Another Look at Slavery: Change & Continuity/Using The Past...

Happy Monday Y'all,

      Doing history is not the same thing as learning about history. TLH brings history to life in a way that goes deeper than rote memorization of dates and facts. Or, as Emily Rhodes put it, "dates and dead people". 

      As your teacher I would like to let you in on what my vision and goal is for TLH and Project WICR.  I want to teach you how to DO HISTORY. EXPERIENCE HISTORY. FEEL & SENSE HISTORY.  I do not want you to just learn about history so that one day when you are older you look back and say, "Oh yeah, I think my 8th grade teacher told us about that once." 

      I was thinking this weekend about what we are doing here during our CORES and STEaM time when I had a thought.  I asked the question, What's more important, that the kids are taught or that the kids learn?  The answer I came up with is this...  You're here to learn, not just necessarily to be taught!! This thought completely shifted my WORLDVIEW.  You will learn and remember by DOING HISTORY not just hearing me tell you about it. 
Read.  Write.  Think.  Remember.  Question.  Synthesize. 

    Tim & Moby: Slavery

Tim & Moby: Underground Railroad

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.

Sincerely,
C
P.S. I hear and I forget.
I see and I remember.
I DO AND I UNDERSTAND.
Do your best and forget the rest!

Sent from my iPhone

Change & Continuity: Westward Expansion...

Hey Gang,

      Can a Turning Point lead to another Turning Point?  How do we know when we have come across a Turning point? 

      One Turning Point we have looked at is the Louisiana Purchase.  The Louisiana Purchase doubled the size of the nation, forced interaction with Indians, started the Lewis and Clark expedition, helped trade, and started Westward Exapansion.  We should all know this by now.

      Let's focus our attention today on another turning point called Westward Expansion.  Westward Expansion brought about the idea or belief (Worldview) of Manifest Destiny.  For the first half of the 1800s, before the Civil War, Westward Expansion and Manifest Destiny changed political, social, economic, and cultural human experiences. 

      Click of the link below to start class.  We will be taking a closer look at John Gast's painting.  Hopefully, this will begin our study of Change and Continuity. 

Westward Expansion: MANIFEST DESTINY

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

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