smart-schools.com » History

Crips And Bloods: Made in America

Smarty — Sun, 25 Jul 2010 21:36:07 +0000

Important & extremely relevant film by Stacy Peralta looks at the L.A. gang situation.

http://www.cripsandbloodsmovie.com

http://www.youtube.com/watch?v=qN4pP-1NWoA&feature=player_embedded

15,000 people dead over 20 year period? Stacy Peralta succeeds in putting a fresh face on the issue and imploring us all take another look. The movie’s website also has a viewer’s guide, Community outreach plans that can be used to host screenings, and information on the Youth PROMISE Act.

CRIPS AND BLOODS: MADE IN AMERICA helped shine a light on the issue of gang violence in our inner cities. But to really address this problem we need to take a new approach – as the former NFL great and gang intervention leader, Jim Brown, says in the film “If more police or jails was the solution, we would have solved the problem 30 years ago”.

That’s where the Youth PROMISE Act comes in. PROMISE stands for Prison Reduction through Opportunities, Mentoring, Intervention, Support and Education. Instead of simply incarcerating people, the Youth PROMISE Act represents a revolutionary new approach that is much needed if we are ever to address this issue in a meaningful and effective way.

The Act is based on programs that work with local schools, community centers, faith-based organizations and parents to prevent violence and offending before it begins. The whole idea is to give kids another way, an option instead of joining gangs.

Introduced by Congressman Robert C. “Bobby” Scott (D – VA) and Mike Castle (R – DE), the CRIPS AND BLOODS team is proud to support the Act. The film was screened in Congress at a rally in support of the Act but we need your help to ensure this much-needed legislation is passed.

Document Cameras & Projectors: Cool Use #15 “Peer To Peer”

Smarty — Tue, 22 Jun 2010 00:41:59 +0000

PEER TO PEER ———————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras in simple yet effective ways

PROCEDURE

BEFORE

1. Choose a collection of student work. Fold over or otherwise cover student names.

DURING

2. Use the document camera to project an image of student work.

3. Critique as a class, asking questions such as the following:

- Which parts have been completed well?

- What information is missing that was required?

- Which parts of the work could be improved?

- How would you grade this work?

4. Have students write constructive criticism for the work displayed. Collect the

comments and attach them to the work when it is returned to the student.

AFTER

5. If student work produced for a project generally fell below expectations, have

students re-do the target activity after learning from the critiques of the class.

ADAPTATIONS

- Use a document camera to “publish” superior student work by displaying it for

the first few minutes of class.

Document Cameras & Projectors: Cool Use #12 “Show Me How”

Smarty — Tue, 27 Apr 2010 00:23:40 +0000

SHOW ME HOW ———————————————————

CONTENT AREA: ANY

GRADE LEVELS: ANY

It can be difficult for students to follow processes with only verbal directions, and a demonstration is often limited to only a few students who are close enough to see.

This use if simple but very valuable. A document camera is a tremendous asset to help students follow procedures for many three-dimensional processes.

Use this activity to show students how to do a variety of activities, such as using a calculator, protractor, or drafting tools. You can also project images of yourself or a student demonstrating skills such as keyboarding, dissecting, creating a craft project or foldable study guide.

MATERIALS

- Document camera

- Projector

- Item to be used for demonstration

PROCEDURE

BEFORE

1. Decide which steps of the target skill will be demonstrated.

2. Depending on the project, create a series of samples that represent the individual steps ahead of time.

DURING

3. Project the image of the project step by step for students to follow.

4. Allow students to practice.

AFTER

5. On a separate day, “quiz” students on their newly acquired skills by calling them to

demonstrate the target skill for the class using the document camera.

ADAPTATIONS

- Use a document camera to show students how to fill out forms, and you’ll have fewer mistakes due to missed directions.

- Many models of document cameras allow you to save the images to a computer, so you can keep a file of images to use when you teach the same skill again.

Document Cameras & Projectors: Cool Use #11 “Flashcard Review”

Smarty — Wed, 14 Apr 2010 15:52:21 +0000

FLASHCARD REVIEW

CONTENT AREA: ANY

GRADE LEVELS: ELEMENTARY, MIDDLE, OR HIGH SCHOOL

The following activity can be used to review concepts through questions, vocabulary,

or required memorization such as multiplication tables. It is an excellent way to achieve class

participation with students such as beginning level English Language Learners or students

who may be shy to speak during a class discussion.

MATERIALS

- Document camera

- Projector

- Note cards or paper cut in similarly small pieces

PROCEDURE

BEFORE

1. Create a few example flashcards that indicate to students the concepts or vocabulary

to be reviewed.

DURING

2. Direct each student to create several flash cards of the target concepts. Students can

use index cards, or simply use small sheets of notebook paper or printer paper.

3. Have each student come to the projector and place flashcards questions, one at a time,

under the document camera.

4. Direct the rest of the class to answer orally, either by choral response, or by selecting

individual students to respond.

AFTER

5. Choose some of the flashcards to project under the document camera. Have

students copy these questions onto paper. Assign as homework.

6. After sufficient reviewing, select flash cards to include on an assessment.

ADAPTATIONS

- Collect all the flash cards. Choose several for a classroom mock quiz. Have students

write their answers on paper. Check together as a class.

- Collect all the flashcards after the class activity. Choose one flashcard to project each

day as bell work.

- Hold a class competition by dividing students into two teams. Direct each team to

create questions for the opposing team. Students from one team place questions under

document camera, while students from the opposing team must answer the

question correctly.

Flashcards become a truly communal experience

Document Cameras & Projectors: Cool Use #10 “Map It”

Smarty — Thu, 11 Mar 2010 18:14:40 +0000

MAP IT ——————————————

CONTENT AREA: GEOGRAPHY

GRADE LEVELS: ANY

Being able to correctly label a map with key features is an essential skill in geography.

Using a document camera to project a large image allows students to collaboratively practice their recall of geographic places large enough for everyone to see.

Simple - Yet Effective

MATERIALS

- Document camera

- Projector

- Outline map of target geographic area

- Whiteboard or large sheet of paper that students can write on

PROCEDURE

BEFORE

1. Prepare a paper with an outline map of the target geographic area.

DURING

2. Project the image of the outline map using the document camera.

3. Call students to the projected image and direct each student to add another feature to

accurately to the map, i.e. continent, country, city, state, capitals, mountain ranges,

lakes, rivers, oceans, etc.

4. Discuss as a class, making corrections to student labels as necessary.

AFTER

5. Review with students by covering key features and names with removable sticky

notes. Lift the notes to reveal if students have given the right answers.

6. Create a quiz by covering target feature with removable sticky notes with numbers

written on them. Have students write their answers on their own paper and turn in.

ADAPTATIONS

- Instead of labeling with words, students can draw in geographic features, cultural

highlights, and landmarks onto the map. If students have drawn on a large sheet of

paper, the image can be saved and posted in the classroom.

- Using a document camera virtually eliminates the need to purchase costly

classroom maps that may quickly become outdated. Use a document camera to project

maps of any kind for students to use.

- As an icebreaker activity in a class of English Language Learners, have students pair

with a partner, interview each other about their culture, and add their partner’s name

to the correct location on a world map as they introduce their partner to the class.

And don’t forget the great Web 2.0 tools like Google Earth and Microsoft Worldwide Telescope, which augment the above process and are especially useful on interactive whiteboards (IWBs).

Document Cameras & Projectors: Cool Use #9 “Jigsaw Notes”

Smarty — Wed, 24 Feb 2010 05:09:19 +0000

JIGSAW NOTES ———————————————————————————–

CONTENT AREA: ANY

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Students can work together to write the complete notes for any given topic. Rather

than only giving a report verbally, a document camera allows students to

collaboratively produce valuable notes for the class.

For any Subject or Content Area

MATERIALS

- Document camera

- Projector

- Paper with subtopic headings listed and space to write notes in each section

- Index cards or paper cut to a similar size

PROCEDURE

BEFORE

1. Decide which subtopic within a given topic to assign for review, i.e. causes, effects, characteristics, and possible preventions for erosion.

2. Prepare a template paper divided into sections with subheadings listed.

DURING

3. Assign small groups of students to each subtopic of the topic to be reviewed.

4. Direct students to consult their notes, textbooks, and other resources make concise notes for the subtopic assigned to them.

5. Collect each group’s notes, and assemble them together under the document camera.

6. Project the image of the completed notes, discuss as a class, and direct all students to copy completed notes.

AFTER

7. In addition to preparing written notes for the subtopic assigned to them, have students become subject matter experts by presenting the topic to the class.

ADAPTATIONS

- As a final review of important concepts, repeat the activity, assigning different groups to different subtopics.

Document Cameras & Projectors: Cool Use #6 “TimeLine”

Smarty — Tue, 19 Jan 2010 06:28:59 +0000

TIMELINE ————————————————————————

CONTENT AREA: HISTORY

GRADE LEVELS: MIDDLE OR HIGH SCHOOL

A knowledge of chronological order of events is essential for students when

discussing complex causes and events in history. A document camera can provide an

excellent way to interactively practice timelines.

MATERIALS

- Document camera

- Projector

- Drawing of a timeline of the target era with no events listed

- Whiteboard or large sheet of paper that students can write on

PROCEDURE

BEFORE

1. Draw a timeline with numbers of the target era. Do not include events on the timeline.

History Timeline without the Events

DURING

2. Using a document camera, project the image of the timeline on a surface that students can write on.

3. Assign students in groups to sections of the timeline.

4. Assign groups to find at least five significant events that occurred during the section

of the timeline that has been assigned to them.

5. Have group members come to the board to add their findings to the timeline.

6. As a class, check for accuracy and discuss significance of each event.

AFTER

7. Provide students with a similar blank time line to complete individually as homework or a quiz.

History Timeline for Students to Complete & Discuss

ADAPTATIONS

- As a review activity, allow students to consult notes, textbooks, and other resources.

- To increase the difficulty level, prepare a timeline that has time marked in even

intervals, but does not mark specific dates. Have students work in groups to identify significant dates as well as events to the timeline.

- This activity can also be used to review literature by placing events in a story in

chronological order.

African American US History on Display: by Mayme & Avery Clayton

Smarty — Wed, 06 Jan 2010 22:18:51 +0000

When I look at students, sometimes I see the whole family, their recent history or even the long line of ancestors that lead up to that student there today. I wonder who in the line of relatives before them had sacrificed in order to give to the following generations … which leads to where that student is today. Is this what the ancestors hoped for? Would they be suprised or elated.

History of family lines can be lost surprisingly quickly. Teachers are sometimes where the rubber meets the road in guiding even a small part of that student’s future.

At Huntington Library through Feb 8: African American US History

For all students today, there is an important collection being shown in Culver City that highlights an often overlooked U.S. history of African Americans. Mayme Clayton and her son Avery have amassed perhaps the largest collection of African American history artifacts. These will be housed in a permanent exhibit in Culver City, but can be previewed now at the Huntington Library through Februrary 8, 2010.

This history is on the verge of being forgotten, partially because it brings up strong feelings in people of all races including anger, shame, guilt and more. Still, it’s valuable and great to look at. It is an especially good exercise to help students learn to appreciate where they are, what they do have, and where they can go.

“Central Avenue and Beyond: The Harlem Renaissance in Los Angeles”

through February 8, 2010 at the Huntington Library

1151 Oxford Road

San Marino, CA

626-405-2100

http://www.huntington.org