Friday

We will meet online from 10:30am—2:00pm EDT / 7:30—11:00am PDT

[Zoom PW = NEH]

FRIDAY JULY 16 CHAT TRANSCRIPT | FRIDAY JULY 30 CHAT TRANSCRIPT

10:00–10:30 AM

OPTIONAL Coffee (Half) Hour

Questions and reflecting on the week

10:30–10:40 AM

Welcome & Overview

Introductions; Map of the Day

10:40–11:40 AM

Investigating 17th Century New England Indian Slavery Through Primary Source Material

Paul J. Grant-Costa, Co-Director and Executive Editor of the Native Northeast Research Collaborative

11:40–11:50 AM

BREAK

11:50 AM–12:50 PM

King Philip’s War and its Legacy

Christine DeLucia, Assistant Professor of History, Williams College and author of Memory Lands: King Philip’s War and the Place of Violence in the Northeast

12:50–1:30 PM

Grade Level Group Discussion & Concept Mapping as Pedagogical Tool

1:30–2:00 PM

Wrap-up, Reminders & Evaluation

Please complete this Evaluation Form for Friday's session and the workshop as a whole.

NON Graduate Credit Final Portfolio Description

As we go through this week, we are asking you to collect maps, primary sources, objects, art, and other resources you would like to use in your teaching after this week.

Make a copy of this document and use it to gather the materials you would like to include in your final portfolio. This collection should include at least six (6) sources including:

• One or more maps introduced in this course or others you discovered

• One or more documents

• One or more objects, art, or other material culture

• One or more external resources (websites, videos, etc.)

On Friday, we’ll ask you to share with your grade-level group some of the key resources you will take away with you.

Graduate Credit Final Project Description

Create a primary source portfolio or set to be used to deepen classroom teaching about 17th-century New England, using at least 6 different sources. At least one map and one document presented in the workshop must be used.

Primary source portfolio must include:

• A detailed list of sources and links to access them digitally (participants can use the Tools for Teachers section of the Leventhal website to create a digital portfolio. Instructions on using this site can be found here.

• An introduction of at least a page in which participants outline how this set fits into the larger picture of teaching in 17th-century New England. What are the “big ideas” and essential questions you are addressing with these primary sources as part of your teaching of 17th-century New England, especially conflict between Colonists and Native Americans and concepts of geography and identity.

Timeline for Completion of Projects

Participants should identify sources and have a rough lesson outline by the end of the morning discussion on Friday of the workshop. Final projects are due one week after the last day of the workshop.

• • • Friday, July 23, 2021 (for first week)

    • Friday, August 6, 2021 (for second week)

Projects will be shared virtually for all participants on the main workshop website and linked to the NEH website.

Grading Criteria & Rubric

• Attendance and participation: 25%

• Primary source set of at least 6 sources: 25%

• Written introduction outlining essential questions and framing for how the sources will be integrated based on new learning in the course and Indigenous perspectives: 50%

The “A” Primary Source Set

• Includes a thoughtful and thorough selection of primary sources and clear introduction.

• Clearly articulates worthwhile and age appropriate content goals that relate to state or national standards.

• Provides rich context for the lesson, establishing a logical sequence of instruction.

• Offers a clear description of how to deliver the lesson in terms a new teacher in the participant’s district would understand.

• Identifies an appropriate assessment component that measures students’ understanding of the content during or following the lesson.

• Includes a resource list (e.g., readings, videos, or maps) that goes beyond what the teacher edition of a textbook provides.

The “B” Primary Source Set

• Includes a selection of primary sources and introduction.

• Articulates worthwhile and age-appropriate content goals that relate to state or national standards.

• Provides some context for the lesson, establishing a sequence of instruction.

• Offers a one­ to two-page description of how to deliver the lesson.

• Identifies an appropriate assessment component that measures students’ understanding of the content during or following the lesson.

• Includes a resource list (e.g., readings, videos, or maps).

The “C” and Below Primary Source Set

• May include a few or no primary sources. May provide a noticeably short introduction.

• May articulate content goals that are not age appropriate or do not relate to state or national standards.

• May not provide context for the lesson.

• May provide a noticeably short description of how to deliver the lesson.

• May not identify an assessment component that measures students’ understanding of the content during or following the lesson.

• May not include a resource list (e.g., readings, videos, or maps).