1. T527: Final Presentation Janhvi Maheshwari

2. WHO: Thirty grade X students WHERE: Rasbihari School in Nashik, India WHAT: Studying history for their national board exams WHY (Targets of Difficulty):  Time Constraints  Rigid Testing Structure  Lack of Exposure  Weak English  Lack of Interest

3. Targets of Difficulty Goals Generative Topics Performances of Understanding Technology

4. Throughlines: Develop an interest in History Improve their English communication Recognise and respect different perspectives Goals: Recognise themes and motivations that drive events and individuals. Gain exposure to, respect, annalyse and critically think about different points of view before formulating their own. Connect and seek contribution with the past and present. Communicate their perspective clearly and concisely Generative Topics: When and why do people challenge the status-quo to lead to revolutions, conflicts and violence? How do these changes affect people, their circumstances and lives around the world in the past and present ?

5. Content Matter Indian Independence Struggle as a lens to look at the French Revolution and the Russian Revolution Performances of Understanding Week I: Introduce and Research Research tools and assigning characters Exploring different perspectives, building knowledge Week II: Recreate, Debate and Negotiate Debate Connecting history and communicating it Week III: Relate, Modify and Donate Write Blogs, gain feedback and make presentations Relating, forming their own perspective and communicating it Assessment Peer Feedback: Designed in groups of 3 with a (Knowledge, Purpose, Method, Form) questionnaire Teacher: Rubric for judging Beginner, Learner, Inquirer Self Reflection: Open ended questions on a feedback sheet

6. French and Russian Revolution Indian Independence Struggle Contemporary India

7. Build Interest: Multi-media tools seeking to engage the learner: videos, audio-clips, pictures, presentations and articles Donate their work with blogs to the learning community Connect to their reality with research Improve English: Microsoft Word for immediate feedback Exposure to better written and spoken English Expand Exposure: Modeled resource tools (like webquest) to promote Internet research Reduce Time Constraints: Reduce frontal learning with web learning Produce immediate feedback using Word and peer feedback Motivate self-learning with the Internet PLEASE SEE: http://sites.google.com/site/mystoryhistory/home

8. Kincheloe: “Is history seen as progressive series of distinctly separate and chronological events as opposed to the interrelated events with the past and future?” Wiggins: Identify desired results, determine acceptable evidence, work out the learning experiences Anderson Rubric Project of the Teenage Hobo: Scope of relating and donating history Teaching for Understanding: ‘Constructivist Thinker’ - teaching them how to learn Knowledge, Forms, Purposes and Methods

9. Potential vs. Feasibility Issues of time, scaffolding, current knowledge base and English Deconstructed their history lesson Modeled appropriate sources Connecting with my teacher partner: Time difference, self-confidence, her capabilities Created a i-site with explicit details Made it look appealing Changed the language so that we have a shared vocabulary Introduced the framework as though she and I invented it together Changing testing mind-set: Should they spend so much time on conceptual understanding, mastering methods and purposes? How can I prove the value-add of critical thinking or respect for different points of view?

10. Professor Wiske Shane My feedback team: Christine and Dianne My tech support: Rob PLEASE SEE: http://sites.google.com/site/mystoryhistory/process/teacher- resources http://sites.google.com/site/mystoryhistory/process/teacher- resources