Tuesday, January 25, MSU Foundation 8:00-8:30 Continental

282 Pages·2011·12.64 MB·English

by  Danice Toyias

Tuesday, January 25, MSU Foundation
8:00-8:30 Continental Breakfast
8:30-9:00 Introductions
9:00-9:30 Indians and the American Revolution (Jim and Danice)
9:30-9:40 Break
9:40-11:00 Religion and the American Revolution (Jon Butler)
11:00-11:40 Federalists and Antifederalists (Danice Toyias)
11:45-12:30 Lunch (Focus Group #1 with Phyllis Ault)
12:30-1:45 Voices of the Revolution (Chris Sink)
1:45-1:55 Break
1:55-2:55 Leaps of Faith (Walter Fleming)
3:00-3:40 Book Study Unwrapping (Jim and Danice)
3:45-4:00 Instructional Plan (Danice)
Wednesday, January 26, MSU Foundation
8:00-8:30 Continental Breakfast
8:30-9:35 Women of the Revolution (Chris Sink)
9:35-9:45 Break
9:45-10:55 The First Amendment: Religion and the government (Jon)
11:00-11:45 IEA Focus: Ways of Making Treaties (Danice Toyias)
11:45-12:30 Lunch (Focus Group #2 with Phyllis Ault)
12:30-1:30 Indians and the American Revolution (Jim and Danice)
1:30-1:45 Break
1:45-2:40 The Great Transformation (Jon Butler)
2:45-3:45 Book Study Discussion: The Next Round (Jim)
3:45-4:00 Wrap Up and Adjourn
Thursday, January 27, American Computer Museum
8:00-8:30 Continental Breakfast
8:30-9:45 Inventing America (George Keremedjiev)
9:50-11:00 Museums and the Classroom (George Keremedjiev)
11:00-12:00 Inventions Change History (Chris Sink)
12:00-1:00 Lunch (Focus Group #3 with Phyllis Ault)
1:00-2:00 The pride of womanhood all up in arms: Women of the
Republic (Mary Murphy)
2:00-2:15 Break
2:15-3:00 Instructional Plans, Spring Book Study, MSU Course,
Feedback, and Wrap Up (Bob and Danice)
Biographies of the Nation

The New Nation (1780’s-1815): Jan. 25-27, 2011

MSU Foundation/American Computer Museum

Biography and Essential Questions
Biography is used as a lens to present the content of this time period. Throughout the three
years of this program, there will be a focus on individuals—both the famous and not so famous.
What were the conflicts and struggles facing those individuals? What were the choices they
made? What were the unintended consequences of those decisions, and how did those people
represent the “collective history” (narrative) of the period?

Presenters
Professor Jon Butler, Yale Mr. George Keremedjiev, The
University American Computer Museum
[email protected] [email protected]

Mrs. Christine Sink, Hockinson Dr. James Bruggeman, MCHCE
Middle School (ret.), Vancouver, Executive Director and Project
WA Co-Director
[email protected] [email protected]

Professor Walter Fleming, MSU’s Mrs. Danice Toyias, MCHCE
Department of Native American Deputy Director and Project
Studies Manager
[email protected] [email protected]

Professor Mary Murphy, MSU’s Professor Robert Rydell, MSU’s
Department of History and Department of History and
Philosophy Philosophy and Project Co-
[email protected] Director
[email protected]

Contacting MCHCE: PO Box 5204, Bozeman, MT 59717
[phone] Danice or [phone] Jim
FAX [phone]
This program is made possible through a U.S. Department of Education Teaching American History Grant awarded to the Great Falls
Public Schools in a consortia with the Helena and Bozeman Public Schools. Partners include: The Montana Council for History and
Civics Education (a non-profit), Montana State University’s Departments of History and Philosophy and Native American Studies, and the
American Computer Museum. Education Northwest conducts program evaluation.
January Books

Great Falls
(Paul Revere book group) The Hemingses of Monticello: An American Family Annette
Gordon-Reed

(Way of Duty book group) Founding Brothers: The Revolutionary Generation by Joseph
J. Ellis

Helena
Daniel Boone: The Life and Legend of an American Pioneer by John Mack Faragher

Bozeman
Friends of Liberty by Gary Nash

**

FOR ALL
Common Sense by Thomas Paine

FOR SITE COORDINATORS
Reading History: A Practical Guide to Improving Literacy by Janet Allen and Christine
Landaker
2/10/11 
Biographies of the Na3on 
Pay Informa3on 
PARTICIPATION 
• VERY IMPORTANT!! 
– *Make every aFempt to 
par3cipate in 75% or more of 
the professional development 
hours offered. 
FALL COLLOQUIUM 
•  AMOUNT: $310  
•  FOR: Fall 2‐day Colloquium held on the same 
days as MEA 
•  WHEN PAID: Paid at the end of the two days 
for par3cipants staying full two days (Early 
departure? Checks mailed within one week.) 
1
2/10/11 
WINTER COLLOQUIUM 
•  AMOUNT: $490  
•  FOR: Winter 3‐day Colloquium (Dates are 
determined by the Districts with GF as the 
lead.) 
•  WHEN PAID: At the end of the 3‐day session 
for all full aFendees.  Early departure=check 
mailed within one week. 
SUMMER INSTITUTE 
•  AMOUNT: $670 
•  FOR: Summer Ins3tute held ager school is out 
for the summer.  Districts determine days with 
GF as the lead. 
•  WHEN PAID: At the end of the summer 
ins3tute.  Early departure=within 1 week ager. 
BOOK STUDY 
•  AMOUNT: $45 per session aFended.  There 
will be six, ninety minute sessions.  Total 
possible: $270 
•  WHEN PAID: For most par3cipants, this 
amount will be included in your summer 
ins3tute honorarium check.  *Make sure you 
sign the rosters when you aFend! 
2
2/10/11 
Instruc3onal Plan/Notebook 
•  AMOUNT: $825 
•  FOR: Handing in a complete, polished, edited, 
and publishable instruc3onal plan AND the 
notebook containing instruc3onal plan materials. 
•  WHEN PAID: Within 30 days ager the June 30, 
2011 due date. (Even for plans handed in early, 
the honorarium will be sent between June 30 and 
July 30.—We won’t have the money to pay you 
before those dates.) 
3
Christine Sink
Bozeman, MT
January 2011

“Inventions Change History”

National History Standards Met:
• Chronological Thinking
• Historical Comprehension
• Historical Analysis and Interpretation

Objectives: Students will be able to:
• Identify major inventions of the late 18th century
• Explain the cause of each invention
• Analyze the effects of each invention
• Design and create a poster

MATERIALS:
• Poster Directions
• Invention Information Packets
• Chart paper and markers
• Invention Information Graphic Organizer

HISTORICAL BACKGROUND:
The Industrial Revolution is known as an era that led handmade production to machine
and factory. The first industrial revolution was important for the inventions of spinning
and weaving machines operated by waterpower that was eventually replaced by steam.
This helped increase America’s growth. However, the industrial revolution truly changed
American society and economy into an industrial state. Industrialization in America
involved three important developments. First, transportation was expanded. Second,
electricity was effectively harnessed. Third, improvements were made to manufacturing
and communication.
INTRODUCTION:
1. Ask the question, “What kind of work did Americans do before the Civil War?”
(farming, merchants, trades people, etc.)
2. Write the answers down on chart paper for all students to see.
3. Go back to each response and ask the following questions (or others) depending on
what the work was.
“What tools did people use for this type of work?”
“How did they move their goods?”
“How did they communicate?”

4. Write answers down next to previous responses.
5. Tell students that new inventions changed life for Americans after the Civil War.
They will be researching one particular invention to teach the rest of the class.

ACTIVITY ONE

1. Distribute Poster Directions and go over with students clarifying any questions.
2. Give each group the following:
• chart paper
• markers
• “Invention Information Packet”
• “Invention Information” Graphic Organizer
3. Give groups time to work. Let them know when they have 5 minutes left.

ACTIVITY TWO

1. Each group presents their poster following the presentation guidelines.
2. Participants fill in their graphic organizers during presentations.

ACTIVITY THREE

1. Have a whole class discussion on the cause and effects of the industrial period.
2. Ask students to compare this time period to modern inventions and their cause and
effect.

ASSESSMENT:

Have students write a summary explaining the cause and effect of one invention from the
Industrial Revolution.
POSTER DIRECTIONS:

Each poster must include:
• Name of invention
• Inventor, year of invention and any other pertinent
information
• Purpose of invention
• Drawing of invention
• Probable cause of invention
• Effects of invention
• BE CREATIVE!

Presentation:
• Every group member should present some part of the
information.
• All poster requirements must be presented to whole class.
• At the end of the presentation ask for questions from the
audience.

POSTER DIRECTIONS:

Each poster must include:
• Name of invention
• Inventor, year of invention and any other pertinent
information
• Purpose of invention
• Drawing of invention
• Probable cause of invention
• Effects of invention
• BE CREATIVE!

Presentation:
• Every group member should present some part of the
information.
• All poster requirements must be presented to whole class.
• At the end of the presentation ask for questions from the
audience.
INVENTION INFORMATION GRAPHIC ORGANIZER
NAME OF INVENTION INVENTOR AND PURPOSE OF PROBABLE CAUSE EFFECTS OF
YEAR INVENTED INVENTION OF INVENTION INVENTION