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.