By Carianne Bernadowski
During a time of standards-based guideline, Beyond the Textbook: utilizing exchange Books and Databases to educate Our Nation's heritage, Grades 7–12 will fill the distance in present day center and highschool school rooms to at the same time have interaction scholars in potent literacy ability routines and educate our nation's heritage. Authored by means of 3 skilled former public tuition lecturers, those ready-made lesson plans for school room lecturers and college librarians make making plans effortless for implementation in a social experiences, historical past, or English school room.
The ebook covers issues from local americans to the Louisiana buy, providing evidence-based analyzing suggestions all through that could carry youngsters' consciousness and improve their vocabulary and comprehension. each one bankruptcy will comprise bibliographic details; recommended grade point; details Literacy and nationwide Social reviews criteria; prior to, in the course of, and after studying techniques; database integration for lecture room use; and recommended readalikes. clients will locate the criteria and evidenced-based examine completely acceptable in modern day classrooms.
Read Online or Download Beyond the Textbook: Using Trade Books and Databases to Teach Our Nation's History, Grades 7-12 PDF
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Additional info for Beyond the Textbook: Using Trade Books and Databases to Teach Our Nation's History, Grades 7-12
7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 2: Seneca Fact Sheet From Beyond the Textbook: Using Trade Books and Databases to Teach Our Nation’s History, Grades 7–12 by Carianne Bernadowski, Robert Del Greco, and Patricia L. Kolencik. Santa Barbara, CA: Libraries Unlimited. Copyright © 2013. 10 Native Americans: Book 1 6. Describe the scene when the Indians enter Mary’s house. Why do you think there are four Frenchmen there? 7. Describe Mary’s family’s captivity. How does she react? Do you think you would react the same or differently?
Describe Mary and Little Turtle’s relationship. 48. How does Mary react to Little Turtle killing the turkey in the woods? 49. Why does Shagbark change Little Turtle’s name? What is his new name? 50. What happens when Mary is reunited with Fallenash? 51. What news does Fallenash share with the Indians? 52. What does Mary ask of Fallenash? 53. Compare and contrast Indian and white men’s treatment of women. How are they the same? How are they different? 54. How does Mary react to the newly arrived white captive?
67. Were you surprised by the ending of the story? Why or why not? AFTER READING: CONNECTING TO THE TEXT Letters to Mary: Making the Decision to Stay or Go Students work with a partner to brainstorm a list of reasons that Mary Jemison should either stay with the Seneca Indians or try to escape. 3, students comprise a list of reasons to “stay” and write those reasons in the column. Then, students complete a list of reasons she should “go” and write the reasons in the column. Students should refer to the text for support.
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