Identities and American Historya) EVERYONEb) AMERICAN HISTORY OR SOCIAL STUDIES TEXTBOOK INVESTIGATIONHISTORY AND DEMOCRACY WORKSHOP ASSIGNMENTSDUE WEDNESDAY, JAN. 18 (WEEK 2) The American School, 6 th Edition Jigsaw, Chapters 2, 3, 4 Read your assigned chapter (2, 3, OR 4) and skim the other two. Prepare to share yourassigned chapter in jigsaw next week. This means you need to identify the major concept(s) in your chapter and important details related to those concepts, and decide how you can effectively share the information in a jigsaw group. Also identify whether and how the Principles of Correspondence presented in class are present in the chapteryou read. Your group will be composed of three people. Each of you will help the other two become familiar with the argument and content of your assigned chapter. The group will have about 45 minutes to work together – each person has about 15 minutes to share concepts and information.My advice: First, read through your chapter WITHOUT taking notes. When you have finished reading, write down what you think is/are the major organizing concept(s)/thesis/theses. Then list as many key ideas related to the major concept(s) as you can without looking back at the text. Using your notes, go back through the text and make an outline or chart that depicts relationships and supporting details. You mightwant to create an additional visual aid to help your group follow the information as you present/share it. Include the Principles of Correspondence in your discussion of your chapter.To be handed in:1. An outline or relational chart of major concept(s) and supporting examples, and the Principles of Correspondence. 2. Based on your outline or chart, write SLOs to represent what you determine would be essential for your group to understand about your chapter to have a thorough understanding of the material. Highlight or bold the objectives that you plan to address during the jigsaw (remember, you can’t do everything so you have to decide what the central arguments are, why they are important, and how they are supported). 3. Then, create assessment questions related to your SLOs. If you are preparing Chapter 2, write TWO multiple-choice questions about important concepts or information in the chapter. If you are preparing Chapter 3, write ONE matching and ONE fill-in-the-blank question about important information or concepts. If you are preparing Chapter 4, write ONE short essay question and create the rubric for scoring the CONTENT of the answer. Send SLOs and questions to Sherry’s email by Sunday, Jan. 15 at 6 p.m. 4. Each person should also find out what was happening relevant to his/her Masters question during the time period of her/his assigned chapter and make a list to bring to class.  Democracy Project DecisionChoose the democracy project you want to work on this quarter. Presentations will be during weeks 7 and 9. Click on this link for a description of the projects. I plan on providing time during class Week 2 for the groups to meet and get organized.DUE WEDNESDAY, JAN. 25 (WEEK 3) Identities and American History On Wednesday, Jan. 11, you rolled an identity to represent in this assignment. No one, of course, can completely understand the complexities, joys, and challenges of another person’s identity – this assignment does not intend for you to become someone you aren’t or to make light of the inter-relationships of identity, power, and privilege in this country. However, to become more aware of how your future students might experienceschool, and to consider how you might make “history” more inclusive for all students, you are asked to hold in mind and cherish the identity you rolled as you read chapters 5 & 7 in Spring’s The American School, 6th Edition and Chapters 4 & 5 in American Education, 12th Edition and complete one of the exercises for this assignment. a) EVERYONEAFTER you complete either the textbook investigation or the story-telling project, read chapters 5 & 7 in The American School and chapters 4 & 5 in American Education. Make an outline or visual organizer to represent the key ideas. Identify which of the Principles of Correspondence are represented and how. For each chapter, write one to three sentences or a poem that summarizes the central ideas. Bring this work to class.b) AMERICAN HISTORY OR SOCIAL STUDIES TEXTBOOK INVESTIGATIONThe first step in this assignment is to borrow a social studies or history textbook fromthe school in which you are observing this quarter. The text must focus on Americanhistory. Your task is to skim the text from the perspective of the identity you rolled and from the age level the text targets. Starting at the beginning of the text, spend about an hour browsing through the chapters. Pay attention to headings, pictures, illustrations, and charts. Make a note of the page number where you first encounter a reference to, or information about, your identity. Jot down the kinds of messages you would receive as a youth reading this text. How is your identity represented? IS your identity, or some part of your identity, represented? Are the representations stereotypical? One-dimensional? Complex? How would you think about the relationship of your ethnicity, gender, class, religion, sexual orientation, etc., to American history, society, and democracy based on the text? How are the Principles of Correspondence in evidence in the text? Bring your notes to class.Now think about how you felt as you allowed yourself to experience your textbook from the perspective of the rolled identity. What do you think a child or youth might want to tell a teacher about how she/he reacted to the text? What do you think a child or youth of the rolled identity might want to see changed about the text or added to the curriculum? Write a letter to one of YOUR former teachers expressing these feelings, thoughts, and ideas to the teacher. (Assume the child or youth DOES want to express her/his point-of-view.) Bring your letter to class to read in a small group.As you may have seen from browsing your history text, many voices and perspectives are omitted, under-represented, or misrepresented. So, YOU now havean opportunity to broaden the history your future students learn about! To gather information about the identity you are representing, use the history homework links,web-sites you find, or books such as Lies My Teacher Told Me, People’s History of