History 420
Dr. Gayle Olson-Raymer
Announcements Page

Monday, November 6, 2017 - Comments on the Lesson Plan Worksheet and important points to note when working on your first draft of your lesson plan:

  1. With only a few exceptions, your worksheets were quite good. Some of you lost points for the following reasons: you did not follow directions for the assignment; you did not understand and therefore, did not complete, parts of the assignment correctly; you misunderstand both what a hook is and how and why it is important. These are all clear in my comments which you will get back with your worksheets tomorrow.
  2. PLEASE BRING THIS WORKSHEET WITH MY COMMENTS TO OUR DISCUSSION NEXT WEEK OF YOUR FIRST DRAFT OF THE LESSON PLAN.
  3. It was clear from these assignments that some requirements for the first draft need to be clarified. To that end, see all the points below.
    • LINK ON FIRST DAY OF LESSON - Many of you did not understand what to do under the section "Describe how you will introduce the topic by providing a brief link to what you have already taught." Some of you simply failed to pay attention to the latter part of the requirement about providing a link between what has already been taught and what you are going to begin teaching. You MUST address this same question in your draft and final copy of your lesson plan under the first requirement of The Lesson Plan Content and Instructional Strategy section -Link to previous content. How will you link the focus and content of yesterday's lesson with the focus and content of today's lesson? In other words, how will you continue the story you are telling? THIS IS NOT AN INTRODUCTION OF YOUR TOPIC; RATHER IT IS AN INTRODUCTION FOR YOUR FIRST DAY OF THE UNIT IN WHICH YOU LINK WHAT YOU ALREADY HAVE TAUGHT WITH WHAT YOU ARE ABOUT TO TEACH.
    • LINK BETWEEN EACH DAY OF YOUR LESSON PLAN - A LINK also will be required between each day of your lesson plan. For instance, on the first day you will do what is explained in the bullet above - link what you have already taught with what you are going to teach. Then, on Day 2, you will have to provide a brief sentence at the very beginning of your day linking what you taught on Day 1 with what you are going to teach in Day 2. And you do the same for each day of the lesson. REMEMBER - YOU ARE TELLING A STORY AND THIS BEGINNING LINK PULLS TOGETHER EACH CHAPTER OF THE STORY.
    • CONTENT - Most of you provided a pretty good outline of your content. So, I just need to make a few important points about the content section of your lesson plan:
      • Some of you are not telling a chronological story. Your students will be totally confused if you are not telling a linear, chronological story. It may help you to create a chronology of your story - and if you do, I will accept it for up to 10 extra credit points toward your final lesson plan.
      • Please remember that for each small segment of any lecture, you MUST include discussion questions. I provided a good example of how to do and format this in the "Doctrine of Discovery" website at http://gorhistory.com/hist420/DoctrineDiscovery.html
      • Remember, it is during the content portion of your website that you are expected to weave your themes into your lesson plan.
    • PRIMARY DOCUMENTS - For the worksheet, you were required to find and explain "at least one primary document." This is not say "primary source" - it said "primary document." Some of you provided a primary source or a secondary source such as a book. In your draft and final lesson plan, you must use at least one primary document that you will have your students work with in some capacity - DBQ, Close Reading, etc.
    • METHODS - Most of you did very well with this part of the assignment. For your final lesson plan, you will have to take each of your methods and make an actual assignment. This will require that you append each assignment, with all directions and components of it, to your lesson plan. A good example of what that might look like is the Close Reading assignment you recently completed on the quote from Thomas Hart Benton which you can find below.

      Close Reading Assignment. This assignment is designed to help you learn to closely read a primary document - in this case, a quote delivered by Senator Thomas Hart Benton to the United States Senate in 1846. Please follow these directions:

      • Step 1: Working on your own, take 3-5 minutes to carefuly read this speech. As you read it, highlight any vocabulary words and phrases that are difficult to understand.

        "...Since the dispersion of man upon earth, I know of no human event, past or present, which promises a greater,and more beneficent change upon earth than the arrival of the van of the Caucasian race (the Celtic-Anglo-Saxon division) upon the border of the sea which washes the shore of eastern Asia...It would seem that the white race alone received the divine command, to subdue and replenish the earth! for it is the only race that has obeyed it - the only one that hunts out new and distant lands, and even a New world, to subdue and replenish...Three and a half centuries ago, this race, in obedience to the great command, arrived in the New world, and found new lands to subdue and replenish...Photograph of THomas Hart BentonThe van of the Caucasian race now top the Rocky Mountains, and spread down to the shores of the Pacific.  In a few years a great population will grow up there, luminous with the accumulated lights of European and American civilization...The Red race has disappeared from the Atlantic coast: the tribes that resisted civilization met extinction.  This is a cause of lamentation with many.  For my part, I cannot murmur at what seems to be the effect of divine law.  I cannot repine that this Capitol has replaced the wigwam - this Christian people replaced the savages - white matrons [replaced] the red squaws - and such men as Washington, Franklin, and Jefferson, have taken the place of Powhattan, Opechonecanough, and other red men, howsoever respectable they may have been as savages.  Civilization, or extinction, has been the fate of all people who have found themselves in the track of the advancing Whites, and civilization, always the preference of the Whites, has been pressed as an object, while extinction has followed as a consequence of its resistance."  (Source:  Congressional Globe, May 28, 1846.)

    • Step 2: Take out a piece of paper and write your name and "Close Reading" at the top. Write down the words/phrases that you found difficult and then try to use the context of the quote to guess what each word/phrase means.
    • Step 3: Paraphrase in no more than 3 sentences what you believe are the most important points Senator Benton made about Manifest Destiny.
    • Step 4: Using a Think/Pair/Share, work with a partner to come up with 3 sentences upon which you can both agree best explains Benton's quote.
    • Step 5: Discuss how this quote does or does not highlight the theme for this unit that "Progrress is not always progressive.

IF YOU HAVE ANY QUESTIONS ABOUT THESE COMMENTS, PLEASE SEE ME THIS WEEK.

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Changes to dates and assignments on the syllabus: (please consult the syllabus for more detailed information on each requirement)

Below is what your calendar looks like for the remainder of the semester. WE (ALL OF YOU AND I) DO NOT HAVE ENOUGH TIME FOR WIGGLE ROOM ON THESE DATES. YOUR WORK MUST BE COMPLETED ON THE REQUIRED DATE OR IT WILL NOT BE COUNTED FOR YOUR FINAL GRADE IN THE CLASS.)