This post is designed to give you an overview of the final part of the final project. If you have any questions that remain after reading it, and after re-reading the posted assignment sheet, then please feel free to ask them as comments on this post.
The final part of the “Teaching the Freedom Struggle” project must be uploaded as a “Draft Post” on our WordPress.com class blog. All (or almost all) of you have already successfully done this when you submitted your short bio at the beginning of the semester.
1. You will need your username and password for WordPress. You are already listed as “Contributors” to the blog, which means you can submit “draft” posts. Only I can make them “live.” Your final assignment must be submitted as a properly formatted bog post.
2. You do NOT have to make ALL of your sources available online. As the assignment sheet suggests and as we have discussed, #11 can be a regular Bibliography. #9, however, requires you to make available only those sources and materials that are necessary to complete the in-class activity you design.
3. The key to your teaching module is to make sure there is a relationship between the Essential Understanding (#5) you want to teach and the Activities (#10). That is, your teaching activities should enable students to reach the understanding you intended.
4. Some parts of this (really, most parts) are speaking to the teacher. They are the one who would implement what you design. However, some parts (especially #6-9) are also geared toward being presentable to students.
5. Your intended audience should be a middle OR high schooler. The standards you choose must reflect the decision of your audience. Don’t forget to make this about “movements.”
6. The “Reading and Writing Standards” you have to link to (#2) should be drawn from the California Common Core State Standards. All you need to do is select which standards are served by your project. That means looking at the Social Science section first and choosing an appropriate grade level. Then pick the standards you will seek to meet. Choosing these early on will help you design your Essential Understanding as well as your Activity with more intentionality. The work students do in your activity should provide an opportunity to demonstrate their mastery of a standard.
7. The heart of your Activity should be an analysis of a manageable section of a primary document. But it doesn’t ONLY have to be that. Think about how you learn, and the multiple ways you build toward that process of reading and making sense of a primary document.
8. The activity doesn’t just have to be a solo action the student does on her own or something they read then discuss. Be creative how students dissect the source together. Frame their engagement!
9. Be mindful of the two sets of knowledge we discussed in class: 1) what you want them to know and 2) what they need to know in order for them to learn what you want them to know. The second can be provided to them. To reach the first you need to get them “doing.”
Here are some examples from the website “Teaching Tolerance.” There are many, many more online from previous years’ classes. Since you follow in their wake, you have a higher bar to reach! Don’t let them define and limit what you are to do. Let them set the bar you will surpass!