Group+History

Who worked on this? Ellen Ryan and Jenny Reuter


 * 1) 1 **Website Link**: http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst139.html

To aid the student's ability to view a problem or circumstance from another's perspective. Specifically the different attitides present in the United States of 1800, as opposed to the United States of 2008.
 * 1) 2 **What are the goals**?

1. To determine the differing political and social objectives present between different sections of the country regarding taxation, internal improvement, and slavery. 2. To recognize the way in which people of the 1800's identified themselves by sections, rather than as a citizen of the United States as a whole. (for example, a Virginian rather than an American.) 3. To recognize the value of, and the need for, compromise in government and society.
 * 1) 3 **What are the objectives**

Yes, we agree with the way the lesson is taught. As the objective of the lesson is to learn to see things from other perspectives than your own, it makes perfect sense to break the group up into smaller groups to represent the differing factions and have them debate and defend their positions. Having students take a position that they would not typically take will not only lead to the better understanding of the different positions different sections of the country took, but also helps the students think abstractly and achieve higher levels of learning.
 * 1) 4 **Do you agree with the instructional strategy, in other words, how the lesson is taught**?

This lesson operates at the anaylsis level of Bloom's. This lesson requires the students view the United States in sections and how each of thoes sections "behaved" during the 1800's. After identifying the different positions of the different sections of the country it will allow the student to put everything together understand how the "pieces" of the country affected eachother and as a whole.
 * 1) 5 **On Bloom's Taxonomy what kind of knowledge does the lesson address**?

At the conclusion of the debate, we would have each student write a short paper summarizing the positions of each side, and then to comment on what they learned about the importance of compromise through doing the exercise.
 * 1) 6 IF you were **teaching this lesson in your class,** where would you want to do **formative evaluation**?

> How would **you do formative evaluation**?

It is once said that history tends to repeat itself and i believe that if there were mistakes brought about by the conceipts applied by then, it should be avoided by the learning students and that is why history is so import in schools. There are rich values that comes along with history that students should be encouraged to pick up from the study.-Tom
 * COMMENTS & THOUGHTS** (by others in the class)