Journey Through History

The EASTCONN Teaching American History Project, headed by Dan Coughlin, was the best professional development I have participated in as a teacher.  Through workshops, seminars, field trips, and a summer institute, I expanded my knowledge of history and I learned interesting new teaching strategies.  Best of all, I was able to work with a dedicated group of teachers intent on improving their craft.  I highly recommend that teachers get involved in a Teaching American History Project, and teachers in Northeastern Connecticut need look no further than the EASTCONN region TAHP.

Here are three of the lessons I wrote for the TAHP.

The Media and the Spanish American War

In this lesson, students examine various Connecticut newspapers to determine why the US went to war against Spain, and to evaluate the role of the media in the US entering into war with Spain.  Just how “yellow” were Connecticut newspapers?  The lesson and materials can be found at:

• http://www.eastconn.org/tah/LessonMediaInTheWarSpAm.pdf
• http://www.eastconn.org/tah/SpanishAmWarArticles.htm

The 7 “Hats” of the President

Using the inquiry process, students define the jobs of the president and find current examples.

http://www.eastconn.org/tah/SevenHatsofthePresidentLesson.pdf

Hitler’s Rise to Power

Students work in groups to analyze primary and secondary sources and draw conclusions about why Hitler was able to come to power.

http://www.eastconn.org/tah/HitlersRiseToPower.pdf

To help students learn what is in the Bill of Rights and why it’s important, I have students work in groups and I tell them that they can only keep 5 of the 10 amendments.  In the left column of this worksheet, they must paraphrase what is in each amendment.  Then, they must discuss with their group and come to a consensus about which 5 they can keep and use the right column for their rationale.  Once groups have finished, I usually make a chart on the board with one column for each group and check off which amendments each group would keep.  Then, I lead a discussion about why each group made the choices they did.  It usually leads to some interesting debates.  In the end, the students come to the conclusion that I of course wanted them to all along—that they’re ALL important!