It was a pretty interesting story. Somewhat similar to our story Out of This Furnace. It was a little slow but thats kinda how old movies are. I don't think you could make a movie exciting about living in a coal mining family.
Global Connections is the online home to a family of sites created to help teachers, students, and the general public learn more about events around the world through readings, lesson plans, links, timelines, and maps.
In doing some research on benefactor Millie Speranza, first female president of a MN bank, I came across this awesome MN state document from 1919. What an awesome tool to compare state government today and in the past. Also, love that her family, Produce Exchange Bank, that grew to support many ongoing charitable gifts, is listed here with less than $5,000 in holdings.
If you are a Catholic School teachers and want to pursue an MAED at St. Kate's, apply for the Millie Speranza fund!
Standard 3G- Students will explore with their classmates what it means to be an American. Students are encouraged to use discuss and write what they think. Students will talk about what it means to them about being an American. Students will use their family history on this piece of discussion
Standard 4E- Students will be using their individual experiences, family, and culture to explain why they are an American. Students are given the chance to express why they are American. This reveals their background and their origin.
might wish to watch the film, And Then They Came for Us,
Standard 7I- Using other forms of media. Students will watch the film to have a complete understanding about the content of the lesson on why we are Americans
Standard 7I- Students will be divided into groups of four and discuss the definition of an American. They will come up with ideas to express their identity as an American
Do you have to be a citizen to be considered an American?
Students can express their nationalities and their country of origin. They may be born in America but their parents and ancestors might be from a different country.
Standard 3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening, and responding to group interaction, and eliciting oral, written, and other samples of student thinking. Standard 7I - support and expand learner expression in speaking, writing, and other media
A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
Standard 7I: support and expand learner expression in speaking, writing, and other media.
Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
Standard 4E - understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking
After watching the video, discuss the following questions:
What was the most memorable moment in the video?
Why did that moment have an impact on you?
4E: 4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
7I support and expand learner expression in speaking, writing, and other media
After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
5:58Translator: Peter van de VenReviewer: Mile ŽivkovićUp nextLiveUpcomingCancelPlay NowYou're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmTEDx Talks
PACER Center enhances the quality of life and expands opportunities for children, youth, and young adults with all disabilities and their families so each person can reach his or her highest potential. PACER operates on the principles of parents helping parents, supporting families, promoting a safe environment for all children, and working in collaboration with others.