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Entry #9- Goods and Services

Wants and Needs Video I have attached a YouTube video about wants and needs, this video caught my students attention with the repeated chorus. It is a simple video that describes what a want and a need is and it provides examples as to what they are. After watching the video, my 2nd grade students had to do a matching activity in which they had to explain the reason why it was a need or a want. They had to work with partners and had to take a picture of their matching and also had to record their narration. Students were doing a great job identifying which product was a want or a need. I did see, that some students were placing a car and a tablet in the need section. Since cars have become a necessary now a days students need a few seconds to analyze it and ask themselves if they need it to survive. When it came to the tablets, I asked them to explain why it was a need. Their answer was because they need it to play games or to watch videos, after some prompting students under...
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Entry #8

The way this quote was used in learning through activism, was from an activist point of view (Learning through Activism, Ch. 6 p. 100-121). Ms. Cowhey wanted her students and their families to think of ways in which they could reduce, reuse and recycle materials that were in their houses. Ms. Cowhey reminded herself that she did not accomplish her initial goal but she did get student to think about ways in which they could help out their community. By discussing and researching about recycling, students were conscious on the things they threw away. That was one example of how students were active in the community, there was also the voter registration drive. Ms. Cowhey makes her students be part of important issues that can help the community and have lasting effects. The most important thing to remember after reading about how Ms. Cowhey taught activism, is that I will have to plan and research accordingly based on the grade level I teach. I will also need to have activities and l...
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Entry #7

Geography is an important discussion that should happen in classes. The article Walking and Talking Geography: A Small-World Approach highlights how children make sense of their world (Fertig G., Silverman R., Walking and Talking Geography: A Small-World Approach). We as teachers need to relate the concept of geography to their neighborhoods. Personally, when I started to teach the unit of geography I started with the seven continents and then the oceans. I assumed that my students knew their area and therefore did not need any discussion. The article also describes how starting to talk about geography with continents and oceans sends the wrong message to students. Students think that important things are far away. I can relate that to my past experiences, where students knew their geography and were constantly talking about it. My students knew their neighborhood and the places that were around them such as the University of Houston. I have attached a map with the important locatio...
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Entry #6- Primary Sources

Triangle Fire Audio The primary sources article reminded me of the Triangle shirtwaist fire that I studied during high school. Several resources were given to us, such as pictures, newspaper articles and audio files and our goal was to evaluate the sources and communicate our conclusions based on those sources. Primary sources are first introduced during second grade but through several different activities students can become detectives, ask questions and draw conclusions from the sources that they have. For example, for the shirtwaist fire, our class had pictures and articles printed from the same day, our goal was to draw conclusion about what had happened. As this activity, helped me remember the event more, it will do the same to students who use primary sources to obtain information. The article, Junior Detectives, describes five different phases that must be used to have an effective lesson where students are able to think critically and draw conclusions from the sources th...
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Entry #5- Columbus and the Indians

By  tatianawilliams95007 , Updated  12/6/2017, 4:43:44 PM I decided to represent this week’s reading in the form of a comic strip, to shows the contrast between what is taught in school versus college. The expectation side of the comic shows Columbus arriving and the ‘Indians’ take him in and describe it as a perfect timing for their Thanksgiving dinner. This version is told to elementary students up to high school students, but once they go to college, they start to know the horrors of Columbus. In the reality side of the comic strip, is a better representation of the acts that Columbus did once there was contact with the Natives. It shows Columbus saying that the land is his and to kill everyone, the reading described the English as not being able to live with the Indians and instead wipe them out (Zinn, H. Columbus and the Indians. A Young’s people History of the United States V.1, Ch.1). The comic strip also shows the difference of how the Natives acted towards the Eng...
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Entry #4-How do we teach slavery?

Around the time I read The politics of Children's Literature, What's wrong with the Rosa Parks Myth, it was Black History Month. I did a read aloud about the childhood of Martin Luther King Jr. and the book I chose made a reference about the bus boycott. It described the boycott as being a strong influence in the fight for equality. When I read the book to my class, I made sure to tell them about the two different people which were Rosa Parks and Martin Luther King Jr. Children's books talk about both historical figures in the same book, which the article by Herbert Kohl describes the version as “Rosa Parks the Tired” (The politics of Children's Literature, What's wrong with the Rosa Parks Myth, p.1). Which was the same version that was given in the book that was suppose to describe the childhood of Martin Luther King. After learning the truth about Rosa Parks, I told my class that we would talk about Rosa Parks another day but the boycott lasted over a year. T...
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Entry #3

The Rosa Parks article that was assigned this week was a version that I did not know and it was not taught in school. The article describes it as the “Rosa Parks and the Bus Boycott” version due to every textbook having the same version [Kohl, H. The politics of Children’s Literature; What’s wrong with the Rosa Parks Myth. Zinn Education Project 1-6.] The article was insightful and it gave a description of Rosa Parks interview about her arrest. Articles like this ones, where the information is reliable and the author is just stating the facts, helps analyze the events of history from a critical viewpoint. Such texts also makes teachers ask why history has been taught a certain way and why certain facts are omitted from the students. With such thought, I decided to include a video about the school system which it came out a few years ago. The video is a simulation of a court case which the people are suing the school system because it does not benefit the students and the teachers follo...
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