3. COMPARISON OF VIEWS ON
INTELLIGENCE
•3
Old view New view
Intelligence is fixed Intelligence can be developed
Intelligence was measured by a
number
Intelligence is not numerically
quantifiable and is exhibit during a
performance or problem solving
process
Intelligence was unitary Intelligence can be exhibited in
many ways
Intelligence was measured in
isolation
Intelligence is measured in
context/real life situation.
Intelligence was used to sort
students and predict their success
Intelligence is used to understand
human capacities and the many
and the varied ways students can
achieve
5. 8 Intelligences – by Dr. Howard Gardner
1. Linguistic
2. Logical/ Mathematical
3. Spatial
4. Bodily/ Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic
•9. existential
•intelligence
6. Can you define inte llig e nce ?
Toni Morrison
Linguistic Intelligence
• Skilled with words
• “The Word Player”
7. Can you define inte llig e nce ?
Albert Einstein
Logical/ Mathematical
Intelligence
• Skilled with numbers &
reasoning
• “The Questioner”
8. Can you define inte llig e nce ?
Milton Caniff
Spatial Intelligence
• Skilled with pictures &
images
• “The Visualizer”
9. Can you define inte llig e nce ?
Cy Young
Bodily/ Kinesthetic
Intelligence
• Physical skill
• “The Mover”
10. Can you define inte llig e nce ?
Doris Day
Musical Intelligence
• Skilled with melody &
rhythm
• “The Music Lover”
11. Can you define inte llig e nce ?
James A. Garfield
Interpersonal Intelligence
• Skills of social
understanding
• “The Socializer”
12. Can you define inte llig e nce ?
Helen Keller
Intrapersonal Intelligence
• Skills of self-knowledge
• “The Individual”
13. Can you define inte llig e nce ?
Sacagawea
Naturalistic Intelligence
• Skills of making
connection to elements
in nature
• “The Outdoorsman”
14. Linguistic
If you have strong linguistic intelligence you
might learn better by
• Reading
• Memorizing
• Playing word games (Scrabble, Anagrams, Password)
• Making up rhymes, puns
• Using the internet
15. Logical/Mathematical Learner
If you have strong logical-mathematical
intelligence you might learn better by
• Recording information systematically
• Setting up experiments (“What if…?”)
• Playing strategy games (Chess, Checkers)
• Analyzing data
• Asking logical questions
• Using the internet
16. Spatial Learner
If you have strong spatial intelligence you
might learn better by
• Studying pictures
• Watching videos
• Using visual, tangible aids
• Doing mazes, puzzles
• Making predictions
• Using the internet
17. Bodily/Kinesthetic Learner
If you have strong bodily-kinesthetic
intelligence you might learn better by
• Doing role plays
• Constructing physical examples
• Exercising while reviewing
• Visiting museums, institutions, parks
• Asking logical questions
• Using the internet
18. Musical Learner
If you have strong musical intelligence you
might learn better by
• Listening to recordings
• Talking to yourself
• Making up songs
• Mentally repeating information
• Reading aloud
• Changing tempo
19. Interpersonal Learner
If you have strong interpersonal
intelligence you might learn better by
• Studying in groups
• Comparing information with others
• Interviewing experts
• Relating personal experiences
• Being a teamplayer
• Doing cooperative projects
20. Intrapersonal Learner
If you have strong intrapersonal
intelligence you might learn better by
• Avoiding distractions
• Establishing personal goals
• Playing solitary games
• Setting own pace
• Working alone
• Relating personal experiences
21. Naturalistic Learner
If you have strong naturalistic intelligence
you might learn better by
• Studying outside
• Learning in the presence of plants & pets
• Relating environmental issues to topics
• Smelling, seeing touching, tasting,
• Observing natural phenomenon
23. •11/27/16
Samuel t. : Mastery Learner
I will often make a list of my next day’s activities
so I can be ready . Then I can check them off
when I get them done, which usually happens. I
don’t mind class projects, as long as the teacher
gives us an exact set of directions as to what is
due and when. Usually I turn in those projects a
few days early to make sure I have them done.
Teachers like my work , although they say that I
need to be more flexible and realize that there
isn’t always a right and wrong answer. I am not
exactly sure what they mean by that. I come to
school to learn, and so I like it when the teacher
shows me exactly what to do and what the
answers are. I know I have mastered the material
when I get a test or project back and everything
on it is 100 per cent right.
24. •11/27/16
•24
Nina f: SELF-EXPRESSIVE
LEARNER:
other kids usually like to have me on their project team
because I always have lots of ideas. I like it best when
the teacher says, “ you pick a project and create what
you want” Do you think that’s what school should be for?
I mean, it should be a place where they let you come
and explore ideas instead of page after page of stuff! I
really like thinking of things to do, although all of my “
brainy ideas "don't always come off. Of course the more
ideas we come up with and the crazier they are, the
better for me. I sometimes get into trouble because I
finish assignments at the last minute. I don’t really forget
them , it’s that some of the routine junk really bores me.
Sometimes I’ll get so involved in an idea that’s not
necessarily the one we’re working on , I forget about the
one I have to turn in!
25. •11/27/16
Nacy t: UNDERSTANDING LEARNER
I like learning about ideas and their history and the
reason that people believe in them. The part of the class
that I like best is when we get a chance to really think
through a topic , usually on paper but some but
sometimes out loud in discussion. I remember my mom
saying that as alittle kid I was always asking “ why” I
guess that hasn’t change much . If people give me
achance to compare choices and make my own
decisions, I usually make the right one. I think school is
a great place to find out all sorts of things if after a long
discussion or an assignment, I habe been able to look at
all the different viewpoints and start to understand them ,
then I feel like I haven’t wasted my time.for this reason I
guess I like essay test the best because they give me
some time to really express my opinions and prove my
ideas.
26. •11/27/16
Shamirf: INTERPERSONAL LEARNER
you might call me people person . It always
makes me feel good to know that I helped
someone, even if it’s just talking something over.
Now that I think about it, I have always been the
one moved by the teacher because I talk so much
in class. That never bothered me so much
because then I got to meet new people! I wasn’t
trying to go against the teacher . It’s just that I find
more interesting doing work with a friend or a
group than by myself. That’s the best thing about
school-lots of action among friends. People have
told me that I get too “emotionally involved” with
everything, but I really like finding out how others
feel about things and what they are doing about
them. I am happiest when the teacher divides us
into groups to develop some project together, and
I really get into an assignment when it relates
somehow to me.
27. •Prepared by : Via
abayon:::
•RANK THE FOUR CHARACTERS
ACCORDING TO THEIR SIMILARITY
TO YOU :
• 1. Not at all like me;2.a little like me;3.somewhat likes me;4. a lot like meSamuel T. Nina F. Nancy T. ShamirF.
Hinweis der Redaktion
1993 Nobel Laureate in Literature
who in novels characterized by visionary force and poetic import, gives life to an essential aspect of American reality.
Background
Born: 1931, Lorain, OH, U.S.AResidence: U.S.A
the Pulitzer Prize in 1988. NovelsThe Bluest Eye. New York: Holt, Rinehart & Winston 1970Sula. New York: Knopf 1973Song of Solomon. New York: Knopf 1977Tar Baby. New York: Knopf 1981Beloved. New York: Knopf 1987Jazz. New York: Knopf 1992PlaysDreaming Emmet (performed 1986, but unpublished)EssaysPlaying in the Dark-Whiteness and the Literary Imagination. Cambridge, Massachusetts, London, England: Harvard University Press 1992. Racing Justice, Engendering Power: Essays on Anita Hill, Clarence Thomas and the Others on the Constructing of Social Reality. Ed. and introduction Toni Morrison, Chatto and Windus 1992.
TIME magazine’s most important person of the century. “…Only recently Canadian researchers, probing those pickled remains, found that he had an unusually large inferior parietal lobe--a center of mathematical thought and spatial imagery--and shorter connections between the frontal and temporal lobes…”
Born February 28, 1907 this Hillsboro, the Ohio native graduated from Ohio State University in 1930. Moving to New York City in 1932 he secured a job with the Associated Press Syndicate and created his first strip, "The Gay Thirties", a single panel strip. In 1933 he created his first popular character in "Dickie Dare", an adventure strip featuring a small boy.
The following year, when Captain Joseph Patterson was looking for an artist/writer to create a new adventure strip fro the Daily News, he tapped Caniff, who in turn created "Terry & the Pirates", and the rest is history.
Terry was an immediate smash hit when it debuted on October 22, 1934 (as a daily strip, the Sunday page first appeared in December), and it's success propelled Caniff forever into the eyes of the American public.
v
FULL NAME: Denton True YoungBORN: March 29, 1867 Gilmore, OhioDIED: November 4, 1955 Newcomerstown, OhioSUMMARYHeight: 6'2" Weight: 210 Threw: Right Position: Pitcher Got the nickname "Cy" because of his cyclone-like fastball. Made his major league debut at the age of 23 for Cleveland against Chicago. In that debut, he pitched a three-hitter and won the game 8-1. He pitched for 22 years and won 511 games which is still a record today. He also holds the record for most losses in a career with 313. He holds the major league record for complete games with 751. He holds the major league record for innings pitched with 7,356. He is fourth on the all time list for shutouts with 76. He won 20 or more games in sixteen seasons. He won 30 or more games in five seasons. He started 40 or more games eleven times in his career.
Born Doris Mary Ann von Kappelhoff in Cincinatti, Ohio on April 3, 1924, she had originally hoped to be a ballet dancer, but that dream died when she was seriously injured in an automobile accident and was hospitalized for a year at the age of 14, just after winning a talent contest as a dancer.
But she didn't let that stop her. She took singing lessons, and got jobs singing with bands in the 1940s, including Bob Crosby and Les Brown. She later appeared with Frank Sinatra and Artie Shaw on "Saturday Night Hit Parade." She first appeared on film in 1948, in "Romance on the High Seas," when Betty Hutton was unable to do the part.
She lent her talents to a string of Warner Brothers light musical comedies from 1949 to 1955, including "It's a Great Feeling," "My Dream Is Yours," "Tea for Two," "The West Point Story," "Lullaby of Broadway," "On Moonlight Bay," "April in Paris," "I'll See You in My Dreams," "By the Light of the Silvery Moon," "Lucky Me," and "Young at Heart." Her most memorable films during this period were probably "Calamity Jane" (1953), Alfred Hitchcock's remake of "The Man Who Knew Too Much" (1956), in which she appeared with Jimmy Stewart and sang what was to become her trademark song, "Que, Sera, Sera," and 1957's "The Pajama Game," the Broadway hit that featured brilliant choreography by Bob Fosse.
He was born in Cuyahoga County, Ohio, in 1831. Fatherless at two, he later drove canal boat teams, somehow earning enough money for an education. He was graduated from Williams College in Massachusetts in 1856, and he returned to the Western Reserve Eclectic Institute (later Hiram College) in Ohio as a classics professor. Within a year he was made its president.
At the 1880 Republican Convention, Garfield failed to win the Presidential nomination for his friend John Sherman. Finally, on the 36th ballot, Garfield himself became the "dark horse" nominee.
By a margin of only 10,000 popular votes, Garfield defeated the Democratic nominee, Gen. Winfield Scott Hancock.
Meet Helen Keller, a woman from the small farm town of Tuscumbia, Alabama who taught the world to respect people who are blind and deaf. Her mission came from her own life; when she was 1 1/2, she was extremely ill, and she lost both her vision and hearing. It was like entering a different world, with completely new rules, and she got very frustrated. By the time she was 7, her parents knew they needed help, so they hired a tutor named Anne Sullivan.
Sacajawea was born about 1790 in what is now the state of Idaho. She was one of the "Snake People," otherwise known as the Shoshone. Her name in Hidatsa was Tsi-ki-ka-wi-as, "Bird Woman. In Shoshone, her name means "Boat Pusher." She was stolen during a raid by a Hidatsa tribe when she was a young girl and taken to their village near what is now Bismark, N. Dakota. Some time afterward the French-Canadian trapper and fur trader, Charbonneau bought Sacajawea and her companion, Otter Woman, as wives. When her husband joined the expedition at Fort Mandan in the Dakotas, Sacajawea was about 16 years old and pregnant.
The expedition spent the winter at Fort Mandan and Sacajawea's baby, Jean Baptiste Charbonneau, was born on Feb. 11 or 12, 1805. He was also given the Shoshone name, Pomp, meaning First Born.
The expedition resumed the westward trek on April 7, 1805. Their route was along the Missouri River, west to the mountains. On May 14, 1805 an incident occurred which was typical of the calmness and self-possession Sacajawea was to display throughout the journey. The incident was recorded in the diaries because of it's significance to the success of the expedition. On that day, the boat Sacajawea was in was hit by a sudden storm squall. It keeled over on it's side and nearly capsized. As the other members of the crew worked desperately to right the boat, Sacajawea, with her baby strapped to her back, busied herself with retrieving the valuable books and instruments that floated out of the boat. They had been wrapped in waterproof packages for protection and, thanks to Sacajawea's courage and quick actions, suffered no damage.
Contrary to popular opinion, Sacajawea did not serve as a guide for the party. She only influenced the direction taken by the expedition one time, after reaching the area where her people hunted she indicated they should take a tributary of the Beaverhead River to get to the mountains where her people lived and where Lewis and Clark hoped to buy horses.
On August 15, 1805 Sacajawea was re-united with her tribe, only to learn that all her family had died, with the exception of two brothers and the son of her oldest sister, whom she adopted. One of her brothers, Cameahwait, was head chief of the Shoshone. The Shoshone chief agreed to sell the party the horses they needed for the trek through the mountains. He also sketched a map of the country to the west and provided a guide, Old Toby, who took them through the mountains and safely to the Nez Perce country. where they resumed river travel.
Throughout the expedition, Sacajawea maintained a helpful, uncomplaining attitude of cheefulness in the face of hardship. This was so remarkable that it was commented on by all the men who kept diaries. There is one record of her complaining, however. While wintering on the Columbia River before starting their journey back to the east, nearby Indians reported that a whale had washed up on the beach about 35 miles from the fort. Sacajawea said that she had traveled a long way to see the great waters and, now that a monstrous fish was also to be seen, she thought it "very hard" that she could not be permitted to see it, and the ocean too. Captain Clark took a party of two canoes, including Sacajawea and her husband, to find the whale and possibly obtain some blubber. By the time they arrived there was nothing left but the skeleton, but they were able to buy about 35 pounds of blubber.
After the expedition was over in the summer of 1806, Sacajawea, her husband and son remained at Fort Mandan where Lewis and Clark had found them. In August 1806, Captain Clark wrote to Charbonneau and invited him to come to St. Louis and bring his family, or to send Jean Baptiste to Clark for schooling.
Charbonneau and Sacajawea accepted the offer and lived near St. Louis for a time. In March 1811, however, Charbonneau sold his land back to Clark and returned to the Dakotas with Sacajawea. Their son remained in St. Louis in the care of Cpt. Clark, who was the Indian Agent of the Louisiana Purchase at that time.
What became of Sacajawea after leaving St. Louis? There are two widely varying stories, with no proof of either. The first is that she died on Dec. 20, 1812. This information came from the records of John C. Luttig, the clerk at Ft. Manuel, SD who wrote: "This evening the wife of Charbonneau, a Snake squaw, died of a putrid fever. She was a good and the best woman in the fort, aged about 25 years. She left a fine infant girl." It is a fact that, in March 1813, John Luttig returned to St. Louis with a baby whom he called "Sacajawea's Lizette." In August 1813, he applied to be her guardian, as well as that of a boy called "Toussaint," but the court record shows his name crossed out and Cpt. William Clark's written in. Jean Baptiste Charbonneau was often called Toussaint. John Luttig died in 1815.
Shoshone oral tradition says that Sacajawea did not die in 1813, but instead, wandered the west for a few years and eventually returned to her tribe on the Wind River Reservation. Tradition says she died there on April 9, 1884, a venerated and influential member of the tribe, and is buried between her son, Jean Baptiste, and her sister's son, Bazil, whom she adopted. There is a monument over the grave on the Wind River Reservation, of the woman called Sacajawea. Many people who were living at the time wrote and told that it was she who traveled with Lewis and Clark to the great water and that the woman who died at Fort Manuel was another wife of Toussaint Charbonneau.
There is no record of what became of Lizette. There is a baptismal record in Westport, MO for Victoire, daughter of Joseph Vertifeuille and Elizabeth Carboneau. It is not known if this was Lizette Charbonneau, Sacajawea's daughter or not.
Jean Baptiste Charbonneau lived at least until 1866. His life can be traced through various records of explorers and fur traders up until that time. He was said to be a remarkable man; superior as a guide and trapper, but also well-educated and conversant in French, German and Spanish as well as his native Shoshone. He was with Prince Paul of Wurttemberg on his travels of the American West in 1823, and returned with him to Germany where he stayed for several years, returning in 1829.
He was with Jim Bridger in 1832, with Kit Carson in 1839 and in charge of a fur-trading party in 1842 when they met Charles Fremont. He was included in George Frederick Ruxton's book, "Life in the Far West" as one of the important fur traders of that time. He was with Lt. Abert on an exploration down the Canadian River and with Col. Philip Cooke and his troops from New Mexico to California. In 1866 he started for the gold fields in Montana and Idaho, but is said to have died on Cow Creek near the present town of Danner, Oregon in 1866. Shoshone oral traditions, however, say that he returned to his tribe during that time and was re-united with his mother, Sacajawea where he lived until his death in 1885.
Related Web Sites
Lewis & Clark The PBS companion web site to the film by Ken Burns
Lewis & Clark Trail sponsored by Heritage Trail, Inc.
Roster of Lewis & Clark Expedition List of the men who accompanied Lewis & Clark.
For comments or questionsplease e-mail Tawodi.
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