mvrcs_stone_pd

=Becoming America Extension=

Mystic Valley Regional Charter School Professional Development
Matt Stone & Robert Simpson

Tentative PD workshop : //** February 13th, 1-3PM - need approval & confirmation from dept. head. **// **Confirmed. **
Matt submit's revision plan for updating The North End: The Beginning of a New Life

http://becomingamerica.wikispaces.com/tlp_12_mstone
 * REVISED 2012/13 Lesson **

//Bob- Do you want me to revise the lesson on the actual lesson page or right here? For now I am just going to list changes here...// //Matt- You should make lesson changes on the wiki page. Remember that we can track changes on the page to see where you have modified and/or made changes. // //Day One: Provide a __short__ summary of the context behind North End Jewish immigration and then using primary sources, demonstrate two ways Jews successfully assimilated in the North End. Example one would be the synagogue and example two would be a photograph of a Jewish peddler (I know this exists somewhere). Ask students to work in pre-set groups to brainstorm how these things might have led to Jewish assimilation into America- share answers as a class at the end.// //Matt- One suggestion, write this summary with the idea that students will listen to it. We can easily record your voice once you have a script. This will help differentiate the content and could be used outside the class. Students can also listen to the recording multiple times. //

The audio recording will summarize the story of Jewish immigration into the North End; students will be given a worksheet to complete while listening to the recording.

Plan for class: collect worksheet, ask for questions over the recording, show pictures of peddler and school children outside of synagogue, students will brainstorm and present how immigrants might have assimilated in the North End (use large post-it note paper for students to write out findings).

//Day Two: I would keep day two the same except (following on a student's innovation last year) have the students create specific facebook profiles for their immigrant. Which immigrants would have "friended" each other... how would they have developed this relationship within America.// //Matt- Great idea, need not reinvent the wheel here. Here's an example that includes a teacher discussing the technique. If you review the comments on the video you will see that some educators are skeptical of the approach. The issue could be debated during your PD session. You would need a good rubric, a model that shows a successful historical figure facebook page and an instruction sheet for creating their own. If you can it might be worthwhile to find a poorly done HFF page and let students use the rubric to evaluate it. // http://teachinghistory.org/digital-classroom/beyond-the-chalkboard/24152

What are your thoughts of simply allowing students to use the large post-it note paper to develop these profiles (similar to the student last year)? Day Two would look similar to last year- students would be in charge of creating a profile, analyzing what other immigrant it might make contact with, and presenting in front of class.

//Day Three: Have students finish their worksheet and give presentations in class. Maybe skip the drawing in favor or more time developing their presentation?//
 * ​**//Matt- During my observations of your students, the groups that were able to extend their thinking about the content managed to create compelling illustrations that showed they understood ideas about class and social structures related to immigration. //

Day 3 I would like students to work in their groups to complete the worksheet and then end class with a summary of what we learned (similar to what we did last year). Like last year, we could display the various immigrant profiles, make comparisons and note differences, and draw conclusions from the information based on the primary sources.

>> media type="file" key="NorthEnd_Jewish_imgrnts_mstone_v1.mp3" width="240" height="20" (//Recorded Jan 30, 2013 -Simpson//) >> Bob, the book with the photo is on order but I found the photo/parts of the book on google books. See the above link.
 * List bullet points here **
 * Assimilation audio activity- write the script, create the worksheet
 * [[file:Background Information for Audio Lecture .doc]]
 * [[file:Handout- Audio Lecture .doc]]
 * Recreate poster
 * Find the secondary source- scan photo of Jewish peddler and send to Bob
 * http://books.google.com/books?id=sz5UJ1Lh21IC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q=North%20End&f=false
 * Create instructions for facebook poster profile
 * [[file:Instructions for Facebook Poster Page.doc]]
 * Video 1 (left): 51 seconds to 1 minute 45 seconds. 10 minutes 32 seconds to 12 minutes 48 seconds (best presentation)
 * Video 2 (right): 21 seconds to 1 minute 39 seconds; 1 minute 44 seconds to 2 minutes 4 seconds; 9 minutes 16 seconds to 9 minutes 40 seconds; 9 minutes 53 seconds to 10 minutes 11 seconds;
 * [[file:Intro for Video .doc]]Bob how does this look?
 * Brainstorm agenda for PD session See below Bob- I do need some guidance and advice from you on this.


 * Showcase Poster Updated**

>> media type="custom" key="21681758" >> media type="custom" key="21681558"media type="custom" key="21681830" PD Itinerary
 * Agenda - Teachers take a short online presurvey before attending workshop (Schilder)**
 * Hour 1 - Lesson Walk through- //emphasize the need to gain confidence using primary sources//
 * Introduction - multimedia, review implementation images and video clips - use to create 5 minute multimedia presentation
 * use a Student Response System to engage teachers in formative assessment
 * requires a Powerpoint presentation with up to 10 questions
 * walk through Matt's lesson - need activity- //would this not be a brief explanation of my lesson? do we need an activity?//
 * How do you find a unique primary source? //discuss where one might normally go to find primary sources//
 * hands-on activity - immigrant profile poster
 * scavenger hunt on Matt's primary sources
 * review other MVRCS lessons
 * develop a document-based question using one of your finds by investigating other primary source-based American history lessons.
 * Next steps - How do you plan to use these resources in your own classroom?
 * PD evaluation survey (Schilder)
 * Introduction and background information
 * Walk through my lesson- discuss how lesson came together (keep this short)
 * Have teachers create immigrant profile poster or do scavenger hunt on my sources (explain the scavenger hunt idea again to me?)
 * Review other MVRCS lessons and develop a document based question from one of the lessons
 * Discuss- how do we plan to use these resources in our classroom?

Other Lessons Developed by MVRCS Teachers

 * [[image:becomingamerica/walton_imgr_indust_thumb.jpg link="@http://w2.pbubuilder.org/PBUFiles/332/Student/poweroflooms_v3_20101204101405/poweroflooms/immgrt_industrialist/index.htm"]] || [[image:becomingamerica/minton_meet_hfarley_thumb.jpg link="@http://w2.pbubuilder.org/PBUFiles/332/Student/poweroflooms_v3_20101204101405/poweroflooms/meetfarley/index.htm"]] || [[image:becomingamerica/jones_king_of_shantee_thumb.jpg link="@http://w2.pbubuilder.org/PBUFiles/332/Student/poweroflooms_v3_20101204101405/poweroflooms/shantee/index.htm"]] || [[image:becomingamerica/insurance_inves_lesson_thumb.jpg width="202" height="149" link="@http://w2.pbubuilder.org/PBUFiles/342/Student/pembertonmillsv1_20110516014559/pembertonmills/AARON_MINTON/index.html"]] ||
 * = Middle School ||= High School ||= High School ||= High School ||

Helpful Resources
Jacob Riis photography poster activity is a good example of a hands-on activity from the 2010 Summer Institute.