Just Do It!

Recently I took my kids to a field trip to see Independence Hall at Knott's Berry Farm. While there, I realized just how well connected my kids were to the historical content. They were so eager to learn and share what they knew. They had thoughtful questions that impressed even James Madison! My kids were called snobs by another class because they were so engaged with the content to the point that they were shushing the other students so they could hear better! How did I get them to this point?

I spent my reading group and designated history time this year using mainly primary sources (both on a PowerPoint and hard copies), fiction and non-fiction books, and historical videos and websites. I did not use the text book except to take a look at the pictures and timelines. I encouraged them to produce extensions (anything from posters to journals to Power Points and even skits!) on areas they personally found interesting and then teach the class. The kids really became experts on the time period between 1607 and 1789. I am able to have rewarding in-depth conversations with them on topics from these years and we all enjoy it! I learned not to be afraid to just go for it, to try something outside the box and see where it takes you!

Writing with History

My students have completed persuasive essays debating the idea of indentured servitude. After learning about why people were indentured servants, my students chose a side whether they would want to be a servant or not and why. Some said they saw benefits for many who came to the colonies to be servants. They felt it was a good way to get out of England. Others felt that living under someone else is never good, and felt indentured servitude was wrong. It was wonderful to hear the kids argue from both sides.

The lesson included a daily journal as well. The journal includes notes from each day and their feelings about it. The journals were interesting to look at as a culmination of their thoughts.

Thinking as an individual in a historical time period really helped my class see both sides of the issue. Once they had a deeper understanding of how indentured servitude really worked, I had them imagine themselves in the situation, and that is when they began to have real thoughts and feelings about indentured servitude.

Wordle Reflection

In this wordle, the words 'kids' and 'writing' came up the most. That is great because that is what this lesson was about! Notice also that we were working on Ben Franklin, heroes, and time.

Building a Personal Connection to History

The information presented in the Historical Method document makes a valid point when we are reminded to help students make a personal connection to historical people and events. One way I try to do this is by using historical fiction in my reading groups. I find that students can better relate to what is learned in history if they can connect an emotion to the voices of history. By using high quality historical fiction, students can 'feel' the time period, experience the events for themselves, and envision the multiple perspectives that existed at the time. By then connecting the feelings and knowledge, students will continue to build personal connections to what they are learning in the classroom. History will become a valued treasure rather than a long list of trivial facts.

Is Benjamin Franklin Really a Hero?

Our team is thinking of using the Heroes book from Dennis Denenberg to create a persuasive essay on Benjamin Franklin. Using the two page article, along with a primary source document that we will find, we will have the kids analyze whether they feel Ben Franklin was a hero for his time period. After analysis, they will be able to persuade the audience to agree with them on whether or not we should view him as a hero. The persuasive essay will be a standard five paragraph essay graded with the standard 5th grade district rubric.

I think this activity is going to be very easy to implement into the classroom this year. Obviously I will have to make sure we have a discussion about what a hero really is before we start. I don't think it is necessary to wait until I teach Colonial or American Revolution time periods before beginning the lesson. It can be a stand alone lesson, in my opinion, simply related to our persuasive writing lesson. I also think it can be a nice lead into beginning my unit in Colonial history because now we can look at each person we study as to whether they are a hero or not in our eyes. This will, hopefully, help students connect better with the content in our American History standards.

Clothing in Barbados, circa 18th century

One of our speakers told us about how the English were dressed in Barbados on the sugar cane farms. The natives and slaves that were working the fields were wearing very little due to the warm climate and the culture. The British were pompous and dressed like the English back in their homeland, wearing layers of silk, wool, and velvet. The heat would be intense and the British would not remove the clothing because they felt it represented a wealthy, aristocratic man. The fools would kill themselves with fashion! Crazy!

American Heroes

I really enjoyed learning about adding heroes to my classroom. I see how I can add them to every part of my curriculum. Now it is a matter of figuring out how much, when, and how to do it. Since I will teach a combo this year with 4th and 5th, I can see how I can have the kids work with heroes when they are done with seatwork. I see this being part of ongoing activities in a folder in each student's desk. Culminating activities can be so different and individualized which is perfect for high achievers and GATE students, the bulk of my class this upcoming year. Much to do, but excited to get started!