Oppression and Resistance: American Slavery in the 19 th Century

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Oppression and Resistance: American Slavery in the 19 th Century"

Transcription

1 Oppression and Resistance: American Slavery in the 19 th Century Unit Description: In this unit students learn about the conditions of American slavery and the struggles of slaves and abolitionists to end slavery in the antebellum U.S. Learning Goals: This unit is designed to teach students about the history of American slavery. Students who participate in this unit will develop knowledge of the many ways that slave owners and traders worked to dominate their slaves and the many ways that slaves and activists tried to resist the powerful and terrible institution of slavery. They will also be developing academic skills by analyzing different forms of text, working collaboratively, presenting for their peers, thinking metacognitively and having a historical debate. Essential Question(s): How did slave owners try to dominate their slaves? How did slaves resist? How did abolitionists work to end slavery? What challenges and dilemmas did they face? What kinds of challenges and dilemmas effect activists who are trying to make social change? Rationale: It is important to me that students have an in-depth understanding of the history of slavery and the slave trade in America. This historical topic represents the largest forced migration in human history and is a huge factor in the economic, social and political development of the United States. It is thus very important for understanding the dynamics of modern U.S. society. I wanted to have a slavery unit that does not focus solely on the brutality of slavery, but also on the many forms of agency and resistance that slaves and anti-slavery activists exercised. This approach shows slaves not as helpless victims but as real human beings placed in an extremely inhumane situation. It also allows students to discover the benefits and challenges associated with taking organized action to make social change. Assessments: Assessments in this unit will come in several forms, both informal and formal, including: Starter slips and exit slips to gauge thinking and understanding Class discussions of the material and essential questions Study guides for video and texts Open response essay making a counterargument against a slavery apologist using evidence Group presentation on a prominent abolitionist Found poem based on a seminal abolitionist text Historical narrative writing assignment autobiography of an abolitionist A formal class discussion in which students take on the role of abolitionists and debate what to do about certain historical dilemmas facing the movement.

2 For all assessments, clear written and verbal instruction is provided. The unit is planned in such a way that each formal assessment is scaffolded through guided reading of key texts, group work, a rich visual environment, and an assortment of graphic organizer tools. These measures help students produce the best work possible. Resources and Teaching Techniques: This unit utilizes a wide variety of teaching techniques, texts and media to ensure that students with different learning styles can have equal access to the unit s content. These techniques and resources include: Guided close readings of significant texts Videos to build students understanding of historical context A rich selection of images presented to students in a gallery walk activity. Images include runaway slave notices, slave auction notices, and artists renditions of significant events. This component is very useful to visual learners and ELLs. Discussion, debate and group work for intrapersonal learners Peer-review of student writing Curriculum Standards: USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) USI.35 USI.36 A. Frederick Douglass B. William Lloyd Garrison C. Sojourner Truth D. Harriet Tubman E. Theodore Weld Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H) Summarize the critical developments leading to the Civil War. (H) Unit Calendar: Day Activities ELL/SPED Accommodations 1 Starter: Distribute KWL chart to each student. Have them spend 7-10 minutes filling it in with their prior knowledge and their questions KWL provides easy access point for all students Video provides strong visuals and narrative Discuss what we know. Teacher generates class list as we go. Discuss what questions we have. Teacher generates class list as we go.

3 Begin screening the documentary Prince Among Slaves for students. Students should answer viewing questions as we watch. Teacher should pause occasionally for discussion about what video shows 2 Starter: Was there anything in the Prince Among Slaves video that made you think differently or surprised you? Video provides strong visuals and narrative Hitchcock collection provides many images Finish video viewing and answer viewing questions If time, distribute images from University of Virginia s Hitchcock Collection (if computers are available the entire database can be accessed digitally). Students should look at the pictures and take notes of what they notice and what questions they have about the images 3 Gallery Walk: Before class, set up stations (at least one station per two students in the class) around the room with textual, visual and statistical information about the history of slavery in the United States (sources can include diagrams of the slaves trade, excerpts from slave trade, runaway slave ads, and visual representations of slavery). Each station should have a Big Paper where students can write comments and questions about the sources Each textual source is accompanied by a visual. Some stations are entirely visual or numerical (e.g. blueprint for a slave ship or statistical information about institution of slavery) Students are to get into pairs and circulate the

4 room. First groups at each station should write what they notice about the resources and give a title to the station. Second group should respond to the first group and add their own questions and comments. Continue process until time runs out. Keep stations with resources and student comments up around the room. They will serve as students evidence for the coming open response. 4 Starter: Why is the way that we tell history important? Why might someone be interested in telling history in a certain way? Put up quote from historian W.E. Woodward on the board. This quote, from 1936, defends slavery as a system of education and civilization that was beneficial for slaves. Stations provide powerful visuals Translations of Woodward quote and open response prompt into Spanish are available Open Response graphic organizer is available Supplemental texts in Spanish also available Distribute sheets with text of quote on them as well as space for students to paraphrase the quote in their own words. Ask students what questions they have about the passage. What words or parts would they like defined? After giving them a minute to think, make a class key to the text Have all students paraphrase the excerpt into their own words. Direct students attention to

5 the writing prompt: Imagine you are a historian debating Woodward. Write an open response that refutes his claims using evidence from our gallery walk. Students are to use the rest of the period to create their counterclaims and gather evidence from the stations 5 Students have the class to work on and finish drafts of their open responses Teacher should circulate the room and conference with students about their work Finishing draft of open response is homework 6 HW Check: Students should get out open response drafts Distribute peer-review sheets and have students pair off the give each other feedback on their papers Those who did not complete draft should make doing so top priority. Students have period to review peers papers and then revise their own. Final open responses due the following day. 7 Starter: What do Americans celebrate on the Fourth of July? Collect open responses. Pass out copies of Douglass speech (abridged), What to Stations provide powerful visuals Translations of Woodward quote and open response prompt into Spanish are available Open Response graphic organizer is available Supplemental texts in Spanish also available Stations provide powerful visuals Translations of Woodward quote and open response prompt into Spanish are available Open Response graphic organizer is available Supplemental texts in Spanish also available Reading supplements and instructions available in other languages Group work allows students with different abilities to work together

6 a Slave is the Fourth of July? Show first six minutes of David Blight s lecture on the speech (available through Yale Open Courses) Show Danny Glover s reading of Douglass speech. Help students to find the portions he is reading and read along. Group students into four groups. Assign each group a section of the speech. They should first read through their section together as a group. Students are to read the speech again, this time highlighting lines that they find powerful or that they do not understand. Popcorn reading activity: Each student should pick a line that they find especially powerful from the speech. We will go around the room and share our lines, each person standing as they say theirs. Give groups a moment to figure out who will read which line and then do the Popcorn reading as a class If time, introduce Found Poem assignment. 8 Starter: Have students do another rendition of the Popcorn reading from yesterday. They can use same lines or new ones. Review concept of Found Poem with students and Reading supplements and instructions available in other languages Group work allows students with different abilities to work together

7 give each written instructions and paper for Found Poem assignment. Each student should create a found poem of lines using Douglass speech as a text Bonus points for those who share their found poem once it is completed If time, show clip of PBS The Abolitionists where Douglass meets William Lloyd Garrison. Discuss with class: What did both men have in common? What did Douglass have to offer Garrison? What did Garrison have to offer Douglass? 9 Starter: If you were alive at the time, would you have been against slavery? What exactly would you have done to stop it? Group students into five groups and give each a prominent abolitionist to study (John Brown, William Lloyd Garrison, Frederick Douglass, David Walker, Henry Highland Garnet). Reading supplements and instructions available in other languages Group work allows students with different abilities to work together Distribute biographies and primary sources pertaining to each figure to each different group. Students have a half hour to put together a short (about 3 minute) presentation about their figure. Content of the presentation should be including but not limited to: Brief description of the person s background, why they became and abolitionist, what strategy

8 for abolition did they support and why, how did they feel with regard to violence? Allow fifteen minutes for group presentations at the end of class. 10 Inform the class that we will be doing a role-play activity where each person will be a member of the historic American Anti- Slavery Society. Reading supplements and instructions available in other languages For the first part of the activity, each student should write a brief fictional biography from the perspective of an abolitionist. Distribute Autobiography of an Abolitionist sheet (activity created by Bill Bigelow) to class. Students must come up with a character and create a journal entry that explains 1) who they are 2) how and why they became and Abolitionist and 3) what strategies they support for ending slavery. Show class examples of student work for this assignment Students have the rest of the class to create their journal entries and do additional research if they need to. Journal entries due the following day. 11 HW Check: Make sure students have completed biographies entries Divide the class into small groups (3-5 students in each). Bring homework to class Share biography assignment entry with group Discuss dilemmas in small groups and

9 Each student should read their biography to the group Next, distribute sheets describing the historic dilemmas and debates of abolitionists (e.g. whether to support John Brown, whether to support Seneca Falls declaration, whether to support the colonization movement for African- Americans) that we will discuss in our seminar tomorrow. Explain to students that they should try and stay in their roles as we discuss these dilemma Student groups should talk through the five dilemmas and their debates. Teacher should structure class to give students 2-3 minutes to read over each dilemma, 5-7 minutes to discuss, and 3-5 minutes to journal about what they would choose and why. 12 Go over ground rules for Socratic Seminar. Explain that the requirements for this seminar are that each student take the discussion seriously remember that at the time of these dilemmas had no easy answers and the groups decisions had life-anddeath consequences and that they discuss each dilemma thoroughly before they bring it to a vote. Teacher role is limited to introducing each scenario and making sure students respectfully participate. Students themselves decide when they are ready to

10 bring each issue to a vote.

Slavery and the American Identity

Slavery and the American Identity Slavery and the American Identity Unit Overview: The purpose of this unit is to compile the variety of teaching resources from Teaching American History Year 2 into a unit on the history of slavery in

More information

LESSON 1. A House Divided: Slavery in the United States BACKGROUND INFORMATION FEATURED RESOURCES ILLINOIS STATE LEARNING STANDARDS

LESSON 1. A House Divided: Slavery in the United States BACKGROUND INFORMATION FEATURED RESOURCES ILLINOIS STATE LEARNING STANDARDS LESSON 1 BACKGROUND INFORMATION Slavery leads to a national divide By 1860, the United States had nearly four million slaves, more than any other country in the world. Slavery, a system of forced labor,

More information

Title: African Americans and the Port of Baltimore in the Nineteenth Century. Lesson Developed by: Jennifer Jones Frieman.

Title: African Americans and the Port of Baltimore in the Nineteenth Century. Lesson Developed by: Jennifer Jones Frieman. Title: African Americans and the Port of Baltimore in the Nineteenth Century Lesson Developed by: Jennifer Jones Frieman Grade Level: 4, 8 Duration: 60 minute class period MARYLAND VSC: History: Grade

More information

Southern Culture and Slavery

Southern Culture and Slavery Southern Culture and Slavery Chapter 16 Early Emancipation in the North Missouri Compromise, 1820 1 Characteristics of the Antebellum South 1. Primarily agrarian. 2. Economic power shifted from the upper

More information

Early Emancipation in the North

Early Emancipation in the North Early Emancipation in the North US Federal Laws Regarding Slavery U. S. Constitution: 3/5s compromise [I.2] fugitive slave clause [IV.2] slave trade couldn t be outlawed until 1808 [IX.1] 1793 Fugitive

More information

Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: Los Duraznos/Peaches )

Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: Los Duraznos/Peaches ) Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Wisconsin and the Civil War

Wisconsin and the Civil War 7 Wisconsin: Our State, Our Story Wisconsin and the Civil War In this chapter, students focus on the upheaval brought on by the events associated with the Civil War. Brought home are questions about slavery

More information

Grades 7-8. Notice: To Be Sold. Grades 7-8

Grades 7-8. Notice: To Be Sold. Grades 7-8 Grades 7-8 Background Most middle school students enter the history classroom with an understanding of slavery that is primarily geographical. They view it as a Southern issue and overlook the role slavery

More information

Black Studies Center

Black Studies Center Black Studies Center List of Encyclopedias, Dictionaries, and Multi-Volumes 1. A Book of the Beginnings (Vols.1-2) 932.01 M416 2. A Hard Road to Glory (Vols.1-3) 796.0899 A812 Vol.1-3 Volume 1: A History

More information

Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

More information

Lesson Plan: The Benefits and Drawbacks of Plea Bargains

Lesson Plan: The Benefits and Drawbacks of Plea Bargains Lesson Plan: The Benefits and Drawbacks of Plea Bargains OVERVIEW In this lesson, students will study the benefits and drawbacks of plea bargains, which determine the outcome of roughly 90 percent of criminal

More information

Grade 5: Module 2B: Unit 1: Lesson 9 Using Quotes and Comparing and Contrasting Structure: The Invention of Basketball

Grade 5: Module 2B: Unit 1: Lesson 9 Using Quotes and Comparing and Contrasting Structure: The Invention of Basketball Grade 5: Module 2B: Unit 1: Lesson 9 Using Quotes and Comparing and Contrasting Structure: The Invention of Basketball This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

More information

Learning-Focused Introduction. Introduction By Dr. Mills

Learning-Focused Introduction. Introduction By Dr. Mills Learning-Focused Introduction Introduction By Dr. Mills What is the Learning-Focused Strategies Model? A framework for thinking about planning, and delivering instruction using EXEMPLARY practices with

More information

Runaway Slave Ads: Witnessing African American Agency

Runaway Slave Ads: Witnessing African American Agency Runaway Slave Ads: Witnessing African American Agency an in-archives exercise by Kimberly Faith Jones featured on TeachArchives.org at http://www.teacharchives.org/exercises/runaway-slave-ads/ Students

More information

Running for Freedom: The Fugitive Slave Law and the Coming of the Civil War

Running for Freedom: The Fugitive Slave Law and the Coming of the Civil War Running for Freedom: The Fugitive Slave Law and the Coming of the Civil War This activity compares a runaway slave ad and an abolitionist poster to explore the causes and effects of the 1850 Fugitive Slave

More information

The National Board Certification Workbook

The National Board Certification Workbook The National Board Certification Workbook How to Develop Your Portfolio and Prepare for the Assessment Exams SECOND EDITION Adrienne Mack-Kirschner HEINEMANN Portsmouth, NH Heinemann A division of Reed

More information

Instructional Scaffolding to Improve Learning

Instructional Scaffolding to Improve Learning Instructional Scaffolding to Improve Learning When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert. Although

More information

USING NJCAN TO PROMOTE COLLEGE AND CAREER READINESS

USING NJCAN TO PROMOTE COLLEGE AND CAREER READINESS USING NJCAN TO PROMOTE COLLEGE AND CAREER READINESS A Guide for Assisting English Language Learner Students, Gifted and Talented Students & Learning Disabled Students INTRODUCTION College and Career Readiness

More information

Screening Host Guide. M13 Movie Guide/Curriculum

Screening Host Guide. M13 Movie Guide/Curriculum Screening Host Guide M13 Movie Guide/Curriculum Hosting a Screening The Memphis 13 seeks to not only share an important and untold story of the Civil Rights Movement, but to challenge viewers to consider

More information

English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

More information

HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD?

HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? Results Learning Presented by Cyle A. Feingold Founder and Director Results Learning, LLC AGENDA Overview of Executive Function

More information

Glossary of Teaching Strategies

Glossary of Teaching Strategies This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota

More information

Independent Studies Course Syllabus. Contact Information: phone (559) 903-0648; fax (559)438-1237;emailACarden@aol.com

Independent Studies Course Syllabus. Contact Information: phone (559) 903-0648; fax (559)438-1237;emailACarden@aol.com Independent Studies Course Syllabus Course Number and Name: SOC 960 Slavery in America Instructor s Name: Contact Information: phone (559) 903-0648; fax (559)438-1237;emailACarden@aol.com Number of Units:

More information

Teacher Resources for

Teacher Resources for Teacher Resources for Teaching Civic Literacy Projects Student Engagement with Social Problems Grades 4 12 Shira Eve Epstein Teachers College Columbia University New York and London Teacher Resource A

More information

North Dakota History / Influential North Dakotans

North Dakota History / Influential North Dakotans WRITTEN BY: TITLE OF LESSON: GRADE LEVEL: SUBJECT AREA: Jay Erickson, Educator Roosevelt Elementary Fourth Grade North Dakota History / Influential North Dakotans Objectives: The student will identify

More information

How to Use Science Media Effectively for Enhancing Teaching and Learning

How to Use Science Media Effectively for Enhancing Teaching and Learning How to Use Science Media Effectively for Enhancing Teaching and Learning Media can be a powerful tool for meaningful learning. As a teacher, you can increase learning by helping your students understand

More information

University of Toronto TEFL Online

University of Toronto TEFL Online University of Toronto TEFL Online 403 (v41) Reflection Journal Submission - Unit 4 Name: RAHEEL KHAN Score: 100% Passmark: 100% Attempted: Tuesday, February 11, 2014 Attempt Number: 3 Time Taken: 00:09:51

More information

BOGOTA PUBLIC SCHOOLS Bogota, New Jersey. Forensic Science Curriculum. Grades 10-12

BOGOTA PUBLIC SCHOOLS Bogota, New Jersey. Forensic Science Curriculum. Grades 10-12 BOGOTA PUBLIC SCHOOLS Bogota, New Jersey Forensic Science Curriculum Grades 10-12 Carol Fredericks, Ed.D. Interim Superintendent of Schools Letizia Pantoliano, Ed.D. Director of Curriculum Susan Johnson

More information

Virginia Colleges/Universities 2010-2011 Application Essays

Virginia Colleges/Universities 2010-2011 Application Essays Virginia Colleges/Universities 2010-2011 Application Essays **Please use this listing with discretion. If you are applying using the Common Application, please double check university supplements.** Common

More information

PBS TeacherLine Course Syllabus

PBS TeacherLine Course Syllabus 1 Title Enabling Students with Special Needs to Succeed in Target Audience This course is designed for teachers or specialists who serve classroom students with special needs, grades 4-8. Course Description

More information

Survey of Early American History HILD 2A University of California, San Diego Fall 2013 Monday, Wednesday, Friday 11:00-11:50 Center Hall 115

Survey of Early American History HILD 2A University of California, San Diego Fall 2013 Monday, Wednesday, Friday 11:00-11:50 Center Hall 115 Survey of Early American History HILD 2A University of California, San Diego Fall 2013 Monday, Wednesday, Friday 11:00-11:50 Center Hall 115 Professor Mark Hanna m1hanna@ucsd.edu Office Hours: Wednesday

More information

Title: Thomas Jefferson: A good president and a good man. Thomas Jefferson after the Revolutionary War

Title: Thomas Jefferson: A good president and a good man. Thomas Jefferson after the Revolutionary War 1 LIBRARY OF CONGRESS PATHWAYS THOMAS JEFFERSON LESSON MODULE By Jacob Grafenberg, Alexis Haislet, Katelyn Hollingshead, Meredith Holm, Larissa Jones and Kelly Larson College of Education University of

More information

A World of Money SESSION 1

A World of Money SESSION 1 5: A World of Money Modern World History CLASS TIME Four 45- to 50-minute sessions OBJECTIVES Students will identify, recognize, and appreciate continuing global traditions related to the creation of national

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

What is active learning?

What is active learning? ACTIVE LEARNING: AN INTRODUCTION * Richard M. Felder Hoechst Celanese Professor Emeritus of Chemical Engineering North Carolina State University Rebecca Brent President, Education Designs, Inc. Cary, North

More information

NEW YORK CITY COLLEGE OF TECHNOLOGY African American Studies Department AFR 2201 Early Black Writers

NEW YORK CITY COLLEGE OF TECHNOLOGY African American Studies Department AFR 2201 Early Black Writers NEW YORK CITY COLLEGE OF TECHNOLOGY African American Studies Department AFR 2201 Early Black Writers PREREQUISITE: EG 1101 SEMESTER: Spring 2013 INSTRUCTOR: Stephen James EMAIL: SJAMES@Citytech.cuny.edu

More information

Learning Styles. The VARK Categories. What is a Learning Style?

Learning Styles. The VARK Categories. What is a Learning Style? Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process

More information

Essay Writing Mapping for Success

Essay Writing Mapping for Success Essay Writing Mapping for Success for middle and high school students Written by Nicole Welding and Donna Herold 1 Dear Educator: The stakes have risen for students to demonstrate competence in writing.

More information

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49 1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 Observation

More information

Implementing Professional Development for Content Area Teachers with ELLs

Implementing Professional Development for Content Area Teachers with ELLs Implementing Professional Development for Content Area Teachers with ELLs Jennifer Himmel, Research Associate Center for Applied Linguistics (CAL) NCELA is operated under contract ED-04-CO-0094/0002 from

More information

UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS

UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS Summary: This unit plan covers the basics of exponential and logarithmic functions in about 6 days of class. It is intended for an Algebra II class. The

More information

Every Painting Tells A Story

Every Painting Tells A Story Salvador Dalí (Spanish, 1904-1989). Equestrian Fantasy: Lady Dunn, 1954 Every Painting Tells A Story Beaverbrook Story Starter Teacher Kits MIDDLE YEARS: GR. 5-8 wag.ca/schools Winnipeg Art Gallery 300

More information

U.S. Voting Rights Timeline

U.S. Voting Rights Timeline 1776 Only people who own land can vote Declaration of Independence signed. Right to vote during the Colonial and Revolutionary periods is restricted to property owners most of whom are white male Protestants

More information

Matthew Fox-Amato mamato@wustl.edu

Matthew Fox-Amato mamato@wustl.edu Matthew Fox-Amato mamato@wustl.edu Employment 2014-2016 Andrew W. Mellon Postdoctoral Fellow, Modeling Interdisciplinary Inquiry Program, Washington University in St. Louis 2013-2014 Postdoctoral Teaching

More information

HCC ONLINE COURSE REVIEW RUBRIC

HCC ONLINE COURSE REVIEW RUBRIC HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational

More information

G R A D E S K - I N S T R U C T I O N A N D A S S E S S M E N T

G R A D E S K - I N S T R U C T I O N A N D A S S E S S M E N T There are approximately six million English Language Learners, ELLs, in our country today. Exemplary Strategies has been designed for all teachers. Whether the students native language is English, Spanish

More information

Survey of Early American History HILD 2A University of California, San Diego Fall 2014 Monday, Wednesday, Friday 11:00-11:50 Pepper Canyon Hall 109

Survey of Early American History HILD 2A University of California, San Diego Fall 2014 Monday, Wednesday, Friday 11:00-11:50 Pepper Canyon Hall 109 Survey of Early American History HILD 2A University of California, San Diego Fall 2014 Monday, Wednesday, Friday 11:00-11:50 Pepper Canyon Hall 109 Professor Mark Hanna m1hanna@ucsd.edu Office Hours: Wednesday

More information

Discussion (Forums Best Practices) Contents

Discussion (Forums Best Practices) Contents 1 Contents Discussion (Forums Best Practices) Discussion (Forums Best Practices)... 1 What are Forums?... 2 How do others use forums?... 2 How will you use forums?... 2 Understanding the Forum Structure...

More information

Theodore Dwight Weld. Courtesy of the Massachusetts Historical Society

Theodore Dwight Weld. Courtesy of the Massachusetts Historical Society Theodore Dwight Weld Courtesy of the Massachusetts Historical Society Theodore Dwight Weld was one of the most active and influential abolitionists. Weld was born November 23, 1803 in Hampton, Connecticut

More information

National Dissemination Center for Children with Disabilities

National Dissemination Center for Children with Disabilities Teaching Students with Disabilities Resources Developed by: National Dissemination Center for Children with Disabilities 1 Table of Contents* Disorder Page # Attention Deficit/Hyperactivity Disorder (AD/HD).3

More information

P H A S E I O U T L I N E

P H A S E I O U T L I N E P H A S E I O U T L I N E Theme: Transitions Lesson One Career Focus: Education Tutor Read Aloud: Short story Eleven by Sandra Cisneros (narrative) Graphic Organizers: Transitions semantic map, vocabulary

More information

More Than Anything Else

More Than Anything Else A RIF GUIDE FOR COMMUNITY COORDINATORS Before reading: This story is about a boy who wants to learn to read. He does not give up on this goal. Ask if anyone has ever had something they wanted so badly

More information

SESSION 2: THE CLASSROOM PRODUCTIVITY CENTER Introduction Software Activities Web Activities Create Your Productivity Center Look Ahead

SESSION 2: THE CLASSROOM PRODUCTIVITY CENTER Introduction Software Activities Web Activities Create Your Productivity Center Look Ahead Introduction Good teachers are always thinking about how they can make their classrooms a little better. When they try something new, they re always thinking about how to refine it, experiment with it,

More information

Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction

Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction Name: Angela McCrary Steele IRA Standards Artifacts Rationale Standard 1. Foundational Knowledge. 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic,

More information

Geography of Slavery Lesson Plan

Geography of Slavery Lesson Plan Geography of Slavery Lesson Plan Description In this lesson, a fifth grade class will use the Geography of Slavery web site to create a biographical profile and a historical fiction piece of writing about

More information

Everett Public Schools Framework: Digital Photography I

Everett Public Schools Framework: Digital Photography I Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory

More information

Human Rights. Resource Pack

Human Rights. Resource Pack 1 Human Rights Resource Pack 2 What s in this pack? Sections Pages Important Notes Page 3 What s it all about? Page 4 Why the Human Rights Act? Page 6 Who we are and what we do Page 9 What are human rights?

More information

Unit Two Support for Starting a Business - You Are Not Alone

Unit Two Support for Starting a Business - You Are Not Alone Unit Two Support for Starting a Business - You Are Not Alone Contents Unit Overview 3 Learning and Teaching Activities within this Unit 5 Theme 1 What s the Idea? 6 Theme 2 The Entrepreneur s Experience

More information

WEB DESIGN BASICS WITH ADOBE MUSE Cordei Clottey, IT-Trainer

WEB DESIGN BASICS WITH ADOBE MUSE Cordei Clottey, IT-Trainer 1 Cordei Clottey, IT-Trainer BACKGROUND AND GOAL Adobe Muse is an application which allows us to design and publish websites without having to write any programming code. This course is the first in a

More information

2014 Intermediate Literacy Assessment. Teacher Information Guide

2014 Intermediate Literacy Assessment. Teacher Information Guide 2014 Intermediate Literacy Assessment Teacher Information Guide Table of Contents Introduction......................................................... What is the purpose of the assessment? When will

More information

Creating and Adopting Open High School Science Textbooks

Creating and Adopting Open High School Science Textbooks David Wiley, Lumen Learning Sarah Young, Utah State Office of Education Introduction The Utah Open Textbook Initiative (UTOT) began in 2010. From a small pilot involving less than 10 teachers and three

More information

HIST200 - Introduction to the Discipline of History SAMPLE SYLLABUS MWF 1:00-1:50 p.m. Professor Amanda López, Ph.D.

HIST200 - Introduction to the Discipline of History SAMPLE SYLLABUS MWF 1:00-1:50 p.m. Professor Amanda López, Ph.D. HIST200 - Introduction to the Discipline of History SAMPLE SYLLABUS MWF 1:00-1:50 p.m. Professor Amanda López, Ph.D. Course Description This course introduces history majors, history education majors,

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

SIGNATURE OF COUNTY ADMINISTRATOR OR CHIEF ADMINISTRATIVE OFFICER

SIGNATURE OF COUNTY ADMINISTRATOR OR CHIEF ADMINISTRATIVE OFFICER APPLICATION FORM All applications must include the following information. Separate applications must be submitted for each eligible program. Deadline: June 1, 2015. Please include this application form

More information

Biography-Driven Culturally Responsive Teaching

Biography-Driven Culturally Responsive Teaching Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally

More information

Integrating Interactive Notebooks

Integrating Interactive Notebooks Integrating Interactive Notebooks A daily learning cycle to empower students for science Cheryl Waldman and Kent J. Crippen An interactive notebook can be a powerful instructional tool, allowing students

More information

Let's start by answering this question. Perhaps, though, the answers I'm going to list now are quite familiar to you, as the kinds of

Let's start by answering this question. Perhaps, though, the answers I'm going to list now are quite familiar to you, as the kinds of Bryan Robinson Treating LearnerS as ThemselveS Universidad de Granada Treating Learners as Themselves is a challenge which faces all teachers. If you teach what is essentially a contení subject, like Management

More information

Marzano Center Non-Classroom Instructional Support Member Evaluation Form

Marzano Center Non-Classroom Instructional Support Member Evaluation Form Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano

More information

Data in Head Start and. Early Head Start:

Data in Head Start and. Early Head Start: Data in Head Start and Early Head Start: Creating a Culture That Embraces Data Guide for Users and Trainers Table of Contents Overview... 1 Audience... 2 Objectives... 2 Using the Module... 2 Using the

More information

**AFTER the new course is approved, a separate proposal must be sent to the General Education Committee.

**AFTER the new course is approved, a separate proposal must be sent to the General Education Committee. UNIVERSITY OF MARY WASHINGTON -- NEW COURSE PROPOSAL Electronically submit this completed form with PDF attachments to the Chair of the College Curriculum Committee. COLLEGE (check one): Arts and Sciences

More information

Oral History and Story-Sharing Resources: An Annotated List of Websites, Books and Programs

Oral History and Story-Sharing Resources: An Annotated List of Websites, Books and Programs Oral History and Story-Sharing Resources: An Annotated List of Websites, Books and Programs GENERAL ORAL HISTORY RESOURCES Oral History Association http://omega.dickinson.edu/organizations/oha/ This professional

More information

Lesson Resource Kit: Enslaved Africans in Upper Canada

Lesson Resource Kit: Enslaved Africans in Upper Canada Lesson Resource Kit: Enslaved Africans in Upper Canada Grade 7: New France and British North America, 1713 1800 Introduction Upper Canada Gazette, 19 August 1795 N31, Archives of Ontario Designed to fit

More information

LEGAL TEXTS IN INTERNATIONAL BUSINESS An Interdisciplinary Course

LEGAL TEXTS IN INTERNATIONAL BUSINESS An Interdisciplinary Course The Government of the Russian Federation Higher School of Economics National Research University Faculty of Law Private International Law Department Private International Law Masters Degree Curriculum

More information

The stock market: How it works

The stock market: How it works GRADE 9 11 This lesson introduces students to the stock market. Students will understand the difference between primary and secondary markets and explain the relationship between bids and asks in determining

More information

Learning from Harvey Milk: Building Support and Coalitions for Change

Learning from Harvey Milk: Building Support and Coalitions for Change Learning from Harvey Milk: Building Support and Coalitions for Change Written by: David Donahue s class, Schools, Sexuality, and Gender, at Mills College, Oakland, California, including the following students:

More information

Differentiated Instruction

Differentiated Instruction Reach Every Student Through Differentiated Instruction Essentials WINDOWS OF OPPORTUNITY As students enter adolescence, they are making what some researchers assert is the most challenging transition

More information

COS 160: Course Assessment

COS 160: Course Assessment COS 160: Course Assessment Student Responses from Focus Group Sessions Spring 2005 Office of Academic Assessment University of Southern Maine Spring 2005 Introduction The Computer Science department was

More information

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively

More information

Lesson Plan for Using Uwannadu in College and Career Exploration. Teacher: School:

Lesson Plan for Using Uwannadu in College and Career Exploration. Teacher: School: Lesson Plan for Using Uwannadu in College and Career Exploration Teacher: School: Subject: Career/College Exploration Students will engage in: Date: Block: Semester:! activities " Cooperative learning!

More information

ONLINE COURSE CATALOG

ONLINE COURSE CATALOG 2015 ONLINE COURSE CATALOG Online Courses for Adult Education Program Administrators Featuring About Online Courses (pages 1 2) Descriptions of Available Courses (pages 3 4) Facilitated Online Courses

More information

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.

More information

Engagement and motivation in games development processes

Engagement and motivation in games development processes Engagement and motivation in games development processes Engagement and motivation in games development processes Summary... 1 Key findings... 1 1. Background... 2 Why do we need to engage with games developers?...

More information

Educational Psychology for Pre-Service Teachers in the Secondary Programme EDU 301 Winter 2008

Educational Psychology for Pre-Service Teachers in the Secondary Programme EDU 301 Winter 2008 Educational Psychology for Pre-Service Teachers in the Secondary Programme EDU 301 Winter 2008 9:00-10:20 AM Tuesdays and Thursdays Instructor: Dr. Eva Bures Office: N 308 Office Hours: Tuesdays and Wednesdays:

More information

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP)

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provide instruction through the development of Individual Language Learner

More information

Scientists Teaching Science. Barbara Houtz January 13, 2014

Scientists Teaching Science. Barbara Houtz January 13, 2014 Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational

More information

Provided by TryEngineering - www.tryengineering.org

Provided by TryEngineering - www.tryengineering.org Provided by TryEngineering - Lesson Focus This lesson demonstrates the power of mass production. Students work in teams to design, construct, test, and redesign an assembly line to manufacture a product

More information

Teaching Online at UD Best Practices Guide

Teaching Online at UD Best Practices Guide Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online

More information

CURRICULUM VITA. Dissertation: "Runaway Slaves in North Carolina, 1775 to 1835"

CURRICULUM VITA. Dissertation: Runaway Slaves in North Carolina, 1775 to 1835 CURRICULUM VITA FREDDIE LEE PARKER Professor of History Department of History North Carolina Central University Durham, North Carolina 27707 (919) 530-6449 (Office) (919) 237-3462 (Home) Email: fparker@nccu.edu

More information

Best Practices in Teaching Writing Charles Whitaker, Ph.D.

Best Practices in Teaching Writing Charles Whitaker, Ph.D. Best Practices in Teaching Writing Charles Whitaker, Ph.D. Following is a list of selected teaching practices that are well recognized in the profession as being effective in helping students develop as

More information

SUNY Empire State College Information Presentation

SUNY Empire State College Information Presentation At SUNY Empire State College, we pride ourselves on seeing our students as individuals. We recognize that everyone s needs and goals are different, and we respect those differences. 10/10/2014 1 Working

More information

Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: accident reports! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: accident reports teachers notes GGCleaning: accident reports Contents Accident reports:

More information

Getting-to-know-you/Sponge Activities: These activities can be used as gettingto-know-you

Getting-to-know-you/Sponge Activities: These activities can be used as gettingto-know-you Getting-to-know-you/Sponge Activities: These activities can be used as gettingto-know-you activities, as in-between activities to redirect participant s energy and attention, and to soak up time if necessary,

More information

ST. LOUIS UNIVERSITY - MADRID Fall 2008 -- ENGL 333 LITERATURE OF THE AFRICAN DIASPORA

ST. LOUIS UNIVERSITY - MADRID Fall 2008 -- ENGL 333 LITERATURE OF THE AFRICAN DIASPORA ST. LOUIS UNIVERSITY - MADRID Fall 2008 -- ENGL 333 LITERATURE OF THE AFRICAN DIASPORA Section M01 Monday & Wednesday 2:00 3:15 pm Dr. Stephen Casmier Office: Padre Arrupe Hall 2 nd Floor Classroom: Padre

More information

Ohlone College Program Review 2005-2006. TOPS Code: Date submitted: 20 November 2005

Ohlone College Program Review 2005-2006. TOPS Code: Date submitted: 20 November 2005 Program/Discipline: History and Political Science TOPS Code: submitted: 20 November 2005 Preparer: Preparer: Darren Bardell Type/Print Review & Dissemination Team: Darren Bardell, Alan Kirshner, Mikelyn

More information

THINKING IT THROUGH: TEACHING AND LEARNING IN THE KINDERGARTEN CLASSROOM

THINKING IT THROUGH: TEACHING AND LEARNING IN THE KINDERGARTEN CLASSROOM THINKING IT THROUGH: TEACHING AND LEARNING IN THE KINDERGARTEN CLASSROOM This position statement provides educators of young children with important assessment guidelines. It also highlights some of the

More information

TEEL 670, Workshop in Education II: CONTEMPORARY AMERICAN EDUCATION (Graduate Version) drdaniel@wildblue.net drdonnausa@gmail.com. Phone: 719.587.

TEEL 670, Workshop in Education II: CONTEMPORARY AMERICAN EDUCATION (Graduate Version) drdaniel@wildblue.net drdonnausa@gmail.com. Phone: 719.587. TEEL 670, Workshop in Education II: CONTEMPORARY AMERICAN EDUCATION (Graduate Version) Instructor of Record: Email: Dr. Elden Daniel Dr. Donna Rice (Alternate) drdaniel@wildblue.net drdonnausa@gmail.com

More information

Wilson Area School District Planned Course Guide

Wilson Area School District Planned Course Guide Wilson Area School District Planned Course Guide Title of planned course: Introduction to Computer Programming Subject Area: Business Grade Level: 9-12 Course Description: In this course, students are

More information

James Meredith and Beyond

James Meredith and Beyond INTEGRATING James Meredith and Beyond A Production of 1 Integrating Ole Miss In conjunction with and in support of the upcoming MPB-produced documentary Integrating Ole Miss: James Meredith and Beyond,

More information

NOTE-TAKING. Rutgers School of Nursing

NOTE-TAKING. Rutgers School of Nursing NOTE-TAKING Rutgers School of Nursing WHEN TO TAKE NOTES BEFORE DURING AFTER I. Before Class: Preparation (mental and physical) Read Textbook BEFORE Class Start Taking Notes BEFORE Class The SQ3R Method

More information