1. Kim Watkin: US History Becca Baker: ELL

2. Language and Content as cogs whose seamless and harmonious engagement transmits successive motive energy to learner. US History Content Language

3. 2 teachers 23 students 10 native-speakers 13 ELLs Canada, China, Democratic Republic of Congo, Brazil, Croatia, Vietnam, India “Beginning-Bridging” 4 of 13 in “Companion Class” Pre-teach, build background, English and US History interwoven

4. In 8 days we asked students to: Examine key differences and the tension that existed between the North and the South. Investigate the political chain of events impacting Reconstruction policies after Lincoln’s assassination. Compare and contrast the social and economic impact Reconstruction had on Northerners, Southerners and African Americans. Explore political, social, and economic factors that contributed to the collapse of Reconstruction. Identify the elements of a political cartoon and describe how those elements present a point of view. Demonstrate understanding of Reconstruction through use of multiple intelligences. Assess understanding of political, social and economic factors contributing to the collapse of Reconstruction.

5. WIDA: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. Formative: “Poster Presentation” “Plays in a Bag” “Gallery Exercise” “Political Satire” Summative: “Multiple Intelligence” Open-note quiz Evaluative Tools: “Folder checks” Rubrics (for all projects) Self-evaluations Group evaluations

6. Identify three solutions offered by Radical Republicans or President Lincoln. POSTER PRESENTATION:

7. PLAYS IN A BAG: Examine, through dramatization, the four factors that contributed to the collapse of Reconstruction.

8. Explore documents related to Reconstruction and discuss how Northerners, Southerners and African Americans were impacted by Reconstruction.

9. POLITICAL SATIRE: Make inferences, using knowledge of “elements of political satire,” as to what messages are being conveyed in political cartoons.

10. MULTIPLE INTELLIGENCES: Demonstrate understanding of Reconstruction through use of one “intelligence.” MusicalIntrapersonal Visual Interpersonal LinguisticLogical Kinetic

11. Having a history and an ELL teacher in the classroom is helpful because: “…helps clear doubt… I feel more confident” “…sometimes I need an extra explanation, and I feel I can do this in our class…” “…I feel less worried… sometimes I worry that I will not understand something…” Being enrolled in ELL/US History is helpful because: “…it helps me to be ready for our US history class…” “…we see history in English because we read books that are about history, but we do English things…” “…it makes me think that English and history are connected…”

12. First quarter grades, following Reconstruction Unit