Alaska Council for the Social Studies2024-03-28T14:32:33Zhttps://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/feed/allUAA 590 ASDSA 11 End Reflection Paperhttps://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/uaa-590-asdsa-11-end2011-06-24T07:42:46.000Z2011-06-24T07:42:46.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p> </p><p>UAA History 590 ASDSA 11</p><p>Thomas Rushford</p><p>Jean Mitchell</p><p>Reflection Paper</p><p> </p><p> The class was very interesting. It was hard at first for me to understand what you were conveying to us. I know it was because I teach third grade in a Title One school with a 54% bilingual. The bilingual part has 34 % Hmong population. I have a different academic language used with my colleagues at school. The language we use is relating to Standard Based Assessments and making yearly progress for Leave No Child Behind. We are constantly asked if we are getting the students at grade level. Social Studies and Science are not stressed at our school. Time is reallocated in reading, writing, and math. The stories I chose are from our reading series that I can teach History threw. That is the way I can teach History in the classroom. </p><p> The other issue is the experiences of the students in our school. Some have never left the Muldoon area. Some students have never been in a restaurant, not even McDonalds, seen a parking meter, nor been to a museum. We are able to write grants to go to the museum here in Anchorage. It is a challenge to teach them America’s place in history. With the use of books and computers in the classroom, students can be transported to other parts of the world and in a different time era. Pictures do paint a thousand words.</p><p> It was refreshing to think about American History through the eyes of Thomas Bender. It gave me a global sense of what happened in American History. It gave me a sense of the academic world that we sometimes forget when we are teaching primary students.</p><p> </p><p> </p></div>UAA 590 ASDSA 11 Lesson Plan #4https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/uaa-590-asdsa-11-lesson-plan-42011-06-24T07:40:36.000Z2011-06-24T07:40:36.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p>UAA History 590 ASDSA 11</p><p>Thomas Rushford</p><p>Jean Mitchell</p><p>Lesson Plan #4</p><p>Grade 3</p><p> </p><p>Aim:</p><p> The students will understand one of the economic trade routes from the United States to the Caribbean Islands. They will understand the need for items produced in one part of the world are needed in another. This will develop an international trade route.</p><p> </p><p> </p><p>Materials Needed:</p><ol><li>Map of the World</li><li>United States Map</li><li>Book “Cocoa Ice” by Diana Appelbaum and Holly Meade</li><li>Computer to show pictures of Maine, Santo Domingo, and schooners.</li></ol><p> </p><p>Lesson:</p><p> We will first locate Maine and Santo Domingo on the maps. The students will then discuss the different types of climate in the two locations.</p><p> We will also use the computer to show what the two locations look like. We will also show pictures of the types of schooners used in the story and at that time period of trade. </p><p> The students will read and discuss the story “Coco Ice.” It is the story of a girl’s life in Santo Domingo and Maine and how economic trade connected their lives. This story takes place in the late 1800’s. It will also show how trade routes were very important to people who needed the goods from various parts of the world. Schooners were used to move the goods from the two areas.</p><p> On the island of Santo Domingo, the sun bakes the earth and steamy like a roasted plantain. The story is told through the eyes of a little. She talks about her family and how they live in the tropics. The little girl’s family makes coco. The story tells about the family’s involvement in making coco and marketing it. The story describes how the family enjoys working cooperatively for a common goal. They bring their product to town at the dock for the schooner that arrives from New England.</p><p> In Maine, the winters are very cold. The story describes life in Maine through the eyes of a little girl the same age as the one in Santo Domingo. Rivers freeze thick and clear and ice is a crop that families depend on for their livelihood. The story describes the steps in making and marketing ice to be transported to warm climates that do not produce ice. </p><p> The girl also makes a pine sachet for her friend in the land that is always summer. The sailor in the story is the girl’s uncle who exchanges gifts to the girls and talks to them about each other. The girl in Santo Domingo also gets ice to make iced coco.</p><p> The story is presented with pictures of a tropical island of always summer and a New England village of very long winters is given in the voices of the two girls linked together by a sailor, a gift for imagining life in faraway places.</p><p> The students will understand the importance of trade routes and how goods that are needed are transported from one area to the other.</p><p> </p><p>Assessment:</p><p> </p><p> Students will label and draw the trade routes between Maine and Santo Domingo. They will also discuss the importance of having these routes for obtain products that they want. They will also compare and contrast the life styles, climates, and products of the two parts of the world.</p><p> </p><p> </p><p> </p></div>UAA 590 ASDSA 11 Lesson Plan #3https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/uaa-590-asdsa-11-lesson-plan-32011-06-24T07:38:50.000Z2011-06-24T07:38:50.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p>UAA HISTORY 590</p><p>ASDASA 11</p><p>Thomas Rushford</p><p>Jean Mitchell</p><p>Lesson Plan #3</p><p>Grade 3</p><p> </p><p>Aim:</p><p> </p><p>The student will understand how the discovery of gold in California helped in the western expansion of our country. The students will see that if a creative person sees a need they will fill it.</p><p> James W. Marshall found gold at Sutter’s Mill in 1848. This discovery of gold in California caused many people in the United States to move west in search of gold. This gold fever also caused a global sensation. People from all over the world came to California in search of gold. Some came with families and very little belongings. They were called the forty-niners. Some were successful while others did not. Some found success in other areas.</p><p> This story will show the feelings of a family, especially a girl their age saw an opportunity, seized it, and help develop a mining area into a growing town with her ingenuity.</p><p> </p><p>Materials Needed:</p><p> </p><ol><li>World Map</li><li>United States Map</li><li>Book “Boom Town” by Sonia Levitin</li><li>Computer to view actual pictures of Sutter’s Mill, and gold rush towns.</li></ol><p> </p><p>Lesson:</p><p> </p><p> The students will be given background information about the California Gold rush from 1848-1855. They will also learn about the discovery of gold by James W. Marshall at Sutter’s Mill in 1848 and the impact it have in the development of California. People from all over the world and the United States left their life styles, their belongs and came to California and a very different lifestyle. People had to adapt to their new surroundings. Some people found “gold” in other avenues. </p><p> Maps will be used to locate where people came from in the story and where they are now.</p><p> We will read the story “Boom Town.” This is a story about Amanda’s family that came west. Her family sold everything and was in the mining town. Her father went to the find gold. Amanda’s family now lives in a small cabin. The west is so wide and lonesome and with her father off most of the week prospecting for gold she was able to change her life. She gets a hankering for pie and armed with a cast iron skillet, a bucket of gooseberries and ingenuity she makes a pie. Her father goes to look for gold during the week, and then comes home on the weekends. He brings some pie for him to eat, but his fellow miners buy the pie from him. He at least brought home some money. Word spread about her pies and it became a business for her family to earn money. She had customers from various parts of the world that wanted to know where they could get certain services. She suggested that they start these businesses such as livery stable, restaurant, bank, laundry, store, school, and church. The town grew, with buildings, not tents, roads and sidewalks into the type of town that people can move to and live. Amanda can now call this new town home. They found their gold in services that people needed. This also led to the development of the West.</p><p> The students at their level will see that the development of the western frontier came from people who wanted to have a better life for their families. This had a major impact on the growth of our country.</p><p> </p><p>Assessment:</p><p> </p><p> Students will locate the areas of development by using a map.</p><p>They will also write about the story “Boom Town” discussing the major impact it had on our country’s development. They will make a drawing or model of the town with its major new businesses. </p><p> </p><p> </p><p> </p><p> </p><p> </p></div>UAA 590 ASDSA 11 Lesson Plan #2https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/uaa-590-asdsa-11-lesson-plan-22011-06-24T07:36:26.000Z2011-06-24T07:36:26.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p>UAA History 590 ASDSA 11</p><p>Thomas Rushford</p><p>Jean Mitchell</p><p>Lesson Plan #2</p><p> </p><p>Aim: </p><p>Students will understand the importance of the battle of the Aleutian Islands in World War II. They will see that the global war came to Alaska. The students will see the importance of the Japanese occupation of the Aleutians and it’s effect on the history of World War II in Alaska. They will also see how it affected the Alaska Natives in the Aleutians. </p><p> </p><p>Materials Needed:</p><ol><li>Map of Alaska large pull down map</li><li>Alaska desk maps</li><li>Book Battle For The Aleutians by U.S. Fish and Wildlife Service, Alaska Region 2011</li><li>Projector camera</li></ol><p> </p><p>Lesson:</p><p>The teacher will first give background information of World War II and its importance of a global war and the countries involved. There will be a discussion on how the United States got involved in the war. The main event was the Japanese invasion of Pearl Harbor.</p><p>The teacher will then do a read aloud of the book Battle For The Aleutians. There will be guided questions for discussion, using “Turn and Talk” method throughout the book. There will also be discussion of the many pictures in the story for discussion and explanation. The use of the projector camera at the end of the reading will help students to see the main pictures better. They will see that Japanese invasion came to American soil in the Aleutians Islands. The pictures used in the book are original pictures from the National Archives. </p><p>Today there are still remains of World War II in the Aleutians. One is the shielded 6-inch gun of Kiska, which was built in 1894. This is one of the many Japanese World War II artifacts that remain on Kiska battlefield. </p><p> The students will understand the importance of Alaska in the global war. The war affected the natives who were relocated from the island. </p><p> </p><p> </p><p>Assessment:</p><p> </p><p>Students will be able to locate the Aleutian Islands on a map of Alaska. </p><p>Students will write about Alaska’s role in World War II and it’s importance in the global picture. </p><p> </p><p> </p></div>UAA 590 ASDSA 11 Essay #2https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/uaa-590-asdsa-11-essay-22011-06-24T07:25:36.000Z2011-06-24T07:25:36.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p>Essay #2 UAA History 590 ASDSA 11</p><p>Thomas Rushford</p><p>Jean Mitchell</p><p>Essay #2</p><p> </p><p> There are many interpretations and points of view in history. Our “traditional historians” usually present the event in history from one viewpoint. Mr. Bender’s aim is to “offer another way of understanding the central events and themes of American in a context larger than the nation.” He brings into account views from all sides of the globe for each event in American History. One has to see the event in history from all sides. One has to see the global picture.</p><p> In the first chapter, he sets the stage for the “age of discovery.” Columbus calls this “another world” not a “new world.” There were many global nations that had a large interest in this world. The ocean was now a place to control. He brings out all of the nations wanting a piece of this new discovery and wanting control. Bender talks about the Atlantic, Mediterranean, and Asian countries and their point of view to gain control. </p><p> In the American Revolution, Bender talks about a comment made by James Madison at the Constitutional Convention. The conflict between England and France helped in the American victory over England and the start of our nation. Bender states that “ the revoluntary crisis of British North America was but one of many around the globe, all deriving from the competition among empires and the consequent reform of them. </p><p> Throughout all of the chapters in his book, he brings out the fact that throughout American history, there are many different world events that shape our history. </p><p> Bender’s book was hard to follow. I needed to reread, look up information and then reread. He does make a lot of sense. It opened my eyes to look at the global situations throughout history and see its implications. There is not just one opinion in the course of historical events, but also many global opinions.</p><p> </p></div>I don't see a discussion questionhttps://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/i-dont-see-a-discussion-12011-06-17T22:09:21.000Z2011-06-17T22:09:21.000ZHarvey Christiehttps://ak-css.ning.com/members/HarveyChristie<div><p>I too tried to read chapter 2. I tend to agree with the first poster. It doesn't appear to be anything that is really new. The most interesting thing for me was trying to figure out how I will use this in my lessons for my class. I am going to be new at the fifth grade level, so it should be very interesting.</p><p> </p><p>During the class discussions, I did learn that I have a lot of material I need to read to fully understand what to teach. That was what I think is the most important thing I learned during the class discussions.</p></div>Jean Mitchell Lesson Plan #1 Grade 3: Alaska Geography and Historyhttps://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/jean-mitchell-lesson-plan-12011-06-03T22:53:34.000Z2011-06-03T22:53:34.000ZJean Mitchellhttps://ak-css.ning.com/members/JeanMitchell<div><p>Aim </p><p>Students will identify various regions within Alaska and describe the physical and cultural characteristics of Alaska. The students will learn about the Inupiaq Alaskan Native Culture.</p><p> </p><p>Materials Needed </p><p>Book "Eskimo Boy" by Russ Kendall, world map, Alaskan map</p><p> </p><p>Lesson</p><p>1. The student will view a world map and locate Anchorage, Alaska in reference to the world. We will discuss the location of Alaska and the importance of its location in the world. </p><p>2. We will then locate Shishmarif, Alaska. Discuss it's location in reference to Anchorage.</p><p>3. We will then read and discuss the picture book "Eskimo Boy Life in an Inupiaq Eskimo Village" by Russ Kendall. The author chronicles a year in the life of a 7 year old Inupiaq boy and his family in Shishmarif, Alaska. We will discuss the seasons and what the family does to get food such as hunting, fishing, trapping, and gathering berries. There will be a discussion on the differences in their way of life. We will do a class chart that compares and contrasts life in Shishmarif and Anchorage.</p><p> </p><p>Assessment</p><p>Students will do a two drawing comparing life in Shishmarif and their life in Anchorage. They will also write their response.</p><p>They will also have a map of Alaska and locate Anchorage and Shishmarif.</p><p> </p><p> </p></div>Day 2https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/day-22011-06-03T21:42:23.000Z2011-06-03T21:42:23.000ZMike Baumhttps://ak-css.ning.com/members/MikeBaum<div><p>I was intrigued today by our critical assessment of Bender's methodology or personal biases. For example, it was noted that while Bender emphasizes the causal role of ideas about race as passed from Europe to America, he does less with ideas as such. The questions I pose now are:</p><p> </p><p>(1) Does he in fact do so? What examples and counter-examples can we find in his book? (2) Why does he do so?</p><p>(3) What are the effects of this de-emphasis of intellectual history (or other relevant causal factors) on his work?</p><p> </p><p>I'm not ready to respond to (2) or (3) yet. But I have found an example of (1), from the chapter on empire my group analyzed. The passage in question is in the penultimate paragraph of page 215. The context is the opium war, in which China prohibited the importation of opium and Britain used military force to rescind this prohibition. Here Bender does bring up intellectual history, but in a curious way. In discussing the pro-British position of John Quincy Adams on the issue, Bender states:</p><p> </p><blockquote><p>". . . Adams lent his support to the British position with an argument against China's 'anti-commercial' stance that was predictably learned but also tendentious. He insisted that 'the right of exchange, barter, or, in other words, of commerce, necessarily follows' from the right of property, which was protected by natural law. He went even further: commerce was not only a natural right but one of the 'duties of men.' And not only men but nations had this duty: 'Commercial intercourse between nations is a moral obligation.'</p><p> This resort to a natural-law argument was prompted, no doubt, by the lack of support for his position in leading theories of international law. . . ."</p></blockquote><p>Basically, rather than taking Adams's words on their face, Bender discounts Adams's stated beliefs about natural law as disingenuous or self-serving: the only reason Adams made the argument was that international law (since China had the legal right to close its borders to trade) would not do.</p><p> </p><p>My question now is: do we agree with Bender's interpretation? Or does it reveal an anti-intellectual history bias? When people from history tell us about their moral beliefs, do we take them seriously?</p><p> </p><p>Maybe Bender is merely saying that Adams chose the argument that would be persuasive to his audience under the circumstances. But to me the word "tendentious" implies otherwise.</p><p> </p><p>Do I have something here, or am I making a mountain of a mole hill?</p><p> </p><blockquote><p> </p></blockquote></div>I don't see a discussion question?https://ak-css.ning.com/groups/americanhistoryintheglobalage/forum/topics/i-dont-see-a-discussion2011-06-03T15:23:40.000Z2011-06-03T15:23:40.000ZJoseph L Feser Jrhttps://ak-css.ning.com/members/JosephLFeserJr<div><p>I don't see a discussion question. So I'm going to repost my Essay question here for my feelings on Chapter 2. I think that this approach is not new, however Bender seems to include other regions of the world into our discussion and makes a point to consider missing parts of the story as it pertains to disenfranchised peoples. These parts of the story may be included in other seperate sources but not in the main story as taught to students. </p><p> </p><p align="center">Essay #2</p><p>Last night I read the introduction and chapter 2 on the "Great War" and American Revolution. Having grown up in the Philadelphia area, I was exposed to firsthand experiences visiting many of the sites of importance to the Independence story. Because of the nature of the conflict, a transnational dialogue is necessary to the story. However, for me, that story only included England, France and the Hessians (didn't notice them mentioned in Benders version). Also included in the background was a leadup to the idea of the Enlightenment which is being bantered about in Europe. Later college level courses included the financial implications on the various countries mentioned above along with other reasons for either siding with the Americans or against the Americans. While a mention might be made here or there about slavery, the slave trade leading up to the revolution, this surely was not an important part of the discussion. Connecting the "Great War" and our struggle for freedom, connecting the search for freedom by other peoples (other than the French Revolution) are not uttered. This is the story that Thomas Bender is wanting us to consider when we look at the history of our nation, or for that matter any nation looking at itself. </p><p>I remember from my high school days learning about the 100 years War, as I came to know of it. We would talk about it's on again, off again nature and the general distain that the French, English and Spanish had for each other and the role of having a powerful navy. I don't recall being taught that much about America being used as a pawn to create a revenge factor for the various parties. And never were other sideshows such as India, South America and Egypt involved in our discussions. Instead, it was focused on royalty, Eurocentric squabbles, and financial affects of longstanding wars (which our country is getting to experience today). Wars are expensive and when too many come back in body bags, or don't come back at all, the cost is considered excessive by the homefront. The British crown exercises his "right" to tax the subjects of Britain who begin to feel overtaxed, so he turns to the British Colonies. While the American colonies distain for the British taxes and enforcement are well documented as causes leading to the Revolutionary War, little is mentioned about other British colonies revolt or feelings towards these taxes or others imposed, although at least Bender acknowledges that the American colonies were being taxed less severely. How? He doesn't really say. He gives room for the historian in us to explore that idea. He also ties the outcomes of the our struggle freedom to the struggles of other nations, some successful and others unsuccessful. This is an improvement on the classical history book approach of we saw, we conquered (won) and we lived on happily every after (assumably in our own little happy world)... The End.</p><p>It is not the end. We do not live in world of our own. All that has changed is that ideas move faster globally courtesy of the electronic age and transportation improvements. While a nations actions take seconds to be transmitted and processed by other nations around the world, good (or they seemed good at the time) ideas that are transmitted have always been implemented regardless of borders, and sometimes with different results dependant on the nations involved. Some ideas that are good for one nation (independence) may not be good for us to transmit on when successful because the outlook doesn't fit into our concept of how it looks when positive, such as the independence of Haiti. It didn't fit our model. History is not always pretty, in fact sometimes it looks more like a Desperate Housewives episode with effects that aren't always predicted. I like Benders approach of looking at the transnational effect of history, although as an elementary teacher, I realize that this might not be appropriate for this age group.</p></div>