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Mary Rose Talada Project
Summary
AccelerateU Online Courses
Waverly
Central School District
Teaching
American History Grant
Project
Proposal 2008-2009
Mary Rose
Talada
Waverly Central
School District
mrtalada@gstboces.org
Objective: To
enroll in and complete the course, “Teaching American History:
Skills of the Historian” through AccelerateU.
Stakeholders:
Upon completion of the course, I hope to use the skills in
developing primary source material for my students in seventh and
eighth grade Social Studies and my eleventh grade United States
History and Government students.
U.S. History
Content Area: Era of Reform, primarily Seneca Falls history.
Outline: In
this course, I will be introduced to some of the skills and methods
historians use when interpreting the past. I will be taught how to
find and use legitimate web-based primary sources. I will also learn
how to take the raw materials of history and present an argument or
story about the past. Biographies will be discussed as a “window” of
the past. At the completion of the class, I should be able to gather
historical information and primary sources to enhance my classroom
teaching.
Software: This
in an instructor-led internet course.
Level of
Student Involvement: Initially none but once the course is
completed; I plan to use the information in teaching.
Evaluation
process: Successful completion of the course.
Timeline:
February through April, 2009
District
Approvals: I have already been accepted by our BOCES AccelerateU
contact.
Mary Rose Talada
Waverly Middle/High School
Waverly Central School District
Social Studies 7/8, Global History and Geography I and II,
American History and Government
Project: Participation in the online course: Teaching American
History: Skills of the Historian
What I learned?
I learned how to identify and evaluate sources of primary
documents. The course focused on using the diversity of sources and
evaluating the quality and source of the documents. It also taught
us how to extrapolate the important information from the documents
and how to use the sources of the documents in order to teach.
What would I do and not do again?
I would definitely take another online course. I find them
to be very informative and interesting. Being a busy teacher and
mom, they fit into my schedule and they provide a whole new cachet
of information to use in the classroom. I would not wait to the last
minute to finish my final project: I hate to procrastinate!
Student Response:
My students have used some of the sources that I have
found. They find them interesting and they definitely capture the
student’s interest.
How
did it change instruction?
The course enhanced my instruction by providing for new
places to find primary sources and reminded me how to check the
validity of the document.
Will it contribute to academic achievement?
I believe it will contribute to academic achievement
because the more students are exposed to documents, the better they
become at interpreting the documents. As students become more adept
at document interpretation, the better they will do on the New York
State assessments at any level.
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