Y. (Ed.). (2000). The essential Lewis and Clark. New York, NY: The Ecco Press.

This is a compilation of journal entries from Lewis and Clark during their trek through the newly purchased Louisiana Territory. The journals give personal insight into their discoveries, achievements, and obstacles as they led the Corps of Engineers on an expedition to the Pacific Ocean.

Karwoski, G. L. (1999). Seaman: The dog who explored the west with Lewis and Clark. Atlanta: Peachtree.

This book, about the adventures of the Lewis and Clark Expedition, is told from Lewis’s dog’s point of view.

It is written at an adult level. It would make a good read-aloud for an upper elementary class.

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Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark.

Washington, D.C.: National Geographic Society.

This book gives an account of the Lewis and Clark Expedition through brief “journal” entries. The illustrations are a significant part of the book.

Resources:

Blumberg, R. (2004) York’s adventures with Lewis and Clark. New York: HarperCollins.

This books gives information about York, Lewis’s slave who accompanied him across America to explore the Louisiana Purchase and seek for the Northwest Passage.

It highlights the difference between the way white freemen were treated on this expedition and the way York was treated. It gives an account of his contributions to the journey.

Blumberg, Rhoda. (1987). The incredible journey of Lewis and Clark. New York: Lothrop, Lee and Shepard Books.

This book tells of the Lewis and Clark expedition across the newly purchased Louisiana Territory to the Pacific Ocean in search of the Northwest Passage. The author includes sketches and illustrations from multiple resources for readers to gain an authenitic understanding of situations and events that faced Lewis and Clark along their journey. Although technically considered juvenile fiction, I placed it under resources because I believe this is how students would use it.

Patent, D. H. (2003). Plants on the trail with Lewis and Clark. New York, NY: Houghton Mifflin Company.

This book tells the story of the Lewis and Clark Expedition, focusing on the plants they discovered along the trail. William Munoz provides valuable photographs to enrich the reader’s experience.

Patent, D. H. (2002). Animals on the trail with Lewis and Clark. New York,

NY: Houghton Mifflin Company.

This book tells the story of the Lewis and Clark Expedition, focusing on the animals they discovered along the trail. William Munoz provides valuable photographs to enrich the reader’s experience.

Websites:

http://www.nationalgeographic.com/lewisandclark/

National Geographic provides detailed accounts of the Lewis and Clark expedition. It is broken down by a variety of purposes (discoveries, interactions with Native Americans, geography, etc.) as well as told in sequential order. It includes lesson plans and interactive activities for students. Of course, National Graphic includes photos and illustrations to bring the story to life.

http://www.pbs.org/lewisandclark/

PBS provides detailed accounts of the Lewis and Clark expedition across the newly purchased Louisiana Territory. They include detailed information about their adventure across America as well as providing a list of credible additional resources available. They also provide lesson plans and interactive activities for students.

http://www.mt.net/~rojomo/landc.htm

This website contains the letter written by President Jefferson to Meriwether Lewis, asking him to explore the newly purchased Louisiana Territory. In it, he gives Meriwether specific instructions on what he is expected to accomplish during his expedition.

The website also gives brief summaries of some of the highlights of the Lewis and Clark expedition.

http://www.lewis-clark.org/

This website provides in-depth studies and information about the Lewis and Clark expedition. It includes maps and background information about geography, Indian Tribes etc. that Lewis and Clark encountered on their journey.

Trade Fair

Our Social Studies Methods Class held a trade fair a couple weeks ago. Everyone brought something they thought would be of value to someone else: from homemade baked goods to jewelry and picture frames. We all had so much fun negotiating for the hottest items!!! We determined this was an engaging activity to help students to understand several social studies concepts. The first of course is the economic concept of supply and demand. Another economic concept was that of the haves and the have nots. Not everyone got to have the coveted picture frame so that could be a discussion point about needs and wants and families who can't afford everything for their children. It can also be tied into a lesson about colonial times when trading was the norm. After the trade fair students can discuss and/or write about their experiences as buyers and sellers.

Holding a trade fair in a public classroom requires forethought and planning on the part of the teacher. The teacher has to be sure that every child has something valuable to trade. The teacher must be aware of students who might not have support from home on this activity and be willing to provide an item for them to trade, without the rest of the class knowing the item came from the teacher. A discussion beforehand about the fact that there will be limited supplies of items and that not everyone will get everything they want may help to prevent a child acting out their disappointment during the trade fair.

More history in the making

What an exciting time to be alive. I have been glued to the TV watching first Tunisia, then Egypt overthrow their tyrannical dictators. Now I am watching Libya fight for their freedom. What an great opportunity for students to watch what our forefathers faced. First they had to win their freedom, then they had to set about building a government everybody agreed upon. We can watch Tunisia and Egypt as they struggle with these same issues. In some ways, winning the battle may be the easiest part; getting everyone to agree on what a new government looks like may be the bigger challenge. You can check out this news report for quick overview of the events that toppled two governments in less than two months.

What teacher's make

My professor posted this youtube video clip on her blog. Taylor Mari really says what teaching means to me. He speaks boldy, using words I wouldn't, but definitely with my passion. Take a look at What teacher's make. I hope you enjoy it as much as I did.

Bringing Indiana History Alive in the Classroom

You can bring Indiana History alive to students of all ages by introducing historical fiction books written from the perspective of children their own age. The Indiana Historical society recommends books such as: By Freedom's Light by Elizabeth O'Maley, Captured! A Boy Trapped in the Civil War by Mary Blair and Alone: The Journey of the boy Sims. After reading historical fiction students can compare and contrast against facts presented in the text or through research. They can write their own historical fiction around an event being studied in class, or write a response to prompts asking how they would act/feel/or do something different in the situations presented in the book. Students can be allowed to choose to present the knowledge gained from historical fiction/textbooks/research through a method which is most meaningful to them; whether it be a short play, a power point, illustrations, or any medium approved by the teacher.

History in the Making

Blizzard of 2011
Over twelve inches of snow fell on northern Indiana last night, with wind gusts up to 40 miles an hour, which caused 8 counties to declare a state of emergency and close down schools, public offices, and many businesses. Today we are digging out. Here you can see the snow drift at the end of our driveway and the depth of the snow along our sidewalk leading away from our front door.