TABLEAUX: Thinking About History and Learning Targets...

Happy Wednesday Gang,

      Yesterday, as we were wrapping up our work session for history, we began to discuss the learning targets for our tableaux projects.  Here are the learning targets we are trying to hit through text, media, collaboration, and performance:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings.

I can apply content in order to evaluate relationships of people and ideas and draw conclusions.

      How are we showing that we are meeting these learning targets by creating our tableaux?  What are some of the main ideas or THEMES that are being displayed through our tableaux?  Can we find any patterns that reoccur?

Sincerely,

C






From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Check out this video on YouTube:

http://youtu.be/Q_VVGafuMwk

Separate. Isolate. Recombine.

      Every history has a story.  Every story has a history.  And, a picture is worth a thousand words.  This simple truth and well known statement is why tableaux function so well for constructing meaning.  As I said in the blog post from yesterday, nothing in history happens in isolation.  There are always bigger things at work.  There always seem to be multiple things that need to be taken into account.  Keep this in mind as you work in your groups today to practice and finish your tableaux.

      Another item from the blog post yesterday was the introduction of a trick.  Separate.  Isolate.  Recombine.  Click on the link Google Image Search: The Great Depression.  What you will find is a slew of images connected to the Great Depression.  If we conducted an analysis, we could probably find certain images that would fit into categories.  This would be the first step in the trick: Separate.  Once separated, we can isolate a certain few that would tell the story we want for our tableaux.  When we have separated and isolated the images we want to use in constructing meaning, we can then recombine them in a way that makes sense to us and others.  This last part of the trick would illustrate, recombining.  Synthesis, coalescing, and recombining are all part of constructing meaning.  It is the hope of this teacher that you find making sense of history similar to making sense of  text or media.  Separate.  Isolate.  Recombine.

      In closing, look at the learning targets below.  Be ready to share an answer to this question: How are we showing that we are meeting these learning targets by creating our tableaux?

2 Media in Social Studies: Identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

3 Content in Social Studies: Apply content in order to evaluate relationships of people and ideas and draw conclusions

     

     











From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Your Brain Is Hooked on Being Right - Judith E. Glaser - Harvard Business Review

http://blogs.hbr.org/cs/2013/02/break_your_addiction_to_being.html?utm_medium=linkedin&utm_campaign=Biz+101&utm_source=twitterfeed


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Tableaux...

Here are some examples of tableaux from the book. Read the captions if possible.

Be in the Mystery: Separate, Isolate, Recombine...

Happy Monday to you,

      Every story has a history, and every history has a story.  We will attempt to tell the story of the Great Depression with the tableaux we create this week.  As we conduct our analysis and synthesis this week remember that nothing in history happens in isolation.  There are always bigger things at work.  There always seem to be multiple things that need to be taken into account.  That said, when we analyze we think in terms of BEFORE/DURING/AFTER.

      There is a neat trick that can help our analysis.  Keep this neat trick in mind as we move into our groups, revisit our graffiti, look through our texts, and conduct our tableaux:
1. SEPARATE.  
2. ISOLATE.  
3. RECOMBINE.  

      The Tableaux strategy is a series of scenes presented by groups of four to eight students who

are frozen in poses or positions that depict an historical event, famous speech, scientific concept, or scene from a novel. One student reads the Tableaux captions while the others create the scene being described (Wilhelm 2002). The Tableaux script can be based on existing text (textbook, novel, short story, magazine article) or original text written in response to something the students have read or studied.  Below, you will find the link to the youtube video we watched last week.  What makes a good tableaux?  What are some different variations or ways to make our tableaux different?  Enjoy, and have fun together.

Tableau: Theater and Language

Yours truly,

C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy