What Lies Ahead After the Teaching Assignment

For this week’s blog, I have decided to print a copy of the letter that students will receive once the chapter 9 Teaching Assignments have reached their inevitable conclusion. Timelines for completion will be given to students at the time of receipt of this letter. I hope this letter will start the process of dialogue between parents and students to ensure that choice voiced is choice respected.

April _______, 2009

Dear Parents/ Guardians:
The purpose of this letter is to inform you of our upcoming unit on Growth in America. The focus of this unit is to analyze the development of Modern America from economic and social points of view. Some of the concepts addressed will be industrialization, immigration, social awareness, differing approaches to economic growth, Westward Expansion, as well as the growing divide between North and South with regards to the institution of slavery. The chapters covered in our textbook will be 11, 12, and 13. As with so much this year, change is a compelling concept. In past years, I have engaged in a series of direct instruction lectures designed to accomplish the comprehension of content in these chapters. However, this year I am proposing a different way to grasp the essential concepts that arise from these chapters. This differentiation will rest on the broad shoulders of our students who will choose which option best fits their particular talent sets.
There are two options for this course of study and students will have to choose one. These options are presented in more detail at the bottom of this document. One option is a textbook based, secondary source analysis, while the other is an American History primary source analysis. Intrinsic to both options is the reading and absorption of all sections in chapters 11, 12, and 13. There will be individualized tasks within each choice. The point values will be the same for all students, but the specific tasks will be different. For example, a student who chooses the textbook based secondary source analysis will have a different set of tasks to complete than the American History primary source student. Direct instruction will be conducted by groupings, so not all students will receive directed instruction each day. On the days when students are not engaged in direct instruction, they will have class time to work on their specific task at home. Underscoring this is that students will have to make efficient use of their time outside of class. Students will be asked to make a commitment to their choice on _____________________.
I have outlined the two choices to all students. The choice is going to be left to them. I encourage you, as parents/ guardians, to discuss which option is best suited for your particular student, your emerging scholar. While the problem here could be the choice, it could also be the source of liberation, as students can strive to find their academic voices through an appropriate choice. I stress to all students that their choices are for them, and them alone, and they should choose what they think is best for them. These tasks will be done individually, so collaboration with colleagues will not be an option for this unit. As with all choices, it is my hope that students make the right choice, for the right reasons.
The last point I would like to make here is one based on the notion of differentiation. Over the year, I believe that I have taken special strides to differentiate the content in American History in order to reach every student. However, I have always claimed that a large component of differentiation of content is contingent on student choice. When students choose to find their academic voice, choose to inject their passion and zeal into their work, and choose to display their heart within the paradigm of intellectual discourse, differentiation has been accomplished as content has gained more purpose. In this particular unit, groupings have been offered and within each designation, further differentiation is even more evident. Yet, students will have to choose which task is best suited for them. Every student will be granted equal access to all options. All students are entitled to a pasture within which their intellectual sojourn can take place.
If I can be of any further assistance, please do not hesitate to contact me at school or at home (__________________________). In the final analysis, as we begin our mad dash towards the end of the year and the Final Assessment, it is the choices of our students, your emerging scholars, that will be able to demonstrate the best chance of success.

Thanking you in advance,
Mr. Kannan
P.S. Students will receive the calendar of events, a sequence that lists due dates of all specific assignments, once choices have been declared. Our journey begins with all students reading chapter 11, so if students wish to move at their own pace, they could begin here. In the words of the great coach, “Is this fun or what?!?”

Unit: Growth in America
Chapter 11- North and South Take Different Forms
Chapter 12- The Age of Reform
Chapter 13- Westward Expansion


Two Options:
1) Textbook Based Secondary Source Analysis
2) American History Primary Source Analysis

Requirements:
* All students will have to read all the sections from the texts and compose notes on said reading.
* Direct instruction will transpire each day with different groups. Grouping calendar will be distributed. Different deadlines for different groups, and each group will be responsible for meeting their specific deadlines.
* Each grouping will have to complete different tasks on chosen items.
Description of groupings:

1) Textbook Based Secondary Source Analysis
In this grouping, students will have to do the following:
• Read each section of each chapter
• Take notes on each section (to be submitted at the end of each unit)
• Complete the Check Your Progress Questions from each section (to be submitted at the end of each unit)
In addition to this, as each chapter is concluded a unique assessment will accompany completion:
Chapter 11- Multiple choice exam
Chapter 12- Top 10 List for Age of Reform
Chapter 13- Outcome Sentence Assessment on Westward Expansion

This is a very straight forward and direct method of analysis on chapters 11, 12, 13. For those who can follow the direction of the textbook and ideas presented, this will be a good option. The end of the chapter assessments will challenge students in understanding how to synthesize what is understood in the text which application in different arenas.



2) American History Primary Source Analysis
In this grouping, students will have to do the following:
• Read each section of each chapter
• Complete one set of Check Your Progress Questions from each chapter (to be submitted at the end of each unit)
• Read the Primary Source Documents on each topic
• Complete the questions for each Primary Source Document
In addition to this, as each chapter is concluded, students will be asked to compose an essay on a Document Based Question (DBQ) from each chapter. Document Based Questions, or DBQ’s, assess the ability of each student work’s comprehension of historical sources in multiple forms. These are writing prompts/ essays which ask students to analyze meaning, point of view/ biases, and historical evidence as students develop and support a thesis. (Taken from www.edteck.com/dbq/testing/dbq.htm)
This is a very strong option for the student who enjoys examining history in “real time.” The student who likes to make connections between history in the textbook with real life narratives would enjoy this option. The writing of the DBQ would be challenging and serve to provide the basis of “how to write in history.”



I do hope this starts the dialogue. The wordle above is composed of my narrative comments of teaching assignments delivered to classes thus far. My hope is that students can find their own assessments or their colleagues’. Best wishes for the chapter 9 exam on Friday.

All best and happy hunting and choosing.
Mr. Kannan