Turning Points With Cause & Effect...

Happy Camel Day,

      Click on the link below:
Hippocampus.org

      Once you have clicked on the link follow these steps...
1.  Click on U.S. History
2.  Scroll through the multiple selection options and find The Age of Jackson
3.  There will be 2 or three short media selections we will be analyzing.  Click on the following as you enter class...  Native Americans and The New Republic,  The Indian Removal Act, and Oregon Country. 


Today's learning targets are as follows.  As always how do you think we will meet them today?

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

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Worldviews & Turning Points...

Happy Tuesday Everyone,

      We will be finishing up the tribes activity from yesterday: Group Doodle.  Think back and remember what timelines are for, what do timelines measure, and what do timelines all need to include.  We will be adding to our timelines during STEaM today.

      As our thinking grows, we will need a better understanding of what a WORLDVIEW is.  A worldview is a belief or idea.  It is NOT an event or an action. 

      The link below is the resource we will be using after we finish the group doodle. 
      Hippocampus.org



From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Welcome Back Everyone!!

Howdy Y'all!

      Today is Monday Funday, April 16, 2012.  We will be starting a STEaM Time Project today called "Project WICR".  We will also be finishing our DESIGN A DESIGN BRIEF projects as well.  We will use some of the time in our Historical Literacy Cores to gain a basic understanding of the project along with the sequence of activities this week.  We will be starting with timelines.

      A timeline is a way of displaying a list of events in chronological or SEQUENTIAL order, sometimes described as a project artifact. It is typically a graphic design showing a long bar labeled with dates alongside itself and (usually) events labeled on points where they would have happened.

      Timelines are not just used in the field of history.  Below, you will see two examples of timelines used in the fields of science: Geologic Time & Cosmic History.  Along with the graphic examples there is a  link to another timeline pertaining to Nuclear Proliferation.  It is a great example that may help us prepare for the STEaM activity today.   

TIMELINE EXAMPLE: Nuclear Proliferation

     

Sincerely,
C

P.S. Here is the link I used to Wikipedia...
http://en.wikipedia.org/wiki/Timeline

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Jefferson & Jackson: Louisiana Purchase & Indian Removal Act 1830

Hello Historians,

      I am out ill today.  POOPY!  When the cat's away the mice...  will continue to master TLH.  Thinking Like a Historian should become second nature just like SQ3R. (Sorry Maya)  I know the past few days have been challenging and maybe even slow, but I assure you your work will pay off.  Remember, we are looking at these eras in history and thinking like a true historian in order to draw a HISTORICAL COMPARISON. 

      Below you will find links to media that are directly related to The Louisiana Purchase and The Indian Removal Act of 1830.  The two presidents who were in office are also part of the media provided.  One is Thomas Jefferson and the other is Andrew Jackson.  Both were great leaders, but for different reasons.  You may work in groups of 2 or individually.  

Content in Social Studies

I can apply content in order to evaluate relationships of people and ideas and draw conclusions

1. View the media provided.

2. As you view, you must find one Turning Point, one Through Their Eyes, one Change/Continuity, one Using the Past, and one Cause and Effect.  (TP, TE, CH, UP, CE)
3. Use the KQR sheets to guide your thinking.
4. When you are finished think about this for tomorrow... Both of these acts of the president were considered unconstitutional by some.  What do you think?  Were these constitutional?  Did these presidents make decisions according to the one document that framed our government?

Thomas Jefferson and the Louisiana Purchase
TJ with Tim and Moby


Number 3 1801-1809


Thomas Jefferson the President


The Louisiana Purchase 1803

Andrew Jackson and the Indian Removal Act of 1830
Andrew Jackson with Tim and Moby


Number 7 1829-1837


The Indian Removal Act 1830


Trail of Tears



From the cluttered mind of C, Teacher
School District of Waukesha

Waukesha STEM Academy

Comparative Historical Analysis Day 2...

Hey gang,

      Below is some of the same information that we saw yesterday.  Grab a book, read the learning target and let's continue to look at TLH...   THINKING LIKE HISTORIANS.

COMMON CORE READING STANDARD:

I can read closely to determine what the text says explicitely and and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Comparative Historical Analysis...

Happy Lunes Crazy Kids,

      Below you will find a new learning target and a new way of looking at history.  I spent my whole Saturday with other teachers looking at these concepts.  Once you get into the room grab a United States History book and open to page 271.  Grab your note cards and meet me in circle. 

COMMON CORE READING STANDARD:

I can read closely to determine what the text says explicitely and and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 

From the cluttered mind of C, Teacher
School District of Waukesha

Waukesha STEM Academy

From Checks and Balances to Individual Rights: The Bill of Rights...

Hello all Individuals,

      Yesterday you all did a phenomenal job interacting with text and media in order to understand CHECKS and BALANCES.  use those same skills you used yesterday to understand the Bill of Rights today.  Remember, the Bill og Rights is that part of the Constitution that really demonstrates the Constititutional principle of INDIVIDUAL RIGHTS.  This is the part of the constitution the Anti-Federalists want so badly.  Why did some of the Framers want the Bill of Rights?  Do we still need a Bill of Rights today?  What do you think?

      Your Learning target is the same from yesterday so you should have no problem hitting it again today. 

Media in History

I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

      Here are the links you will need for the day.  The first one is for you all to watch individually.  The second, is for the whole class to watch along with the reading. 

       The Bill of Rights: Brainpop

       Whole Class Video

Have a great day,

C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Checks and Balances...

Hey Gang,

      When you come into the room, take a seat, get your History Book, and open to page 182.  When you have opened to page 182 grab 3 notecards.  When you have grabbed 3 notecards, meet me in circle with all of your notecards.  When you are in circle, read the learning target below and think about how we might go about hitting it today. 

Media in History

I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

The Branches of Government set aside by the Constitution.
School House Rock

Article 1 of the Constitution:  The Legislature

How a bill becomes a law...

Article 2 of the Constitution: The Executive

Powers of the Executive...

Article 3 of the Constitution: The Judiciary

The Supreme Court...



From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Does It Still Matter...

This is the cover of the Time magazine I found.

Howdy Y'all,

      A CONSTITUTION is a legal framework for government.  It tells how a government is organized and run.  Most constitutions are in writing, but some have unwritten parts.  If a constitution tells a government how to run, then what are the purposes of government?  How should governments be organized?  How are people selected to serve in government, and how is government supposed to go about doing business? 
      Having a constitution does not mean that a nation has a CONSTITUTIONAL GOVERNMENT.  A constitutional government means that there are limits on the powers of government: Limited Government.  This means there are things the government cannot do and actions it may not take.  Our constitution limits the powers of government.  The limits are written into the Constitution. 

      Last summer I found an article in Time Magazine that totally applies to what we are learning right now.  We have spent a lot of time learning about the history of the constitution, but what about today?  Does the constitution still matter today?  Can we still use the ideas set forth in the constitution to guide our actions even in the 21st century?  The link below will take us to the Time article and a related article on how our Bill of Rights looks today.   

Document Under Siege

Our Bill of Rights

From the cluttered mind of C, Teacher
School District of Waukesha

Waukesha STEM Academy

Constitutional Principles...

Hey gang,

      Before you look at the video, get out your notecards and a We The People book.  Think about this... How have we met this learning target with the activities we have been doing in class so far?

Media in History

I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

Here is one student's view of Constitutional Principles.

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy