 List Price: $25.99 Add to Cart | History of Blacks in America from Pre-History to 1877A Common Core State Standards HistoryAuthored by Dr. Clyde WintersIn History of Blacks in America from Pre-History to 1877, I discuss the real history of Blacks in America. It explains that the contemporary Black population in the United States is made up of three Black Nationalities: Black Europeans, Black Native Americans and Black Africans from Sub-Saharan Africa.A History of Blacks in America from Pre-History to 1877 is meant to be used as a textbook or a single history text. The book is divided into two parts. Part One provides a traditional short history of Afro-Americans from slavery up to the 1960's. Part Two provides two short essays on the Black Europeans and American Mound builders, along with short informational text teachers can use to teach the history of the Black Americans of European descent, Black Americans of African descent and Black Americans of Native American descent so the reader can have a full knowledge of the history of Blacks in America.
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Monday, December 29, 2014
New Book to Teach Common Core Social Studies:History of Blacks in America from Pre-History to 1877
Thursday, October 30, 2014
Using The Connect 4Four Exit Slip to Teach Common Core Social Studies
The Connect 4Four Exit Slip
Connect 4Four is a good exit strategy social science teachers can use to determine what their students have learned. Dr. Jennifer King of Chicago has developed the Connect 4Four strategy for students to explain what they have learned after each lesson.
In Connect 4Four, the teacher asks their students to respond four questions:
- One: Write down the things “I” have learned.
- Two: Discuss those things from the lesson “I” found interesting.
- Three: Write down the things “I” like to learn more about.
- Four: Make connections between what “I” learned today; and what “I” already knew; and the SWBAT (Student Will Be Able To) that “I” will be able to as a result of what I learned.
Student responses to these statements provide teachers and their students’ specific information on the effectiveness of the lesson. It can also serve as a “motivation “tool because it allows the student to decide what s/he wants to learn in the future in relation to this learning experience.
Monday, October 13, 2014
During Social Studies Instruction Students can use Visual Media to meet Common Core Social Studies .ELA-Literacy Standard .RH.6-8.1.
An important goal of CCSS for History and Social studies to promote reading literacy is student identification of the key ideas in an informational text. The relevant CCSS are as follows:
Key Ideas and Details:
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Primary documents, illustrations and photographs can be effective tools teachers can use to encourage students to meet CCSS.ELA-Literacy.RH.6-8.1.
The first thing the teacher should do is find several documents relating to an historical period. Next using Norman L Webb’s, Depth of Knowledge chart the teacher should make challenging questions students can answer to meet CCSS.ELA-Literacy.RH.6-8.1.During war time nations create numerous visual media to promote national priorities and keep up the morale of its citizens. In war time most governments attempt to mobilize all elements of the population and society in the effort to win the war.
A perfect example of this was the promotion during WWII of women participation in the war effort. The best example of this was the “We Can Posters”, of WWII outlining the specific role women could play in defeating the Axis Powers (Germany and Japan).
Below we have a contemporary “We can Poster” and one from WWII. First separate the posters into two documents.
As you can see from the assignment the student is asked to complete a DOK Level 4 and 3 question. To meet the CCSS.ELA-Literacy.RH.6-8.1 they not only have to analyze the documents, they also have to use prior knowledge to make inferences about the role of women in the military today versus WWII.
In summary illustrations can be a great tool in facilitating students demonstrating “mastery” of CCSS.ELA-Literacy.RH.6-8.1. Students can use Visual Media to meet CCSS.ELA-Literacy.RH.6-8.1.
Thursday, October 2, 2014
Using Social Studies Informational Text to Practice PARCC test
Social Studies can be an effective tool to prepare students to complete the PARCC Test. The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers.
Teachers can use Social Studies/ History text to prepare students for the PARCC examination. One of the reading test require students to study three varied text: a poem, a narrative text and a cartoon or picture. Students are to interpreted these documents in relation to CCSS Reading Standards 1-5 and 8.
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure:
CCSS.ELA-Literacy.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
CCSS.ELA-Literacy.RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Using these standards students are required to read the text and determine the common/shared theme associated with the documents.
The first thing you would do is find three informational text related to a particular historical event or experience. The texts should include 1) a picture; 2) a poem ; and 3) a narrative text discussing a historical event or experience.
Next you should review the process students will use to interpret the several documents. Below are three documents relating to American slavery. The theme of the documents could be “To be a slave was a life full of mistreatment” , or “Slavery was a situation in which cruelty and mistreatment of human beings was the norm”.
Distribute the documents. First, have students study the picture. Choose one student to come up to the white board or blackboard to record the students’ evidence of what is taking place in the picture. Review the student statements and encourage students to arrive at a consensus of what the picture or cartoon documents. Explain to the students they should probably look for elements in the narrative and poem that agrees with the action(s) occurring in the illustration.
Distribute the narrative . Use guided reading techniques to read the narrative. Stop after reading the highlighted sentences. Tell the students to underline the highlighted passages to simulate annotation of the text. Ask students if the highlighted passages agree with the message(s) found in the illustration. Discuss the highlighted passages.
Finally, distribute the poem. Apply guided reading strategy to read the poem. Discuss the highlighted passages from the poem. Ask the students if the highlighted passages relate to the theme of the picture and narrative.
Return to the assignment on the first page. Tell the students to write their response to the text beginning with the common theme of the three text. Explain to them the theme they chose must be supported by textual evidence. Chose several students to read their responses to the three documents.
After completing this guided exercise teachers should find three documents the students can analyze themselves.
Sample Parcc Test
Below you have three non-fiction text. They include a cartoon , a poem by Henry Wadsworth Longfellow called The Slave’s Dream, and an excerpt from Frederick Douglas’ speech in Sheffield, England, on September 11, 1846. Examine carefully the cartoon and , the speech by Frederick Douglas and the poem by Henry Wadsworth Longfellow. While you read the texts annotate or highlight important points and phrases you believe support the theme of the informational text you have read. After reading the informational text. Write a response to these documents using details/ information from the textual material you have read to determine the common theme shared by the texts. In your response cite specific details from each source document to support your response.
Document 1
“THE SLAVE HAS NO RIGHTS …”
Frederick Douglas made this speech in Sheffield, England, on September 11, 1846. (Excerpted)
The full speech is at: http://docsouth.unc.edu/douglass/support5.html
…the slave in the United States is one who is in the possession of an irresponsible owner, who
can do with [him] what he pleases. God has given to the slave a mind; but that mind may be
improved only as the slave owner may choose…If he supposes that teaching a slave to read
militates against the value of the slave, he has power to withhold that knowledge from him, and
he exerts upon him that power. If he thinks that religion militates against his interest, he
withholds it from the slave, who only lives for his master, not for himself…
The slave has no rights; he is a being with all the capacities of a man in the condition of the
brute. Such is the slave in the American plantations. He can decide no question relative to his
own actions; the slave-holder decides what he shall eat or drink, when and to whom he shall
speak, when he shall work, and how long he shall work; when he shall marry, and how long the
marriage shall be binding, and what shall be the cause of its dissolution—what is right and
wrong, virtue or vice. The slave-holder becomes the sole disposer of the mind, soul and body of
his slave, who has no rights, all of which are taken from him. This is the condition of three
millions of human beings in the United States.
I am not one of those slaves in the United States who have experienced much cruelty in my own
person. Nevertheless … I have known what it is to be dragged fifteen miles to the human flesh
market and be sold like a brute beast. I am from a slave-breeding state—where slaves are reared
for the market as horses, sheep, and swine are … The slave is driven by the beating of the lash,
and often, immediately he is landed, is branded with the hot iron, often his ears are cut and his
teeth drawn, so as to mark him in case he runs away, when he advertises him and so brings him
back to bondage.
I have seen women, with their frantic children surrounding them, tied to a post, and lashed by an
overseer until their blood covered their garments. The children were screaming for the release of
their mother, while the husband was standing by with his hands tied, and after his wife was
castigated, he received the same punishment. This is the state of things in Maryland, where
slavery exists in its mildest form; but these things are necessary for the support of slavery in the
United States. These cases are not the exceptions; they are of every-day occurrence in the slavestates
of America, and also in every large plantation. Men not only confess that they do these
things, but publish the facts to the world, thus showing that so far from being like exceptions to
the rule, or condemned by public opinion, they are sustained and upheld by public opinion.
All these cruelties are necessary for the maintenance of slavery. The slave-holder could not
maintain his slaves without the right to torture them. The fear of death must be exercised. As my
brother Garrison said, men do not go voluntarily to take upon them the yoke of slavery; they
must have the fear of death before them, or they will not become slaves, at least profitable slaves.
If we grant slavery to be right, then we must grant all its machinery to be right—such as the
thumb-screw, the dungeons, the cat-o'-nine tails, and all the paraphernalia which are
indispensable for the maintenance of slavery.
Document 3
Henry Wadsworth Longfellow (1807–1882)
The Slave’s Dream
BESIDE the ungathered rice he lay,
His sickle in his hand;
His breast was bare, his matted hair
Was buried in the sand.
Again, in the mist and shadow of sleep, 5
He saw his Native Land.
Wide through the landscape of his dreams
The lordly Niger flowed;
Beneath the palm-trees on the plain
Once more a king he strode; 10
And heard the tinkling caravans
Descend the mountain road.
He saw once more his dark-eyed queen
Among her children stand;
They clasped his neck, they kissed his cheeks, 15
They held him by the hand!—
A tear burst from the sleeper’s lids
And fell into the sand.
And then at furious speed he rode
Along the Niger’s bank: 20
His bridle-reins were golden chains,
And, with a martial clank,
At each leap he could feel his scabbard of steel
Smiting his stallion’s flank.
Before him, like a blood-red flag, 25
The bright flamingoes flew;
From morn till night he followed their flight,
O’er plains where the tamarind grew,
Till he saw the roofs of Caffre huts,
And the ocean rose to view. 30
At night he heard the lion roar,
And the hyena scream,
And the river-horse, as he crushed the reeds
Beside some hidden stream;
And it passed, like a glorious roll of drums, 35
Through the triumph of his dream.
The forests, with their myriad tongues,
Shouted of liberty;
And the Blast of the Desert cried aloud,
With a voice so wild and free, 40
That he started in his sleep and smiled
At their tempestuous glee.
He did not feel the driver’s whip,
Nor the burning heat of day;
For Death had illumined the Land of Sleep, 45
And his lifeless body lay
A worn-out fetter, that the soul
Had broken and thrown away!
Tuesday, September 16, 2014
Common Core State Social Studies Standards
Common Core State
Standards (CCSS) are NOW. Today schools are focused on preparing students for
the World of Work and College. The varied States have chosen CCSS to drive and
deliver this educational reform.
CCSS demands that
Elementary and High School students become actively involved in their own
learning. The CCSS demand that students become actively engaged in their own
learning while they generate their own learning products. As a result, students
are expected to seriously think about what they are learning while they
generate knowledge answering rigorous questions. During this process it is
important for teachers to remember that good teaching requires explicit
teaching of academic content across the curriculum so students will have the
background knowledge to analyze, compare and contrast historical documents,
informational text and artifacts.
Students use CCSS to identify primary and secondary
sources; and be able to make inferences based on the relationship between these
diverse sources of information to understand historical events and ideas. To
meet CCSS students will use details from the text they read and analyze to
support their conclusions.
Teachers use
CCSS to create social science lessons and thematic units. These social sciences
lessons demand that students individually or co-construct their own knowledge
as they work to explore the significant changes that have occurred in the
world, the nation and their neighborhood or community over time.
Making
inferences and drawing conclusions is an integral part of any unit of study.
Using CCSS students become involved in
uncovering information that will be used to develop and produce creative
projects that provide valuable social science and historical information.
What are Common Core Social Studies Standards
¨ What is Common Core Social Studies
In Common Core State Standards teaching Social Studies/History students participate in a number of learning activities. Students individually or in collaborative groups, manipulate knowledge, emphasizing the idea that they are “learning to learn” .
In CCSS History students make inference about informational text to solve problems.
In CCSS History students use Annotations to master the text.
In general in CCSS History students utilize, access & evaluate informational text.
In CCSS History students synthesize info and use key details to write a compelling narrative like historians.
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