MRPD III Students' Seminar Gorman's Address

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to

Mrs Everstijn's & Mrs Ignacio-Tas's

(online) classroom

Lesson is based on 90-100 minutes (= double period/2 classes) => some learning activities are skipped (retrieval of havo 4 background knowledge).

Master students should use their prior knowledge on Astrid's & Manon's lectures and incorporate their general knowledge on politics, history and colours.

Hier doen we nu niks mee. Alleen helemaal op het eind bij de huiswerkopdrachten.

Materials :

• Handout Gorman's Address
  

• Pen, markers, pencil
  
• Notebook = notes + answers
• Device with internet access
  

Learning objectives :

• Students can use prior knowledge.
  
• Students can collaborate
• Students can use reading strategies; looking for details
• Students can use form an opinion based on facts researched and presented
  

Literature:

What do you know about:

US history & politics ?

Wordweb on basic general knowledge of US politics on next slide.

What do you know about:
US history & politics?
Any names & events?

US HISTORY TIME LINE OVERVIEW
•    Colonial Settlement, 1600s - 1763
•    The American Revolution, 1763 - 1783
•    Civil War and Reconstruction, 1861-1877
•    Great Depression and World War II, 1929-1945

USA’S HISTORICAL & POLITICAL KEY EVENTS

1620 - Plymouth Colony - Pilgrim Fathers - English Puritans

17th-18th centuries - Hundreds of thousands of Africans sold into slavery

War of Independence
1775 - American Revolution:
1776 4 July - Declaration of Independence
1783 - Britain accepts loss = Treaty of Paris.
1787 - Founding Fathers draw up new constitution
1789 - George Washington - first president
1791 - Bill of Rights guarantees individual freedom.
1808 - Atlantic slave trade abolished.
19th C: "manifest destiny"

Civil War
1854 - Opponents of slavery, or abolitionists, set up Republican Party.
1860 - Republican candidate Abraham Lincoln elected president.
1860-61 - Eleven pro-slavery southern states = Confederate States vs Union
1863 - Lincoln issues Emancipation Proclamation = slaves in Confederate states free.
1865 - Confederates defeated; slavery abolished under Thirteenth Amendment.

World War I and the Great Depression
1920 - Women right to vote =  Nineteenth Amendment.
1920 - Prohibition era
1924 - Indigenous people right to citizenship.

1929-33 - Wall Street crash = Great Depression

World War II and the Cold War
1941 - Japanese attack at Pearl Harbour 1945 - US atomic bombs Hiroshima & Nagasaki.

Desegregation and the Vietnam war
1954 - Racial segregation in schools = unconstitutional; = civil disobedience 1963 - President John F Kennedy assassinated
1964 - Vietnam & Civil Rights Act = halt discrimination on grounds of race, colour, religion, nationality.
1968 - Black civil rights leader Martin Luther King assassinated.

2001 11 September = al-Qaeda terror => ''war on terror'' = invasions  Afghanistan & Iraq.

2008 November - Barack Obama = first black president.
2011 May - US forces kill Osama Bin Laden
2014 August-November - The shooting of an unarmed black teenager by a white policeman = riots Ferguson & grand jury's decision not to charge = new unrest.

2016 November - Republican  Donald Trump

2020 May - killing of African-American George Floyd = nationwide protests
2021 January - Joe Biden inaugurated

Name as many (former) US presidents as you can in one minute.

Differentiation:

* students work individually (COVID-proof & SEN)

* students work in their STADs = only 1 device/login to LU (collaborative learning)

* students work in pairs (with tutor = scaffolding)

* combination of all 3.

Literature:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

STADs

Research "The Gettysburg Address"

Look up relevant information & jot down key words

each other / teacher

5 minutes

input wordweb assignment

Discuss among your STAD some of the found information and how this affects or relates to you.

Differentiation:
* students work individually (COVID-proof & SEN)
* students work in their STADs = only 1 device/login to LU (collaborative learning)
* students work in pairs (with tutor = scaffolding)

* combination of all 3.

Masters: Let’s ask our peers to each work with at least 1 person they never paired up with before.

Gettysburg Address

KEYS:
Four score and seven years (reference to declaration of independence) ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. (not women but including African American = not reality = refering to abolishion)
Now we are engaged in a great civil war (abolishion), testing whether that nation, or any nation so conceived and so dedicated, can long endure (we are resiliant and strong). We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom (Black Lives Matter??) -- and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

November 19, 1863

Literature:

Let’s talk about the colour purple. Why is purple a significant colour for Biden’s inauguration?

Scaffolding: Teacher may want to explain that all women are dressed in a variation of the colour purple.

Literature:

Red and Blue Make Purple

Why would this be significant with reference to US politics???
– What does this signify about Biden’s leadership?

Linking: Teacher may want to link this to students knowledge of painting. Thus pointing out that knowledge gained elsewhere is important for English learning objectives as well. Especially at the reading comprehension exam and oral exam on general topics and literature (e.g. Staatsexamen havo 4).

Literature:

Puts things into perspective

How does this (slide) link to Juneteenth?

• Who is this?? Kamala Harris
• What is her profession?? Vice-president
• Who are the men in the pictures beside her?? American Politicians
  
• What are their functions?? former vice-presidents
  

Literature:

Puts things into perspective further.

Putting Kamala Harris as VP into perspective.

See the red box? Until then, she would have been enslaved. (Lincoln's 2nd vice-president Andrew Johnson = president after Lincoln)

See the blue box? Until then, she couldn’t vote. (Harding's vice-president Calvin Coolidge = president after Harding)

Yellow box? Until then, she had to attend a segregated school. (Eisenhouwer's vice-president Richard Nixon)

The green one? Until then she couldn’t have her own bank account" (Nixon's vice-president Spiro Theodore Agnew)

Tweet by @melissashusterman

TIP: lead a class discussion on social justice, moral conscience etc.

Literature:

What do you remember about:

poetry?

Which type of poetry:

* poem; limerick, sonnet

* spoken word; rap

* lyrics

What characteristics:

* Rhym

* Stanza

* forms/patterns; sonnet, ,limerick

Elements of poetry:

* meter

* Rhyme

* form

* sound

* Rhythm (timing)

* Figurative language

Literature:

Listen along to Amanda’s address. Whilst you are listening, what feelings or thoughts are you experiencing?

Students are going to listen to Amanda’s delivery of The Hill We Climb. While listening it is expected of them to analyse their own reaction to the poem. Afterwards they should be able to formulate this response in an exam style way which includes feelings and interesting passages that are linked to arguments with reference to their own lives, experiences or interests (Dienst Uitvoering Onderwijs, 2020; Seth, 2021).
Scaffolding: Teacher instructs on behaviour, model, strategies and outcome details. If needed an personal example including the model should be included as well.

Literature:

Key words The Gettysburg Address 

&

The Hill We Climb

Students should link found key words (see notes and/or wordweb in LU9) on The Gettysburg Address to the poem.

"unfinished work" => simply unfinished.

Literature:

“Poetry is typically the touchstone that we go back to when we have to remind ourselves of the history that we stand on, and the future that we stand for.”
Amanda Gorman

MAJOR THEMES:

The struggle towards triumph over adversity

Light and Darkness
The weight of history
The power of collective effort
Building a better world

Teacher checks whether the themes are understood.

Literature:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

STADs

Major themes assignments (page 7)

use Google presentation & Google docs

each other / teacher

20 minutes

group presentation (max 3 minutes)

Discuss among your STAD some of the found information and how this affects or relates to you.

Teacher assigns each STAD one major theme. Allows for switching among STADs in mutual agreement.
1 min om thema’s te wisselen (in goed overleg!!! We know you can)

A) Find the appropriate passage in the poem in which your team’s theme is described.
B) Find at least two historical or cultural facts she alludes to in the poem with reference to your team’s theme.
C) Write a 100-word essay-style answer in which you link your team’s theme and the allusions to the poem.
D) Anything else that pops up, floats your boat, fly your kite???

20 minuten.

Google Presentations = including underlined important passages, text blocks and appropriate arrows to aid the students.

Differentiation:

* students work individually (COVID-proof & SEN)

* students work in their STADs = only 1 device/login to LU (collaborative learning)
* students work in pairs (with tutor = scaffolding)

* combination of all 3.

* Offer a blanc Google Presentation = more difficult

docs.google.com

Google presentation file of the STADs input.

Literature:

Anything we have not mentioned yet??

Scaffolding:
Teacher introduces a topic or point out a student and ask them about it because they have heard something during the coaching's sessions that students forget or are afraid to share themselves. This is not only scaffolding but also an example that they are noticed and the teacher's focus is on them and their input or needs.

Literature:

HOMEWORK - option 1;

How would you link U2’s One to Gorman’s Address? 

Use between 140-190 words.

Scaffolding:

• Teacher helps student pick one of the four assignments.
• Teacher assigns an appropriate assignment to a student who is not able to choose one.
  

Literature:

HOMEWORK - option 2;

Design a piece of artwork that captures The Gettysburg address in Gorman’s poem.
You can use any medium you like for this! Be creative!

This is a piece of artwork by Kimothy Joy.

Literature:

HOMEWORK - option 3;

Research Juneteenth and put together an information leaflet including links to Gorman’s address.

Scaffolding:
Teacher introduces a topic or point out a student and ask them about it because they have heard something during the coaching's sessions that students forget or are afraid to share themselves. This is not only scaffolding but also an example that they are noticed and the teacher's focus is on them and their input or needs.

Literature:

HOMEWORK - option 4;

Your own idea!

NOTE: must be approved by teacher

Scaffolding:
Teacher introduces a topic or point out a student and ask them about it because they have heard something during the coaching's sessions that students forget or are afraid to share themselves. This is not only scaffolding but also an example that they are noticed and the teacher's focus is on them and their input or needs.

What tip would you give other students with reference to (the learning objectives of) this lesson? Explain why you chose this tip.

Bandura: modeling = learning from others' behaviour (successes or failures)

higher-order thinking

Bloom's evaluate.

What mark would you give yourself with reference to your input during this lesson?

Bandura's self-regulated learning = establishing standards and assessing oneself.

Slavin, 2018, p114; students need many opportunities to use goal-setting and self-evaluation strategies in a variety of contexts to monitor and celebrate their progress; and to understand how, when and why they should self-regulate.

Self-efficacy (incl. self-assessment)

Educational psychology: theory & practice

What can you link to which learning activities?

Scaffolding:

Teacher offers overview of all the learning activities. (= content page teacher's pack = SH p.15)

KEYS:

See teacher's pack

Any tips?

Any tops?