Transcript If Pictures Could Talk, If Walls Could Whisper

If Pictures Could Talk, If Walls
Could Whisper: Revolutionary
Practices that Engage Students in
History
Delise H. Sanders Ed.S
Madison Creek
Goodlettsville, Tennessee
Are they
breathing?
It doesn’t matter
what you know, if the
students you teach
are not motivated to
learn…
Brain of a Female Adolescent
Susan Roberts
K-12 Literacy
Specialist
Jefferson County
Schools
Engaging students in active
learning creates..
Connections to their world
Opportunities for conversation
Learning through self discovery
Questions about content
Mental images – Visualization
Synthesis of information
(adapted from Keene & Zimmerman,
1997)
My Primary Document
Examples for my
Students……
\
Making Connections: History is About Real People
A.Y. Bagley (First_Last)
Regiment Name 38 Alabama Infantry
Side Confederate
Company D
Soldier's Rank_In Private
Soldier's Rank_Out Private
Alternate Name Andrew
Notes
Film Number M374 roll 3
Source: Alabama Archives
What is the connection???
Bagley, A.Y. B. Nov. 27, 1825 D. April 25, 1922 Co D 38 Ala
Infantry CSA
Bagley, M.J. "Mother" B. Dec. 31, 1835 D. March 29, 1896
Bagley, Lucy B. B June 1, 1872 D. Oct. 12, 1895
Bagley, Alice V. B. Aug 20, 1878 D. Jan. 20, 1974
Bagley, Elizabeth Jane Harper B. March 2, 1870 D. April 15, 1914
Harper, William Mathew B. Nov. 24, 1862 D. April 17, 1937
Mount Olive Cemetery
Old Highway 5
Thomasville, Alabama
Clarke County
http://usgenweb.org/
Andrew’s Chapel (UMC) was built in 1860 at McIntosh Bluff, Alabama.
The land for the building was given by Mr. and Mrs. Rush---my
Dad’s great-grandfather’s sister. These ancestors with several others
are all buried behind the church. This is my Dad and my grandson,
Brycen.
Do you have any primary
documents or “artifacts”???
Birth Certificate
Cemetery Records
Family Bibles or Documents
Old Report Cards
Baby Pictures
Certificates or Awards
Team Pictures
Baby Clothes
Favorite stuffed animal
Learning Opportununity…..
Materials: Masking tape, standard size of heavy paper,
brown shoe polish, binding
Procedure for making book covers.
1.
2.
Cover two pieces of heavy paper with small pieces of
making tape.
“Polish” over the tape with shoe polish.
Students will bring copies of their primary source
documents. These will be bound using the covers.
Recent pictures of the students can be included.
Teaching Local History
Volunteer Docent Programs
Creating scripts for historic places that do
not have docent programs.
Mapping Local History (Make a map of
local historic sites.
As a class, in small groups or with
partners, research a local site and write a
class book.
Search for the oldest structure in a town or
city.
Locating and researching local area
historical markers
Community Activities that Teach
History
Places—Why are they significant?
Download images of tombstones, historical
buildings or historical markers.
Connect them with content.
Students can create:
Illustrations
Dramatizations
Newspaper Articles
Fictional Stories
Letters
Sumner County, Tennessee
Hunter’s News Story
Gallatin, Tennessee-August 13, 1862
The good people of Gallatin were shaken by a very
large explosion yesterday as John Morgan and his
Raiders blew up the Big South Railroad Tunnel
just north of the city of Gallatin. A locomotive was
sacrificed and crashed into large timbers. The
timbers are now blocking the tunnel and the major
supply route for the Union Army. It is rumored that
Southern sympathizers also aided in the plot and
are being treated as heroes in this small Union
occupied city northeast of Nashville. There is no
word yet as to how the Union Army will get their
supplies.
Postcards from the Past
Dear Mom and Dad,
Have you ever visited the
Cold Springs School? It is in
Portland, Tennessee and was
built in 1857 near Mitchellville.
During the Civil War, it was
used as training camp and
infirmary for Confederate
soldiers. After the war, it was
used as a church and a school.
In 1975, it was moved to a
public park and restored. We
could go and take a tour one
Sunday this summer between 1
and 4. I think it would be
interesting to see the exhibits
inside that tell about Portland’s
history.
Love,
Brady
How could this type of instruction
be differentiated to meet the needs
of all learners?
Could it be used as a formative
assessment?
Literature: Making Connections—
Raising Achievement
Teach comprehension strategies
using nonfiction text
Develop background knowledge and
vocabulary
Provide as much instructional-level
material as possible differentiating for
all learners
Raise the level of achievement on
content specific assessments
How do we develop Informational
Literacy?
Have a variety of non-fiction texts that
illustrate your content.
Build background before you teach.
Picture books work well with older students
because of time constraints.
There are always students in higher grades
who need the support less challenging text.
Put the puzzle together—A story-Primary
document—then the content.
Introduce the lesson
with a “story” about
an event or person.
Students scan content lesson
for information or vocabulary
that are related to the
story. Place items on a
graphic organizer
Construct meaning
Reread parts of the selections
for better understanding
Discuss the text with others
Make notes
Introduce a Primary Document
Connect literature and content text with the
primary document. These work best when
differentiating instruction:
Diaries
Photographs
Letters
Newspaper Articles
Essential Question: What are the
connections???
Stories that are true…
www.gqg59.dial.pipex.com/box_brown.jpg
Henry Box Brown, b. 1816
Narrative of the Life of Henry Box Brown, Written by Himself.
Manchester: Printed by Lee and Glynn, 1851.
Author Doreen Rappaport’s Words:
In 1965, I went to Mc Comb, Mississippi, to teach
at a freedom school. The experience changed
my life. I met "extraordinary ordinary"
people — black Americans who had been
deprived of rights that I took for granted, and
who were threatened with death every day.
Their courage inspired me. They were heroic. I
knew there had to be many more "unknown
heroes," people who helped change history. I
set out to recover and write about this "lost"
history. That was more than seventeen years
ago.
http://www.doreenrappaport.com/about.html
http://www.robertsmalls.com/about_e
xhibition.html
863 - Smalls assumes command of The Planter
1867 – Helps found the first public school in South Carolina
1875 - 1886 - Served in the 44th, 45th, 47th, 48th, and 49th
Congresses
1889 – 1911 – Served as U.S. Collector of Customs in
Beaufort, S.C.
Related Information for Robert Smalls
http://www.teachingushistory.org/
documents/SmallsLetter.htm
http://www.civilwar.org/historyclassroom/
Gifted_and_talented/Smalls%20Bio.pdf
http://www.pbs.org/wnet/slavery/teache
rs/readings1.html
Reader’s Theatre
Making it real….
Myra Zarnowski suggests the following activity that can be
used as an opening activity introducing a new theme or
as an assessment.
Then (The Unfamiliar)
In those days…..
No one knew….
Back then….
At that time…
By today’s standards..
There was no such thing as..
There was no understanding of..
_______ has been completely transformed because…
The result…
In those days the Civil War was raging. No one had
any idea a slave would be bold enough a take a
Confederate Ship. Back then, many people
thought that a slave could not learn to do
something as difficult as navigate a ship. But,
Robert Smalls showed them. With his wife,
children and a few others, he waited until all the
soldiers went to a big party. Then he and his
“crew” sailed out of the Charleston Harbor. Robert
Smalls was transformed from a slave to a soldier.
by
Bailey Grace
Rosa Parks and the rest of the
story??
It started on a bus—but
not the one you are
thinking about. This
bus ride was in 1949!!
Great primary source
documents and factual
information that could
be used for research.
All of Russell
Freedman’s books are
historically accurate
and cover a wide
variety of topics.
On The Bus
Big, ugly glaring eyes look at me.
It roars past with a spewing black laugh.
And I walk.
Rain drips down my dress, my feet bleed,
The big gaping hole beckons me in.
And I walk.
If I am lucky, there might be a ride.
But, how much will it cost?
And I walk.
The lady yells if I am late.
The children scream for their breakfast.
And I walk
A year passes, hot summer, cold winter, a fall hurricane.
Some give in, I never did.
I walked and walked and proved I was good enough
To sit where I wanted to sit.
On the bus.
By Jane-Ashe
Big decisions made history.
Only the brave participated.
Years of oppression came before it.
Cops were everywhere.
Outside, there were men in white sheets.
Tears rolled down dark faces.
Time for all the hate to end.
What’s New???
Historical Context……
50 Miles
Gees Bend
5 Miles
Camden
Learner Engagement…
Beautiful, flowing verse
Content Vocabulary
Teaches great lessons using historical
context
Themes of hope, courage, self-worth,
determination, community, heritage,
citizenship, responsibility
Making connections—listening
http://www.archives.state.al.us/teacher/rec
on/recon1.html
http://www.tinwoodmedia.com/PDFDownl
oads/WHITNEY-gb-es-ed-resource.pdf
Class Quilts…
Quilt topics:
Heritage and Culture
Civil Rights Timeline
Class Story
Timeline using an Alphabet format
Research people, events and places that
are part of the narrative poems
Literary devices—illustrate this style of
writing by creating verse using other events
Jean Fritz’s books have been a mainstay in
classrooms for years. After reading the
books, students work in teams to come up
with similar titles so main events or
significant characters from the content.
Examples:
How much is a stamp, Ben Franklin?
Can you keep us warm, Mr. Franklin?
Another Plan….
Try this to revolutionize the way you review for an
assessment. Write the names of people or events on
note cards. Using the format from the Jean Fritz book
titles, have students create new titles using factual
information presented in the content.
Examples:
Which land is your land, General Lee?
How did you get so wet, Molly Pitcher?
What give you the right, Carrie Chapman Catt?
Can you fly a plane, Bessie Coleman?
What floats your boat, Mr. Fulton?
Is something burning, General Sherman?
Let’s make a deal, Mr. Jefferson?
Difficult Areas—Thoughtful Text
Hanna’s Suitcase by Karen Leveine
Daniel’s Story by Carol Matas
Four Perfect Pebbles by Lila Perl
and Marion Blumenthal Lazan
Erika’s Story by Ruth Vander Zee
Misconceptions……..
There is no documented evidence that
slaves used quilts as maps to escape to
freedom.
The Underground Railway did not exist in
the south.
Few slaves escaped from the deep south.
Most who escaped lived in border states.
Other information can be found out….
http://teacher.scholastic.com/ACTIVITIES/bhi
story/underground_railroad/myths.htm
Make Careful Choices..
Tombigbee
What is true and
what is just a
“good story?”
• The original song was published in 1928.
•The author, H.B. Parks, claimed that an Underground Railroad
operative, known as Peg Leg Joe, moved from plantation to plantation
just north of the Mobile, Alabama area working as a journeyman
laborer.
•This work was a front for Joe's true task: teaching slaves the Drinking
Gourd song and marking an escape route.
•Lee Hays, a founder of the Almanac Singers and The Weavers,
published an arrangement of the song in 1947. This arrangement
changed the lyrics from black vernacular speech to standard English,
and added a chorus and the signature line, "For the old man is
awaiting for to carry you to freedom" (which seems quite overt rather
than coded.) It is this version that is used today in popular books.
• In other words, it is not possible that escaping slaves sang "For the
old man is awaiting for to carry you to freedom", since that line was
written 80 years after the end of the Civil War.
Other Ideas from the Experts…
Making Sense of
History
By
Myra Zarnowski
Books by Janet Allen