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