My graduate thesis at the culmination of my masters program for the Donovan Urban Teaching scholars program at Boston College was concerned with using culturally relevant curriculum and pedagogy to keep the attention and captivate the minds of today's young people. Gone are the days where teachers can stand in front of the class and lecture as my middle and high school teachers did on a daily basis. They were great teachers and I wouldn't have preferred it any other way, but adolescents in 2010 have developed a different palette and teachers have had new competition for the past 20 years. Youth centered television programming, the Internet, Ipods, Facebook, and their predecessors have revolutionized, perceptions of reality, communication, study habits and access to information. Unfortunately, traditional education, specifically urban public education, has not evolved alongside its technically savvy customers, the students. My thesis / theory of education aims at eliminating the Achievement Gap, (national and international), by using the multiple types of text and methods of communication that students use in their daily lives. For the next few months this blog will document my journey in attempting to apply this theory in my 9th grade inclusion U.S. History I class.
Essential Question: How does 19th century American slavery affect my life today?
Important Components of Project:
1. Video project on the Narrative of Life of Frederick Douglass
2. Writing: Students write out video outline
3. Processing the text: Students will capture important scenes from Douglass on paper in the form of Story boards.
4. Starting Date: Monday, February 8th. Students have already read chapters 1 and 2 of Douglass.
5. Wednesday & Friday students will began the video making process.
Monday
TuPac –Play Video: Changes
Process with Students: What did you hear/ write down (Pass Out Teacher's Notes afterwards)
Relate to Douglass Chapter 2 –discuss power of Music / Music as a reflection feelings & experiences / Music has a healing balm / Share the music tree
Filmmakers Workshop: Story Boards of Chapters 1 & 2 of Douglass
H.W. Finish Story Board
Tuesday
Quiz: Chapters 1 & 2
Obama – Play Audio: We Are One
Process with Students: What did you hear/ write down (Pass Out Teacher's Notes afterwards)
Relate to Douglass Chapters 1 & 2
H.W. Read Chapter 3 Douglass
Wednesday
Introduce Students to my video: Reparations
Introduce film making process
Model media gathering process for students
Students gather their own media
Collect students media on USB towards the end of class
H.W. Read Chapter 3
Thursday
Process and Discuss Chapter 3 in class
Read Chapter 4 in class
H.W. Finish Chapter 4, start Chapter 4
Friday
School Daze -Video Clip - Skin Color in American Society
Process with Students: What did you hear/ write down (Pass Out Teacher's Notes afterwards)
Introduce Window's Movie Maker
Students began to build videos
This is the preliminary plan. Changes will be made along the way. I will also debrief each lesson on this blog.
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