Cuffee School visits Occupy Providence as field trip

What do you think of this as part of a social studies class?

http://630wpro.com/article.asp?id=2316296

Outlines and Research Topics

This week I want you to reflect a bit on your experience taking notes, constructing an outline and writing the essay. Is the outline proving helpful? irritating? troublesome? complicated? are you lost? blocked? explain and share what you have learned and the problems you are having. Remember to email Michelle or me if you get stuck and need some direction as you write.

Also, what ideas have you come up with for your research project? what interests you? what would you like to know?

Hidden Interpretation

This week we have examined interpretation in textbooks and made a first foray into 'reading' or interpreting primary sources. Texts do not clearly state their goal or perspective but as we discovered in class the perspective or interpretation can be found in the selection of material and its arrangement in the text. What was striking to you about this exercise? What did you learn? Should textbooks come with a warning about 'hidden perspective'? Do we need to teach students how to 'read' these texts? To me this exercise is like reading or listening to the news - I don't typically question the truthfulness of the news but am aware that perspective and interpretation is often evident - in the choice and presentation of stories, the selection of material and in the emphasis.

Perspective in History

For this blog assignment, posted by Saturday please, I'd like you to reflect a bit on the readings and discussion on the role of interpretation and perspective in the making of history. I think most of us start in school from the notion that history is about facts and data. Our readings, however, have suggested that facts alone "deprive human existence of all significance," which may be reflected in the disinterest of our audience.
Foner says that all history is contemporary and that history changes. Becker discusses the need to shuffle and select material. Jensen argues that interpretation and meaning is essential. Zinn promotes meaning and relevance in our teaching.

What do you think? Take a few minutes to review the texts. Find a quote [relevant, interesting, troublesome, something you agree with, dont agree with] from the readings as a way to begin a discussion on interpretation and perspective. {some things to consider may be What do you think is the role of interpretation in the making of history? Why? Have your ideas on the nature and function of history change? on the job of historian?} Take care to refer to the texts in your discussion.

Hello everyone,
I really enjoyed reading your talking points and editorial outlines. Most of the talking points were very sharp - you used the questions to guide you to the main idea and to the evidence. Keep that up. Many of you also had interesting 'points to raise in class' that I'm sorry we didn't get to. The point is that you are understanding the main ideas of the text and working with them so they become for you part of the larger conversation on the value and purpose of history (even though you may reject some or all of the ideas).
The outlines were also good but not as consistently strong. Take care to use whole sentences when describing both the thesis or main argument as well as supporting arguments. Make sure you proof it to be sure that the reader will get the main idea and evidence. For instance, if the thesis is "B argues that red shoes are the best" the supporting arguments / evidence should not be a brief one word like
a. happy b. color c. health

Instead use full sentences to explain the point
a. B points to scientific evidence that shows that red shoes make people happy.
b. traffic statistics demonstrate that people wearing red shoes are less likely to be run over by autos
c. medical studies suggest that people who wear red shoes live longer.

And for the question of the week on your blog - Which of the many values and uses of history raised by Zinn, Becker and Stearns appeals the most to you? Consider this form your perspective as an individual and as a member of a larger society. Remember to read at least 2 other posts and incorporate those ideas into your comments. The point is to get some conversation going.

How's the weekend going for everyone? Today I hit some great yard sales, worked on a syllabus and took my son to see the movie MY IDIOT BROTHER. Great fun all around.
Hope you are getting in some relaxing. Don't forget to take a moment or two to read each others' posts - good way to get to know everyone a bit better.
Happy worker's day to all of us working people. LS

Your expectations of History 200

Hello everyone,

We seemed to have had an interesting first day which bodes well for the remainder of the semester. Before we get into the thick of things, though, I'd like you to consider two issues in your first post.

What you would like to get out of this course [besides a great time, chocolate, 4 credits and an A!]? Our larger goal is to learn the skills of a historian but what would you like to be of particular benefit to you in this course? The answer is wide open but here are some issues to think about in responding. Are you interested in working with a group of peers who share the same passion for history - why? Would you like to improve your reading, writing, or analytical skills? Why - what in specific could use some work or improvement? Are you interested in how to think about history as a teacher - why and how?

And finally, why do you like the study of history? Why is it interesting to you? What in particular moves you? This is a big questions so give it some thought.

Looking forward to your blogs. Remember to email me the address. See you Wednesday.