Treasure Box

  My treasure box focused on the Declaration of Independence.  Since I teach Kindergarten, I tried to concentrate on the very basics. Of course I included the objects that we received at the summer workshop, and I think my students enjoyed them the most!   Sites such as the National Archives were difficult to get age appropriate material from, but I did find pictures that were helpful.  I used several primary sources including a copy of the Declaration of Independence, photos of the Liberty Bell and an American flag, and pictures of famous figures such as the main signers of the Declaration.  The students shared what they already knew about these items and pictures.

  The students learned why we celebrate the Fourth of July...it is our country's birthday, the day our country became free from England's rule.  The children were excited when we looked at a portrait of George Washington because most already recognized him.  I pointed out that he led our country in the war for independence, that he was our first president, and that he is often called the "Father of Our Country".

  My treasure box was a great tie in with a reading unit that I teach.  Two books incorporated in this unit are "George Washington Visits" by Dennis Fertig and "Then and Now" by Tracy Sato.  We had many discussions about past and present.  I added picture cards to my treasure box that featured objects from the past and objects from present day.  The students sorted the cards into two groups, past or present, and then explained their decisions. The children did well at distinguishing between past and present.  Having the objects in the treasure box helped them grasp the concept of whether they would see something long ago or today. 

Benjamin Franklin Autobiography

  I have always enjoyed learning about other's life story, so I decided to read the Autobiography of Benjamin Franklin.  When reading any autobiography, you must keep in mind that it can be subjective, and the author has to rely on memory to accurately recall information.  The recreation may not be totally historically factual. 

   The way this book was worded made it a bit difficult to comprehend easily, but despite that I found it to be an engaging story.  I found it touching that he wrote the book for his son. Since the story breaks off  in 1757, I was curious and checked other sources to learn some info about "what happens next".  I discovered  that the relationship between father and son had become strained, which was disappointing.  In fact, I learned that things were not always picture perfect when it came to family matters, but that's another story... 

  The autobiography gives insight to a slice of Franklin's fascinating life, experiencing the times through his eyes. Even in his youth, Franklin displayed self-confidence, independence, and an eye for opportunity.  He was not only one of the Founding Fathers of the United States.  He was a writer, publisher, inventor, diplomat, and scientist.  I get overwhelmed sometimes just being a teacher!  In our modern times, he certainly could write a self-help book!  He took the initiative to teach himself on so many levels, and helped to expand the frontiers of science and invention.  We have much to remember him for!

How Historians Work

  I used to think that a historian's primary job was to memorize countless facts and give lectures.  My opinion has since changed after experiencing this class.  History schoolbooks do not relay the amount of detective work that goes into the construction of real history.  History does not simply "happen". It takes a dedicated person to piece together clues from sources such as artifacts and documents, all in an attempt to gain more information or insight to unravel mysteries of the past.   By reading, listening, or viewing events that have occured, historians gather factual information that has been recorded or retold.  They review the past while retelling the stories and events that are discovered.

June Activity

  I have decided to use the Declaration of Independence as the topic to compare within the two books.  Although both were historically informative, I was much more interested in Hakim's version.  Wood's "The American Revolution" includes many facts, dates and characters that were all relevant in leading up to the written declaration.  However, I had a hard time keeping my focus on this book.  It was factual and accurate, but it didn't soak me in or make me feel involved.  This would not be suitable for younger students.

  On the flip side, I really enjoyed Hakim's version in "A History of US", starting with the backround information about Thomas Jefferson.  He was young and shy, but had a reputation for writing well.  The reasons for writing the declaration were clearly stated and explained, including the issues with slavery which had to be removed from the document because of the times.  And of course, the pictures and political cartoons added to the interest for me.  Hakim's style is more like plain language storytelling, which I appreciate. 

May Activity

  Hang in there...just a few more days of school left!  We can do it!  Anyone else feeling overwhelmed with year end responsibilities?

  I'm getting off task - on to the subject of Joy Hakim's book... I will have to admit that I hate to read endless pages of words, so it is refreshing to see that this book is different.  I am definitely a visual learner, and my ideal way of discovering history is watching the mini series The Hatfields and McCoys starring Kevin Costner on the History Channel.  Do I get any bonus points for that???  As a child, I was more interested in learning history from Schoolhouse Rock than from a boring textbook.  I can still sing the tunes!  So what I enjoy most of all about Hakim's book is the countless pictures, drawings, and maps that held my attention and interest.  Remember, I'm a Kindergarten teacher, so I tend to tie everything together with a picture book.

  I was amazed at how many facts and names from my childhood Social Studies classes were brought back to mind, facts and characters that I had learned about many years ago.  I found it interesting to match those forgotten memories with photos and paintings. The images made things "real" for me.  I also recognized pictures that were included in the fifth grade Social Studies book that I taught from years ago.  Page 111 shows a picture describing how slaves were packed into slave ships.  I used to have my students lay on the floor side by side for a few minutes and ask them to imagine what it was like to travel in those conditions.  They noted how grossly uncomfortable it would be.  I didn't realize that this widely reproduced picture is an exaggeration until I read it in this book now! So much for my activity...

  I also found the inserted colored boxes on the sides of the pages to hold some worthwhile additional information.  I noticed myself drawn to reading those first as I explored through the pages.  Some of those inserts are not typically included in your average Social Studies textbook.  Who would have guessed that Dr. Jenner, the developer of the smallpox vaccine, tried the first injection on his own son because everyone else was scared to try it.  Millions of lives were saved because of his efforts and risk taking. Imagine eating biscuits made only of flour and water like women made for the soldiers.  And making love in those times meant flirting!  Unique stories such as these make learning history more engaging.  The more realistic the writing is, the more curious you become to investigate the past.

April Articles

  Reading the articles about the differences between left and right brain learners makes me realize how important it is to try to understand each student's learning style.  I have taken a class on differentiated instruction and can reflect back to its importance.  Young children do not learn isolated facts with much success, neither are they passive learners.  If you spent only an hour in a Kindergarten classroom, you would quickly learn that you can not simply lecture them.  Young children need an environment that provides stimulating, challenging materials and activities.

  The article Teaching for Historical Literacy brings out the point that we need to try to make history a real thing for students, not simply textbook reading.  I'll admit that history was not the most exciting class for me in elementary school.  I viewed it as memorizing facts and dates.  It wasn't until I was an adult, watching television shows like The Tudors, that I had real history questions floating through my brain.  Okay...maybe not the best example of history one could find...but the show got me on the internet trying to sort out what was real and not so real.

  The foundation for social studies begins with a child's personal experiences and understanding of their families, homes and schools.  Gradually their understanding expands to include communities and the larger world.  Teachers need to engage the children in active investigations that build knowledge and understanding for various learning styles.

Hello!

  Hello!  I am new to blogging, so I hope I can get this right  :  )  This is a challenge for me...