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.