6/10/14

Students had the entire class to work on their WebQuest timelines.  Timelines are due today.  Please finish each step of the timeline and submit the link through the Google Form located at the bottom of the WebQuest.

Homework: Finish the Timeline on the WebQuest.  Submit through the form at the bottom of the WebQuest. Look at the scoring rubric to ensure you have fulfilled each requirement of the project.

6/10/14- If you finish the WebQuest

A few options:

The Original Oregon Trail Game

If you can't install the plug-in, try this:

Oregon Trail

U.S. Geography Games

6/9/14

We only had periods 1 and 2 today due to the algebra final in the afternoon.

Students worked on their timelines for the WebQuest project. 

The timelines are due by the end of the day on Tuesday. I need the projects on Tuesday so I can have them graded by the time grades close later this week.

Homework: Finish the timeline.  Periods 1 and 2 will have shortened classes tomorrow due to an assembly.  Periods 5-7 will have normal classes tomorrow, but they should try to finish the project by the end of class.

6/5/14

Final day for WebQuest research. 

I began class by demonstrating the "Top 10 List" and timeline. 

First, students finished-up their research in class.  Then they ranked the most significant events of the war, using the criteria provided on the WebQuest.  They recorded this information onto a form they will use on their timelines.  Students will finish the lists tomorrow and begin constructing the timelines.

Civil War WebQuest

Homework:  All WebQuest research needs to be completed by Friday and students should begin ranking the most important events.

6/4/14

Students continued to work on the WebQuest where they research the events in the Civil War. 

Homework:  Students should have at least 90% of their research completed by class on Thursday.

6/3/14

Students had the entire class to find information for their WebQuest.  See yesterday's blog for WebQuest information.

Homework: Students should enter class tomorrow with at least half of their research finished. This will vary depending on the level of social studies class they are taking at the high school next year.  (If they are taking the CP-level they need notes on 7 events) See the WebQuest instructions for requirements. 

6/2/14

At the beginning of class I collected the Five Paragraph Essay on the events leading up to the Civil War.

Next, we watched a short video introducing the Civil War.

Finally, we began working on the Civil War WebQuest. 

Civil War WebQuest

Students began working on research during the last 20 minutes of class.  See the WebQuest for specific directions.

Homework: Students need to work on research on the WebQuest for at least 15 minutes outside of class.

6/2/14- Civil War WebQuest

WebQuest Link

5/29/14

Students had the entire class to finish typing and edit their essays. 

When students finished I had them separate into groups and peer edit.  They used the following form to check for errors.

Revising/Proofreading Checklist

Homework:  Essays are due on Monday.  Essays must be typed using MLA format and printed before the beginning of class.  Please staple the scoring rubric to the front of the essay.  If there are problems you must notify me before the beginning of class on Monday.

5/28/14

Students had the entire class period to begin typing the rough drafts of their essays into a Google Document.  Students who finished early began revising their papers.  We will have Thursday's class to finish typing and revise.


Homework: Finish typing your essay for Thursday. 

A printed final draft of your essay is due Monday morning in MLA format.

5/27/14

Periods1&2: Class was disrupted due to an assembly.  Period 1 had 20 minutes to draft their papers and Period 2 had no time.

Periods  5-7:  I introduced the conclusion paragraph.  Students had the rest of time to draft their conclusions and begin typing their rough drafts.  See Friday's blog for information about the conclusion.

Homework: All classes should have their organizers finished by Wednesday.  All students will begin writing their rough drafts Wednesday.

5/23/14

Periods 1&2:  To start class I reviewed the conclusion paragraph with students.  I gave a quick lecture with PowerPoint explaining the three parts of the conclusion along with examples.

Conclusion Paragraph PowerPoint

Periods 5-7: I introduced  the body paragraphs.  See posing from 5/22/14 for instructions on writing the body paragraphs.

Homework:

Periods 1&2: Finish the entire essay organizer (introduction, body paragraphs, conclusion) for class on Wednesday (no class on Tuesday due to elections in the gym).

Periods 5-7: Finish the body paragraphs for class on Tuesday.  Students who fail to comply will not be ready to draft their papers on Wednesday.

5/22/14- Civil War Essay Body Paragraphs

Period 1&2: Entering class, students should have finished their introduction paragraphs for homework on their essay organizers (see 5/21 blog for more information).

At the beginning of class I gave instruction on writing the body paragraphs in their essay.

Body Paragraph Essays

Students used the rest of class to write their body paragraphs.

In periods 5-7: I introduced the essay question to the class.  I then reviewed the introduction paragraph, and its three parts.  See the PowerPoint in 5/21 blog post for the essay outline, instructions, and information on the introduction paragraph.

Homework: Period 1&2- Finish your body paragraphs for Friday

Period 5-7- Finish your introduction paragraph for Friday

5/21/14- Civil War Essay Instructions

I only saw periods 1 and 2 today due to the event at the high school.  

In periods 1&2  I introduced the essay question to the class.  I then reviewed the introduction paragraph, and its three parts.  See the PowerPoint below for information on the introduction paragraph.

Introduction Paragraph PowerPoint

Below are the essay question, scoring rubric, graphic organizers, and essay intsuctions:

Essay Question and Rubric (CP&Honors)

Essay Instructions

Essay Graphic Organizer (CP&Honors)
 

Essay Question and Rubric (Academic)

Essay Instructions

Essay Graphic Organizer (Academic)

Students had the rest of class to write their hook, transition sentences, and thesis statement.

Homework:  Periods 1&2: Finish the introduction paragraph by Thursday.

Period 5-7: Finish the DBQ's by Thursday

5/20/14

We started class with a "say something" activity on Dred Scott.  Students read the article, stopping at * marks to make a comment related to the court case or the issue of slavery.  When they finished reading they answered four questions on a separate sheet of lined paper.  I collected this on the way out of class for a homework grade.

Dred Scott Reading and Questions

Next, students worked on their DBQ's.  DBQ's are due at the beginning of the next class.

Students need to complete the following number of SETS of questions:

	Economic	Social	Political
Academic	2	4	3
CP	4	6	5
Honors	6	8	7

Homework is:  Period 1&2:  DBQ's due Wednesday.

Periods 5-7: DBQ's due Thursday

Students who missed class need to read the Dred Scott article and answer the four questions.

See last week's blog postings for the DBQ's

5/19/14

We began class by watching a 60 Minutes special on a North Korean man who grew up on a prison camp.

I then put students into groups and we discussed the following questions:

1. Describe the way Shin Dong-hyuk saw the world at the prison camp.
2. What kept Shin from trying to escape from the camp earlier?  What finally motivated him to escape?
3. How do individuals gain power in the camp?
4. Why did the camp try to keep prisoners from learning about the outside world?
5. What parallels can we make between Shin’s story and the institution of slavery?  Mention: power, education, fear and punishment, view of the world.

They recorded their answers to question #5 and placed the paper in their binders as assignment #14.

At the end of class students worked on their DBQ's. 

Homework:  DBQ's are due at the beginning of class on Wednesday. 

See the attached chart for DBQ requirements:

DBQ Requirements

You can find the DBQ's on last weeks blog postings.

5/16/14

We began class with a short lesson on compact vs. contract theory.  Students followed along, taking notes and answering questions on paper.  They labeled this assignment #13 and placed this into their social studies binders.

Students then used the rest of class to continue to work on the DBQ's.  See prior blog postings for DBQ's.

Homework:  By Monday students should have at least two of the three DBQ packets finished. 

5/15/14

Science NECAP testing this AM.

In the afternoon we had shortened classes where students continued to work on their DBQ's. 

Homework: None

5/14/14

We began class by watching CNN student news. 

Next, we finished the video segment from Tuesday's class.  The video is the Ken Burn's Civil War documentary, and we finished the background to the Civil War.

Next, students continued to examine the events that led to the Civil War by completing DBQ's.  Refer to the grid below to determine the number of DBQ's to answer:

Homework: None as long as you used your class time effectively.

Economic DBQ

Social DBQ

Political DBQ

	Economic	Social	Political
Academic	2	4	3
CP	4	6	5
Honors	6	8	7

5/13/14

Period 1-We began class by watching the first part of the Ken Burn's documentary on the causes of the Civil War.  Following the video we took notes on the political causes of the war (slides 13-16).  We will finish the notes tomorrow.

Periods 2,5,6,7- We started these classes with the notes on the causes of the civil war (slides 13-end).  We finished class with the Ken Burn's documentary of the causes of the Civil War. 

Notes- Causes of the Civil War

Note Sheet- Causes of the Civil War

Homework: None

5/9/14

I began class today by asking students about their background knowledge of the Civil War.  Students responded to warm-up questions, then we discussed the information as a class.

Next, I gave a lecture on the social and economic factors that led to the start of the Civil War (slides 1-12)

Causes of the Civil War PowerPoint

Causes of the Civil War Note Sheet

At the end of class, students began working on a DBQ about the social and economic causes of the war.  We will continue working on the DBQ on either Tuesday or Wednesday (following testing).

Homework: none

5/8/14

Board games were due at the beginning of class today.  Students who did not have everything finished at the beginning of class were given an alternate assignment.

Students played the various games in class today as I graded the projects. 

Homework is:

If students were unable to play/complete their board games they must:

Read pages 393-397 and answer questions 1&3 on 397

Read pages 412-417 and answer questions 1&3 on 417

 

***See blog from 5/7 for all readings/questions

All other students should check PowerSchool and complete any missing assignments.

5/7/14

Today was the final day to work on the Trails West Board Game project.  Students had the entire class to do the following:

1. Finish construction of the project
2. Test game with your group
• Length of a typical game (+-30 mins?)
• Clarity of instructions?
• Educational effectiveness?
• Look at scoring rubric to determine needs

The Chromebooks are unable to print, so student must do so out of class and bring the instructions and work cited sheet to class tomorrow.



Homework is:

Homework→  1. print your instructions and work cited sheets and staple together.  Bring this to class tomorrow.

2. Finish the entire game board, cards, etc.  No additional class time will be provided for this assignment.

Students who missed school last week and did not work on a project must complete the following assignment:

• read pgs. 393-397, pg. 397 #1&3 using complete sentences
• read pgs. 412-417, pg. 417 #1&3 using complete sentences
  
  page 393-397
  
  page 412-417

5/5/14

Students had the entire class to finish planning their board games and begin putting them together. 

Students first completed the following tasks:

1. Finish planning (game board, 20 Q@A’s, instructions, work cited)
   
   

Once planning is complete they:

1. Created the project- work on the following tasks:
   

• final game board
• Q&A Cards
• Other necessary items?

Homework:  All game board planning should be complete and students should have part of the game put together.

5/2/14

Today was the final planning day for the Trails West Board Game project.  Student had the entire class to complete the following tasks:

1. Finish plan of game board
2. Finish Q&A’s (at least 20)
3. Finish Instructions
   4. Finalize work cited sheet

After finishing the first four steps they:

1. After planning is COMPLETE, check with a teacher
2. Finally, begin constructing your game board, question cards, etc...

Homework:  Students need to finish all their planning by Monday (plan game boards, finsh 20 Q&A's, finish the instructions, and finish the work cited sheet).  On Monday we will begin constructing the games.

5/1/14

Today, students worked on planning their game boards.  They completed the following tasks:

• Choose a real “model” board game.
• Create a Google Doc labeled “instructions”- share with your group members and create step-by-step instructions about how to play the game.
• Sketch a draft of the playing board.
• Begin writing questions- how will you incorporate them into your game?
• Plan the materials you will need to bring tomorrow to construct the game. 

Refer to the blog with project instructions for more information. 

Homework:  Students should have about half of their planning completed by Friday (instructions, questions, etc..)  Also, students need to bring in any materials they need to construct their games.  Students are not required to bring in any materials, but may do so if they want to use something that is not provided in class. 

4/30

Today's class was devoted to researching information about each topic groups were assigned. 

Students first visited the previous blog posting.  On the posting students can find instructions for the project, an orgnaizer to record research, and links for reserach.

First, students opened the Google Doc "Research Organizer."  They copied the organizer and shared it with their group members.  Students then took notes into the organizer using the ikeepbookmarks links.  They documented sources using easybib.com

By the end of class students should have been finishing or almost finished with research.

Tomorrow we will begin designing the board games.

Homework:  Use the blog to finish your research on your trail.  Be sure to find information on: obstacles on the trail, landmarks/places along the trail, hardships along the trail, or other information you will use in the creation of the game. 

Trails West- Design a Board Game

Project Instructions:

Instructions

Research Organizer- Open in Google Docs, make a copy and share with group members

Research Organizer

ikeepbooksmarks Research Links:

http://ww2.ikeepbookmarks.com/browse.asp?folder=3672981

CITE ALL SOURCES!!!

http://www.easybib.com/

Game Board Rules/Templates

Candy Land

Chutes and Ladders

Monopoly

Life

4/29/14

At the beginning of class students participated in a warm-up where they reflected on the different trails west.  As they worked I collected their map homework.

Next, I introduced the Trails West Board Game project.  I handed students the instructions, gave them introduced their preliminary tasks, students formed groups, I assigned topics, and students began collecting information on their topics.

Trails West Board Game Instructions

Trails West Information Organizer

This project will be due on Tuesday, 5/6.  Each day students will have specific tasks to complete. 

Homework is: Work for 15 minutes on researching your topic and record information into the Trails West Organizer.  Use easybib.com to cite any sources you use. 

4/28/14

At the beginning of class I handed back graded work, including the rubric from last week's WebQuest.  Many student made mistakes submitting the WebQuest.  For information on how to receive credit please see the link below:

Common Mistakes

Next, students participated in a warm-up about the Oregon Trail where they brainstormed ideas about the difficulty of the voyage.

Next, I gave a short lecture on the different trails west as student took notes onto a note sheet.

Trails West PowerPoint

Trails West Note Sheet

Finally, students worked on a mapping activity where they located the different trials and the major acquisitions of the United States.

Western Expansion Map

Textbook pages:

395
408 and 410

Homework is to finish the Western Expansion Map 

4/16/14

Today was the third and final day of the WebQuest (link below):

https://sites.google.com/a/sau16.org/mexican-american-war-webquest1/

Students followed the instructions on the WebQuest to produce "Popplets" which displayed the information they have been researching.

***Some students had trouble creating Popplet accounts.  If you have trouble, either use a private email account, or type in your email address without the numbers.  Be sure to record the email account you use so you are able to access and edit the account later.

After completing the Popplets, students followed instructions on the WebQuest page to submit the assignments electronically. 

Homework:  Popplets are due by class on Friday.  There will not be any additional class time available to work on your Popplets (besides period 6 who I will see on Thursday.)  Ropes course on Thursday-- dress warm!

4/15/14

Today was the second day of the WebQuest.  To proceed to the next part, students must have completed the homework assignments and submitted it through the link on the WebQuest.

Today, students looked at other documents and videos, looking for information in order to determine whether the U.S. was justified in declaring war against Mexico.  They used a two-column note sheet to record information on both sides of the issue.  See the WebQuest link in the previous blog for all necessary resources and attachments.

Homework: Students need to finish their two-column note sheets by class on Wednesday. 

4/14/14

Students began working WebQuests about the Mexican-American War.  See link below to access the WebQuest:

https://sites.google.com/a/sau16.org/mexican-american-war-webquest1/

 Today students worked independently to find background information about their topics and answer seven reading comprehension questions. 

Homework is to finish the "Mexican War Questions" on the WebQuest and submit them using the form provided at the bottom of the left-column of the WebQuest.

Mexican-American War WebQuest Project

Use the following link to access the WebQuest.  This is a week-long assignment that is due on Friday.  There will be benchmarks set each day to assure students are able to complete the final task on time.

 Mexican-American War WebQuest

4/11/14

Today we had our discussions on Texan Independence.

Student formed their groups from yesterday at the beginning of class.  In their groups they analyzed the primary sources and recorded information onto their recording sheets (see Thursday's blog).

After around 15 minutes or so, students faced-off in short debates as their classmates judged.  I graded students based on their participation in the debate and their preparation on their recording sheets.  See PowerSchool for your discussion grade.

Student who missed class either Thursday or Friday must complete the following assignment to receive credit on the discussion:

Read pages 400-405 in the textbook.

Take Cornell notes on the reading.  Take at least 1 note per paragraph of the reading.

Page 405 answer questions 1,3, & 4.  #4, recognizing effects only.

Textbook pg. 400-405

4/10/14

We began class with three warm-up questions about Manifest Destiny.  As students responded to the warm-up questions I checked their homework.

Next, I gave a lecture on Texan Independence.  Students took notes into a note sheet.

Texan Independence PowerPoint

Texan Independence Note Sheet

Following the lecture I split the class into four groups.  Each group was given a different position on the following question:

Were the Americans living in Texas justified in declaring independence from Mexico in 1836?  Explain.

 Two groups took the pro-Texas, and two took the pro-Mexico position.  Using their notes and a primary source document, students collected information in support of their position onto the Texas Independence Debate Organizer.

 Texas Independence Debate Organizer

 Tomorrow in class we will finish preparing for the debate and have the debate at the end of class.  

 Homework: None- students who missed class will have an alternate assignment in class tomorrow.  

4/9/14

At the beginning of class, any student who completed the alternative assessment for the discussion, handed them in to bin in the front of the room.

Next, I handed students the "Manifest Destiny Guided Lesson."  The guided lesson went along with the PowerPoint presentation.  As a class, we went slide to slide, looking at images, quotes, videos, and answering questions on the guided lesson sheet.

Manifest Destiny Guided Lesson sheet

Manifest Destiny Guided Lesson PowerPoint

Textbook pages 406-407

At the end of class students answered the three homework questions at the end of the guided lesson sheet.

Homework:  Read pages 406-407 and answer the homework questions at the end of the Manifest Destiny Guided Lesson sheet.

4/8/14

At the beginning of class, students answered three warm-up questions about Andrew Jackson.  As they answered the three questions I checked their Kaleidoscopes to ensure they were complete.

Jackson Warm-Up Questions/Alternative Assignment Question.

Next, students who had finished their Kaleidoscopes met in part of the room, and those who had not finished met in another part.  The students with the completed Kaleidoscopes participated in a fishbowl discussion.  The other students first finished their Kaleidoscopes, the answered the "Alternative Assignment Question" (see PowerPoint above).

Homework:  Students who participated in the discussion- none.

Students who missed class, or did not complete their Kaleidoscopes must:

1- Finish the Kaleidoscopes.  Use your assignments on Jackson for information.

2- Answer the Alternative Assignment Question.  Located above in the blog.

4/7/14

At the beginning of class students cleaned the 3rd quarter assignments out their binders, keeping assignments pertaining to Andrew Jackson (#24-29).  We collected their homework that was due today, and I ran a quick bathroom pass raffle for any remaining 3rd quarter bathroom passes.

Next, students participated in a museum activity pertaining to Andrew Jackson.  Students rotated through 8 stations.  At each station they read the information, then answered the comprehension questions, recording information onto their organizers. 

Stations- Whigs, New Orleans, Secession, and Calhoun

Organizer- Whigs, New Orleans, Secession, and Calhoun

When finished with the 8 stations, students answered the "follow-up questions" at the bottom of their organizers. 

Homework is:

1- Finish any stations you did not get to in class.  Record answers onto the organizers.

2- Answer the "follow-up questions"at the bottom of the organizers.

3- Use information from the station organizer or last week's lesson on the Indian Removal Act to finish the Kaleidoscope from last week.  Tomorrow, students will participate in a discussion on Andrew Jackson and be able to use their Kaleidoscopes.  Make sure to put as much information as possible about Jackson onto the sheet.

4/4/14

Period 1,2,5,6:

Today in class, we discussed whether the U.S. treatment of Native Americans constitutes genocide. At the beginning of class, we briefly discussed the “Jigsaw Activity” from yesterday. Then, I posted a warm-up on the board for students to think about. The first questions was directly related to the homework assignments. Students then shared their responses they wrote for homework. (HW Question: At what point do mass killings or the forced movement of people become genocide?) After a thoughtful discussion, students were asked to think about which events we studies over the past few days were examples of genocide and which were not.

https://www.youtube.com/watch?v=Nfo_LnuDJ1c

Next, students watched a video clip on the Indian Removal Act. They were given a brief background on Jackson’s policy and view toward Native Americans during the early 1800s.

After the video clip, students completed Part 3 on their graphic organizers. This activity required them to choose a partner and read 2 articles. The two articles consisted on two different perspectives on Native American genocide. Their task was to read each article and record reasons for or against Native American genocide on their graphic organizers.

If students finished Part 3, they started their homework assignment. Students are required to answer the central question of this activity: Does the U.S. treatment of Native Americans constitute genocide? The homework is to answer Part 4 of the organizer in 1-2 paragraphs depending on the class level they are taking next year. Students should include at least 3 examples from their various articles and notes. The assignment is due on Monday. 

Period 7:
 This was an "extra" class due to testing this week.  We fist watched CNN Student News, then a video on the Trail of Tears.

While they watched the video they were allowed to work on their homework assignment which is due on Monday (see two paragraphs above for lesson).

4/3/14

Period 1,2,5,6

Today in class, students continued the “Jigsaw Activity.” At the beginning of class, students were told important directions of how to teach their jigsaw. They were instructed to follow six steps in order to complete the activity properly.

Once students got in new groups, they took turns “teaching” the remaining “students.” The teacher’s task is to present the information they learned about from their articles. The students’ task is to listen and take notes, recording that information on their graphic organizers. After each teacher was done presenting the information, the group was instructed to discuss whether or not that event constitutes as genocide and why.

After each person presented and the graphic organizer was complete, students started to write the follow-up question. The question is located in Part 2 of the organizer. The answer to the question should be written down on a separate sheet of paper and include at least three examples from the organizer.

Homework was to answer the follow-up question in Part 2 of the organizer. 

Period 7:

Today in class, we discussed whether the U.S. treatment of Native Americans constitutes genocide. At the beginning of class, we briefly discussed the “Jigsaw Activity” from yesterday. Then, I posted a warm-up on the board for students to think about. The first questions was directly related to the homework assignments. Students then shared their responses they wrote for homework. (HW Question: At what point do mass killings or the forced movement of people become genocide?) After a thoughtful discussion, students were asked to think about which events we studies over the past few days were examples of genocide and which were not.

https://www.youtube.com/watch?v=Nfo_LnuDJ1c

Next, students watched a video clip on the Indian Removal Act. They were given a brief background on Jackson’s policy and view toward Native Americans during the early 1800s.

After the video clip, students completed Part 3 on their graphic organizers. This activity required them to choose a partner and read 2 articles. The two articles consisted on two different perspectives on Native American genocide. Their task was to read each article and record reasons for or against Native American genocide on their graphic organizers.

If students finished Part 3, they started their homework assignment. Students are required to answer the central question of this activity: Does the U.S. treatment of Native Americans constitute genocide? The homework is to answer Part 4 of the organizer in 1-2 paragraphs depending on the class level they are taking next year. Students should include at least 3 examples from their various articles and notes. The assignment is due on Monday.

4/2/14

Periods 1 & 2   

Today in class, students continued the “Jigsaw Activity.” At the beginning of class, we reviewed what genocide was and discussed the five qualifications within the definition. After a brief review of yesterday’s class, students were instructed to get in their groups and start reading the two articles they were assigned.

    After each group read an article, they recorded evidence that corresponded to each of the five qualifications of genocide. When each group successfully completed reading the two articles and recording evidence, they were instructed to organize their notes into complete statements. By organizing their notes, students will be better prepared to teach other classmates about their topic tomorrow.

    Homework was to finish organizing the notes on their graphic organizers into complete statements on a separate sheet of paper.

Period 7

    Today in class, students continued the “Jigsaw Activity.” At the beginning of class, students were told important directions of how to teach their jigsaw. They were instructed to follow six steps in order to complete the activity properly.

    Once students got in new groups, they took turns “teaching” the remaining “students.” The teacher’s task is to present the information they learned about from their articles. The students’ task is to listen and take notes, recording that information on their graphic organizers. After each teacher was done presenting the information, the group was instructed to discuss whether or not that event constitutes as genocide and why.

    After each person presented and the graphic organizer was complete, students started to write the follow-up question. The question is located in Part 2 of the organizer. The answer to the question should be written down on a separate sheet of paper and include at least three examples from the organizer.

    Homework was to answer the follow-up question in Part 2 of the organizer.

4/1/14

Today, class began with a brief discussion/review of genocide from yesterday’s class. Students then read two example articles of genocide aloud with their groups. After each group finished reading an article, they recorded evidence from the articles that corresponded to each “criteria” of genocide. This task took the majority of class time.

    After students finished reading both of their articles, they were instructed to organize notes on their organizer into complete statements. Students who were done reading used the rest of class to organize their notes. By organizing their notes into statements, students will be better prepared to teach other classmates about their topics. This task took us to the end of class.

    For homework, students should finish organizing their notes into complete statements and be ready to teach other classmates by next class.

If Absent: If students were absent, they should read the two articles they were given on Monday and record evidence from the articles that corresponds to each “criteria” of genocide. After they read both articles, organize notes into complete sentences. Students should be ready to teach other classmates by the next class.

3/31/14

We began class with a warm-up activity.  Students answered three questions found at the bottom of the homework assignment (reading on Jackson's early life).  As they answered the questions we checked their homework.  We then discussed the warm-up questions.

Next, we assigned their homework.  Homework is to complete the wedge on the Kaleidoscope Wheel about how a poor white man from Kentucky would probably view Andrew Jackson. 

We then examined a picture on the "trail of tears."  Students wrote down observations on the picture.  We then discussed what we saw and students made inferences about the situation.

We then discussed the definition of genocide.  There are five criteria of genocide and we examined these.  See the attached PowerPoint for an overview of the lesson.

Genocide?- PowerPoint

Students were then split into groups. With groups we read an article about the holocaust.  We then discussed why this is considered genocide.

Next students began reading their individual articles.  Tomorrow we will continue to read these articles as a class.  

If you missed class, see us at the beginning of class tomorrow for a reading and organizer. 

Homework is to complete the wedge on the Kaleidoscope Wheel about how a poor white man from Kentucky would probably view Andrew Jackson. 

3/28/14

We began class by watching CNN Student News (except period 1).

Next, students returned to the partners they were with yesterday.  With that partner they answered the question "What would bankers at the Second Bank of the U.S. think of Jackson?"  After a few minutes we discussed the question with the class and I recorded responses on the board.

Students then took-out their Kaleidoscope Activity from previous classes.  On the back, they filled in the portion of the Kaleidoscope, reflecting on how a baker would perceive Jackson, using information written on the board. 

Next, I showed students a video clip about Jackson and dueling.

Video- Jackson and Dueling

After the video, I gave students a reading on Jackson's early life.  They read the article with their partners, stopping and writing comments in the "thought bubbles" on their papers.

Jackson's Early Life- Acticle

Homework is to finish the reading on Jackson's Early Life and write thorough comments in the thought bubbles in the margin of the article.