Classroom Artifact Analysis
TESOL: 3.b.6: Provide standards-based instruction that builds upon students’ oral English to support learning to read and write
This artifact is an example of the use of primary documents in a thematic unit based on ALCOS 3: Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.] These materials were used in high school 10th grade U.S. History classroom with students ranging from regular education students, ELL student, special education students, and life skills students. This material was used in a one day lesson within a 3-week lesson duration.
This artifact format reinforces the benefits of primary documents in the classroom. “It is well known that primary sources are important for teaching historical thinking …show more content…
I was surprised by which students excelled in this activity. They were able to take a leadership role in this particular activity. Throughout the years, I have been increasing the use of primary sources throughout my content lessons. This particular lesson is a favorite of mine. It allows for reading, interpretation, translation, peer interaction, writing, and self-assessment.
David Hicks, Peter Doolittle, and John K. Lee, "Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources," Theory and Research in Social Education 32, no. 2 (2004), 213-247. Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). The School of Information Studies- Dissertations. Paper
This artifact is an example of the use of primary documents in a thematic unit based on ALCOS 3: Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.] These materials were used in high school 10th grade U.S. History classroom with students ranging from regular education students, ELL student, special education students, and life skills students. This material was used in a one day lesson within a 3-week lesson duration.
This artifact format reinforces the benefits of primary documents in the classroom. “It is well known that primary sources are important for teaching historical thinking …show more content…
I was surprised by which students excelled in this activity. They were able to take a leadership role in this particular activity. Throughout the years, I have been increasing the use of primary sources throughout my content lessons. This particular lesson is a favorite of mine. It allows for reading, interpretation, translation, peer interaction, writing, and self-assessment.
David Hicks, Peter Doolittle, and John K. Lee, "Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources," Theory and Research in Social Education 32, no. 2 (2004), 213-247. Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). The School of Information Studies- Dissertations. Paper