Edgecombe County Public Schools Mail - Instructional Question

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Matt Smith <msmith@ecps.us>

Instructional Question
5 messages Keith Parker <keithparker@ecps.us> To: Matt Smith <msmith@ecps.us> Mr. Smith, I realize you are away today attending a NELA class. So, please do not feel obligated to respond to this email today. However, I did want to ask your opinion and feedback on a lesson I am teaching. Today, I had APUSH students work in 5 groups to design and label a map that shows American Imperialism in the late nineteenth and early twentieth centuries (See attached photo of a student work sample). They placed terms on the map and had to color-code American, British, French and German Imperialism. Im stuck as to how I want to use the map in tomorrows class. Tomorrow, I need to elaborate on some critical events like the Spanish-American War, Annexation of Hawaii, and Foreign Policy with China (Open-Door Policy). But, I want to use the maps as an extension to these topics. Id really like for students to use the maps to visualize how broad reaching Americas inuence has become. Here are some ideas Ive had - please tell me if you think they could be successful in helping students to visualize and think critically about Imperialism: 1. Have students research primary sources and place those on the map corresponding with the terms. 2. Have students nd a current event newspaper article about American Imperialism today (Syria, Asian China/Japan/or North Korea, etc.) and then place that headline on the map corresponding to the place in the world where it goes. 3. Place primary sources from the natives of the territories showing protest against American Imperialism. I just feel like these ideas are kind of bland. Id really like for students to be able to interact with this map and use it to be creative. What do you think? Please share your thoughts and any ideas you have that could make this map interactive!!!! Thanks for your help!!! Keith Tue, Feb 25, 2014 at 1:32 PM

Keith Parker, M.A.Ed.

United States History Teacher

SouthWest Edgecombe High School 5912 NC 43 North Pinetops, NC 27864
(252) 827-5016 ext. 7225 (252) 827-2815 (fax)

Whatever you are, be a good one!

- Abraham Lincoln

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Edgecombe County Public Schools Mail - Instructional Question

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Matt Smith <msmith@ecps.us> To: Keith Parker <keithparker@ecps.us> Hello Mr. Parker,

Tue, Feb 25, 2014 at 4:06 PM

Thanks for inviting me to offer some input on your lesson plan design. Given that you are North Carolina's HIstory Teacher of the Year, I am humbled by this opportunity :) Might I add that I notice you have updated your Google profile pic with your NC TOY headshot. Very impressive (and nice tie). Btw, my profile pic was also my TOY headshot (that's why I look so much younger and more handsome in it). In thinking about American Imperialism and your possible scenarios for where to take this lesson, it does not seem essential to me that students understand the specific details of American Imperialism in any particular region (unless you think so). Rather, it seems the takeaway from your lesson is about the fundamental nature of American Imperialism--the good, the bad, and the ugly--and not just from the perspective of an American. Think, for example, about how Native Americans might describe July 4, our "Independence Day." Therein lies the rub. We celebrate the ideals of American democracy, but beyond the rhetoric and pomp and circumstance, there is a much darker subtext that your AP US History students need to consider. The map activity today you did today has provided you a visual of the breadth of your topic. Now it seems to me that your next instructional goal is to have students dig a little deeper into a particular region--not just with the goal of learning specific details but for understanding the nature of American Imperialism--again, the good, the bad, and the ugly. Several thoughts occur to me: -- It seems that this lesson presents an opportunity for students to learn about how American expansion has

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Edgecombe County Public Schools Mail - Instructional Question

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created conflict--intellectual, cultural, political, and even economic. Kids love conflict, and so this is rich material for kids to research. You might frame an essential question for your next lesson about this idea. -- Students appreciate when they are given choice. You might structure the lesson in a way that empowers students to select a region, focus on American Imperialism therein, and see where their research takes them. If kids want to research the same region, then pair or group them. If they want to go solo, so be it. Consider structuring the research into a set of basic questions, such as: -- Explain the facts. How American Imperialism is evident in the region you have selected? -- Interpret the facts. Look at American Imperialism in the region from two perspectives--the American viewpoint and the native/regional viewpoint. Compare and contrast these perspectives. -- Synthesize/Draw Conclusions. In a single sentence, explain what we learn about the nature of American imperialism from this region. Complete this sentence: "From this region, it is clear that American Imperialism..." This is a pithy statement, not unlike a fortune cookie, that captures the nature of your topic. -- Consider using a Kagan strategy in the spirit of Think-Pair-Share and have students move around the room, find a partner, and share what they learned. Get them interacting with one another, making sure especially that they share their final sentence with one another. -- Make their learning public. Consider spending some time reporting out in large group, then have students write their pithy statements on sentence strips or index cards and place them on the map(s) you made today. This takes your visual map about the scope of American Imperialism and turns it into an artifact of what we've learned from our past. If there is any positive outcome of a history class (yes, there is sarcasm here), it is our attempt to influence our present or our future through insight into our past. Seriously, your map becomes a "what we learned about American Imperialism" graphic rather than how widely has American Imperialism reached. -- Extension for homework. Reflect and evaluate. Consider having students write a brief personal reflection (250 words or less) based on what they learned today regarding American Imperialism. Perhaps offer some guiding questions, such as: (1) What did you learn about the nature of American Imperialism (provide two or more "takeaway" statements)? (2) What specific evidence from class discussion support those statements? If advising the President or Congress, what advice might you offer when making decisions about whether to expand American influence into certain regions? Mr. Parker, admittedly, I am no history teacher, so I regard this as more of a conversation than an email. However, in talking about lesson plan design, I do think it's essential to begin with the end in mind. If this seems to nudge your thinking forward, then great. If not, then disregard. I have been general in my guidance because I think you didn't need specific details regarding implementation, just a general suggestion or two about where to take the lesson. Let me know if this is any help at all. Take care, Matt Smith

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Keith Parker, M.A.Ed.

United States History Teacher

SouthWest Edgecombe High School 5912 NC 43 North Pinetops, NC 27864

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Edgecombe County Public Schools Mail - Instructional Question

https://mail.google.com/mail/u/0/?ui=2&ik=d0bf3b01ca&view...

(252) 827-5016 ext. 7225 (252) 827-2815 (fax)

Whatever you are, be a good one!

- Abraham Lincoln

-Matt Smith, NBCT Administrative Intern Southwest Edgecombe High School 5912 NC Highway 43 North Pinetops, NC 27864 SWE: (252) 827-5016 Cell: (252) 567-5522 "If you want to do something hard, find a way." Diana Nyad

Keith Parker <keithparker@ecps.us> To: Matt Smith <msmith@ecps.us> Mr. Smith,

Tue, Feb 25, 2014 at 4:13 PM

Your email was very enlightening and has sparked a creative moment in my lesson planning for tomorrow. Would you be available at any point this afternoon to discuss via phone conversation these ideas? I dont want to impose on your time, so no obligation. Im at SWE if by chance you are here. Keith

Keith Parker, M.A.Ed.

United States History Teacher

SouthWest Edgecombe High School 5912 NC 43 North Pinetops, NC 27864
(252) 827-5016 ext. 7225 (252) 827-2815 (fax)

Whatever you are, be a good one!

- Abraham Lincoln
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Edgecombe County Public Schools Mail - Instructional Question

https://mail.google.com/mail/u/0/?ui=2&ik=d0bf3b01ca&view...

Matt Smith <msmith@ecps.us> To: Keith Parker <keithparker@ecps.us>

Tue, Feb 25, 2014 at 4:22 PM

Feel free to call me. I'm in the car for the next 20 minutes or so. This evening after 9:00 is also an option. 567-5522. MS On Tuesday, February 25, 2014, Keith Parker <keithparker@ecps.us> wrote: Mr. Smith,
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Matt Smith <msmith@ecps.us> To: Keith Parker <keithparker@ecps.us> Mr. Parker,

Wed, Feb 26, 2014 at 1:31 PM

It was great talking shop with you last night about today's lesson on American Imperialism. I also enjoyed dropping by today to see the lesson in action, and I will be sure to also stop by tomorrow to see the student presentations. I took some video snaps today and will do the same tomorrow. Things were looking good (smiling kids are always a good sign). I hope your intern, Mr. Wallace, is paying close attention to the excellent instructional modeling you are providing. It is certainly good fodder for conversation with him: backward lesson plan design, collaborative planning, student engagement, project-based learning, etc. Even if he is paying attention, as I'm quite sure he is, there are important lessons to be learned about how you approached this lesson, and in particular, laser focusing your lesson on the most important learning outcomes you want for your students. I hope you'll set aside some time to speak with Mr. Wallace about this. It would be a great teachable moment. See you tomorrow, MS

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