In this course the conquest and colonization of the Americas is considered, with special attention to the struggles of native peoples in Guatemala, Canada, Brazil, Panama, and colonial New England. In two segments of the course-one devoted to the Jesuit missionization of the Huron in the 1630s, the other to struggles between the government of Panama and the Kuna between 1900 and 1925-students examine primary documents such as letters, reports, and court records, to draw their own conclusions. Attention focuses on how we know about and represent past eras and other peoples, as well as on the history of struggles between native Americans and Europeans.
In the The Turns of the Centuries: Everyday Life in a New England Town, 1680-1920, students learn the basic skills needed to "read" primary and secondary sources, including a broad array of documents, maps, images, and buildings, to see what they can reveal about the characteristics of everyday life in Deerfield, MA over three century turns. At the same time, they learn the historical background of each era so that the source materials will be understood in the proper context. Then, they use what they have learned to analyze the ways the town has changed since its beginning. The unit progresses chronologically through the three century turns, covering the periods 1680-1720, 1780-1820, and 1880-1920. This unit is lengthy, encompassing 15 separate lessons, some of which have many parts. However, it is designed in such a way that smaller groups of lessons can easily be extracted and used independently. Use the lessons and accompanying materials to suit your teaching needs.
In The Lessons of 1704, students learn the basic skills needed to do research and to "read" primary and secondary sources, to see what they can reveal about the cultural characteristics and attitudes of the English, French, and Native Americans in the Deerfield area in the late 17th and early 18th centuries. At the same time, they learn about the attitudes and behaviors of these three groups toward one another. Then, they use what they have learned to analyze the 1704 attack on Deerfield and the various events that led up to it. Their study of cultures and attitudes not only helps them understand how Queen Anne's War affected the peoples of the Deerfield area, but also it helps them understand why conflicts happen and how they can escalate. The unit then leads students through an analysis of a wide variety of "accounts" of the attack, from contemporary writings, to an early 20th century movie, to late 20th century "action figures." These "accounts" all reflect a distinct point of view, which students learn to "read" and understand. Throughout, the unit encourages students to question motives and attitudes before reaching conclusions about the causes and effects of an important event in American history.
What were the distinguishing characteristics of the people of the Deerfield and their relationship with the land as illustrated through changes in lifestyles, economy, and governance? This curriculum is a semester-long course and is comprised of three units: 1. The Colonial Period 1680 – 1720 2. The Federal Period 1780-1820 3. The Progressive Era 1880-1920 Features of the Course: • The course features an inquiry-based curriculum, based on constructivist learning theory. • Students will learn to become historians, understanding the historical process by teasing out meaning through the use of historical evidence and conjecture. • Students practice critical thinking skills. • Students are actively involved at the center of their learning. • Students are transcribing and analyzing primary documents. • Technology integration is an integral part of the curriculum. Students are asked to use technology both as a tool for research and as a tool for creative presentations. • Students are often assessed by using rubrics. The rubrics provide opportunities for students to self-evaluate their own work prior to submitting it for formal evaluation. • Students are asked to participate in group work involving cooperative learning strategies. • Students are continually being asked to write. • Students have frequent practice using research skills. • Students are expected to credit their sources of information. • Students understand the importance of substantiating their statements with sources to corroborate their information/positions. • Students are using organizational skills when presenting information. • Students have an opportunity to creatively present their finished work. • Students are graded using authentic assessments throughout the class.
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