Post on 05-Jan-2016
Kim Watkin: US HistoryBecca Baker: ELL
COLLABORATION:Language
and Content
as cogs
whose
seamless and
harmonious
engagement
transmits
successive
motive
energy to
learner.
US History
Content
Language
2 teachers23 students
10 native-speakers13 ELLs
Canada, China, Democratic Republic of Congo, Brazil, Croatia, Vietnam, India
“Beginning-Bridging”4 of 13 in “Companion Class”
Pre-teach, build background, English and US History interwoven
US History
ELL
NS
In 8 days we asked students to:Examine key differences and the tension that existed
between the North and the South.Investigate the political chain of events impacting
Reconstruction policies after Lincoln’s assassination.Compare and contrast the social and economic impact
Reconstruction had on Northerners, Southerners and African Americans.
Explore political, social, and economic factors that contributed to the collapse of Reconstruction.
Identify the elements of a political cartoon and describe how those elements present a point of view.
Demonstrate understanding of Reconstruction through use of multiple intelligences.
Assess understanding of political, social and economic factors contributing to the collapse of Reconstruction.
WIDA: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
Formative:“Poster Presentation”“Plays in a Bag”“Gallery Exercise”“Political Satire”
Summative:“Multiple Intelligence”Open-note quiz
Evaluative Tools:“Folder checks”Rubrics (for all
projects)Self-evaluationsGroup evaluations
Identify three solutions offered by Radical Republicans or President Lincoln.
POSTER PRESENTATION:
PLAYS IN A BAG:Examine, through
dramatization, the
four factors that
contributed to the
collapse of
Reconstruction.
Explore documentsrelated to Reconstruction and discuss how Northerners, Southerners and African Americans were impacted by Reconstruction.
POLITICAL SATIRE:Make
inferences,
using
knowledge of
“elements of
political
satire,” as to
what messages
are being
conveyed in
political
cartoons.
MULTIPLE INTELLIGENCES:Demonstrate
understanding of
Reconstruction
through use of
one “intelligence.”Musica
lIntraperson
al
Visual Interpersonal
Linguistic
Logical
Kinetic
Having a history and an ELL teacher in the classroom is helpful because:“…helps clear doubt… I feel more confident” “…sometimes I need an extra explanation, and I feel
I can do this in our class…”“…I feel less worried… sometimes I worry that I will
not understand something…”Being enrolled in ELL/US History is helpful
because:“…it helps me to be ready for our US history
class…”“…we see history in English because we read books
that are about history, but we do English things…”“…it makes me think that English and history are
connected…”
50
55
60
65
70
75
80
85
90
95
100
NS
ELL
First quarter grades, following Reconstruction Unit