The guiding questions for this collection are:
1) Where was Islam founded and where did it spread?
2) How did the religion spread from place to place?
3) How were the practices and the beliefs adapted by the people of different geographic areas?
-Why have people been motivated to immigrate to the United States?
-What challenges have immigrants faced while traveling to or after arriving in the United States?
-What contributions have immigrants made to American society?
Did you know that Thomas Jefferson offered his own huge book collection as a replacement when British troops burned the Library of Congress? Or that John F. Kennedy was the youngest ever elected president—and the youngest to die in office? Click on each portrait to enlarge. Then click the paperclip icon to learn a little something about that president. You'll find such fast facts as political party, vice president, and first lady. "Mr. President" also includes a quote from each man.
Tags: Pennsylvania, narrative, Pittsburgh, mining, miner, immigration, coal, worker safety, child labor
Through Bud's Eyes: An exploration of the history behind the novel Bud, Not Buddy by Christopher Paul Curtis
Targeted Vocabulary: Orphan, migrant, segregation, mission, soup kitchen, Pullman Porter, Redcap, Negro Baseball League, shanty, Hooverville, jazz, and Great Depression
Student partners or small groups each select an artifact to research and present to the class. This may be done before staring the novel, after sections of the story, or after completing the novel.
Steps in Vocabulary Coding:
1. Start with a gateway question (a question to get students into the text in a non-threatening way that requires no prior knowledge or comprehension) Which word appears most often in The Gettysburg Address? Identify the word. Is it used in the same form or part of speech throughout the text? Present the text as a puzzle to solve.
2. Read aloud the Gettysburg address while students follow along.
3. Practice Coding: Directions: Code important words with a plus sign "+" above known words, and a minus sign"-" above unknown words.
Get with a partner and compare words, then list them in a T-chart.
4. After teams have selected words, the teacher briefly provides a 5 W’s and H background for the text using the slides in the collection: Who wrote it, What was it about, When was it written, Where was it set, Why was it written, and How was the text presented. For more rigor and if time allows, give teams of students one image from the collection to research and present as background knowledge for the class.
5. Group defines words: Partners whip around to share word choices, then chart words (tally repeated words.)
Choose at least six "minus" words to chart as a class and briefly define with synonyms or short phrases.
6. Teacher assigns one section of the text per group. Group finds and selects shortest definition for that word in the context of the text and summarizes the main idea of that section of text.
7. Teams share word definitions and summary while class annotates.
8. Finally, each team picks at least three of the important vocabulary words to write a group summary of the text in 1-2 sentences (starting with 5 W’s + H). Then each individual student writes a personal response to the text (how they feel, the historical impact, the meaning of the text today, etc.) using at least three new vocabulary words from the text. Highlight vocab words, and share writing with partner.
Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.
After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.