High Five Friday,
You are going to need your netbooks today! CORNELL NOTES ARE BACK AND SO IS BLACKBOARD!! Here is your breadcrumb trail.
BB9 - Hist Lit - Civil War: Pre, During, Post - Coalescse - Cornell Notes
1. Save a copy of the Cornell Notes Sheet on your H-drive.
2. Use the Digital Cornell Notes Sheet to record your thoughts and interact with the media during the two round of CORES today.
3. Submit your notes in the BB9 Blog that is found under the note sheet link on BB9
There are two things we have yet to study and then we are finished. We have to take another look at Westward Expansion: Manifest Destiny. And, we have to look at the reconstruction. Click on the links below and read the information provided. After you are all set, Mr. Kao will be showing a documentary on some Apache Indians. Think about the RELEVANCY of what you are watching and how it ties into Westward Expansion and whether or not it takes place before or after the Civil War.
RECONSTRUCTION
WESTWARD EXPANSION & MANIFEST DESTINY
Good Luck, and have fun. Be sure to think about RELEVANCY, and the connection to Westward Expansion and Civil War Reconstruction.
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
Friday, May 25, 2012
Wednesday, May 23, 2012
Camel Day: What's Next...
Hey Gang,
We have a couple things to get to today:
1. Your Admission Ticket. The four learning targets below need your attention. How do you think you hit these learning target? Can you describe a specific example when you did meet them or one of them? How do you feel as a learner? Confident? Confused? Are there learning targets you feel you haven't met? Why?
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
We have a couple things to get to today:
1. Your Admission Ticket. The four learning targets below need your attention. How do you think you hit these learning target? Can you describe a specific example when you did meet them or one of them? How do you feel as a learner? Confident? Confused? Are there learning targets you feel you haven't met? Why?
Writing in Social Studies
Develop a thesis, support with multiple forms of evidence, and provide analysis with an explanation in written form.
Media in Social Studies
Identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings
Content in Social Studies
Apply content in order to evaluate relationships of people and ideas and draw conclusions
Communication in Social Studies
Produce clear and coherent communication in which the development, organization and style are appropriate to task, purpose and audience.
2. The 15 Slip Game questions. We will be going over the responses to the Slip Game questions and the thinking involved in answering them.
3. If we have a chance I would like to start thinking about our gaps in knowledge and finishing the school year along with our DIGITAL TIMELINES.
Sincerely,
C
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
Tuesday, May 22, 2012
Questions, Questions, Questions...
Happy Tuesday,
You will only have the first few minutes of class to finish and print your Slip Game sheets. Look over your work twice before you hand it in and make sure all 15 questions have a response. When we're all set here are the discussion questions below:
What is one nugget someone found or shared that you paraphrased or wrote down that you thought was relevant?
How did you think having the chance to choose another slip helped you and your table group to be successful?
Do you think the slip game is a good way to bring our learning together in a short period of time?
What do you think it means to "Construct Meaning"?
What do you understand now that you may not have understood before?
Can you think of another academic setting where text annotation could be a useful skill to have?
How did it feel teaching others what you thought was relevant? Them teaching you?
HOW DO YOU THINK YOU MET THE LEARNING TARGETS DURING THE SLIP GAME ACTIVITY?
Media in History
You will only have the first few minutes of class to finish and print your Slip Game sheets. Look over your work twice before you hand it in and make sure all 15 questions have a response. When we're all set here are the discussion questions below:
What is one nugget someone found or shared that you paraphrased or wrote down that you thought was relevant?
How did you think having the chance to choose another slip helped you and your table group to be successful?
Do you think the slip game is a good way to bring our learning together in a short period of time?
What do you think it means to "Construct Meaning"?
What do you understand now that you may not have understood before?
Can you think of another academic setting where text annotation could be a useful skill to have?
How did it feel teaching others what you thought was relevant? Them teaching you?
HOW DO YOU THINK YOU MET THE LEARNING TARGETS DURING THE SLIP GAME ACTIVITY?
Media in History
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings
Content in History
I can apply content in order to evaluate relationships of people and ideas and draw conclusions
Communication in History
I can produce clear and coherent communication in which the development, organization and style are appropriate to task, purpose and audience.
Sincerely,
C
Monday, May 21, 2012
From Socratic Seminars to Slip Games...
Happy Monday Y'all,
Today is a Slip Game work day. Once your table group has finished, you are more than welcome to read a self selected text. We will be closing the slip game with a Comprehension Discussion about the questions and the activity. You and your table groups are responsible for finishing up these questions:
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
Today is a Slip Game work day. Once your table group has finished, you are more than welcome to read a self selected text. We will be closing the slip game with a Comprehension Discussion about the questions and the activity. You and your table groups are responsible for finishing up these questions:
What is the 3/5 Compromise and how is it relevant to our study of the causes of the Civil War?
What is the Land Ordinance of 1787 and how is it relevant to our study of the causes of the Civil War?
What do you think “sectionalism” is?
List some of the dates we have come across in our reading and explain how those dates are relevant?
List some of the people involved with this conflict and explain how those people are relevant?
While we read relevant information and conceptually annotate, when do we use a TP text code and when do we use a CE text code?
What is a Yankee?
What is a Quaker?
What do you think “bigotry” is?
Do you think “Bleeding Kansas” was a TP or a CE?
What is the Missouri Compromise and do you think it is relevant to our study of the causes of the Civil War?
What was the Kansas-Nebraska act and who was the forerunner that pushed to have it passed?
How did Dredd Scott interpret the Missouri Compromise in order to use it to his advantage?
What is the difference between a “free state” and a “slave state”?
What does “secession” mean?
Remember, we will be seeing more Project WICR lessons for STEaM today. It looks like we will finish up with Gettysburg, and move onto Robert E. Lee along with Jim Crow Laws. Have a great Monday, and enjoy.
C
P.S. How do you think these learning targets were met during the "Slip Game" activity?
Media in History
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings
Content in History
I can apply content in order to evaluate relationships of people and ideas and draw conclusions
Communication in History
I can produce clear and coherent communication in which the development, organization and style are appropriate to task, purpose and audience.
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
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