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.