Hello all,
Last week of the book club. I have really enjoyed reading everyone's posts. Thank you for all your hard work. This is the week you will create a Blooms Ball. We will share these balls on August 29th after our PIR, if this will work for everyone.
I will leave the handouts in your boxes on the Blooms Balls, it will not allow me to post a document,
Bloom Balls: This is a strategy that can allow you to incorporate Bloom's Taxonomy with art and reflection. View the handouts and respond to the discussion forum. Consider creating a bloom ball as a sample for Lies My Teacher Told Me.
Have fun with this project!
Kim
Wednesday, August 17, 2011
Friday, August 05, 2011
Lies My Teacher Told Me- Week 3
I hope you all enjoyed week two's reading and questions. This week we will be reading chapters 8-13. Answer the weeks questions and respond to others' posts. Next week we will be doing a project with the book, there will not be a reading section. We will then share the projects during PIR days in August.
Questions:
1)Do you think that thorough coverage of the Vietnam War is necessary to
“understand public discourse since then?” (p. 257.)
2)“Leaving out the recent past ensures that students will take little from their
history courses that they can apply to the world,” (p. 279.) How can teachers
make the past real to their students in order to give students the ability to
analyze and make judgments about current events?
3)On page 301 the author writes, “We have also seen that history textbooks
offer students no practice in applying their understandings of past to
present concerns, hence no basis for thinking rationally about anything in
the future.” Earlier we discussed some of the objectives of teaching
history. Using your previous response and reflecting upon knowledge
gained during the course of this discussion, has anything about your
objectives changed? Please discuss in detail.
4)Throughout this book, we have encountered many difficult issues that go
to the core of American history and, indeed, America in the present tense.
On page 339 the author suggests that “Perhaps openly facing topics that
seem divisive might actually unify Americans across racial, ethnic, and
other lines.” Would you agree with this statement? Do you think that this
unity is a valid objective of teaching American history? Explain.
Questions:
1)Do you think that thorough coverage of the Vietnam War is necessary to
“understand public discourse since then?” (p. 257.)
2)“Leaving out the recent past ensures that students will take little from their
history courses that they can apply to the world,” (p. 279.) How can teachers
make the past real to their students in order to give students the ability to
analyze and make judgments about current events?
3)On page 301 the author writes, “We have also seen that history textbooks
offer students no practice in applying their understandings of past to
present concerns, hence no basis for thinking rationally about anything in
the future.” Earlier we discussed some of the objectives of teaching
history. Using your previous response and reflecting upon knowledge
gained during the course of this discussion, has anything about your
objectives changed? Please discuss in detail.
4)Throughout this book, we have encountered many difficult issues that go
to the core of American history and, indeed, America in the present tense.
On page 339 the author suggests that “Perhaps openly facing topics that
seem divisive might actually unify Americans across racial, ethnic, and
other lines.” Would you agree with this statement? Do you think that this
unity is a valid objective of teaching American history? Explain.
Lies My Teacher Told Me- Week 2
I hope you all enjoyed week ones reading and questions. This week we will be reading chapters 4-7. Answer the weeks questions and respond to others' posts.
Quesions:
1)“Textbooks still define Native Americans in opposition to civilization and
still conceive of Indian cultures in what anthropologists call the
ethnographic present – frozen at the time of white contact,” (p. 132.) This
view of Native Americans “in opposition to civilization” – do you believe
that this goes to the core of what contemporary majority culture defines as
“civilization?” If you asked your students to define “civilization,” what do
you think they would say? How would you personally define
“civilization” and why?
2) How could you use Chapter 4 in your classroom? How will it fit into the Essential Understandings for IEFA?
Quesions:
1)“Textbooks still define Native Americans in opposition to civilization and
still conceive of Indian cultures in what anthropologists call the
ethnographic present – frozen at the time of white contact,” (p. 132.) This
view of Native Americans “in opposition to civilization” – do you believe
that this goes to the core of what contemporary majority culture defines as
“civilization?” If you asked your students to define “civilization,” what do
you think they would say? How would you personally define
“civilization” and why?
2) How could you use Chapter 4 in your classroom? How will it fit into the Essential Understandings for IEFA?
Monday, August 01, 2011
Lies My Teacher Told Me-Week 1
Hello all,
I hope you summer has been relaxing and a fun adventure! Welcome to another installment of Book Clubs for IEFA. I really want you to know how much I appreciate your participation and enthusiasm. We will be breaking this book into 4 weeks. It each will have questions. Please responded to questions and others comments and thoughts. The final project will be a Bloom's Ball. I will post what they are and how to make one next week!
Week 1 Reading:
Chapters 1-3
Week 1 Questions:
1) How does "hero-making" take conflict and multi-demensional, flawed characters out of history? In what ways does this rob students of perspective and practical connection to thier present-day lives?
2) On page 37, the author writes, " Who are the textbooks written for (and by)? Plainly, the descedants of Europeans." Do you agree with statement? Explain. Do you believe thatit is simply a question of victorss writing history? Are there other reasons why textbooks might not have a purely inclusive viewpoint?
3) The author writes on page 72 that, “Within our lifetimes, the school-age
population of the United States is destined to become majority minority,
with Hispanic, African, Asian, and Native Americans totaling more than
51 percent.” What implications will this demographic change have within
the context of the classroom? Will this change your current views about
what you teach and how you teach it? Should this change how you teach?
I hope you summer has been relaxing and a fun adventure! Welcome to another installment of Book Clubs for IEFA. I really want you to know how much I appreciate your participation and enthusiasm. We will be breaking this book into 4 weeks. It each will have questions. Please responded to questions and others comments and thoughts. The final project will be a Bloom's Ball. I will post what they are and how to make one next week!
Week 1 Reading:
Chapters 1-3
Week 1 Questions:
1) How does "hero-making" take conflict and multi-demensional, flawed characters out of history? In what ways does this rob students of perspective and practical connection to thier present-day lives?
2) On page 37, the author writes, " Who are the textbooks written for (and by)? Plainly, the descedants of Europeans." Do you agree with statement? Explain. Do you believe thatit is simply a question of victorss writing history? Are there other reasons why textbooks might not have a purely inclusive viewpoint?
3) The author writes on page 72 that, “Within our lifetimes, the school-age
population of the United States is destined to become majority minority,
with Hispanic, African, Asian, and Native Americans totaling more than
51 percent.” What implications will this demographic change have within
the context of the classroom? Will this change your current views about
what you teach and how you teach it? Should this change how you teach?
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