Learning Processes Blog #3

I am still finding Takaki rather interesting, but after thinking about the discussion we had about the book a few weeks ago, I do look at it a little differently. Someone brought up the point that they wished it was organized by era of time rather than by ethnic group, and I tend to agree with that. I find it hard to situate myself in history as I’m reading about one group, and then have to rewind thousands of years when I flip to the next chapter. I also remember someone pointing out how Takaki seems to really only be telling one side of the story and that we cannot take what he says as truth. Though I did not take it as an absolute truth before, I now definitely read this book with a bit of skepticism.

One trend I notice in this book is the idea that the non-whites build up our nation just in time for the whites to take it over, claim it for themselves, and kick everyone else up. I especially noticed this in the chapter “Searching for Gold Mountain” which states “Indeed, the Chinese built the agricultural industry of California.” What? I had never even heard of Chinese playing a role in this before! In the next chapter, “The ‘Indian Question’” I found it humorous (and sad) to read the part that states: “The ultimate goal […] was the eventual assimilation of Indians.” The reason I highlighted this and starred it is because…they were here first. So how can we expect them to assimilate to us? I continue to enjoy my reading of Takaki!

Lesson Plan: The Washington Monument

“Washington D.C.: Then and Now” Lesson Plan
Exploring the Washington Monument

Situating the Lesson:
This will be one of the first lessons in the unit. Students will only have their prior information about the city that they currently live in. This will be their first lesson introducing the various monuments of Washington, D.C.

Methods of Inquiry:
Students will be asked and have a chance to ask questions before and during the reading of the storybook. While the students are illustrating their own monument, the teacher will circle the classroom and ask students about their drawings to gauge their understanding of a monument and its purpose.

Instructional Goals:
Students will be able to answer questions about George Washington and the Washington Monument. Students will demonstrate their knowledge of the purpose of monuments by designing one of their own.

Essential Questions:
What is the purpose of a monument?
What are some monuments here in D.C.?
What is the significance of the Washington Monument?

Standards:
From the 3rd Grade Social Studies DCPS Standards- 3.1: 3. Identify and locate major monuments and historical sites in and around Washington, DC (e.g., the Jefferson and Lincoln memorials, Smithsonian museums, Library of Congress, White House, Capitol, Washington Monument, National Archives, Arlington National Cemetery, African American Civil War Museum, Anacostia Museum, Vietnam Veterans Memorial, Iwo Jima Memorial, Frederick Douglass House, Mary McCleod Bethune House, Wilson Building, and Mount Vernon). (G, P)

Instructional Materials:
-Meet George Washington by Patricia A. Pingry
-3 computers
-5-6 informational book on Washington, D.C.
-markers
-construction paper
-Washington Monument template (20 copies)
-dry erase board and marker

Set Induction:
The teacher will bring out a “mystery box” and ask the students to figure out what they think is inside. The teacher will let students raise their hands and ask yes or no questions about what is in the box. The teacher will write on the board the questions that receive a yes. This way, the class ends up with a list of clues as to what is in the box. The item in the mystery box will be a miniature version of the Washington Monument.

Procedures: Have students gather on the rug
a. Ask and discuss:
i. What is a monument?
ii. Why do people make monuments?
iii. What are some monuments around here?
iv. What do you know about the Washington Monument?
b. Read the book Meet George Washington aloud to the class.
c. Break the class up into four groups (counting off by fours) and give each group a question about the Washington Monument to research. Tell students that they will have 5 minutes and can use either the computer or one of the D.C. informational books in the class. The four questions are:
i. When was the monument built?
ii. Who designed it?
iii. How tall is the Washington Monument?
iv. How many steps are in the Washington Monument?
d. When the students return, let each group share what they discovered. Each group should also share what method of research they used to get their answer.

Assessment/Closure:
Students will demonstrate their knowledge of the purpose of a monument by creating their own. The teacher will explain to the students that they need to choose someone who they admire and would like to make a monument for. Students can choose to use the Washington Monument template, or construction paper to make their own. As students design their own monument, the teacher will circle the class and ask students about their monument and ask them to describe the purpose of a monument. The teacher will display the students’ creations throughout the classroom.

Learning Processes Blog #2

Well, this time I actually HAVE the Takaki book so that's a definite improvement! As I look through my book I have found it interesting to see what I have highlighted. Half of the things I have marked are things I didn't know before and was interested to learn about. The other half are things I just liked...either I liked the way the author stated something or really agreed with an opinion he had. For example, in Chapter 2 one of the things I highlighted was on page 47: "In blaming the Indians for their own decline, Jefferson insisted that the transfer of Indian lands to whites had been done fairly and legally." Why did I highlight this? Because it made me sad that Jefferson was so rude! I feel like he's always painted as this hero and this chapter definitely challenged my previous thoughts on him. In Chapter 5 I highlighted a Frederick Douglass quote I really liked, "To make a contented slave, you must make a thoughtless one...He must be able to detect no inconsistencies in slavery." How very true that is...and I'd never really thought of it that way.

In our class we still haven't really done any Social Studies. Okay, that's putting it lightly. We haven't done any Social Studies AT ALL. We just started incorporating some science lessons into our usual math centers, but other than that...nothing. I assumed our Social Studies instruction would come from literature we read. However, our school has a strict government-mandated RTI program in place that requires we use the "Read Well" program. I don't think that a story about a dog who finds a dinosaur bone is teaching the student that much Social Studies. I really will be interested to see if it ever becomes a part of the curriculum. With the amount of focus the teachers are required to put on literature in math, it seems as though there really isn't a place for history at all.

Curricular Unit Outline

Unit Title: Washington D.C., Then and Now

Course: Geography

Grade Level: 3rd

Unit Length: 2 weeks (or 10 class periods that are 50 minutes each)

Personal Stake: Having spent the past 4 years here in the District of Columbia, I have really grown to love this city. I would like to live and teach here after I graduate, and would actually like to learn more about the history and geography of D.C.

Unit Topic: The unit topic covers the history and geography of the District of Columbia.

Content Standards:

From the 3^rd Grade Social Studies I used the first four standards of 3.1:

1.Compare and contrast the differences between a contemporary map of Washington, DC, and maps of this area at the end of the 18th and 19th centuries. (G)

2. Identify and locate major physical features and natural characteristics (e.g., bodies of water, land forms, natural resources, and weather) in Washington, DC. (G)

3. Identify and locate major monuments and historical sites in and around Washington, DC (e.g., the Jefferson and Lincoln memorials, Smithsonian museums, Library of Congress, White House, Capitol, Washington Monument, National Archives, Arlington National Cemetery, African American Civil War Museum, Anacostia Museum, Vietnam Veterans Memorial, Iwo Jima Memorial, Frederick Douglass House, Mary McCleod Bethune House, Wilson Building, and Mount Vernon). (G, P)

4. Describe the various types of communities within the city (e.g., Chinatown, Foggy Bottom, Adams Morgan, Anacostia, and Georgetown), beginning with the community in which the elementary school is located. (G, S)

Skills Standards: Students should become comfortable with the names of the major physical features, monuments, and communities within the D.C. area. They should be comfortable labeling these things on a map of D.C. and its surrounding area.

Attitudes: Students should become more comfortable with their community and feel like they are an integral part of the D.C. area.

Essential Questions:

-What are the major monuments in D.C.?

-What are the bodies of water in and around D.C.?

-What are other physical features and natural characteristics of D.C.?

-What are the communities in the area?

Assessment of Student Learning: Students will be given a blank map of the D.C. area that they will fill out throughout the unit as we learn more. Because this unit will provide opportunity for multiple field trips, students will be graded on a “Field Trip Journal” in which they write important facts they learn and reflect on their experiences as they explore D.C.

I am...

I am a student...I know this when I am on campus on Mondays and Thursdays for 11 hours straight.

I am a sorority girl...I know this when I see my closet full of letters and have sisters that I am very close to.

I am a President...I know this when I lead meetings and delegate tasks.

I am a sister...I know this when one of my younger brothers calls and asks me to "be a nice sister" and buy them some alcohol.

I am a daughter...I know this when my mother or father calls or when I get to spend some time at home.

I am a traveler...I know this because I love to go to new places and see other cultures.

I am a blonde...I know this because I sometimes say things that are less than intelligent.

Learning Processes and Procedures (and why I hate Amazon)

So I ordered my two textbooks for this class like the day after they were posted in August and the tracking keeps changing and apparently they will arrive tomorrow. However, I no longer believe anything Amazon.com tells me so we shall see. So I obviously do not yet have the Takaki readings complete but I've been doing the other readings on-line and looking at other blogs of class members. When I get the book, I do plan on marking it up. I don't like reading without a highlighter in my hand...it just doesn't feel right!

I am placed at a Public Charter School in D.C. called SAIL (School for Arts in Learning). I am in a second grade classroom with Ms. Jamey and Ms. Clara and love it so far, though I am finding it quite challenging! On Thursday I broke up three fist fights...quite impressed with myself :). So besides the behavior problems, we actually have been getting some work done. However, no social studies yet. It seems to me that D.C. really just cares about math and reading. We haven't even gotten to the math yet...we've just been giving the students reading assessments. I did speak to the teacher about social studies though. It is usually taught once or twice a week in centers for about 30 minutes. Because we haven't done any social studies, I haven't been able to apply what I have learned but I have been able to apply some of the classroom management skills we have worked on so far in our education program. I'm definitely looking forward to what this semester holds!