Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

History

GED 7840
by

Christine Walth

on 1 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of History

Contextual Example 2
History in the Classroom
Teaching Students About History
Websites
A Historical Activity
Snapshot History Biography

Fold a piece of paper into thirds

Briefly sketch 3 things (events, projects, topics) you remember from your elementary history experience

Share your snapshot history biography with a neighbor
Conclusion
Any Questions?
Contextual Example 1
Teaching Practice Ideas
Website Example
Examples in Context
Scope and Sequence
Minnesota State Standard
3.4.1.3.1 Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes.
For example: Inventions—Roman aqueducts, Chinese compass, cuneiform.

Field Trips
PBS videos on various historical topics


Collection of authentic websites and
lesson plans for various historical topics


Digital representations of 100 important US documents


Series of primary sources from ancient to modern history to provide multiple perspectives


Digitalized videos from the US National
Archives
http://www.pbs.org/topics/history/
http://www.besthistorysites.net/
http://www.ourdocuments.gov/
http://www.eyewitnesstohistory.com/
http://www.youtube.com/USNationalArchives
Minnesota History Center
A massive collection of Minnesotan artifacts and ever changing exhibits on Minnesota’s history.
Fort Snelling
A significant frontier post on the Mississippi that protected the important waterway and was later used as a site to train Civil War soldiers. The fort was also once a concentration camp for hundreds of Dakotas during the Dakota War of 1862.
Focuses on the founding and growth of Minneapolis, especially flour milling and the other industries that used water power from Saint Anthony Falls.
Mill City Museum
Anthropology
The science of humanity or humankind
Four main fields:
• Cultural – making sense of the world around us by studying relationships amongst people and groups (arts, literature, philosophy)
• Archaeological – studying the past through the materials that remain
• Linguistic – examining how humans communicate verbally and non-verbally now and in the past
• Biological – studying humans in their biological and evolutionary dimensions.

Sociology
The study and research of human social behavior, focusing on the origins, development, and organization of various institutions
Major concepts within sociology:
• Social class, gender, race/ethnicity, sexuality, religion, law, culture
• Health care, medicine, environment, Internet, social networks, politics

A kid-friendly, hands-on museum that explores the history and science of electricity. The museum is host to a number of exhibits that illustrate the history of electricity and its many uses.
Field Trip @ The Bakken Museum
Teacher best practices for using trade
books in history lessons
Children's Literature
Benefits of using trade books in
social studies classrooms
•Hubert Invents the Wheel by Claire Montgomery (2005)
Trade Book Examples
•The Invention of Hugo Cabret by Brian Selznick (2007)
Money and coinage
"Money" first developed as use of certain specific commodities (quantities of barley or shells, for example)
First coins minted 2500-3000 years ago
"Representative money" - "gold standard"
Unforeseen consequences?

History

The examination and creation of narratives about the past
• Exposing children to historical narratives that others have written or told: historical figures and events, primary/secondary documents
• Helping children to write and tell historical narratives of their own making: Autobiography/biography, oral history, timeline, drama

Scope & Sequence
K-3: Foundations of Social Studies
Kindergarten: developing a sense of time, describing the ways we learn about the past, traditions

1st Grade: asking questions, creating timelines, examining the past, comparing and contrasting

2nd Grade: chronology and units of time, comparing and contrasting America before and after European contact, daily lives of Minnesota’s Native American tribes

3rd Grade: time periods, comparing historical records, important individuals and events, environment, communication, daily lives in ancient history

4-6: Discipline-Centered approach

4th Grade: mapping historical events and changes over time, maps and timelines of movement

5th Grade: historical eras, North America up to 1800 – Native culture, colonization, slave trade, revolution, independence, a new nation, the Constitution

6th Grade: Minnesota Studies – Dakota and Anishinaabe, European Exploration, Mississippi River, statehood, treaties, Civil War, U.S. – Dakota War, industry, early immigration, WWI, Depression, WWII, Cold War, recent immigration, historical and political figures
Two Important Concepts
Students must:
Explore Historical Narratives
Create Their Own Narrative
http://www.pbs.org/wgbh/nova/ancient/history-money.html
Examples
Exposing Historical Narratives:
Trade Books
Interviews with Famous Figures
Interviews with Relatives or Friends
Artifacts (Letters, Journals, etc.)
Timelines
Compare Different Sources
Creating Historical Narratives:
http://www.frbsf.org/education/teacher-resources/american-currency-exhibit
Write a Play
Perform a Skit
Create an Artwork
Write a Journal
Make a Creative Timeline
Direct a Documentary
http://www.econedlink.org/student/
Assessment
How to Assess Students' Creative Narratives
Accuracy of Historical Information
Level of Thinking Involved
Equal Participation (within a group)
NOT on Artistic Ability
NOT on Leadership
NOT on Entertainment Value
Students are Split into Groups and Assigned an invention.
Groups write "Letters to the Editor" about how and why the specific invention has altered their life at that time (Must Include One Happy and One Unsatisfied Citizen.)
Groups share with the class.
Full transcript