tag:blogger.com,1999:blog-32543677687811183272024-03-08T02:10:02.246-08:00Chicago Public Schools Main Office InternshipAnonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-3254367768781118327.post-46847993169933893372013-05-07T11:52:00.001-07:002013-05-07T11:52:17.904-07:00Week of 4/1 continued.<br />
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During my time researching, I have mostly been digging through large online databases. I decided that I was going to look for new places for sources that would be more suitable for students in lower grades. I went on to the websites of the city of Chicago and the state of Illinois. On the website for Illinois I found that the history section was simply written and contained paragraphs that were short, only about four to five sentences. There was a great section about the early history of Illinois that also included information about the Paleo-Indians from before 5000 B.C. I felt this would be great for 4th graders since they were learning about the history of Illinois. <br />
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I also found a website with narrative stories about exploration. I found a story about Eric the Red, a Norwegian Viking who sailed from Iceland in the late 10th century and landed in Greenland. Again, it was a story with simple writing and short paragraphs, so young children would find it easy to read. This story went well with the last unit of 5th grade social studies because they were learning about early European migration to North America. Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-43161246407201447112013-05-07T11:28:00.002-07:002013-05-07T11:28:21.677-07:00Week of 4/1<br />
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This week I attempted to find sources for the first unit of the 7th grade. In a past post I explained that this unit is especially hard to find sources for. The first unit's unifying concept is that students should be able to see how the American identity drew influences from England in the 17th century. After a few hours looking through databases, I was able to find the English Bill of Rights of 1689. Many of the concepts in the 1689 Bill of Rights are almost identical to the concepts in the U.S. Declaration of Independence and the U.S. Constitution. Although it may be difficult for 7th graders to read the document, I believe that with teacher assistance, the students would be able to see the similarities. I searched more databases for about another hour, but I was unable to find anymore sources that could help students understand the unifying concept.Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-61245827952560454942013-05-06T20:33:00.003-07:002013-05-06T20:33:48.536-07:00Week of 3/25<br />
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This week I was unable to make it down to the offices, but I continued my research at school and also at home. I again did research for the 10th grade. I found two documents that I believe could be beneficial to students. The the unifying concept of the second unit in 10th grade U.S. history is how America's identity was partially shaped by the movement west and how the U.S. worked to expand and protect the nation's borders. The Northwest Ordinance of 1787 and the Louisiana Purchase Treaty of 1803 are two document that are directly related to the push west made by the U.S. after we gained independence from England. The site that I found the documents has the features to see the whole documents and also a summary of the documents. This allows the teacher the flexibility to either have the students read and analyze the entire text (such as students in Honors or A.P. level classes) or just briefly have the students get and idea as to why the document are important (a greater possibility for students that are not in accelerated level classes). Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-8093394835332080842013-05-06T19:12:00.001-07:002013-05-06T19:12:40.136-07:00Week of 3/18<br />
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This week I was very busy at the offices and I managed to find several very significant sources that I believe students could take a lot from. The first document I found was Patrick Henry's "Give me liberty, or give me death" speech. I felt that quote was popular enough that most students in the 10th grade would have heard it before. The speech itself is important because the American ideal of freedom is a major topic in the speech, and at the end of the 3rd quarter, 10th graders are supposed to know the roots of American ideals of liberty, equality, and democracy. I felt that this speech, spoken by a founding father of America, would show students a personal view into what the people who were starting the Revolutionary War were thinking. <br />
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I also included Israel's Declaration of Independence from 1948 in my list of sources as well. 9th graders learn about conflict and compromise within the context of current events. More specifically they look at conflict and compromise in the Middle East. Since one of the major problems in the Middle East is the existence of the Jewish State, I felt that Israel's Declaration of Independence would show students part of why the topic of a Jewish state is controversial in the Middle East. Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-36001665211983326312013-05-06T18:38:00.002-07:002013-05-06T18:38:37.531-07:00Week 3/11 cont.<br />
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Another topic that I found sources for was the idea of the Divine Right of Kings. The Divine Right of Kings was a concept that implied that King's were given the right to rule directly from God and therefore, they were not subject to the demands of the people. The Divine Right of Kings is important because it shows students how power develops and how it can be used for both good and bad. These are both unifying concepts that go along with the section of defining power in the 9th grade.Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-41141792864572803232013-05-03T13:21:00.000-07:002013-05-03T13:21:02.420-07:00Week of 3/11<br />
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While researching my topic of power at home, I found a website that talks about the Battle of Tours. The Battle of Tours was fought in late 732 and it would wind up being the last time that Islamic forces would try to invade Europe from Spain. The Islamic forces were driven back by the Frankish military commander Charles Martel. After the battle Martel was given the nickname Charles "The Hammer" Martel and he was proclaimed the savior of Christendom. I felt that this was a important website for 9th graders because one of the enduring understandings that they are supposed to learn is that different perspectives affect the interpretation of history. European historians for years after the battle defined it as the reason that Europe became a region that became predominantly Christian. But, the Muslim writers and leaders felt that the battle was only a minor incident and they believe that the more major battle that they lost was the failed siege of Constantinople. After that, Muslim power in the controlled lands began to decline and the forces started to recede back into Africa. It is important to realize that not everyone has the same historical perspective of the past.Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-14383311383990500022013-04-29T14:33:00.001-07:002013-04-29T14:33:11.650-07:003/4/13<br />
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This week I researched a number of topics for several grades. First, I decided to find sources for 8th graders. The first source that I found was a electronic copy of the Communist Manifesto. I decided to include this source because one of the things that students in eighth grade learn about is that different political systems distribute power in different ways. I felt that it would easy to see the differences between the political system we have and communism by reading this short document. The Communist Manifesto is also of great historical relevance. I also did research for 10th graders. While looking for sources for this grade I found electronic sources of John Locke's <i>Second Treatise of Government</i> and Thomas Paine's <i>Common Sense</i>. I felt that these would be good to include with my sources because both of these men were very important in the formation of the United States. I also felt that teachers could pull the important sections of the book and the pamphlet if there was not enough time for the class to read them. They may be difficult for 10th graders to grasp, but if they were just given some sections of the sources, they could grasp the major concepts of the book and pamphlet.Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-18274294509269179042013-04-20T18:32:00.000-07:002013-04-20T18:32:06.547-07:002/25-3/1<br />
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This week was a very busy week. My day at the offices consisted of manual labor instead of researching. I spent the day bundling books together for teachers to take home after they were done with the workshop/seminar that was going to take place on March 1st. I bundled two sets of books, one for teachers who taught grades Kindergarten through 5th, and another for teachers with students 6th-12. With this completed I was done for the day. On Friday, March 1st, I attended the second workshop/seminar at the Daley community college. I spent most my time there setting up projectors and helping with whatever else they needed. I was also able to attend one of the workshops about a new database for newspapers. Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-53035841600755316972013-02-18T15:01:00.000-08:002013-02-18T15:01:55.087-08:00Week 3The third week of my internship has been very productive. I went down to the offices on the 4th and continued my research. The majority of my time was spent looking for sources that convey the idea that not all families are the same around the world. This is most important to younger grades, such as 3rd graders. I found two websites that detail the cultural aspects of France and Ghana. Both sites include details of how families are structured and what roles each family member has within the family. I chose France and Ghana mainly because France offered a family life that is similar to the traditional family we see here in America, and Ghana offers a family life that has many differences from the family life experienced by most children here in America. I also found a site that explained what family life was like in China during the 9th century. I felt this was useful because the children could compare and contrast their present family life and the life of the children during that time.<br />
Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0tag:blogger.com,1999:blog-3254367768781118327.post-71999714301249580532013-02-04T17:44:00.002-08:002013-02-04T17:44:45.391-08:00First Two Weeks<span style="font-size: small;"><span style="font-family: inherit;">It has been two weeks since I began my internship at the CPS offices downtown. My work for the CPS involves working with Social S<span style="font-size: small;">cience department and helping them develop the Social Science <span style="font-size: small;">3.0 Unit Al<span style="font-size: small;">ignment. My specific work is to research for sources that teachers can use <span style="font-size: small;">in the classroom that relate to t<span style="font-size: small;">he unit they are teaching. My area of research deals with<span style="font-size: small;"> the concept of defining powe<span style="font-size: small;">r in <span style="font-size: small;">9th grade world history. I also help categorize and organize prior <span style="font-size: small;">research</span> that was <span style="font-size: small;">amassed before <span style="font-size: small;">I began</span> my internship. </span></span></span></span></span></span></span></span></span>The first day that I went down to the offices I brought down some research that I had already done in advance to see if it was the type of material that they were looking for. My supervisor looked over my work with me and said that my research was what they were looking for and that I was on the right track in terms of where i was looking for sources. They also asked my if I was available to attend a workshop/seminar on 1/28/13 for history and social studies teachers, figuring that it would help me better understand what sources teachers use. </span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">Luckily, I had that Wednesday open, so I attended the Social Science 3.0 Professional Development Academy - "Defining Liberty: Locally and Globally." <span style="font-size: small;">It was an amazing experience for me, <span style="font-size: small;">I was able to sit in on two workshops and participate in the activities along with the teachers. I also introduced myself to some high sc<span style="font-size: small;">hool teachers and asked them about resources they use and if there was anything specific that they would use<span style="font-size: small;"> in class</span> if th<span style="font-size: small;">e<span style="font-size: small;">y</span> had</span> access to it. <span style="font-size: small;">Overall <span style="font-size: small;">I learned a<span style="font-size: small;"> lot about how teachers teach enduring understandings and what some of them use<span style="font-size: small;"> to help convey th<span style="font-size: small;">ese enduring understand<span style="font-size: small;">ings. They also aske<span style="font-size: small;">d me to come back <span style="font-size: small;">to the other two works<span style="font-size: small;">hops later in the year<span style="font-size: small;">, which <span style="font-size: small;">I happily ag<span style="font-size: small;">reed to<span style="font-size: small;">. </span></span></span></span></span></span></span> </span></span></span></span></span></span></span></span></span></span></span>Anonymoushttp://www.blogger.com/profile/10942551644382157994noreply@blogger.com0