Convergence Chart

Standards Curriculum Materials

Reading &ackets 'will incl de all graphic organi%ers( worksheets( doc ments( homework assignments( etc. that we will )e sing d ring the two weeks.* S+AR, -oard for powerpoint and magnifying images. &oster &aper for propaganda posters 'estimated si%e of poster ##.#/* Creating America ,ext)ook +arkers Coloring &encils Additional S pplies as the )ecome necessary

NCSS Theme II Time, Continuity and Change Theme 2; Time, Continuity, and Change 2.4 guide learners as they systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality. 2. provide learners with opportunities to investigate, interpret, and analy!e multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical "udgment PA Standards: CCSS ELA Literacy CCRA.R1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific text al e!idence when writing or speaking to s pport concl sions drawn from the text. CCSS. ELA"Literacy. CCRA.R.#." $etermine central ideas or themes of a text and analy%e their de!elopment; s mmari%e the key s pporting details and ideas. CC## $%&'%iteracy. CC(&. (. )' &naly!e how and why individuals, events or ideas develop and interact over the course of the te*t

Knowledge of Students & Context

Teaching Methods

55 $irect 0nstr ction 55 4ro p 6ork 'Colla)orati!e Learning* As far as 0 know the only expos re these st dents 55 7ome pro2ect 'portfolio* that will )e ha!e had to any history relating to the times of drafted8)eg n in class ) t ) lk of work and sla!ery is o tside of school in terms of a friend final drafts will )e done at home. 'Somewhat making a reference or if they1!e seen or 2 st in &ro2ect -ased Learning* )rief passing as they disc ssed the Ci!il Rights 55 St dent Colla)oration +o!ement. 0n the )eginning of 3e)r ary as a 55 Case St dy class we read o!er the 4ettys) rg Address and 55 -rainstorming that was the first time that to my knowledge 55 + lti"+odal they1d worked with any material from the Ci!il

6ar Era. 9ne of the main reasons 0 want to 55 6ritten Role &laying la nch my nit with a timeline acti!ity is )eca se 55 +ake the a)stract concrete...')ig ideas more it is important for them to nderstand that the tangi)le for st dents* Ci!il 6ar didn1t start o!er night ) t instead was the res lt of different forces that when com)ined exploded at 2 st the right time. ,he sentiments of the Confederacy had )een )oiling for years. Lincoln1s election was not the only reason we went to war( it wasn1t 2 st :state rights( ; and it wasn1t 2 st sla!ery it was a com)ination of all of these factors.

Educational Philosophy and Beliefs

+y C+ told me a few weeks ago that o r st dents :world is limited to the )locks they li!ed on; and that it was :o r 2o) to expand that world.; ,his is one of the many reasons for which 0 look p to my classroom mentor. 0 wish she wo ld ha!e )een one of my teachers. 4i!en my on <"1# schooling 0 try to keep !ery close to me what it felt like to sit in the desks my st dents now inha)it and what it felt like to not nderstand sometimes. 0 se this to g ide my teaching and 0 contin o sly try to see my lessons not 2 st from my eyes as a teacher ) t from the eyes of my st dents. 6hat wo ld it )e like if 0 didn1t know what 0 know and was trying to learn it for the first time= 7ow co ld a graphic organi%er or an acronym help me organi%e my notes and tho ghts= 6hat > estions wo ld 0 ha!e= 0 )elie!e e!eryone deser!es access to ed cation. Access doesn1t 2 st mean )eing a)le to attend a school( ) t also ha!ing access to the knowledge and finding ways to connect to it for )etter nderstanding. 0f as an ed cator that means more work for me then 01m okay with that.

Theories of Teaching and earning

St dents sho ld )e ta ght :with; instead of )eing ta ght :at; '<en 9s)orne* ?sing 4ardner1s theory of + ltiple 0ntelligences( st dents sho ld ha!e access to material in a way that s its the intelligence that they are strongest in. <nowledge sho ld )e constr cted not deli!ered. St dents@ moti!ation determines( directs( and s stains what they do to learn. '-and ra* Enco raging st dents to ha!e less of fixed mindset and )e more open to growth. '$weck*