Nothing but a fur cap on.....A Treasured Image

My treasure box directly correlates with my unit on The Constitution, who signed it, and where.  I chose 10  items (5 primary resources) depicting what the constitution is, historical landmarks in Philadelphia, and items that were used during the time.  I chose a present day image of Independence Hall along with an image dating back to the signing for students to compare and contrast.  Images of the Liberty Bell and Christs Church were also included.  I included tea, led bullets, feather pen, ink, maps, and stockings.  The main purpose of this activity is to see how students can compare places and items from the 1700s to today.

I primarily teach Math throughout the day with only 1 section of language arts.  In my L.A. class I have used images and materials to help create journal entries in the past.  I have never gone to this extent with such a variety of pictures, paintings, and objects.  I think with a wide range of materials, it will be easier for my students to relate.


On a separate note Signing Their Lives Away gave me a different view of Big Bad Ben Franklin.  From what I read, Mr. $100 note seemed very arrogant and into himself.  I can't get the image of Ben, hanging out in the buff, with nothing but a fur hat out of my mind.  He also seemed to be a lady's man chasing the older, more experienced women.  I always thought Ben was a fine upstanding citizen, but after reading now view him in a new light. 

Military Aspects

Prior to taking this class I assumed Washington was a great general who was efficient and effective.  I thought the battles were fought in an organized manner and travel was precise.  After listening to speakers and reading texts I found that to be anything but true.  One speaker basically explained georgie to be dumb and lead his troops hundreds of miles off course.  It is a surprise that the colonists were able to win any battles.  With weather, travels, and weak battle plans its hard to imagine our Independence was gained

July August War

I always had historians pegged as researchers who spit facts back in a dry, boring manner.  After taking this class, listening to speakers, and reading various texts I found that to be anything but true.    The three readings for this assignment all present the material in a different way.

 The American Revolution Handbook is what I always remembered a history text being.  It gives  you facts and allows you to make your own interpretation.  It goes in chronological order, citing important events that occurred throughout the revolution.

The American Revolution by Wood gives his interpretation based off of the facts that can be found in any history text.  This is what I found most interesting about historians; much of the information is just based off of facts.  It is their opinion after a collaboration of primary resources, readings, and other historian’s views.

The last text was the picture book of the revolution.  This is different from any text I have ever read throughout my schooling.  The material in this text reminded much of the Hakim book.  It had stories within the war.  The inserts and images painted a story of what times were like during the war.

My overall view of historians has changed.  I see them as storytellers, creating their own interpretations based off what facts they can obtain.

Wood vs hakim

In comparing the two I found them to be night and day. Wood is more facts with nothing to catch your eye. I chose the Boston Massacure. Wood just spit out facts and mentioned a picture painted by Paul Revere. Hakim took the same event and included the actual Revere painting. For me facts images and inserts are much easier to follow compared to the Wood book.

A History of US 1735-1791

I found the work of Joy Hakin to be very interesting and easy to follow.  The book is very different form the typical Social Studies texts I am used to seeing.  The usual texts are just information explaining a time period.  Joy gives you background and then includes inserts giving a different perspective or an event that occurred within.  This varies the type of writing and helps relate the time period to actual events.  I think this would benefit both left and right brained learners.  It does follow a sequence but also jumps around with inserts, maps, quotes, and art.

The chapter headlines are more then just dates, the pictures are actual artwork from the time period, and the definitions explain the words relevant to the time period.  This all makes an easier read, more interesting, and easy to follow.  This is not a "read a few pages and answer questions text."  It is something that students can enjoy and hopefully relate to, not something they will memorize and forget a week later.

2

The second article, Teaching for Historical Lieteracy, had and interesting quote teaching a mile wide and an inch deep.  This is something I feel is common in most History and Social Studies classes.  In viewing a typical text it may cover hundreds of years,  various cultures, and events that occured throughout this time.  If a class just reads through the book, this can become extremely boring, with nothing being retained. 

The article talked about information becoming knowledge.  Many history classes are spent memorizing dates, terms, and events.  This does not allow students to learn or relate to experiences during that time.  Instead of cramming hundreds of years into hundreds of hours, have the students understand and get them thinking about what is beign taught through their own experiences, ideas, and writings.

Activity 1

I have always found the discussion of right brain vs left brain learning an interesting topic.  I feel a typical classroom is made up of strong right brain learners, left brainers, and a variety of students in between.
With such a varied group in one setting, it is difficult to create an atmosphere where all students can learn at their highest potential. 

I was under the assumption that I have always been a dominant right brained learner  Math and sciences were my better subjects.  Noise never hindered my ability to learn.  Music in the background actually helped me focus.  I was never big on organization, lists,  or sequential order.  After taking the test I was 51% right to 49% left.  This result was nothing I expected. 

Maybe over time I have adjusted.  The old ball and chain (look for the blog profile with the really good looking husband) seems to be more orderly, uses lists, and tends to focus on one task at a time.  Being exposed to this may have had a direct effect on the result.  We tend to look at things completely different but both adapt in our ways of doing things.

As a teacher I feel it is best to expose students to all types of learning.  This will allow both sides of the brain to develop and improve in the areas that are weak.  Although I may never create my own list or work in complete order, I can at least follow one created for me.