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.

3/27/14

At the beginning of class, students reflected on last-night's homework assignment.  (see PowerPoint below) 

Next, I gave students a political cartoon of Andrew Jackson and the banks, and students made observations and predictions about the image. 

I then gave students some quick background information about federal banks in a PowerPoint.

Jackson and the Banks PowerPoint

Following the information I showed students a video on Jackson and the bank.  

Video- Jackson and the Bank

Students then chose a partner.  With their partner they chose an article, either standard or challenge level, and read the article.  Each time they reached a * mark they stopped reading and made a comment about the article

Jackson and the Bank- standard level

Jackson and the Bank- challenge level

Homework is to finish the reading on Jackson if you did not finish in class.

10/26/14

We began class by watching CNN student news.  We watched the first half of Monday's broadcast, and the update on the missing airline from Tuesday's episode.  As students watched the newscast I checked last night's homework.

Next, students responded to three statements about mudslinging and election ethics.  They had to agree or disagree with the statement and explain why.  We then had a discussion about their beliefs about each topic.

Lesson PowerPoint with discussion prompts

Next, we investigated the qualities that describe people, and how a person can be viewed differently from different people.  We brainstormed a list of people in their lives who they have contact with and probably have formed an opinion of them.  I wrote a list of these people on the board.

For homework students need to complete the personal "Kaleidoscope."  Read the directions on the top of the sheet for guidance on this activity.  Students should spend at least 20 minutes working on their Kaleidoscope tonight (FRONT ONLY).

Kaleidoscope Activity

3/25/14

We began class by talking about yesterday's simulation and how it related to their homework.  We discussed the Monroe Doctrine and how it effected American-European relations.  I then collected their homework.

Next, students participated in a warm-up exercise where they made predictions about how people acted in elections in the 1800's.  Student recorded their guesses on sheets posted around the classroom.  I then read through their responses and students recorded the ones they believed in onto the top of the "Election of Andrew Jackson" sheet.

The Election of Andrew Jackson

We then watched a video on the election of 1828. As students watched the video they recorded any instances of "mudslinging" onto the same sheet. 

Video-Election of 1828

Finally, students read an article on the election of 1828 and took Cornell notes onto the back of the "Election of Andrew Jackson" sheet.  They then answered the two "Follow-Up" questions on the front of the sheet.

Reading- Election of 1828

Homework is to finish taking Cornell notes on the reading about the election of 1828 and to answer the two Follow-Up questions on the "Election of Andrew Jackson" sheet.

3/24/14

At the beginning of class I collected the homework from Friday.

Next, students participated in a "Monroe Doctrine" simulation.  Students worked together as groups to devise a plan of action for their nations.

At the end of class each group reported their plan of action to the class.

Homework is:

•Read page 359 in the textbook and answer the following questions:

1.Answer question C on page 359.

2.If a “Monroe Doctrine” had been instituted during our simulation, how would it have changed the way the countries acted?  (especially Spain and Portugal)  Explain. 

•If you missed class the day of the simulation, simply read page 359 answer question C.

 

Textbook:

page 359 

3/21/14

At the beginning of class, students completed a survey to help Ms. Bouchard with her graduate class.

Next, students got back into the groups they were in yesterday and finished playing Balderdash.  This game introduced new inventions from the early to mid 1800's.

After the game, students received the "Early 19th Century Interventions Activity" handout.  Using the game cards, students defined the new inventions, then answered the two questions at the bottom of the paper using their textbooks and the pictures of the inventions.

Early 19th Century Interventions Activity

Textbook Pages 344-345

Invention Pictures and Definitions

Homework is to finish the "Early 19th Century Interventions Activity" handout.

3/20/14

At the beginning of class we began with a warm-up about the NH mills.  I checked their homework as students answered the warm-up questions.

Next, I introduced the game of Balderdash.  For the rest of class we played Balderdash to introduce the new inventions from the 1800's to students.

Tomorrow we will finish Balderdash and examine how each invention changed the world.

Homework: None

3/19/14

I began class by giving instructions for the Jigsaw activity.  Basically, students formed groups containing one member from each of yesterday's groups.  Each group member taught the other members in the group about their topic they read about yesterday.  As one person taught the other member about their topic, the other "students" in the group took notes on their organizers provided in the packet yesterday.  See the blog from 3/18 for the readings and organizers. 

After students finished teaching other group members about their topics, students began answering the following four questions using the information they collected for homework:

1.What is the most surprising information you learned about the NH mills?  Explain.

2.Describe the working conditions in the early mills. 

3.What conditions caused the NH mill workers to strike against their employers?

4.Were the mill strikes ultimately successful?  Why or why not?  Explain.

 

Homework is to answer the four questions on the NH mills using complete sentences.  Be sure to re-state the questions in your answers.

 

Students who missed class must use the readings on the blog posting from 3/18 to answer the four questions. 

3/18/14

We began class by watching Monday's CNN student news which gave updates on Ukraine and the missing airplane.  As students watched the video I checked last night's homework.

CNN Student News

Next, we had a quick discussion about yesterday's material.

Discussion Question (end of 5th slide)

Next, students began working on a "Jigsaw" activity.  I split the class into 4 groups.  Each group was assigned a different reading about New Hampshire and the mill industry.  Groups first read their article together.  Next, groups answered the questions on the front of their packet. 

For homework, students first need to finish answering the questions on the "Jigsaw" activity.  Next, they need to take the questions and the answers they provided and combine them into teaching statements that they will use tomorrow to teach their classmates.  The teaching statements do not only provide an answer to the question, but re-states the question to the information makes sense. 

If students missed class on Tuesday they should choose the read 3 or 4 which correspond with questions for group 3 or 4.  They must read the passage, answer the questions, and combine the questions and answers into statements as described above.

Group 3+4 Jigsaw Reading- They are all on the same page so scroll down to find group 3+4

Group 3+4 Questions- They are all on the same page so scroll down to find group 3+4

3/17/14

We began class with the following warm-up questions.  I read the background scenario, students responded to the questions and we discussed each.

Progress or Regress Warm-Up

Next, I handed students the Progress or Regress sheet and two articles on the Industrial Revolution.

Progress or Regress Sheet

Benefits of Industrial Revolution- Article

Social Impact of Industrial Revolution- Article

We skipped the first page of the "Progress or Regress" sheet.  With a partner, students read both articles, taking notes on the back of the "Progress or Regress" sheet in the 2-column note space.  They then discussed the two discussion questions and answered the "Is it worth it?" question in a paragraph.

Homework is to finish reading the two articles and taking two-column notes on the "Progress or Regress" sheet.  Then, they need to answer the "Is it worth it?" question on the "Progress or Regress" sheet in one full paragraph. 

3/13/14

We began class with two short videos on the Industrial Revolution (except period 1 which was shortened).

Video- Industrial Revolution in England

Video- Industrial Revolution comes to America

For the remainder of class, students read information about the Industrial Revolution.  They read pages 341-344 in their textbooks and took Cornell notes.

Pages 341-344

Homework: Read pages 341-344 and take Cornell notes on the main ideas from each paragraph.

3/12/14

We began class with a video on how many people perceive the War of 1812.

Video- Confusion about the War of 1812

Students then took 5 minutes and answered two warm-up questions about the war.

War of 1812 Warm-Up

We then finished the Jefferson Era notes about the War of 1812.  See previous blog for Jefferson Era PowerPoint and note sheet.

Following the video, students used information from their Jefferson Era notes, Cornell notes on events leading to the war, and textbook pages (see blog from 3/11) to complete the graphic organizer on the Question Building Activity.

At the end of class we watched a quick video on the War of 1812 and the attack on Washington D.C.

Invasion of Washington Video

Homework:  Complete the graphic organizer on the Question Building Activity.  You need at least 3 Causes, 4 Events, and 3 Results of the War.

3/11/14

I began class by collecting yesterday's homework that I neglected to collect then as I passed back a few papers.

Next, students took out their Question Building Activities from Monday's class.  Students marked the five best question they wrote yesterday, then took markers and wrote these questions onto posters located at each station.  We then reviewed the "best" questions and students made sure they had quality questions written down on their papers.

See 3/10 blog for QBA and stations.

At the end of class students worked in small groups to answer as many questions as they could.  They used pages 326-333 of the text to help find answers.  Station #3 required page 316 in the textbook.

Pg. 316
Pg. 326-329
Pg. 330-333

Homework- Students taking honors or cp next year should answer 9 questions.  Students taking Academic should answer at least 7 questions.

3/10/14

We began class by reviewing the "Action Plans" students created for the U.S.  due to the problems with France and Britain in the early 1800's. 

Next, I gave a lecture on the events leading to the War of 1812.  (PowerPoint slides 17-25)  During the lecture, students took notes onto their note sheets. 

Jefferson Era Notes

Jefferson Era Note Sheet

Following the notes I introduced the Question Building Activity about the War of 1812.  Students visited stations taking observations at each and writing a question about the station.

Question Building Activity

QBA Stations (Portrait)

QBA Stations (Landscape)

Tomorrow we will answer the questions in class.

Homework- None.

3/7/14

We began class by watching CNN student news which talked about the situation in Ukraine, the North Koreans firing missiles, and the origins of daylight savings.

Next, students found partners and read an article about the United States in the early 1800's and conflicts they had with France and Britain. 

War of 1812: Causes of Conflict

Students followed the instructions on the top of the sheet, and took Cornell Style notes on the reading.

The final step of the assignment is to write a few sentences where they create a plan of action for the United States.

Homework is to finish the reading, Cornell notes and to create a plan of action for the United States (a few sentences).  See the attachment on the blog for more information.

3/6/14

At the start of class I collected the Louisiana Purchase maps which were homework.

We then briefly reviewed the predictions that students had made yesterday about the problems Lewis and Clark would face on their voyage.  These predictions were made on their Lewis and Clark Video Sheets in the left-hand column.

Lewis and Clark Video Sheet

Next, students watched the Lewis and Clark Video and took notes in the right-hand column on the hardships and accomplishments of Lewis and Clark.

Lewis and Clark Video

Homework is to answer the Follow-Up question at the bottom of the video sheet.  If students were not in class they must watch the video link on the blog, take notes, then answer the question in a paragraph. 

3/5/14

We began class with a small lecture on the Jefferson Era that we started yesterday, today looking at slides 11-16 on Lewis and Clark and Zebulon Pike.  See yesterday's blog for PowerPoint and note sheet.

Next, students worked on the Louisiana Purchase maps for around 20 minutes.  Maps avainalbe on yesterday's blog.  Homework is to finish the maps.

Map pg. 320

Map pg. 331

After the map work, students engaged in a brainstorm about Lewis and Clark's journey and problems they encountered on their voyage.  Students then recorded information onto their Lewis and Clark Video Sheet.  We will watch the video in class tomorrow. 

Lewis and Clark Video Sheet

Homework is to finish the Louisiana Purchase Map for Thursday.  If you missed class, brainstorm problems Lewis and Clark might have encountered and record them in the left hand column of the Lewis and Clark Video Sheet.

3/4/14

I began class with a discussion on Ukraine.  We watched two videos, then made a connection to the Alien and Sedition Acts we talked about yesterday.  We then had a discussion in class about possible solutions to the violence in Ukraine.

Next, I finished the last two slides from the Early Presidencies notes.  See previous blog posting for notes and note sheets.

I then continued the lecture, talking about Jefferson and his administration, up through the Louisiana Purchase.  Student were given a handout, and I gave notes on slides 1-9.

Jefferson Era Notes

Jefferson Note Sheet

At the end of class, students began working on a mapping assignment on the Louisiana Purchase.

Louisiana Purchase Mapping Assignment

Homework is:  Complete steps #1-2 only on the Louisiana Purchase mapping assignment.

3/3/14

We began class by reviewing the following information from a few weeks ago:

1.What are the major ideas behind the following political parties:

a.Federalists-

b.Democratic Republicans-

2.How did the U.S. deal with the following issues:

a.War between France and Britain

b.Fighting on the frontier with Native Americans

Next, students took notes on their "New Republic" note sheets on slides 22-28 of the PowerPoint.

New Republic PowerPoint

New Republic Note Sheet

Next, students were placed into small groups.  In these groups they worked together to decode the actual language in the Sedition Act.  Groups recorded the information into the Sedition Act Decoding Organizer.

Sedition Act Excerpts

Sedition Act Decoding Organizer

Homework: If you are taking Honors or CP next year, respond to the question at the bottom of the Sedition Act Decoding sheet in a paragraph on a separate piece of lined paper.  If you are taking academic, respond in the box provided on the sheet.