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.