Teaching Strategies To Be Used
In The Grant’s Lesson Development
“8 Ates” of
Immigration
This method helps students to show how various immigrant groups fit into
the “8 Ates” model of immigration. The “8 Ates” model has been used in
many middle and high school classrooms to help students appreciate why
immigrants made the hard decision to leave their homelands and come to
the United States. The “8 Ates” project is a takeoff of both Oscar
Handlin’s “Uprooted” theory and John Bodnar’s “Transplanted” theory. It
helps students investigate how immigrants were first alienated from their
own society and it ends with an investigation of how American ethnics
celebrate their past and the ordeals they faced along the way.
A.R.T.I.S.T.
A.R.T.I.S.T. is a method of primary source analysis that takes into
account the Author, Reason, To Whom, Immediate Impact, Subsequent
Impact, and Time Period. It allows students to create a framework that
will assist them in delving deep into a document’s meaning and place
within the historical narrative.
Binary Paideia
Binary Paideia is a teaching method that allows students to logically
compare two societies or factions of a society in order to better understand
the motivations and other driving forces in their histories.
Bracketing
Bracketing is a classroom activity that allows students to locate key
historical events within a timeline by activating prior knowledge and
employing research skills and standard deductive reasoning.
Catch My
Campaign
Catch My Campaign is a classroom method that allows students to
examine the campaign songs of the presidential candidates throughout
American history. They match the song and the values it expresses with
the party platform and the subsequent events for which the politician is
remembered.
E.Q.U.A.L.
E.Q.U.A.L. is a strategy used to better understand a primary source
document by looking at it from an historical perspective. To properly
understand a document written by Americans in the 1780s, for example, a
teacher would use E.Q.U.A.L. as a guide to the time period, the mindset
of the people involved and the antecedent documents that were influential.
A Teacher’s Lesson Preparation Process for Teaching a Primary Sources
Activity
First:
Fishing for
History in a
R.E.E.F.
Read the entire document, and become very familiar with it
Second: Evaluate its intent — Why was it written? What is its purpose?
Third:
Effects on future events, issues, or behaviors. Explore what
effects the document had on history. It must have had effects,
or you would not be using it.
Fourth:
Fingerprint: See what fingerprints are on the document. What
antecedent documents, issues, or events contributed effects
through your curriculum?
Just Janus
Just Janus is a teaching strategy that allows technological turning points
and times of great innovation to be presented in the classroom within the
traditional historical narrative by examining economic benefits and costs,
social impact and political connections.
Missing Links
Missing Links is a teaching method that traces origins of our founding
principles by linking them to their historical antecedents. Students identify
themes and concepts and trace their intellectual lineage throughout time. It
can also be used to look forward at the influence the same concepts have
had on our development as a nation.
R.E.A.D. &
S.E.E.D.
R.E.A.D. & S.E.E.D. is a process by which history and social studies
teachers create meaningful assignments that challenge students and
produce a finished product. Teachers use the process to plan activities
while noting the inherent difficulties of various sources and devising ways
to get students through those hurdles. It also employs the use of opposing
viewpoints where appropriate.
Show Me the
Money
Show Me the Money is a classroom method that unlocks the personalities,
states, images, and institutions on our currency. Students will investigate
the significance of the selected images and find their place in the
historical narrative. It serves as a great way to infuse state history into the
larger context of history.
Solve for Y
Solve for Y is a teaching method that employs the use of patterns,
symbols, and memory to increase cultural literacy. This allows students to
uncover subtle meaning and richness in political cartoons, audiovisual
sources and newspaper articles while increasing their ability to include
those components in their own work.
Sow, Sew,
So’ing History
S.P.E.E.C.H.
Sow, Sew, So’ing history is a teaching strategy that allows students to
research a historiographical thesis and thread supporting subsequent
documents and events to validate the thesis. It is a hands-on strategy that
allows students to hold subsequent events up to an idea and see where the
similarities and differences exist, as well as their change over time.
S.P.E.E.C.H. takes themes and assesses their impact on history and the
historical narrative. It works seamlessly with the advanced stages of the
writing process and allows students to consider the impact of their
research and its part in the greater historical canon.
The Great
Parley
This method of teaching history is a constructivist approach to education.
Students will research a myriad of resources to produce presentations
while also anticipating what their colleagues will create. Students will
then present these projects to the class.
The History
Notebook
The History Notebook is a note-taking process that allows students to
have contact with the historical content multiple times while linking it to
key themes and state standards while also developing a reflection that will
later serve as the basis for an original thesis.
True to Their
Word
True to Their Word is a classroom method that utilizes the inaugural
addresses and State of the Union addresses to give students a framework
for some of the larger events in American history. Students will examine
the speeches and link them to key events; then they will research the
extenuating circumstances that either validate or complicate the
relationships between the words in the speech and the reality.
White Out!
White Out! is a teaching strategy that allows students to use context clues
in textual and visual sources to discover historical content and concepts,
as well as their change over time. The strategy employs excerpts from
speeches and political cartoons and links them with historical figures to
give the students various events and times to consider when employing
critical thinking skills.