WHAT TEACHERS MAKE

WHAT TEACHERS MAKE

The dinner guests were sitting around the table discussing life. One
man, a CEO, decided to explain the problem with education. He argued,
"What's a kid going to learn from someone who decided his best option
in life was to become a teacher?" He reminded the other dinner guests
what they say about teachers, "Those who can, do. Those who can't,
teach."

To stress his point he said to another guest; "You're a teacher,
Susan. Be honest. What do you make?"

Susan,who had a reputation for honesty and frankness replied, "You
want to know what I make? "I make kids work harder than they ever
thought they could. I make a C+ feel like the winner of the
Congressional Medal of Honor. I make kids sit through 40 minutes of
study hall in absolute silence. "You want to know what I make? I make
kids wonder. I make them question. I make them criticize. I make them
apologize and mean it. I make them write. I make them read, read,
read. I make them show all their work in math and perfect their final
drafts in English.

I make them understand that if you have the brains, and follow your
heart, and if someone ever tries to judge you by what you make, you
must pay no attention because they just didn't learn."

Susan paused and then continued. "You want to know what I make? 'I
MAKE A DIFFERENCE.' What do you make?"

"Teachers make every other profession possible!"

Link

Here is a link I got off of Blackboard for games.

http://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/Games/Games.htm

Social Studies

Social Studies can be a difficult subject to get kids excited about because "most" of social studies is dates, times, places, events, and people. With a lot of it being in the past, students question why and how it affects them, why are we studying something that happened 100 years ago? Unless students can make a connection with what the material has to do with them, there is a potential for them to lose interest which is probably why the subject can get a bad name. Students then memorize what they need to know for the test/quiz/assignment and then forget about it. The big question is how do we as teachers make social students topics a little more interesting and engaging for students? There isn't one correct answer for this, I think we all need to use the resources we have and be creative. The text we used for class, "50 Social Studies Strategies," is a great tool to use. I think kids could act out things that are being discussed in class and implememnt more of an interactive approach to teaching social studies. Have kids get in groups and research a particular topic and then have them present what they found to the class, so the class can learn several different subjects and have fun in the process. A very important for understanding our world today and where it is going in the future, we must understand our past, how our world has changed, what has caused those changes, etc.

Sea Lions

I enjoyed seeing the sea lions, even though they weren't too happy with me taking video of them, and they are much better swimmers than me, my odds were not looking good. This can be science and social studies related because the sea lions have a huge impact on the salmon population right now, they are getting in the fish hatcheries and depleting the salmon. The "trouble maker" sea lions are captured and tagged for tracking purposes. One sea lion was brought down to the California coast and dropped off, but guess what, it made it back to Astoria, OR! That's a long swim. Kids love talking/researching animals, they can talk about geographic locations and human relationships with them.

Fort Clatsop

I recently took a trip to the Oregon Coast. While I was there I visited some interesting things that many of us will teach or have taught. In 4th grade we use the book, “A Rendezvous with Idaho History,” one of the main topics is about the Lewis and Clark expedition. Part of their expedition was when they finally reached the Pacific Ocean in Astoria, Oregon. Guess where I went, yes Astoria. I took some pictures of Fort Clatsop and of some canoes that I think are original. The fort burned down in 2005 but was rebuilt in 2006 based on Lewis and Clark’s original plans. It was a great experience and neat to share with the 4th grade class I am interning in. Here is a brief passage from the text talking about Fort Clatsop, “It seemed as if it was always raining. One November day, the sky cleared for just a little while. Ahead they could see the Pacific Ocean. They had finally reached their goal. It was hard to be too excited since it was constantly raining. They had to crouch under rocks to keep dry. At last they were finally able to build a fort. They named it Fort Clatsop after a tribe of Indians who lived nearby. For two months they were only four days without rain. The men were wet, cold, and miserable. During these months, the men worked on building new and stronger canoes,” (Rendezvous with Idaho History, Dutton/Humphries, p.69).

Websites

http://www.apples4theteacher.com/socialstud.html

http://www.proteacher.com/090000.shtml

http://www.csun.edu/~hcedu013/plans.html

These are awesome websites to use for teachers. They are full of tools, games, ideas, activities, and lessons for several different subjects. They are fun and easy to use. The neat thing about the sites is that you can narrow down what you want to look for specifically. Instead of just searching "social studies," you can narrow it down to almost exactly what you are looking for. As teachers, there's no such thing as having too many strategies and/or too many lesson plans and activities.

Thank You, Mr. Falker

Thank You, Mr. Falker. By Patricia Polacco. New York, Philomel Books, 1998. R I.L. 2-4, Lexile 650L.L. 4.5.

Genre: Realistic Fiction

A story about a student who struggles with reading and writing, and gets picked on by her peers because of it. But her teacher wasn't going to give up on her, he believed in her and that's all she needed. In my opinion, this book is definitely a classic. I think every teacher who has read alouds for their classroom should own a copy of this book. My favorite part is how Mr. Falker believed in his each and every student and never for one second gave up on Little Trisha. Every teacher will have students who struggle and become discouraged with school, especially when other students make fun, but Mr. Falker recognized her strengths and worked off of that. He stood up to the students making fun and showed her he cared. Teachers like Mr. Falker are inspirations to future teachers such as myself. I think this book would be great to use in any elementary class. It has character development, plot development, and a wonderful theme. When kids understand the story, they would begin to be more sensitive to similar situations in there own classrooms. It gives an important message about diversity and differentiation in schools. That everybody learns differently and everybody has different strengths and weaknesses. I think kids can make great connections with this book, and they can learn a lot more than they think from it.

Social studies is more than dates, places, times, etc. It is about the study of our social life and the relationship we have with it. Language is such a critical part of our social life because it is everywhere and we use/need language on a daily basis. Reading and writing is where it all begins.

Letters From a Slave Girl

Jacobs, Harriet, Letters From a Slave Girl, (Scribner, 1992, Aladdin paperback, 1996 ISBN:0-689-80015-0). Jacket illustration copyright ©1992 by Todd L. W. Doney.

One of the books I chose was Letters From a Slave Girl, the story of Harriet Jacobs, by Mary E. Lyons. I liked the format of the book, how it tells a story through letters and stories of Harriet Jacobs. Nothing really surprised me much, these were very harsh times during slavery but we study this in our history classes. It’s amazing what she went through, how she thought about escape, and how she hid for seven years, thinking about escape gave her hope and something to live for. Harriet made it through the worst of times during the 1800’s, the letters begin in 1825 and end in 1897 when she died, at the age of 83, I hope I make it that long. The way the author portrayed the issues during this time period was very personal and meaningful coming from the perspective of Harriet, in letters that were written. I actually thought the things she said and how she described these times of slavery was pretty nice, compared to what could have been said. She could have bashed the white people and really said some bad things, but for the most part it was mellow, just like reading a journal or a diary. The story left me with a couple “I wonders.” It says a biographer wrote this, I wonder how accurate these letters are, if they were altered, and if any information was left out. I wonder how difficult it must have been to teach herself how to write, especially when it wasn’t allowed. Harriet wasn’t an ordinary slave; she could read and write, I wonder if having that knowledge helped her decide to escape, because she knew she could survive having these tools. Overall, a very tough time in history, I think the book did a great job giving the reader a good feel of what is was like. I enjoyed this style, reading the letters and reading everyday events and stories, I think it’s a great way to express detail, thoughts, and emotions. This book could help students learn about slavery, the impact one race has on another, and what times were like during the 1800’s. This could be connected with talking about the expansion of the U.S and how people migrated, when transportation was difficult. Students could compare and contrast the life of someone their age during the 1800’s with their life today. This book would be better appropriate for upper elementary students and I think background knowledge should be built before reading, so they have a better understanding of the time the story takes place.

Class 4/13/2010

Class this week was used for catch up and it helped a lot. I used the time to finish reading Roll of Thunder, Hear My Cry, and finish the literature analysis for it. I also spent time completing the CRAAP assignment and posting them on my blog. As the semester nears the end, assignments are due and time is running short, it was nice having a little extra time to focus on getting some of those assignments completed.

Roll of Thunder, Hear My Cry

Title: Roll of Thunder, Hear My Cry
Author: Taylor, Mildred
Publication Year: 1976
Publisher: Dial Press, New York, NY
Awards: Newberry Medal of Honor, 1977
Interest Level: 4th to 6th Grade
Lexile Framework: 920L
Grade Level Equivalent: 6.9
Guided Reading Level: W
Age Guide: 9 to 11
Genre: Historical Fiction

Similar Suggestions:
Prequel: Song of the Trees, 1975
The Land, 2001
Sequel: Let the Circle be Unbroken, 1981
The Friendship, 1987
The Road to Memphis, 1990
Mississippi Bridge, 1990

This was a great book, I enjoyed every page. It is about an African American family not only battling everyday battles because of skin color but topping it off with living during the Great Depression. The odds are not in their favor but they do have land that has been in the family for a long time. More importantly they have each other, and they stick together through tough times. There are a lot of awesome lessons that kids can learn from this book, but is appropriate for upper elementary, grade 6 and up. I think some background knowledge should be built before studenst read the book, they should have an idea of what slavery is and where it came from as well as what the Great Depression was, when it took place, and the impact it had on people and places. It is a great book for young students to coonect to because most of the main characters of the book are kids. Lessons readers can take from the book include respect/disrespect, discrimination, bullying, hard work, values/morals, and adversity. After reading this book you won't be able to wait to read the sequel!

Iroquois Indian Tribe History

Resource Quality Evaluation Worksheet

Title of the resource you are evaluating: Iroquois Indian Tribe History

Directions: Please evaluate your information source according to each of the criteria below by selecting the number that best represents your response.

Currency: The timeliness of the information
Is the information (while perhaps historic) current or out-of-date? Has it been revised or updated?
For example, if an historical text refers to a minority group using what would be considered derogatory language, rate it not current.
Not Applicable Not Current Somewhat Current Current Very Current
Score=2
Explanation: The site is very informative and offers an in depth look at the Iroquois tribe. The site is somewhat current in my opinion, but it depends on everyone’s definition of “somewhat.”

Relevance: The importance of the information for your needs.
Does the information relate to your topic or answer your question? Is the information at an appropriate level?
For example, an elementary textbook would not be at an appropriate level and therefore not relevant.
Not Applicable Not Relevant Somewhat Relevant Relevant Very Relevant
Score=3
Explanation: The information presented would be an excellent source for elementary level. It also has several links which adds to the quality of the site.

Authority: The source of the information
What are the author’s qualifications to write on the topic?
For example, an anonymous author on Wikipedia has far less authority than a named author on a website sponsored by a university.
Not Applicable Not Authoritative Somewhat Authoritative Authoritative Very Authoritative
Score=2
Explanation: Even though the site has several links that can be accessed for further information, I don’t see anywhere that talks about the authors qualifications or a more in depth look at the source of the information.

Accuracy: The reliability, truthfulness, and correctness of the informational content.
Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed?
For example, information found on About.com is somewhat accurate because it is not supported by evidence and it is unclear whether the information is reviewed.
Not Applicable Not Accurate Somewhat Accurate Accurate Very Accurate
Score=3
Explanation: Not sure about the truthfulness and accuracy of the information provided on the site because I couldn’t find an author listed or any other credible sources that backed up the information. I think it would be helpful if the site had links to professional reviews, this would help viewers determine reliability and correctness of content.

Purpose: The reason the information was published
Is the information fact, opinion or propaganda? Does the point of view appear objective and impartial?
For example, an anti-Semitic website has an inappropriate purpose that shares biased opinion with the goal of disseminating hate.
Not Applicable Inappropriate purpose Somewhat Appropriate Purpose Appropriate Purpose Very Appropriate Purpose
Score=3
Explanation: The site gives an abundance of historical facts about the Iroquois tribe. The information has purpose, but it could go into further detail the facts that are mentioned. I think the site could make more of a connection with the Iroquois tribe from long ago to what the tribe consist of today.

American Indians and the Natural World

Resource Quality Evaluation Worksheet

Title of the resource you are evaluating: American Indians and the Natural World

Directions: Please evaluate your information source according to each of the criteria below by selecting the number that best represents your response.

Currency: The timeliness of the information
Is the information (while perhaps historic) current or out-of-date? Has it been revised or updated?
For example, if an historical text refers to a minority group using what would be considered derogatory language, rate it not current.
Not Applicable Not Current Somewhat Current Current Very Current
Score=2
Explanation: The only date I could find is at the bottom, 1998. To me, this is a little out of date and should be updated.

Relevance: The importance of the information for your needs.
Does the information relate to your topic or answer your question? Is the information at an appropriate level?
For example, an elementary textbook would not be at an appropriate level and therefore not relevant.
Not Applicable Not Relevant Somewhat Relevant Relevant Very Relevant
Score=3
Explanation: The site is easy to navigate and is well organized. I personally like all of the links provided that offer more information. The information is very relevant as well as age appropriate, it would be a good source to use an elementary classes.

Authority: The source of the information
What are the author’s qualifications to write on the topic?
For example, an anonymous author on Wikipedia has far less authority than a named author on a website sponsored by a university.
Not Applicable Not Authoritative Somewhat Authoritative Authoritative Very Authoritative
Score=3
Explanation: The site has a great sponsor in the Carnegie Museum of Natural History, but I didn’t see any author listed.

Accuracy: The reliability, truthfulness, and correctness of the informational content.
Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed?
For example, information found on About.com is somewhat accurate because it is not supported by evidence and it is unclear whether the information is reviewed.
Not Applicable Not Accurate Somewhat Accurate Accurate Very Accurate
Score=4
Explanation: I couldn’t put into better words than how it is put on the site, “About 50 Native people partnered with Carnegie Museum of Natural History to develop the Alcoa Foundation Hall of American Indians. Their historical and cultural knowledge, personal experiences and belongings, talents, artwork, guidance and time shaped the messages and impact of the hall.” I would say this constitutes as a source for accurate information.

Purpose: The reason the information was published
Is the information fact, opinion or propaganda? Does the point of view appear objective and impartial?
For example, an anti-Semitic website has an inappropriate purpose that shares biased opinion with the goal of disseminating hate.
Not Applicable Inappropriate purpose Somewhat Appropriate Purpose Appropriate Purpose Very Appropriate Purpose
Score=3
Explanation: The site offers excellent information about American Indians and the Natural World. I think it does a great job with balance of information and not giving its viewer the impression that the information is opinionated or is biased.

Sexism?

When reading a social studies book or any book for that matter, have you ever looked for sexism while reading? I think a lot of readers would be surprised in what they find, I know I was. The book I reviewed was Idaho Social Studies, which is used in most 4th/5th grade classes. Looking through the index, I found that referenced men versus women was approximately 70 to 13. The majority of the 13 women referenced gave a sentence or two that gave brief explanations and information. An example was talking about Native American women and their roles, the book quickly summarized women gathering nuts, roots, and cleaned animals while men were out hunting and exploring. At first I was surprised at the substantial difference of material covered between men and women, but then I realized the times in which the majority of the events took place. Way back when, men and women had very specific roles and there wasn't a whole lot of overlap. I think this a common format in most textbooks that talk about history. Men explored, hunted, and fought in wars and battles, and women were gatherers, care takers of the children, cleaners, cookers, and took care of the homes. So although sexism can be found in many books including school textbooks, it is important to keep in mind the times in which they are referring to. It is also important as teachers to maintain a more equal balance of men vs. women in the curriculum, if not, what message is being sent to students. Some great activities for the class can be to have students pick a famous woman or group of women and talk about who they were, what they did, and their significance. Students can present their findings to the class and allow the rest of the class to learn and broaden their perspectives of gender roles.

Lies

Where to begin with "Lies My Teacher Told Me?" I am learning a lot by reading this, I think. There is a lot to think about with history and how it has been portrayed/taught. There has been a lot of confusion in history and social studies classes about what to teach, how to teach it, and why it should be taught. I am wondering who gets to decide what and when things will be taught. I understand this book is clearing up some messes that textbooks have left and it describes in detail the very important things that are missed and "mis-interpreted." But there still is the problem of teachers only having a pre-determined amount of time to teach a lesson and they must move on. Is there enough time to go into as much detail as necessary so students aren't mislead? Everything can't be covered either, so parts will have to be left out, which parts should be left out? Considering all that, I do strongly agree that students need to hear the truth about history, such everything about Columbus.....at a gradual rate, or with parent permission. That's a tricky one because most parents wouldn't want their 2nd grader to hear about rape, murder, and slavery. So at what point does the "heroification" of "important" people in "our" nations past stop, and all of the info. is presented? This is a tangled knot that has been going on for a long time. It seems to be "easier" to revert back to telling the same stories, telling them the same way, and memorizing the same "facts," probably because the "truth" is inconvenient. The textbooks are getting bigger, the information is as exciting as ever, and it's a wonder why students are "bored" with history and social studies. I think it is important to teach key concepts about material, people/dates/times/ are just as important, but if students can make connections with ideas and concepts about history they might understand it better. Making connections with today's world might help understand "our" history.

Lies