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Mrs. Sligting’s Classroom Edit display name

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In my Utah History class, I have found that the biggest gap in my student's learning in light of COVID-19 is their ability to understand and analyze primary sources. Reading levels are lower and attention spans are shorter than I have ever seen. So students are trying to cope by putting on a mask of "I'm too cool for school." My mission is to engage the coolest 12 year old by offering them a box of Legos or playdoh to depict what they learned. This project will help me show students that primary sources are a fun and enlightening way to look at a historical event. "They Called Us Enemy" is a graphic novel depicting George Takei's firsthand experience in the Japanese Internment camps. I believe that it is an example of an engaging primary source that will help students empathize with this hard moment in American and Utah history. As we read, I will have students show what they learn by asking them to define "Internment" with playdoh or create a representation of George's experience through Legos. My hope is that they will be engaged and excited about history and I will have more success in assessing learning and comprehension.

About my class

In my Utah History class, I have found that the biggest gap in my student's learning in light of COVID-19 is their ability to understand and analyze primary sources. Reading levels are lower and attention spans are shorter than I have ever seen. So students are trying to cope by putting on a mask of "I'm too cool for school." My mission is to engage the coolest 12 year old by offering them a box of Legos or playdoh to depict what they learned. This project will help me show students that primary sources are a fun and enlightening way to look at a historical event. "They Called Us Enemy" is a graphic novel depicting George Takei's firsthand experience in the Japanese Internment camps. I believe that it is an example of an engaging primary source that will help students empathize with this hard moment in American and Utah history. As we read, I will have students show what they learn by asking them to define "Internment" with playdoh or create a representation of George's experience through Legos. My hope is that they will be engaged and excited about history and I will have more success in assessing learning and comprehension.

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