Teaching Demo - Judy McAlvey
Chippewa River Writing Project
Summer Institute - 2011
Situation:
1. An American history classroom
2. Wrapping up a unit on the ‘Roaring Twenties’
3. Major topics already covered
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Role of Women in the 1920’s
America on the move: People moving from rural
areas to the cities
Harlem Renaissance
Growth of Mass Media: Movies, Newspapers/Magazines, Radio
Increase of crime during prohibition; Gangs; Al Capon,
”Scarface” with J. Edgar Hoover on their trail
Purpose:
To learn about a well-known figure who lived during the
‘Roaring Twenties’ - Charles Lindbergh
Audience:
Media:
Genre:
9th and 10th graders combine class
Power Point Presentation
Historical non-fiction using primary sources and
secondary sources
The Life of
Charles Lindbergh
CREATE A TRIFOLD BROCHURE
Contentions – Why is it important to
learn about American history?
1. We need to know that history stores information
that helps to explain and understand the behavior
of people and societies.
2. History serves as a springboard that shapes future
events.
3. Knowing history is no guarantee of good character, but
it is nourished by a grounding in past examples.
4. We need to build life skills that demonstrate we
can interpret and communicate information in
diverse ways; to include creating graphic
designs.
5. All writers, in any genre, have the right to
express their own voice in any work they
create.
Conclusion: We need to be competent,
passionate readers and self-assured,
ardent writers if we are to increase
our knowledge of American history.
http://www.themoralliberal.com/2011/05/19/charles-a-lindbergh-and-the-spirit-of-st-louis/
What do you know already about
Charles Lindbergh?
Quote
"I have seen the technology I
worshipped and the aircraft I
loved, destroying the civilization
I expected them to serve.“
Charles Lindbergh
What are you to do?
DESIGN A TRI-FOLD BROCHURE GIVING THE FOLLOWING
INFORMATION ON THE LIFE OF CHARLES LINDBERGH
1.
Why was Lindbergh famous?
2.
Early background: when/where born; family
3.
Major achievements/recognitions/ events
4.
Advanced years: lifestyle/ residence; how,
5.
New information learned (List 5)
6.
Response to quote & Cite References
history
when, and where he died
STEPS TO SUCCESS
1. Create tri-fold brochure template
2. Front Cover - Topic - Image
3. Entitle each flap with one of
the required topics
Primary Source Interpretation
"I have seen the technology I
worshipped and the aircraft I
loved, destroying the civilization
I expected them to serve.“
Charles Lindbergh
1.
2.
3.
Why do you think Lindbergh make that
statement?
Did you find any information to support your
answer?
How has technology changed the face of
America?
Inside Flap
5 Most
Interesting Things
I Learned
Back of
brochure
• Response to
Quote
Front of
Brochure
1.
Title
2.
Picture
3.
4.
5.
• Cite
References
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Created by
Mrs. McAlvey
Cite web source of
picture
Inside Left
Flap
THE
KIDNAPPING
Inside Center
column
Why Lindbergh
is famous
Inside Right Flap
Remarkable Events of
Lindbergh’s Life
Inside Left
Flap
Inside Center
column
THE KIDNAPPING
Why Lindbergh
is famous
In 1930 the Lindbergh baby
was kidnapped. A ransom
was paid and the bills
eventually led to the arrest of
Bruno Hauptmann.
Revised to: During the 1930’s
when most of the country
was suffering from poverty
because of the Great
Depression, some people
decided to turn to crime.
Hauptmann was such a
person. Lindbergh was
wealthy and famous which
made him a perfect target for
such an enterprise.
Inside Right Flap
Remarkable Events of
Lindbergh’s Life
What insight does McCullough give
us regarding Lindbergh’s quote?
"The evil of technology was not technology
itself, Lindbergh came to see after the
war, not in airplanes or the myriad
contrivances of modern technical ingenuity
but in the extent to which they can distance
us from our better moral nature, or sense
of personal accountability."
David McCullough
(Brave Companions)
A lesson to be applied:
How are we using our advanced
technology today?
In today’s digital world and with the
development & expansion of the social
media, we have a moral responsibility to use
these technological devices to advance the
good for our society & the world.
3. Knowing history is no guarantee of
good character, but it is nourished by
a grounding in past examples.
The value of studying history
4. We need to build life skills
that demonstrate we can
interpret and communicate
information in diverse ways;
including using graphic designs.
Other Applications for Tri-folds
1. To promote school and school events
2. To promote community events
3. To use by business entities
4. To transfer format for science,
English, and other class projects
5. To promote youth activities
Now it’s your turn to
venture into the blue!
Common Core Standards
Key Ideas and Details
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.
Craft and Structure
RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Integration of Knowledge and Ideas
RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Objective of Lesson
To demonstrate how the writing
process using graphics can be used
across the curriculum and how it
transfers to life-skills.
Citations
http://www.themoralliberal.com/2011/05/19/charles-a-lindbergh-and-thespirit-of-st-louis/
http://www.charleslindbergh.com/history/index.asp
Reflections on Teaching Demo
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I thought the demo went fairly well. It was difficult to transfer the graphic information to a
life-skill project in 90 minutes.
I debated about the organization of the presentation. But decided that to focus on the
Charles Lindbergh brochure project first; showing the format on the Power Pt. and then
handing out the sample brochure I created, would be less confusing to them than showing
examples of all the tri-fold brochures at one time.
I waited until the end of the period to show the other brochures so they would know what
the project looked like for them in the following ‘week’. But in an actual situation, I would
have not presented these brochures until it was time to design their own for the next step
of the project.
It was also my thinking to allow the students to first read the 5 page handout, as I wanted to
introduce them to the subject; let them work on the project; then confer with their fellow
classmates to glean more information for revision purposes.
I thought I’d announced that reading the Handout was required for two reasons:
1. To give information to help them with their project at hand ‘today.’
2. There would be a class discussion ‘ after the week-end’ and they needed to be
prepared to participate in that.
Con’t.
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I noticed one comment on CRTD that addressed I didn’t have a class discussion.
Apparently, I didn’t make that clear. Why not have the class discussion first? Wouldn’t that
better help the student with their project? The brochure project was a ‘birdseye’ view about
the life of Charles Lindbergh and I thought the more information they had to work with at
the beginning, the more difficult it would be for them to harness it in a brochure format. Also,
as a teacher I wanted to reassess each student’s reading skill and also to see what
information was of interest to each.
Questions I asked privately to some students were to be included in a wider forum.
Example: Why did Lindbergh oppose the war when he himself had joined the Air Force earlier
in his life? Also, the class discussion would include having student tell what they found on the
web. The class discussion was definitely past of my plan. I wish I would have made that more
clear.
• I really did enjoy doing this demo. It is not easy to do this type of presentation in front of
one’s peers – it can be rather nerve-racking, but I feel I profited much from the feedback.
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This class is very special. They are so supportive and encouraging. I really appreciate
their help, advise, and reassuring presence. That makes all the difference in the world.