UC Berkeley PLI

To support PLI students in understanding issues of instruction in light of educational theory and new state and federal policies affecting instruction.
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All resources in UC Berkeley PLI

Instruction for Diverse Groups of ELLs

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The population of English Language Learners is enormously diverse. Teachers face the complex challenge of providing them with opportunities that allow them to attain the Common Core State Standards despite their various needs and abilities. The authors offer and discuss five principles of instruction for ELLs, which can be enacted within classrooms in ways that are responsive to individual students.

Material Type: Lecture, Reading, Teaching/Learning Strategy

Author: Letha Goger

How Effective Were the Efforts of the Freedmen’s Bureau?

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Students will analyze documents from the War Department’s Bureau of Refugees, Freedmen, and Abandoned Lands — better known as the Freedmen’s Bureau — that Congress established on March 3, 1865, as the Civil War was coming to an end. Using the scale in Weighing the Evidence, students will evaluate the effectiveness of the Freedmen’s Bureau in assisting formerly enslaved persons. Learning Objectives: Students will be able to identify and draw conclusions about the roles of the Freedmen’s Bureau (Bureau of Refugees, Freedmen, and Abandoned Lands), critically analyze primary sources, formulate opinions about the effectiveness of the Bureau, and back up their opinions verbally or in writing.

Material Type: Activity/Lab, Diagram/Illustration, Interactive

Author: Dan Gwaltney

Reading Like a Historian, Unit 4: Expansion/Slavery

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Unit 4 primarily cover topics dealing with westward expansion during the nineteenth century. The exceptions are the lessons on Nat Turner and Irish immigration. These are included for chronological reasons, and to show students how historical trends can occur simultaneously. Both themes (slavery and immigration) are revisited in Units 5 and 6. This unit features several elaborate lesson structures: a Structured Academic Controversy (SAC) and and Inquiry. In the SAC on Lewis and Clark, students debate whether or not Lewis and Clark were respectful to the Native Americans they encountered on their journey, while the Inquiry asks students to investigate what motivated Texans to declare their independence. Several lessons, especially on Manifest Destiny and Indian Removal, ask students to consider the perspectives of historical actors whose world views may seem foreign or even incomprehensible.

Material Type: Lesson

Author: Letha Goger

Narrative of the Life of Frederick Douglass

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In this unit "The Narrative of the Life of Frederick Douglass" is used to teach students about the concepts of freedom and social development.The activities designed for this lesson plan include guided reading and writing strategies for assisting the student during the silent sustained reading (SSR) process. The studentŐs Expository Reading, Literary Responses, and Writing skills will be guided by the use of templates. The students will also learn the basic fundamentals of Expository Essay writing. The studentŐs technology skills will be developed to include Internet Web searches on Human Rights issues, typed documents and essay writing

Material Type: Activity/Lab, Homework/Assignment, Lesson Plan, Unit of Study

Author: Letha Goger

"More Like A Pig Than a Bear": Mariano Guadalupe Vallejo Is Taken Prisoner During the Bear Flag Revolt, 1846

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During the war with Mexico, United States troops seized power. Captain John C. Fremont, western explorer and engineer, led an uprising of American settlers and Californios (Spanish ranching families in Alta California) who supported American annexation. Mariano Guadalupe Vallejo was born into a prominent family and pursued a career in the military and politics. He, like many other Californios, believed that the American presence promoted economic prosperity and political stability. During the Bear Flag Revolt of 1846, Fremont captured Sonoma and raised the flag of an independent California. Vallejo, however, was taken prisoner by Fremont's forces and held for two months. Despite his treatment, Vallejo maintained his American sympathies and went on to serve in the first state legislative body. When he and many others attempted to validate their Mexican land grants, he found his way blocked and eventually lost a ruling in the U.S. Supreme Court. Stripped of much of his influence and fortune, he wrote his five-volume "true history" of Californias, while living on a mere portion of his once vast holdings. Vallejo donated this history to H. H. Bancroft, the famous Californian historian.

Material Type: Primary Source, Reading

Author: Admin

Rise and Fall of Jim Crow

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That Jim Crow was a tremendously important period in United States history is undisputable. Less obvious is how to properly address the violence, politics, and complexities that mark the era. This site looks at the century of segregation following the Civil War (1863-1954). Jim Crow, a name taken from a popular 19th-century minstrel song, came to personify government-sanctioned racial oppression and segregation in the U.S. This website describes pivotal developments during that time дус the Emancipation Proclamation, the Compromise of 1877, the Brown v. Board of Education decision, and others.

Material Type: Activity/Lab, Lesson Plan

Author: Admin

"To Determine the Destiny of Our Black Community": The Black Panther Party's 10-Point Platform and Program

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In 1966, Huey P. Newton and Bobby Seale formed the Black Panther Party for Self-Defense in Oakland, California, taking their identifying symbol from an earlier all-black voting rights group in Alabama, the Lowndes County Freedom Organization. Two years later, FBI Director J. Edgar Hoover called the Black Panthers "the greatest threat to the internal security of the United States." Created, in Newton's words, "to serve the needs of the oppressed people in our communities and defend them against their oppressors," the Panthers patrolled black areas of Oakland with visible, loaded firearms--at the time in accordance with the law--to monitor police actions involving blacks. The organization spread throughout Northern California in the form of small neighborhood groups. They came to national prominence in May 1967, when they arrived armed at the California State legislature in Sacramento to protest a bill banning loaded guns in public places. In October 1967, Newton was wounded in a gun battle with police and charged with killing an officer. His three-year incarceration became a cause célèbre for many young African Americans, and chapters of the Party rapidly opened throughout the country. The Panthers initiated community social programs, such as free breakfasts for children, issued a newspaper, and trained recruits with guns, lawbooks, and texts advocating world revolution. In the following years, police and FBI agents arrested more than 2,000 members in raids on Panther offices that resulted in a number of deaths. Although the Panthers became involved in electoral politics in the 1970s, the Party died out by the end of the decade due to repression and internal strife. The following 10-Point Platform and Program, culminating with the opening paragraphs of the U.S. Declaration of Independence, was issued in October 1966.

Material Type: Primary Source, Reading

Author: Admin

Abraham Lincoln’s Crossroads

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Abraham Lincoln’s Crossroads is an educational game based on the traveling exhibition Lincoln: The Constitution and the Civil War, which debuted at the National Constitution Center in June 2005. The online game is intended for advanced middle- and high-school students. It invites them to learn about Lincoln’s leadership by exploring the political choices he made. An animated Lincoln introduces a situation, asks for advice and prompts players to decide the issue for themselves, before learning the actual outcome. At the end of the game, players discover how frequently they predicted Lincoln’s actions. A Resources Page keyed to each chapter provides links to relevant Websites on Lincoln and the Civil War, permitting students to explore issues in more depth

Material Type: Game

Author: Admin

Thousand Pieces Of Gold

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This unit on "Thousand Pieces of Gold" by Ruthanne Lum McCunn focuses on the essential question "How do women cope in the face of adversity?" The unit looks at racism towards chinese immigrants including the treatment of railroad workers and the Chinese Exclusion Act.

Material Type: Activity/Lab, Homework/Assignment, Lesson Plan, Unit of Study

Author: Letha Goger

Along the Trail of Tears

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A part of history is often forgot when teaching younger students. This is the relocation of the Cherokee Indians when the white settlers wanted their property. The US Government moved whole groups of Indians under harsh conditions. This trip became known as the Trail of Tears. Using this as a background students will explore and experiment with persuasive writing as they try to express the position of Cherokee leaders.

Material Type: Lesson Plan

Author: Admin

CC Tasks: Investigating Sharks (Grade 3)

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Task Description: This task asks students to write an opinion on an informational text reading. Students must be able to use reasons and facts to support their opinions based on information provided in the informational text. This 2-3 week unit extends student understanding of informational texts, through having students use these texts as the basis for their writing.

Material Type: Assessment, Lesson Plan

Author: Admin

What Does Text Complexity Mean for English Learners and Language Minority Students?

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This paper addresses the implications, for ELLs, of the new standard's requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.'s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.

Material Type: Reading, Teaching/Learning Strategy

Author: Letha Goger