Curriculum Development

Becoming America: A Nation, A People

Cincinnati Public Schools

October 23, 2010

Indicator

History B3“Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including:

• Unregulated working conditions;• Laissez-faire policies toward big business;• Violence toward supporters of organized labor.”

Indicator

History B3“Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including:

• Unregulated working conditions;• Laissez-faire policies toward big business;• Violence toward supporters of organized labor.”

ObjectiveHistory B3

“Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including:

• Unregulated working conditions;• Laissez-faire policies toward big business;• Violence toward supporters of organized labor.”

Students will be able to explain how unregulated working conditions in the U.S. contributed to the rise of labor organizations by analyzing a report on child labor practices and writing a letter to a fictional newspaper protesting child working conditions.

ObjectiveHistory B3

“Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including:

• Unregulated working conditions;• Laissez-faire policies toward big business;• Violence toward supporters of organized labor.”

Students will be able to explain how unregulated working conditions in the U.S. contributed to

the rise of labor organizations by analyzing a report on child labor practices and writing a letter to a fictional newspaper protesting child working conditions.

Indicato

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Processing

PreviewDescribe everything you see in the following picture:

Preview Discussion• What did you see in the picture?

• What dangers could these children experience?

• Why aren’t these children in school?

Objectives• To model the components of the Social

Studies Framework for Effective Instruction.

• To share resources and methods for developing previews, graphically organized notes, and processing activities.

• To prepare Becoming America participants to develop curriculum for the “open education resource.”

Modeling & Guided Practice

• What skills will students need to acquire in order to make notes on this topic today?– Literacy skills– Note making skills– Content skills

• TIME: 20-30% of class time– 60 minute class = 12-18 minutes

Independent Practice

• Students learn new information from primary sources

• Students record new learning by making notes– Graphically organized– Lecture– Powerpoint– Textbook

Note TAKING vs Note MAKING

Note TAKING• Passive• Does not require

critical thinking skills• Students do not recall

important facts• Students cannot

identify important facts

• Note MAKING• Students have agency in

identifying important details.• Students are required to use

higher order critical thinking skills

• Students develop 21st century college-&-career skills

• Promotes recall and synthesis

Cornell Notes

Key Terms

Main Idea/?’s

Summary

Notes

Processing

• Demonstrate mastery of objective– Step towards mastery of the indicator

– Can be cumulative – think of a “series”

• Revisit preview and notes

• Summary questions

Processing• “Imagine you are a journalist visiting a

factory where small children work. Using your class notes, write a letter to a local New York newspaper explaining:– Conditions of children working in factories;– Problems you see with child labor;– A proposal for a law to regulate child labor

working conditions.”

Implementation Guide

Strategies for Social Studies

Cornell Notes: Presentation

Questions?