I enjoyed watching my students' reaction to the Treasure Box. Having a new approach to teach the
Declaration of Independence was fun and engaging for my class. I was curious to know what my students knew about the Declaration and why we celebrate Independence Day so before introducing the Treasure Box, I gave my students a mini-pretest to see what they knew. Only one child knew what it was and why it was written. The best response was from a little girl who thought it was written by 'Paul Ride.' (Paul Revere. . . Sally Ride . . . I will let you know if her confusion was cleared up by the end of the unit!)

I used several primary sources from the national archives website: portraits of King George and Thomas Jefferson, a map of the thirteen colonies and several political cartoons. The cartoons were confusing at first but after some discussion and guided questions they were able to make insightful comments. We also added a foldable to our interactive notebooks that incorporated a painting of the signers and questions and answers from the pretest.

The Treasure Box also included a genuine, reproduction, parchment copy of the Declaration itself. Several students thought it was the real thing but alas . . . no such luck. However, they had a lot of fun trying to read the script so I also printed a copy that they could interpret. The book I included was Sally Senzell Issacs, Understanding the Declaration of Independence. I really like this book as it gives a concise background on the events leading up to the Revolution and the writing of the Declaration. The primary source graphics in the book provide great detail and the text is clearly written making it is easy for readers of all levels to understand.

I have several items I am using for center activities: quills and parchment paper for a writing activity, three-cornered hat, a block of tea, and the items we received at the summer institute. This is proving to be one of the best units I have taught and one of the most beneficial for my class as they are engaging in creative and analytical thinking skills.

Signing Their Lives Away has been a fascinating read as the 'myths' about the men who helped write and sign the Declaration have been dispelled OR should I say as in the case of Ben Franklin; the naked truth has been exposed. Ahh Ben . . . we will never think of you in the same way!

July-August . . . Berkin's use of primary sources

My initial reaction in reading any historical text is in response to the amount of time the author spends researching, reading, sorting, and sifting through materials. I cannot imagine the time and energy it takes to research and write an historical text. One must truly love what they are doing or love what they are writing about in order to complete such a task!

I appreciate Berkin's use of primary sources (letters, journals etc.) that not only documented the proceedings of the convention but provides the reader with interesting insights into the personalities and perspectives of the participants. Of course, much of this would have been lost to all historians without the meticulous notes of James Madison. The fact that these proceedings were 'secret' and not public knowledge also supports the accuracy of the first-hand reports. Berkin used documents written by the delegates themselves to help present an unbiased view of what actually happened leaving her readers to form their own opinions about the events and people involved .  

'A Brilliant Solution' not only describes in concise detail the drafting of the Constitution but also sheds light on the men involved in its design. By using primary sources Berkin is able to paint interesting portraits of the participants.  For example Eldridge Gerry is physically described as being "small and thin . . . a squint in his eye . . . slight stutter . . . long nose . . . dissatisfied look" and yet, he has a "reputation as a ladies' man" (pg 54) . . . doesn't sound much like a 'Brad Pitt' to me!  Berkin also uses primary sources to reveal the delegates' viewpoints and attitudes. For instance, when Roger Sherman states "If the vice-President were not to be President of the Senate, he would be without employment . . ." (pg 147), Berkin's use of this quote enables the reader to infer what Sherman personally thinks of that office.

A talented author is able to use primary sources in such a way that the reader is both informed and engaged in the text. I feel Carol Berkin was on target in both areas.

July-August . . . writing the Constitution

As I read "A Brilliant Solution," I was struck by two things. First, I knew there were many opinions and disagreements among the delegates of the Constitutional Convention however, I had no idea just how extreme those ideas and opposing viewpoints were.  And second, I was amazed and impressed at the tenacity and determination of the Founding Fathers to 'see the job through' given the discord and conditions under which they worked. This text has given me a whole new appreciation and perspective on the Constitution, on the people who worked so diligently to draft the document, and the fact that it has provided this nation with a framework of government that continues to withstand tests and trials. 

There was much in the book that was new information for me. I did not realize there were so many different plans presented to the delegates (i.e. the Virginia Plan, New Jersey Plan, Connecticut Compromise) each with their own strengths and weaknesses. With each new proposal came a new round of discussions, disagreements, tantrums and compromises. In the end, with egos and personal agendas set aside, the delegates combined the best of each plan to create the checks and balance framework we know today. To say their achievement is nothing short of 'brilliant' is a gross understatement. While it may not be the most perfect form of government, it certainly strives to be 'the best for the many.'

It is also interesting that while some things change, some things remain the same. As I was discussing the book with my son, I commented on the intense arguments and extreme viewpoints of the delegates. His response, "You know Mom, people think the government is failing because of all the partisan fighting, but nothing has really changed.  Look what those early delegates went through and fought about then look at what goes on today . . . it's the same today as back then." I have to agree with Dirk's response and in my opinion that is the beauty of our Constitution. Forgive my analogy but our Constitution  reminds me of a building designed to withstand earthquakes. The core and framework must be strong enough to support the integrity of the structure and yet, it must also be flexible with just enough 'give' that it does not collapse in adversity. I think as citizens, we are pretty fortunate to live with such a foundation!

Hakim/Wood Comparison

As my lesson plan will focus on The Declaration of Independence, I was interested in Wood's description of the event. His writing is very concise and tends to read like a college-level text offering his readers a 'bare bones' explanation of the events leading up to the Revolution and the founding of our nation's government. When referencing the Declaration, he does however, address the fact that "Congress removed a quarter of Jefferson's original draft, including a passage that blamed George III for the horrors of the slave trade." (pg. 56) This was new (and fascinating) information for me. I felt Hakim's book does a better job describing the issue of slavery and the impact it had on writing the Declaration. Her text makes it very clear to the reader that slavery is the moral antitheses of the essence that "all men are created equal." Hakim's writing provides a greater sense of the depth of difficulty the issue over slavery presented to the establishment of a 'free society.' In my opinion, Wood's skims the surface of the struggle the signers had over slavery. Wood's text did not give me a new understanding of the event; it merely reinforced the difficulty Hakim presents to her readers.

I personally preferred Hakim's book to Wood's. I am very visual so the use of pictures, portraits, political cartoons, timelines, documents, and maps held my interest and enhanced my learning. Also, I really preferred Joy's personalized style of writing; I like the way she 'speaks' to her reader with comments and questions that make them reflect on what they have read. And as a teacher, I appreciate the subtle way she introduces vocabulary. Her use of vignettes and trivia made me want to dig deeper. While I realize Hakim's text is written for a younger audience, she does not 'dummy down' the significance of the historical information. She is like a gracious hostess presenting a full-course meal for her guests to savor, whereas Wood's book in comparison is a plate of cheese and crackers! When it comes to fascinating history, I prefer the full-course meal

April Readings

The opening paragraph of "Teaching for HIstorical Literacy" could have been a paraphrase of conversations that have taken place between my 4th grade team members and myself.  We continually share our frustration that the subject of history and social studies are constantly pushed to the "back burner" or are entirely nonexistant in our emphasis to prepare our students for standardized tests.  It is so sad to think that we as educators are missing golden opportunities to plant the seeds of good citizenship within our young people.  I am in agreement with authors Goudvis and Harvey when they state "in a democracy, history and social studies shouldn't be optional."  In our classrooms we are forced to somehow fit those subjects into our day and more often than not they do not get taught. 

The four generative practices discussed in the article support and enhance the idea of brain-based learning. And the core principles of brain-based learning were evident in the strategies used in Matthew Reif's classroom. He provides an excellent example of 'teaching to the whole child.'   

I believe my big 'takeaway' is knowing I do implement some of the practices outlined in the readings. However, as a classroom teacher I need to allow my students to 'connect logic and inagination' and bring encourage more creative thinking and activities for my students. 

A History of US - Joy Hakim

Unfortunately for most students, American history is often tedious and boring, no doubt in part because the manner in which it is presented is also dry and boring.  I found Joy Hakim's text to be both engaging and entertaining . . . certainly not the traditional approach to history!  Her conversational writing style speaks directly to the reader.  Hakim skillfully takes factual information and writes in a 'storytelling' manner.  She does not burden her reader with an overload of details, but rather, she offers just enough information to pique one's interest in the historical drama of which she is writing.  I particularly like the manner in which she poses questions and/or uses examples, for instance; she compares George III's relationship with the colonists as a fight between a parent and child . . . something to which every student should be able to relate.  She also uses phrases . . . "You might be able to guess" . . . "As I've told you" . . . and "Hold on" that suggest she is writing to an audience of one . . . you! 

The graphic aids in the text are also appealing.  The maps, pictures, timelines, and primary source documents enhance the readings and address various learning styles.  The presentation of sequential information speaks to the left-brain learner while the personal narratives and visual representations engage the more creative thinkers.  The book also differs from our current classroom text in that many questions are embedded in the reading and /or the captions.  Our textbook is the basic, 'here's the information, read it and answer the review questions at the end' which does very little to motivate our students.  I also appreciate how the author includes many other interesting and influential people who helped shape our country.  We tend to focus only on the Founding Fathers while there were so many others who also made important contributions.

Finally have a blog.

Thanks for your help Bridget with this first blog!