Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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LINK: Social Studies in Action Home Image of an elementary school student.
LINK: Using Primary Sources Home
LINK: About the Class
Watching the video
LINK: Connecting to Your Teaching
LINK: Standards
LINK: Resources

Watching the Video

Image of a notebook with the following text displayed: Reflect: As you reflect on these questions, write down your responses or discuss them in a group.

Before You Watch
Respond to the following questions:

  • How can primary sources enhance a student's learning experience?
  • What are some of the most effective primary sources you use?
  • How do you prepare students to work with primary sources?
  • Is it important to use both primary and secondary sources? What are the advantages and disadvantages of each?

Watch the Video
As you watch "Using Primary Sources," take notes on the instructional strategies Ms. Waffle uses to help students understand different primary sources and construct their own views of colonial life. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson.


Reflecting on the Video
Review your notes, then respond to the following questions:

  • What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson?
  • What kind of preparation do you think preceded this lesson to make it challenging, yet successful for students?
  • How was the graphic organizer used in the lesson, and how might it be used in future lessons?
  • Why do you believe Ms. Waffle asked students to compare the colonial contract activity to other work they'd done with primary sources?
  • How did Ms. Waffle encourage her students to focus and persist in the face of challenging tasks?

Looking Closer
Let's take a second look at Ms. Waffle's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

Image of the opening frame of this video segment.
< < <

Analyzing Colonial Advertisements: Video Segment
Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 3 minutes into the video. Watch for about 5 minutes.

Ms. Waffle gives each group a reproduction of a colonial advertisement to analyze, explains the assignment, and asks students to interpret the ad.

  • What evidence do you find that Ms. Waffle wants students to take responsibility for their own learning?
  • What evidence do you find that she wants students to construct meaning for themselves?
Image of Ms. Waffle in her classroom.
< < <

Translating a Colonial Contract: Video Segment
Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 17 minutes into the video. Watch for about 6 minutes.

In the second half of the lesson, Ms. Waffle reviews the definition of indenture and asks students to translate a colonial contract in their own words.

  • Why do you think this is a valuable activity for the students?
  • What benefits does it create for student learning?

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