Rebuilding a nation. A webquest on South American Trade

http://zunal.com/webquest.php?w=270325

My Visual Learning Project

My Animoto PC

Social Studies 5-12 Certification

Ed 507.27  Social Studies Teacher For Grades 5-12.  The following requirements shall apply to the certification of a social studies teacher for grades 5-12:

          (a)  To be certified as a social studies teacher for grades 5-12, the candidate shall:

(1)  Have at least a bachelor’s degree;

(2)  Qualify for certification under one of the alternatives in Ed 505.01 – Ed 505.05, including completion of at least 10 courses or the equivalent in social studies at an institution approved by the New Hampshire postsecondary education commission or equivalent regional accrediting agency such as but not limited to the Northeast Regional Association of Schools and Colleges; and

(3)  Meet the requirements of (b) and (c) below.

          (b)  In compliance with RSA 193-C:3, IV(f) and consistent with RSA 193-C:3, III, a candidate for certification as a social studies teacher for grades 5-12 shall demonstrate competency in the teaching of social studies, including techniques for enhancing student learning in this area and the use of assessment results to improve instruction.

          (c)  A candidate for certification as a social studies teacher for grades 5-12 shall have the following skills, competencies and knowledge, gained through a combination of academic and supervised practical experience, in the following areas:

(1)  In the area of content, the ability to explain the importance of knowledge in each of the following areas, including ways in which each subject area provides insight into contemporary society:

a.  Civics;

b.  Economics;

c.  Geography;

d.  United States and New Hampshire history; and

e.  World history and contemporary issues;

(2)  In the area of content, the ability to exhibit knowledge of the basic concepts, generalizations, and issues of the subject areas, including an in-depth understanding of at least 2 of the following subject areas, one of which shall be d. or e.:

a.  Civics;

b.  Economics;

c.  Geography;

d.  United States and New Hampshire history; and

e.  World history and contemporary issues;

(3)  In the area of related subject content, the ability to explain the importance of at least one of the following behavioral sciences including ways in which it provides insight into contemporary society:

a.  Anthropology;

b.  Psychology; or

c.  Sociology;

(4)  In the area of content, the ability to demonstrate the research methodology of professionals in at least one of the 5 subject areas referred to in (c)(1) above, or a related social studies subject area;

(5)  In the area of pedagogy, the ability to:

a.  Design social studies unit plans which contain a central theme, issue, or question that coherently links to daily lessons;

b.  Develop social studies lessons which integrate materials and concepts from 2 or more social studies strands listed in (1);

c.  Develop social studies lessons integrating materials and concepts from outside the social studies;

d.  Design learning activities which employ research methods unique to the social sciences;

e.  Demonstrate the capacity to use a variety of social studies learning activities and techniques in order to:

1.  Foster the practice of democratic processes and decision making;

2.  Provide exposure to multiple interpretations and thoughtful exchange of competing viewpoints;

3.  Explore social issues;

4.  Develop and utilize community resources and community projects;

5.  Develop critical thinking, using a variety of instructional methods;

6. Assess how factual information, opinion, entertainment, and advertising are presented differently in various media; and

7.  Promote oral and written expression through various forms of analysis; and

f.  Promote adolescent literacy by using literacy strategies in order to foster comprehension and develop social studies skills; and

(6)  In the area of professionalism, the ability to:

a.  Develop an understanding of the organizations, agencies, and resources which contribute to the professional growth of the social studies teacher, including how to access the current and best practices in the social studies field;

b.  Understand the differences between middle school, junior high school, and high school philosophies and practices; and

c.  Understand the purpose of an integrated and articulated K-12 social studies curriculum.

Source.  #7274 eff 7-1-00, EXPIRED: 7-1-08

New.  #9525, eff 8-14-09

Conquering the New World in Civilization 5

Title:

Conquest of the New World

Objectives:

Students will

•  Research the exploration routes of the New World by the courts of England, France, and Spain.
•  Study the culture of the Native people of the Americas which included, The Inca, The Aztecs, and The Iroquois.
• Learn about teamwork and cooperation as “ advisers” to their appointed leader.

Standards:

CCSS ELA-LITERACY RH9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS ELA-LITERACY RH9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Materials:

• Paper and pens
• Materials related to the relevant empires of Europe, as well as the relevant native peoples.
• Sid Meier’s Civilization 5
• Either each team will have a laptop or the teacher will use their computer.

Procedures:

On the first day of class find out what students know about the Conquest of the New World. For the scope of the class the discussion will stay focused on the empires of France, England, and Spain, and the native people of, The Inca, The Aztecs, and the Iroquois. Teach about the leaders of each of the 6 nations during this time period. Talk about the relationships Isabella, Elizabeth, and Francis I had. Also discuss the history that the native people had and how they governed their lands.

Explain that the Europeans had a significant advantage over the native people due to gunpowder and a navy. Discuss with the class the tactics the Europeans would use by trading guns to other cultures in an effort to upset the balance of power in their favor.

On the second day of class explain that each people believed god had chosen their ruler and as such the instructor will be choosing the leader of each civilization. Choose 6 students to represent the leader of each civilization. This student will have absolute power and decision making when it comes to playing the game out. The classroom will be split as best as possible into 6 teams with the extra students serving as advisors to their leader. The advisors are allowed once per turn to meet outside the classroom with the instructor to decide if they would like to stage a coup or not. Should the advisors decide to overthrow their leader they will appoint a new leader, however for two turns they are not allowed to make any in game actions, this is the risk it runs. The ousted leader is allowed to defect to a nation of their choosing. 

Begin the game midway through the second day of course. The settings of the game will be a to scale North and South America, and the passage of time will be set to quick to allow the game to proceed fast enough for the class. The victory condition for the Europeans will be set so that they must capture and hold as many capital cities by the end of the fourth day of class. The victory condition for the natives will be to either wipe out every rival civilization or repel the Europeans from their own borders.

At the beginning and mid-point of the third day and the beginning of the fourth ask the class what they have learned thus far. Inquire if they have learned anything related to tactics and teamwork that is essential to running a competitive group. Also ask each nation to come up with three advantages and disadvantages they believe each nation had going into this conflict. 

Let the class play the game out on the fourth day to decide who the most victorious nation is. At the end of the week on Friday pose a critical thinking question and an assignment. 

Assignment:

At the end of the week the class will be given an assignment to conclude the lesson to work on over the weekend. This will be a 6 to 8 page paper that requires students to reflect on the history of events as well as challenge conventional thinking. The paper will require these points to be met:

·         Understanding History: What were your notions of the hardships the Europeans (or natives depending on the student) had to face in their exploration/defense of land before the simulation? After the simulation have you had any revelations pertaining to your side?

·         Team Tactics: How did you handle being either a supreme leader or an advisor? If you choose to oust your leader was it worth it? If you were ousted how did you handle that circumstance? What are some strategies you learned that you can apply outside of the game to real world situations?

·         Critical Thinking: Considering how the match turned out do you think that it made “sense”? Also if the natives won, how do you think the world would have been affected by that? Consider the history that unfolded after the Europeans had settled the New World.

Interview at Garfield Middle School in Revere MA

Interview with Mister L at Garfield Middle School, Revere, MA, 02151.

Mister L is somebody who is confident in themselves and the technology they are using to teach students. He has been working as a teacher now for roughly six-years. His school has issued laptops to every student to allow them to use in class and at home. As a math teacher he uses the laptops as a tool for instantaneous feedback on whatever problem they are working on in class. He also uses a smartboard that has grown to be second nature to him. So much so that when I pointed out it was technology he laughed and forgot about that fact due to the heavy use it gets.

His uses for the smartboard are wide and he showed a particular sense of respect for the tool that is obviously his favorite. When talking about all the different ways he uses it, it was clear that he believes in its ability to enrich a student’s experience. He noted that with kids who are visual learners the smartboard enhances their ability because it allows them to see the problems first hand. Also Mister L teaches in an area where English may be a second language to many. Because of that he uses the smartboard to translate English to Spanish for students that require that extra effort. He also has software on his computer that he uses that translates his English printouts 1:1 into Spanish for his students.

These printouts are duplicate in every way so that there is no disadvantage. He even takes what he describes as a controversial approach amongst his coworkers by allowing students to use cell phones in class to help them translate when needed.

He stated to me during the interview that his school in Revere has been voted the top urban district in the nation for the use of technology in the classroom. I inquired with him about other classes that his school offers that caters to the tech-wise student. He explained that there are courses that specifically involve the playing of the video-game Minecraft. These courses teach building techniques as well as special reasoning for the younger grades. Other courses being taught include Architecture which uses computers and tablets to assist students in learning the fundamentals of the science. Finally he explained that coding has a variety of courses being taught. I asked if coding is being focused on because of the necessity a skill such as that will have in life in the future to which he agreed. It is clear that Garfield Middle School is doing its best to keep at the forefront of the tech world.

This has manifested itself in positive ways as I learned that his school recently received a ten-thousand dollar grant to continue improving its technological capabilities. Out of all this good that technology can bring I was curious on Mister L’s opinion on the downside of technology. Surprisingly he did believe that technology can also be a detriment. He explained how sometimes he feels technology is being used for the sake of being technology. He told me about how in some classes they will use Ipads to answer questions that are simple multiple choice quizzes. He expressed frustration in that because the technology is being used for something that can be just as easily accomplished with a pen and paper. He also noted that he feels in classes where the technology is too emphasized it will stymie lesson planning. It causes a teacher to be a slave to the technology having to create a class around using it when the technology should be seamlessly integrated.

Overall I found all of this incredibly thought provoking. I graduated from high school in 2009 and virtually none of these examples were present when I walked across the stage my senior year. I found it stunning how in as little as 6 years the art of teaching can evolve so much. Furthermore I found it hopeful because a teacher like Mister L is taking to it so enthusiastically. I shared his concerns regarding technology before the interview so it felt good having those concerns validated. However, if a city like Revere which is not considered the best place to be can have a middle school with such technological prowess it bodes well for the future of education.