Roselle NJ August PD--Universal Design for Learning

5/21/2018 Roselle NJ August PD--Universal Design for Learning

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UDL Across the Curriculum

Roselle Public Schools

Tracy Amerman, Ed.D.

Chris Shamburg, Ed.D.

New Jersey Coalition for Inclusive Education


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Universal Design for Learning (UDL)

Anticipatory Sets

The Big Idea

Station Teaching

UDL Literacy Across the Curriculum


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=eqQs2KteF5PrsM&tbnid=y8ZO-U_EFoXdfM:&ved=0CAUQjRw&url=http://www.cartoonstock.com/directory/e/educational_standard.asp&ei=KA_ZU8fMHNWhyASEo4CgDA&bvm=bv.71778758,d.aWw&psig=AFQjCNEvZkWjsZYdSf9IzgZfnqmLslrjDg&ust=1406820500471488http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=-GoyQWrrt5QWVM&tbnid=Hqu8Fy9l_p5yRM:&ved=&url=http://www.mattersnot.com/tag/common-core/&ei=cRDZU7SCK4GZyAS8zIK4DA&bvm=bv.71778758,d.aWw&psig=AFQjCNEWB6sL5LJm7fBC9l7UbKTBEF1yQQ&ust=1406820850026539


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=8amcCxL5H_hhoM&tbnid=bQhGXpzhKvycSM:&ved=0CAUQjRw&url=http://www.andertoons.com/internet/cartoon/6410/before-i-write-name-need-know-how-youre-planning-to-use-data&ei=eRTZU-iHLsSyyASc0YCoBg&bvm=bv.71778758,d.aWw&psig=AFQjCNFD7xnf2paBhzMLp3ywbF65A24ATw&ust=1406821717097657http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=-GoyQWrrt5QWVM&tbnid=Hqu8Fy9l_p5yRM:&ved=&url=http://www.mattersnot.com/tag/common-core/&ei=cRDZU7SCK4GZyAS8zIK4DA&bvm=bv.71778758,d.aWw&psig=AFQjCNEWB6sL5LJm7fBC9l7UbKTBEF1yQQ&ust=1406820850026539


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Universal Design for Learning:The Big Picture


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30 years ago


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Today


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100 years ago


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1900-1930


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Legal Immigration to the United

States Immigration 1820-1930

Department of Homeland Security, Office of Immigration Statistics, Yearbook of Immigration Statistics (various years). Available athttp://www.dhs.gov/files/statistics/publications/yearbook.shtm.)


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=T_NokhxutfOP_M&tbnid=plkXNUrXNXXPzM:&ved=0CAUQjRw&url=http://craigcrawford.com/page/2/&ei=eY_fU-mID42byASpmYG4BA&bvm=bv.72197243,d.aWw&psig=AFQjCNEGD6fHg5xTF0N1g158mAFSrCh8Zw&ust=1407246394363235


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Efficiency and Industrialization


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1994: SCANS Report

The Secretary's Commission on

Achieving Necessary Skills (SCANS)

was appointed by the Secretary ofLabor to determine the skills our young

people need to succeed in the world of

work. The Commission's fundamental

purpose is to encourage a high-

performance economy characterized byhigh-skill, high-wage employment


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Student-Centered

Teacher-Centered


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UDL:

Big Ideas and Method is the Message


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You have to hook them first!


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The HOOK

Vital to lessons and units

Sets the stage

Engages the students Activates prior knowledge

Activates thinking


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=C2WXZehtfukLhM&tbnid=ridSsSsxF6rBDM:&ved=0CAUQjRw&url=http://dekalbschoolwatch.blogspot.com/2010/07/struggles-continue-with-new-math.html&ei=IJnfU-LsD8e2yASOg4LYDQ&bvm=bv.72197243,d.aWw&psig=AFQjCNFjfc-Sk9utungiv_qn5D5RWCQ6qg&ust=1407249006362157


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ENGAGE! Appeal to their emotionsVideo showing

various examples of lands devastated by weather. Appeal to their curiosityShow a picture

Appeal to their interestsWhat can go faster, a

Mako shark or a horse? What would you need to

know about them?


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Ho Hum Anticipatory Sets

Remind the students of animals and plants they have

studied earlier in the year.

Ask the class to raise their hands to contribute to a

discussion of what they already know about plants.Write a list on the blackboard of the characteristics they

name, while prompting them and offering ideas and

comments as needed. Repeat the process for a discussion

of the properties of animals. Point out major similarities

and differences.

Tell the students that it is important to learn about plants

and animals because we share the earth with them and

depend upon each other for survival.


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Pre-Cognitive

How do you hook the

students on the topic:

Visually Emotionally

Physically

With their naturalcuriosity?


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Your turn

Come up with 2-3 more engaging

anticipatory sets for the lesson on

plants


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UbD: The Big Idea

Powerful Ideas: An idea that can be used as a

lens to look at the world for the rest of your life

(Papert)


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Whats the Big Idea: Density

The volume of

a solution was measuredin a graduated cylinder. If

the mass of solution is

measured to be 60.75

grams, what is

the density of the

solution?


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Whats the Big Idea: ResearchPAPER REFERENCES[Remember to double space and indent all but first lines]

BOOK, ONE AUTHOR MLA 5.6.1

Kaku, Michio. Hyperspace: A Scientific Odyssey through ParallelUniverses, Time Warps and the Enth Dimension. New York:Oxford UP, 1994.

BOOK, TWO OR THREE AUTHORS MLA 5.6.4

Maddock, Richard C., and Richard L. Fulton. Marketing to the

Mind: Right Brain Strategies for Advertising and Marketing.Westport, CT: Quorum, 1996.BOOK, MORE THAN THREE AUTHORS MLA 5.6.4

Gilman, Sandra, et al. Hysteria Beyond Freud. Berkeley: U ofCalifornia P, 1993.

BOOK, AN EDITOR MLA 5.6.2

Lopate, Philip, ed. The Art of the Personal Essay: an Anthologyfrom the Classical Era to the Present. New York: Anchor-

Doubleday, 1994. http://youtu.be/idh5-P2fmQM
http://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQM


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The Method is the Message: The

Hidden Curriculum


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The Mechanic is the Message


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The Civil Rights of Inclusion

1954: Brown vs. Board of Education

1973: FAPE Free Appropriate Public Education

(FAPE)

for Students With Disabilities

1975: Individuals with Disabilities Act

requires testing and resources for all students

1999: Americans with Disabilities Act gives

students with special needs more rights and agreater access to resources

2012: The majority of students with disabilities

are now educated in their neighborhood school

with non-disabled peers (US Department of

Education)


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Universal Design


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Has ADHD and


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Has ADHD and

gets extra time

on tests

Visually

impaired and

uses books on

tape

Cognitively impaired, has

folder for class specially

Rephrasing a new term so

all kids can understand it

better

Content specialist, using

overhead so he can write

in color and improve

handwriting so all kids

can understand him better.


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UDL in Plain Language

Think of a teacherwho communicatesclearly, sparks

student interest, andcares about everystudent in his or her

classroom.


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Give that teacher the tools and encouragementto do all of these things better and then makethis a systematic model for a school.

This is UDL

Wh W N d UDL


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Why We Need UDL:A Student's Perspective

View the video at:http://www.youtube.com/watch?v=iFsRirR17oU

UDL i
http://www.youtube.com/watch?v=iFsRirR17oUhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/PL%20Hopack/udl%20perceptions%20teaching%20final.m4vhttp://www.youtube.com/watch?v=iFsRirR17oU


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UDL is

A set of research-based guidelines for curriculum development.Guidelines that focus on:

Multiple means of representationwhat is learned

Multiple means of expression

howits learned

Multiple means of engagement--whyits learned

A National Imperative:


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--Arne Duncan, US Secretary of EducationLetter to Congress Introducing

the National Educational Technology Plan

http://www.ed.gov/technology/netp-2010/letter-secretary

The model of learning described in

this plan calls for engaging andempowering personalized learningexperiences for learners of all ages...It

calls for using state-of-the-arttechnology and Universal Design forLearning (UDL) concepts to enable,motivate, and inspire all students to

achieve, regardless of background,languages, or disabilities.

National Educational Technology Plan

UDL Guidelines
http://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretary


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UDL Guidelines

Multiple Means of

Representation

Multiple Means for Action

and Expression

Multiple Means of Engagement

1. Options for Perception

2. Options for Language,Expression and Symbols

3. Options for

Comprehension

4. Options for Physical

Action5. Options for Expression

and Communication.

6. Options for Executive

Function

7. Options for Recruiting Interest

8. Options for Sustaining Effortand Persistence

9. Options for Self-Regulation

Case Study in UDL


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Case Study in UDL

Multiple Means of

Representation


and Expression



2. Options for Language,

Expression and Symbols

3. Options for Comprehension

4. Options for Physical Action

5. Options for Expression and

Communication.


Function


8. Options for Sustaining Effort and

Persistence


Mr. Mooks Stairway to Algebra UDL Guidelines

____________

A 7thgrade algebra teacher teaches slope by having students review

common mistakes and then apply the slope formula to real life

problems involving building codes.


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Case Study in UDLMr. Mooks Stairway to Algebra

Case Study in UDL
http://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/Inclusion/mr%20mook%20stairway%20to%20algebra.m4v


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Case Study in UDL

Multiple Means of

Representation


and Expression





3. Options for Comprehension

4. Options for Physical Action

5. Options for Expression and

Communication.


Function


8. Options for Sustaining Effort and

Persistence


Mr. Mooks Stairway to Algebra UDL Guidelines

____________

A 7thgrade algebra teacher teaches slope by having students review

common mistakes and then apply the slope formula to real life

problems involving building codes.

C i UDL


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Multiple Means of

Representation


and Expression





3. Options for

Comprehension


Action

5. Options for Expression

and Communication.


Function


8. Options for Sustaining Effort

and Persistence


Cases in UDL

Case 1: Household Vocabulary UDL Guidelines ________________

Ms. Fernandez teaches Spanish. She is introducing students to thevocabulary of the household. She gives students a list of vocabulary

words and 4 different optionsdraw a diagram, create a short skit, write a

poem, or create a comiceach must include the set of household

vocabulary words

3, 5, 7

C i UDL


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Multiple Means of

Representation


and Expression





3. Options for

Comprehension


Action

5. Options for Expression

and Communication.


Function


8. Options for Sustaining Effort

and Persistence


Cases in UDL

Case 2: Unlike Denominators UDL Guidelines ________________

Mr. Kouse teaches a sixth-grade mathematics class. He notices many

students have problems adding and subtracting fractions with unlikedenominators. He gets a bunch of pebbles and puts them in plastic mixing

cups and demonstrates adding amounts with unlike denominators (e.g. 1/4

of a cup and 3/8 of a cup). He sets this up as a station and rotates groups

of students through as other groups do different activities.

2,3,4

Case 3: Enacting Novels

Oth C


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Case 4: Feedback on Cards

Case 5: Audio Tour

Case 6: Figurative Language Contract

Case 7: Pictures and Labels

Case 8: Cheat Sheet

Case 9: EROX Learning System

Case 10 Remixing Fables with Speech to Text

Other Cases

Multiple Means of

Representation

Multiple Means for

Action and

Expression

Multiple Means of

Engagement

1. Options for

Perception

2. Options for

Language,

Expression and

Symbols

3. Options for

Comprehension

4. Options for

Physical Action

5. Options for

Expression and

Communication.

6. Options for

Executive Function

7. Options for

Recruiting Interest

8. Options for

Sustaining Effort and

Persistence

9. Options for Self-

Regulation

NOTE: The difference between UDL


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and differentiation

UDL works on curriculum from theground up. It's bigger, better, andmore ambitious.

Differentiationmakes adaptationsto the existing curriculum, without

demanding the curriculumchanges for all students.

More Information: UDLcenter org


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More Information: UDLcenter.org
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=41PQ1-gcr3515M&tbnid=cGwHEQET2aCuzM:&ved=0CAUQjRw&url=http://www.hoodedutilitarian.com/2012/10/new-yorker-cartoons-a-legacy-of-mediocrity/&ei=Mw_ZU668Go-ayATtv4CwBg&bvm=bv.71778758,d.aWw&psig=AFQjCNEvZkWjsZYdSf9IzgZfnqmLslrjDg&ust=1406820500471488


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=41PQ1-gcr3515M&tbnid=cGwHEQET2aCuzM:&ved=0CAUQjRw&url=http://www.hoodedutilitarian.com/2012/10/new-yorker-cartoons-a-legacy-of-mediocrity/&ei=Mw_ZU668Go-ayATtv4CwBg&bvm=bv.71778758,d.aWw&psig=AFQjCNEvZkWjsZYdSf9IzgZfnqmLslrjDg&ust=1406820500471488


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UDL Without Technology

Talk slowly

Be aware of terms that are unfamiliar to students and take

time to explain them.

Have interesting projects

Make quickstart guides or cheat sheets for complicated or

extensive topics.

Start with a hook

Use clear large fonts

Giving learners multiple options to choose from

Provide multiple learning centers to incorporate differentlearning styles.

http://is.gd/udlwithouttechnology
http://is.gd/udlwithouttechnologyhttp://is.gd/udlwithouttechnology


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Station Teaching

An Overview


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Stations are spots in the

classroom where small

groups of students can

work on various tasks

simultaneously and then

rotate.

Station Teaching

Station 2

Station 3

Station 4

Station 5

Station 1


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Can be teacher-led or student-directed, independent,or collaborate.

Students should work at a station for no longer than

15 minutes (at secondary level).

Stations can focus on the same topic in different

ways or different parts of a larger topic.

Stations cannot be sequential.

Stations need to be varied in the type of tasks.

Rigor and engagement are important.

Station Options


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Students need training in on strategies for station and groupwork:

-Remind students to read directions

-Go over strategies for staying on track during stations

-Consider providing incentives for station completion

Hint: Have one student stay back when stations rotate to explainthe station to the next group.

Simple Tips for Management


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You cannot do something sequential as there is no order to the stations (e.g.you cannot have kids brainstorm, draft, revise, etc,)

Judiciously group the students. Heterogeneous in literacy skills

Personalities that mesh (common interests?) Pay attention to students whointeract well together; placement of outcasts and bullies?

Technology skills

Retain right to change groups if misbehavior interferes with activity

Consider making a station outside of the classroomthe gym, an emptyroom, outside, the auditorium (if you have the supervision or co-teacher)

Developing Stations: Considerations

Example: 5thGrade Math : Fractions


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with unlike denominators

Station 1: Students will complete a worksheet with the teachers

assistance, if needed.

Station 2: Students will make a stone souprecipe and adjust for

different size groups.

Station 3: Students will make a short video explaining the LCD of

different problems, starting simple and getting more difficult

Station 4: Students will complete SmartBoard activity where they

have to mix different amounts of nuts.


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=iGADAGAQbEeGNM&tbnid=_nfOfMxG7YsQxM:&ved=0CAUQjRw&url=http://skattebo-skattebo.blogspot.com/2011/01/squealing-with-delight.html&ei=aZrfU-TPB8ibyAS2k4GoBw&bvm=bv.72197243,d.aWw&psig=AFQjCNGuL8v4XaQFBhzyHarJNDHr0Gw8IQ&ust=1407249291720006


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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=iGADAGAQbEeGNM&tbnid=_nfOfMxG7YsQxM:&ved=0CAUQjRw&url=http://skattebo-skattebo.blogspot.com/2011/01/squealing-with-delight.html&ei=aZrfU-TPB8ibyAS2k4GoBw&bvm=bv.72197243,d.aWw&psig=AFQjCNGuL8v4XaQFBhzyHarJNDHr0Gw8IQ&ust=1407249291720006http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=htO9LUsIHuVvEM&tbnid=iGNrGKi8Nox8SM:&ved=0CAUQjRw&url=http://www.glasbergen.com/?count=18&s=school&ei=9I7fU7m0NI2myASVw4KoBA&bvm=bv.72197243,d.aWw&psig=AFQjCNEGD6fHg5xTF0N1g158mAFSrCh8Zw&ust=1407246394363235


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Example: 5thGrade Language Arts/

Fi ti L
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=htO9LUsIHuVvEM&tbnid=iGNrGKi8Nox8SM:&ved=0CAUQjRw&url=http://www.glasbergen.com/?count=18&s=school&ei=9I7fU7m0NI2myASVw4KoBA&bvm=bv.72197243,d.aWw&psig=AFQjCNEGD6fHg5xTF0N1g158mAFSrCh8Zw&ust=1407246394363235


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Figurative Language

CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words

and phrases as they are used in a text, including figurative

language such as metaphors and similes.

Example: Language Arts/ Figurative

Lang age


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Station 1: Students are given a list of figures of speech and must enact them andrecord (e.g. busy as bees)

Station 2: Students are given red index cards with the first half of a simile andyellow index cards with the second half. Then need to appropriately connect thecards working as a group. Then can then level up to a bonus round of more

complex similes.

Station 3: Student must collaborate and write a short story using epic similes.

Station 4: Students are given pictures of natural phenomenon and use them todescribe the actions of people (e.g. he made a mess like a hurricane)

Station 5: Students will do a variety of activities on the Smartboard relating toIdiomatic Expressions.

Language


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Limitless Possibilities for Activities


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Short readings

Web-searches or WebQuests

Small group discussions

Paper-and-pencil tasks

Hands-on activitiesSmall projects

Independent or partner reading

Cartoons

Graphic Organizers

Smart Board ActivitiesTechnology (Kindles, Ipods,

Video-streaming, Garageband)

Listening Activities

Limitless Possibilities for Activities

Art or drama exercises

Puzzles

Interpersonal reflection

Mini-lessons

Games

Chalkboard work

Brainstorming

Video or DVD viewingObservations or examinations of

processes or materials

Puddle Questions

Models

Friend & Cook, 2003


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MORE STATION EXAMPLES

What students will need to know and be

able to do


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able to do

(knowledge and skills):

STATIONS CONCEPTS:

1. Design an experiment proving membranes can be

selectively permeable.2. Explain the process of diffusion.

3. Describe how osmosis occurs.

4. Compare and contrast diffusion and osmosis.

5. Identify a concentration gradient and itsrelationship to transport

Station Ideas:

A. Students explore the effect of different concentrations of


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salt solution on Elodea cells under the microscope (Slides are

prepared in advance). Students are encouraged to sketch the

cells and make observations on their appearance. The post-

activity discussion should focus on the student's explanations

of the changes they observed. simulated dialysis mechanism

B. Students work in groups of 2-3 to design and test their own

hypothesis regarding the effects of various salt solutions onthe mass and appearance of potato slices.

C. Use a case study that focuses on the development of

dehydration in a vomiting person.

D. Give students choice on how to show

difference/similarities of osmosis and diffusion (e.g. VennDiagram, Tri-fold paper, narrative)

E. Using Promethean Board; students will evaluate permeable

membranes and the concentration gradient predicting how

movement will occur.

Now go back to your stations; keep in mind


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EXAMPLE: Biology: Osmosis and Diffusion

Big Ideas:

1. Molecules move into and out of cells along a concentration gradient

2. Cells have semi-permeable boundaries

3. Molecules are constantly in motion

4. The concentration of cells change with their changing environment

Importance: You are what you eat.

Essential Questions:

1. Why do we say,You are what you eat?

2. Why do cells transport molecules in and out of their membranes?

3. How do cells adapt to their environments?

Big Ideaand UDL


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KIDS WORK HARDER, TEACHERS

WORK SMARTER: STATIONTEACHING

Work on Your STATION!


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Work on Your STATION!



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Choral Readings

Tableaux Vivants (Living Pictures)

Audio Technologies

Video Applications

Tool 1: Choral Reading


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Tool 1: Choral Reading

When language is densewith unfamiliar syntax,

such as a primary source,

textbook, or piece of

literature, you canorganize it into a choral

reading and have students

work in groups toorganize choral readings.


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FromFrankenstein


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In a Tableaux Vivant a group ofstudents pose in a living picture

of an event or idea. It can be

used for, timelines or events or it

can be used in more abstract

ideas such as the Bill or Rightsor the Laws of Motion. The

teacher or a student will read the

scene then freeze. You can take

a picture of the tableaux

afterwards.

See: Rome Wasnt Built in a Day


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gy pp

Tool 2: Audio Editing

H d


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How do we

Improve students reading of difficult

informational texts?

Use primary sourcesof historic documents?

Teach 21stCenturyskills?

Work in inclusive settings?

Do this with easily available and learnable

technology?

Paul Reveres Affidavit, 1783


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--Full text and transcription available at the Library of Congress (www.loc.gov)

Paul Reveres Affidavit, 1783


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[I], PAUL REVERE, of Boston do testify that I was sent to go to

Lexington, and inform Mr. Samuel Adams and the Honorable John

Hancock Esquire that there was a number of soldiers going to Lexington to

destroy the colony stores. I set off, it was then about 11 o'clock, the moon

shone bright. I had got almost over Charlestown Common, towards

Cambridge, when I saw two officers on horse-back, standing under the

shade of a tree. One of them started his horse towards me, the other up the

road. I turned my horse short about, and rode upon a full gallop for Mistick

Road. He followed me about 300 yards, and finding he could not catch me,

returned. I proceeded to Lexington...

Audacity

Audio Tour


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Remix to Research


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Digital Documentaries

Create a PersuasiveVideo / Send a Videoto your Representative

http://www.youtube.com/watch?v=idh5-P2fmQM

Organizer for Digital Storytelling

Projects
http://www.youtube.com/watch?v=idh5-P2fmQMhttp://www.youtube.com/watch?v=idh5-P2fmQMhttp://www.youtube.com/watch?v=idh5-P2fmQMhttp://www.youtube.com/watch?v=idh5-P2fmQMhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Worlds%20Media/Don't%20drill%20in%20ANWR%20by%20deanierose.mp4


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Projects

Assessment

Rubric


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http://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Beginning%20of%20the%20End%20movie%20trailer.mp4


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http://www.youtube.com/playlist?list=PLD41EDDA0908BB486

Common Elements of a Movie Trailer
http://www.youtube.com/playlist?list=PLD41EDDA0908BB486http://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Beginning%20of%20the%20End%20movie%20trailer.mp4http://www.youtube.com/playlist?list=PLD41EDDA0908BB486


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Stuff from the Moviea.k.a

The Content

a.k.a

Source Materiala.k.a

Primary Source

Added Narrationa.k.a

Explanation

a.k.a

Analysisa.k.a

A way of organizing and

contextualizing the Content,

Source Material, or Primary

Source

Whats There What Gets Put There Afterwards

Brainstorming Trailer:

Dred Scott, the Movie


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,

Dred Scott: The Movie

Stuff from the Movie


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Stuff from the Movie

Quotes from Primary Source:

The Legislation of the Republic is in

the hands of this handful ofSlaveholders!

The conspiracy is nearly completed.

etc

From http://history.furman.edu/benson/docs/nyajds57309a.htm

(Enlivened by students)

Added Narration (student created or teachersuggested)

He was a man yearning for freedom and

his family

In a world consumed by slavery

He took his case to the highest court in

the land

But some battles need to be lost, so thewar can be won

Trailer Elements Compelling Title Images Video Titles
http://history.furman.edu/benson/docs/nyajds57309a.htmhttp://history.furman.edu/benson/docs/nyajds57309a.htm


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Images, Video, Titles

First Line Hook

Narrator Description

Alternating with

Quotes/Scenes from the Movie(we will use primary sources

Other Elements

Parts of reviews, cast, director, etc The Preview has been Approvedmessage Film Company Logo

Dred Scott Trailer Pi Trailer

4-5 lines about the story.

Lines the narrator will say
http://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Worlds%20Media/pi_the_movie%20-%20YouTube2.flvhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Movies/RealPlayer%20Downloads/Remixhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Worlds%20Media/pi_the_movie%20-%20YouTube2.flvhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Dropbox/india/Worlds%20Media/pi_the_movie%20-%20YouTube2.flvhttp://localhost/var/www/apps/conversion/tmp/scratch_10//localhost/Users/cshamburg/Movies/RealPlayer%20Downloads/Remix


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http://youtu.be/7QPMvj_xejg

Write 4-5 lines from primary sources

Lines people said or wrote during the time that the characters

say.The Legislation of the Republic is in the hands of this handful of
http://youtu.be/7QPMvj_xejghttp://youtu.be/7QPMvj_xejg


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The Legislation of the Republic is in the hands of this handful ofSlaveholders!

The conspiracy is nearly completed.

The American Congress has no power to prevent the enslavementof men?

Compact yourselves together for the struggle which threatens your

liberty and will test your manhood!

" want freedom from myself and my family! (hypothetical)

Dred Scott Examplehttp://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&list=PLD41EDDA0908BB486

Primary Source from The Evening Journal of Albany, New York, March 9, 1857

http://history.furman.edu/benson/docs/nyajds57309a.htm

Make a Trailer for a MovieTopics:
http://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&list=PLD41EDDA0908BB486http://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&list=PLD41EDDA0908BB486http://history.furman.edu/benson/docs/nyajds57309a.htmhttp://history.furman.edu/benson/docs/nyajds57309a.htmhttp://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&list=PLD41EDDA0908BB486http://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&list=PLD41EDDA0908BB486


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Dred Scott Whiskey Rebellion

1776, 1876 or any particular year.

Amistad Uprising

War of 1812 The Expedition of Lewis and Clark

etc

For Dred Scott, look here for some starter mediahttp://is.gd/trailermedia

Historic Interview / Character

Autobiography/Character Interview
http://is.gd/trailermediahttp://is.gd/trailermedia


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Autobiography/Character Interview
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=owe6owf3uQemVM&tbnid=PpjzEoX37ranyM:&ved=0CAUQjRw&url=http://www.captainfussybuckets.com/2012/08/back-to-school-funnies/&ei=XBjZU8-cLsyqyASho4LIAQ&bvm=bv.71778758,d.aWw&psig=AFQjCNHoNK8NwMEJ_qV6ZSWLS7q07ZkedA&ust=1406822869374712


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Conclusion
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=owe6owf3uQemVM&tbnid=PpjzEoX37ranyM:&ved=0CAUQjRw&url=http://www.captainfussybuckets.com/2012/08/back-to-school-funnies/&ei=XBjZU8-cLsyqyASho4LIAQ&bvm=bv.71778758,d.aWw&psig=AFQjCNHoNK8NwMEJ_qV6ZSWLS7q07ZkedA&ust=1406822869374712


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Universal Design for Learning (UDL)

Anticipatory Sets

The Big Idea

Station Teaching


End


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Documents

Roselle NJ August PD--Universal Design for Learning