Philosophy
Philosophy
Against
slavery,
used
factory
workers
Uniforms
Northern
soldiers
mass
production
standard
issue
Believed
they had to
use slaves
to produce
cotton
Commodity
Cotton
Economic
integration
Producers/
Consumers
North
Manufacturing
Producers
sold better
merchandise
lasted longer
to be used
by slaves
(shoes, hats,
and hoes)
Extended
credit
Northern
factory
workers,
mill girls
and
southern
slaves
treated
poorly
Influx of
Immigrants
into North
and South
Maureen Ryan
October 24, 2012
Democratic Vistas—Assignment #1 part1
American Foundations: From Colonial Settlements to the Civil War
South
Plantations
Uniforms
Southern
soldiers
hand made
in homes
Consumers
bought better
merchandise
lasted longer
to be used by
slaves
(shoes, hats,
and hoes)
Bankrupted
Template for Assignment #1
The following outlines what you need to provide for Assignment #1
Your name
Maureen Ryan
Date
Assignment a) What
Thinking Maps did you use
for Class #1 Content?
Please attach your maps to
this document.
November 14, 2012
a. Double Bubble
b. Double Bubble, Flow Map, Brace Map
Assignment b)Title of
Lesson
Studying the New Haven Harbor
What Thinking Maps did
you use?
Double Bubble; compare and contrast the Colonial Harbor to the
Present Day Harbor
Flow Map; cause and effect of pesticides and toxins
Brace Map; analyze parts to whole
What are the student
learning outcomes?
-create food chains showing the interdependent relationship
between plants and animals within the New Haven Harbor
-explain the effects of pesticides, toxins, and invasive species within
the New Haven Harbor
-compare and contrast the New Haven Harbor during colonial times
and present day times
What is your essential
question?
How is the New Haven Harbor utilized today?
Grade/ability level/Class
name
Grades 9-12/ varied/GED class
Content addressed and
skills to be practiced
-identify the plants and animals and their interdependent relationship
within the New Haven Harbor
-analyze the effects of pesticides and toxins on animals and plants
-explain how invasive species affect the natural environment of native
species
-state and explain different types of livelihoods related to the harbor
Briefly describe the
activities the students will
perform:
-pre/post test
-internet research( individually and groups)
-vocabulary sheet to assist with internet research
-thinking maps; double bubble maps, brace maps, flow maps
(groups)
-tic tac toe game (groups)
-Bloom’s chart (groups)
-Sail on the Schooner Quinnipiac; classes on board
-Mystic Aquarium visit; behind the scene classes
-Waste Treatment Plant visit
Describe how you will
assess prior knowledge and
explicitly state how you will
use this knowledge to
inform instruction including
differentiation.
Pre/post tests and Brace Maps
- students work in groups
-tic tac toe and bloom’s chart allow for differentiation
-internet research; self-paced or student teams
Please attach assessments
as appropriate.
Describe how students will
demonstrate what they
learn including the use of a
least one pre/post
assessment.
-pre/post test
-brace maps
-double bubble and flow maps
-projects
Please attach pre/post
assessments .
How will students know the
criteria for different levels
of performance?
-study guide for internet research
Collaboration Rubric- students will take on roles of scientists working
in teams to study the New Haven Harbor
Attach any handouts or
rubrics you provided to
them.
Primary sources: Pictures from both eras
Research for Primary Sources
http://www.colonialwars.ct.org//1644.htm
http:///www.yale.edu/ynhti/curriculujm/unitis/2003/2/03.02.04.xhtml
http:////connectictuthistory.org/oyersing-in-connecticut-from-colonial-times
http://www.history-map.com/picture/002/Harbor-NewHaven-New.htm
http://www.nmdb.org/marker.asp?marker=35730
http://qrugis.newhaven.edu/SarEIS/Sld034.htm
http://enwikipedia.org/wiki/New-Haven-Connecticut
http://wwwcityofnewhaven.com/librarynewhavenhistoricalphotos.asp
http://en.wikipedia.org/wiki/colonial-history-of-the-United-States
New Haven
Harbor during
Colonial Times
Assignment #1 part 2 New Haven Harbor Study
Maureen Ryan
November 14, 2012
New Haven
Harbor
during
Present Day
Times
Marine Life/Study Guide
Name________________________ ____
Date____________________________
1. What is the main difference between the ocean and a pond or lake? ________________
2. Name three types of organisms that live in the ocean? ___________________________
3. Define plankton? _________________________________________________________
4. Name an organism that eats plankton?________________________________________
5. Define invertebrate ______________________ vertebrate________________________
6. What is the main element in salt water?_______________________________________
7. Who is responsible for making sure the harbor is safe?___________________________
8. What are the function(s) of the breakwaters?__________________________________
9. Two hundred years ago, if you were sitting in a classroom at the NHAEC would you be on land or in
the water? Why?_______________________________________________
10. What do these acronyms mean?
ACE_______________________________________________________________
DEP_______________________________________________________________
EPA_______________________________________________________________
USCG_____________________________________________________________
DOT______________________________________________________________
11. Define molting?___________________________________________________________
12. Name a sea snake?________________________________________________________
13. How does pollution or toxins within the oceans affect the natural balance of plants and
animals?
14. Name pollutants that might be harmful to the natural balance of the ocean:
_______________________________________________________________________________
15. – 20. Describe the following organisms:
shrimp__________________________________________________________________
lobsters_________________________________________________________________
jellyfish__________________________________________________________________
octopus_________________________________________________________________
oysters__________________________________________________________________
clams___________________________________________________________________
bluefish_________________________________________________________________
stripe bass_______________________________________________________________
seals____________________________________________________________________
beluga whale_____________________________________________________________
21. – 25.
Define invasive species:____________________________________________________
Name occupations that are related to the New Haven Harbor:_____________________
_______________________________________________________________________
What can we do to help keep the New Haven Harbor clean?
_______________________________________________________________________
Extra Credit:
What is a tsunami?________________________________________________________
MULTI-FLOW MAP
For Causes and Effects
Cause 1
Effect 1
Problem
Cause 2
Effect2
Reading Skills: Reason/Consequence & Prediction
Adapted from “Thinking Maps – Tools for Learning” 1995
Brace Maps:
- Analyze the structure of an item.
- Understand the relationship between a whole object and it’s parts.
Plants
__________________________
Fish
New Haven Harbor
Birds
Small
Animals
Ways to use:
-Parts of something.
-Meeting agendas.
-Structure of organization.
Using Bloom’s Chart Form
Process
Synthesis
Create
Evaluate
Explain
Content
Product
How do pesticides or
Poster
toxins effect life in
the New Haven
Harbor
Create a poster identifying pesticides or toxins and their effect on the organisms in the
harbor.
New Haven Harbor
Summary
animals and plant food
chains
Explain how the introduction of an invasive species affects the balance of food chains
or food webs.
New Haven Harbor – Chart
Occupation/Livelihood
from the harbor
Using a chart, distinguish the different occupations, livelihoods that are related to the
harbor.
Analyze
Distinguish
New Haven Harbor – Crossword Puzzle
Life- Plant and Animal
Use 10 vocabulary words related to plants and animals in the New Haven Harbor to
develop a crossword puzzle.
Apply
Construct
Comprehend
Describe
New Haven Harbor
Illustration
Explain the importance of maintaining a healthy New Haven Harbor as a natural
resource.
Knowledge
Recall and List
New Haven Harbor
Life- Animal
Development
A shot summary
that identifies two
organisms and
their life cycles
Choose and describe two organisms and how they developmentally change during
their life span. Explain how these changes affect their positions in a food chain.
Tic Tac Toe
Explain how the New
Haven Harbor has
changed since colonial
times.
Predict what happens if
pesticides or toxins enter
the waters of the New
Haven Harbor.
Choose a fish or animal and
draw a food chain which
includes this organism.
Explain the following:
Consumer
Producer
Herbivore
Omnivore
Carnivore
Can you assess the value
or importance of the
organisms related to the
occupations in the New
Haven Harbor?
Draw two types of plant
forms that live in the New
Haven Harbor
Describe the problems or
situations that can result
from an invasive species
entering the New Haven
Harbor
Briefly describe how
plants and animals are
interrelated within the
New Haven Harbor.
Define the following:
Molting
Crustaceans
Scavengers
Carcinogens
Copepods
Bonus: Why is Long Wharf called Long Wharf?
New Haven Harbor Study: Pre/Post Test
Name_______________________________Date__________________________
Multiple Choice
1. Microscopic plant and animal life:
a. grebe
b. decay bacteria
c.
d.
plankton
2. A sea animal that resembles a colorful soft plant:
a. starfish
b. coral
c. anemone
d.
seaweed
3. Algae are the ________of the sea.
a. grasses
b. shellfish
d.
protozoan
c.
only algae
trees
4. New Haven, originally known as Quinnipiack was established in what year:
a.
1840
b. 1950
c. 1968
d. 1640
5. A change in the form or structure of an organism:
a. Cambrian b. anatomy
c. reptilian
d. metamorphosis
Fill In
6. Animals without a back bone___________________
7. Phylum for soft-bodied animals with shells_________________
8. Fish breathe by _________________________
9. Carnivores are_____________ Herbivores are_____________ Omnivores are______________
10. A fish that changes from a prey to a predator in the New Haven Harbor_______________
True/False
Correct the false statements to make them true
11. Pollution or toxins disturb the long established food chains of the New Haven Harbor or any ocean.
true/false
12. Invasive species can take over the natural environment of species originally designed to survive here.
true/false
13. A wide variety of life is found only in tidal pools and surface waters of the New Haven Harbor.
true/ false
14. New Haven Harbor is home to many shellfish that are part of the economics of local fishermen.
true/false
15. There are no starfish or sea stars in the New Haven Harbor. true/false
Matching:
16. A shrimp like animal that may be food for the baleen whale________
17. Fish of the deep have what that attracts it prey_________
18. Hard exoskeleton, breathe with gills and has multiple legs_______
19. The natural enemy of the clam__________
20. An example of a mollusk_________
a. crustaceans
b. starfish or sea star
c. clam
d. copepods
e. luminescence light
Democratic Vistas
Maureen Ryan
Global Reflection
3/13/2013
New Haven Adult Education
This Democratic Vistas course entitled: Content and Strategies for Teaching American
History: American Foundations from Colonial Settlements to the Civil War 1620- 1860 was
enjoyable, informative, and sometimes entertaining. I thoroughly benefitted educationally from
taking this course. The variety of speakers that presented their wealth of knowledge were interesting,
informative, and insightful for this time period (1620-1850). Their presentations were extremely
important in helping me to develop a better understanding of what life was like during these changing
times.
The many strategies presented during this class added opportunities to adjust or change lesson
plans to make them more productive for students. Incorporating thinking maps into my lesson
entitled, Studying the New Haven Harbor, helped students make comparisons from the past to the
present. I used the double bubble map for this comparison. The brace map was used to show the
components that make up the whole environment of the ocean, and the flow map showed the effects
of toxic waste on this natural water resource and environment. Thinking maps can be used in various
parts of the lesson such as; to test prior knowledge, to help students with research, and/or to assess
what students have learned. Thinking maps also help to keep students’ information organized and
help students eliminate unneeded material. There are so many thinking maps that are extremely
helpful in improving lessons and can be used for any subject. They are a great learning tool.
The curriculum included a speaker, Richard Newman, who was extremely knowledgeable and
informative about African American Abolitionists. In addition to the speaker, a tour of the New
Haven Historical Society was scheduled. The tour of the museum was also enlightening and I
recognized a few of the scenic photographs portrayed from this area. Even though I live in New
Haven, I had never visited the New Haven Historical Society, so this was quite exciting to me. This
museum would be a good place to bring students that grew up in the New Haven area because they
can see how the area has changed. Field trips benefit students in many ways. My lesson, Studying
the New Haven Harbor, guided students in studying the New Haven Harbor, both past and present,
and included a class activity on the “Schooner” which is moored in the New Haven Harbor. The day
we participated in this field trip, it was extremely windy. The students had a firsthand experience
being on-board the Schooner in less than perfect sea conditions. Fortunately they braved the stormy
conditions and found the trip to be a positive learning experience.
As usual, the Democratic Vistas course offered an opportunity to learn a tremendous amount
of information about the time period 1620-1850. Topics presented were extremely interesting, and I
did learn about and develop an insight into many categories of life during this time period. I liked the
fact that CEU (stipend) participants could choose to do two assignments instead of the four assigned
for the graduate students. This allowed the participants to relax and more fully enjoy the learning
environment. I will incorporate the learning strategies presented in this course into my lessons plans,
especially the use of thinking maps. This course, as with the previous Democratic Vistas courses
stimulated me to read extra materials from this time period which further increased my learning and
knowledge. I used Standard 3: Historical Analysis and Interpretation for assignment #3 and
correlated it with the theme of Individualism to show how women emerged victoriously from their
struggle for independence and recognition to become successful, and sometimes extremely famous
citizens of society. The information learned while researching and writing my essay about challenges
of the colonial women during the time period 1620-1850 can be used to encourage young women to
work for what they want in life and persevere against many odds. Women’s roles in society and how
the roles have changed have always interested me. This course offered an opportunity to expand my
view of this time period. I enjoyed this Democratic Vistas class along with the previous courses.
Learning about the eras in United States History has made me a more knowledgeable teacher.