Inquiry: Susan B. Anthony and Frederick Douglass

This article describes an inquiry lesson, recommended for grades 4-6, which explores Susan B. Anthony and Frederick Douglass’ 45 year relationship as allies, fighting for equal rights for African Americans and women during the 1800\u27s. The lesson uses the National Council for the Social Studies (NCSS) Notable Trade Book for Young People award winner, Friends for Freedom: The Story of Susan B. Anthony & Frederick Douglass. Highlighted in the story line are the abolitionist movement, U.S. Civil War, Emancipation Proclamation, Susan’s famous 1872 arrest for voting, and the 13th, 15th, and 19th Amendments to the U.S. Constitution. Descriptions of historic equal rights challenges and successes, made possible through an unlikely partnership between two activists during the 1800\u27s, extends students’ historic knowledge and skills through primary source analysis, interpreting characters and events, Socratic seminar, and monument and memorial study. The lesson’s central purpose is to help students actively examine historic U.S. equity issues and civil rights history

Inquiry: Susan B. Anthony and Frederick Douglass

This article describes an inquiry lesson, recommended for grades 4-6, which explores Susan B. Anthony and Frederick Douglass’ 45 year relationship as allies, fighting for equal rights for African Americans and women during the 1800\u27s. The lesson uses the National Council for the Social Studies (NCSS) Notable Trade Book for Young People award winner, Friends for Freedom: The Story of Susan B. Anthony & Frederick Douglass. Highlighted in the story line are the abolitionist movement, U.S. Civil War, Emancipation Proclamation, Susan’s famous 1872 arrest for voting, and the 13th, 15th, and 19th Amendments to the U.S. Constitution. Descriptions of historic equal rights challenges and successes, made possible through an unlikely partnership between two activists during the 1800\u27s, extends students’ historic knowledge and skills through primary source analysis, interpreting characters and events, Socratic seminar, and monument and memorial study. The lesson’s central purpose is to help students actively examine historic U.S. equity issues and civil rights history

Inquiry: Tragic Journeys of Enslaved African People Exposed through Shipwreck Archaeology

This article describes an inquiry lesson, recommended for upper elementary and middle level students. One primary aim of the lesson is to explore shipwreck archeology to focus on the overseas journeys of enslaved African people during the transatlantic slave trade. A second aim is for students to recognize how the slave trade’s exploiters caused sustained damage to the principles of Black equality, producing systemic racism for centuries and into contemporary times. In this lesson, students inquire and discover nuanced information about the historic slave trade by studying clues from sunken slave ships. Students begin by closely observing artifacts found in the Henrietta Marie, an English merchant ship. Collaborative groups rotate through digital research centers: a) transatlantic slave trade maps, b) ships and transit, and c) additional artifacts. Students collect written and visual data, create interpretive narratives about the transatlantic slave trade, and provide evidence for their claims. Further knowledge is constructed as interpretations are compared with facts. To extend archeological research, additional resources focus on the Clotilda, discovered in the Mobile River, Alabama (2019), and the rich legacy of surviving, enslaved Africans who built Africatown near the city of Mobile

Historical Inquiry: Who has the Power? Using Film to Introduce Students to Medieval Social Class Structures

Using film in the classroom to teach history has long been endorsed as an effective pedagogical method when the lessons’ purposes and goals are clearly supported with facts. This article, which includes a National Council for the Social Studies C3 inquiry-based lesson plan, is targeted for educators who aspire to help students understand basic European Medieval history and engage in critical thinking. Medieval history is listed in many U.S. state curriculum standards and international teaching benchmarks; thus, this lesson contributes a teaching-ready source, particularly to introduce students to historical concepts, geographies, and politics (i.e., power structures). Clips from A Knight’s Tale (2001) were selected because they convey, to the modern audience, various social hierarchies. This lesson was created for upper elementary and middle school grades, though it can be adapted for other grade levels, including social studies pre-service teacher education. All resources for teachers and students are provided, and suggestions for digital tools are inserted throughout the lesson plan

PreK–5 Teacher Views of Professional Development Integrating Common Core Language Arts With Science and Social Studies

Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, this study offers researched insights.Collectively, research from various locations and school cultures benefits those needing to structure realistic professional development designs

Cumulative Risk Distribution for Interval Invasive Second Breast Cancers After Negative Surveillance Mammography.

The aim of the current study was to characterize the risk of interval invasive second breast cancers within 5 years of primary breast cancer treatment. We examined 65,084 surveillance mammograms from 18,366 women with a primary breast cancer diagnosis of unilateral ductal carcinoma in situ or stage I to III invasive breast carcinoma performed from 1996 to 2012 in the Breast Cancer Surveillance Consortium. Interval invasive breast cancer was defined as ipsilateral or contralateral cancer diagnosed within 1 year after a negative surveillance mammogram. Discrete-time survival models—adjusted for all covariates—were used to estimate the probability of interval invasive cancer, given the risk factors for each surveillance round, and aggregated across rounds to estimate the 5-year cumulative probability of interval invasive cancer

Five-Year Risk for Interval-Invasive Second Breast Cancer

ic le articl

Supporting English Language Learners in the Elementary and Secondary Classrooms: How to Get Started

H ow to instruct and communicate with nonEnglish proficient students in the regular classroom is a common fear for teachers at all levels. Some frequent questions are, "How do I know how much English they can speak and read?" "How do I teach them the content if they don't understand what I'm saying?" "How do I know they understand the lesson objectives, if I don't understand what they are saying?" "What if I offend them?" Regular education teachers have limited time for professional development specific to educating non-English proficient students, therefore, this article develops from the experiences of regular educators and attempts to provide classroom teachers with the initial steps for accommodating English Language Learners (ELL) in their classrooms. Step 1 -Access Background Knowledge Teachers should first investigate and discover what the students already know. Before classes begin, teachers should study school records and talk with other teachers. Test scores, possible referrals to special education, information from ELL teachers, and reports from counselors found in a student's permanent record could contribute to an overall picture of the student's profile. Independent Education Plans (IEP), found in permanent records, explain how the classroom teacher can accommodate or modify instruction and learning activities for an ELL student. In the case of a student new to the school, records transfer from the former school before the student is admitted, so written information should still be available. If, though, a student has not been in school and has no record, a teacher must be more proactive; search for alternative sources and ask about the referral process for obtaining an IEP. To discover an individual's level of language development, teachers should confer with ELL instructors and study test results. Some school districts give proficiency tests to assess language Supporting English Language Learners in the Elementary and Secondary Classrooms: How to Get Started Glee Whitsett: University of Montevallo Janie Hubbard: University of Alabama Learning how to communicate and instruct non-English proficient students in a regular classroom is a challenging task, especially for novice teachers. New teachers need to overcome fear, insufficient pedagogical knowledge, and lack of teaching experience; therefore, getting started can be the most overwhelming part of the process. This article attempts to provide regular education teachers with the initial steps for accommodating English Language Learners (ELL) in their classrooms. Perspectives from both elementary and secondary classroom settings are compared, and practical advice about how to assess students' prior knowledge, select teaching strategies, and assess students' ongoing progress is included and discussed

Judy Garman and Susan Hubbard in a Joint Senior Recital

This is the program for the joint senior recital of contralto Judy Garman and pianist Susan Hubbard. Pianist Janie Heffington assisted Garmon. The recital took place on November 24, 1975, in the Mabee Fine Arts Recital Hall

The influences of multimodality on international Chinese students' identity negotiation while using l2 literacies skills

This research explored how three newly arrived Chinese ELI students interacted with multiple modes and tools to (re)construct multiple identities. It also examined to what extent multimodality influenced these three ELI students’ identity negotiation. Having conducted interviews, observed class interactions, and collected documents, such as WeChat discussion exchanges, this research found that these three ELI students experienced embarrassment in different contexts and had difficulty to claim their identities due to limited English proficiency. However, the use of multiple modes and tools helped them gain access to communities of L2 literacies practices, in which they (re)constructed viable and ideal identities as culture brokers, deep and creative thinkers, information providers, and competent L2 learners and users. This research also suggests that Chinese students’ Chinese names and keepsake improved their agency, which empowered them to employ multimodality to participate in different communities of practices to develop identities. (Published By University of Alabama Libraries