AIM...

Hello Y'all,

      As you get situated in the room and we wait for our presentations, please find anything you can about an organization called AIM. 

Thanks,
C


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

Westward Expansion, Manifest Destiny, & Civil War Reconstruction: REVISITED...

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

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?

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

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

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

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:

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

Sectionalism & Westward Expansion: Socratic Seminar Style...

Happy Thursday Y'all,

      To prepare for the Socratic Seminar today, please REVISIT the relevant information from your previous articles.  Also, please review some of the media presentations provided to us by Hippocampus.org.  We will start after the first 20 minutes of class to give you ample time to prepare your thoughts.  Look over your notes.  Look over your highlighted text.  Look over your quickwrite.  look over the media.  Good luck and have fun!
Here, you will see the questions that will drive our SOCRATIC SEMINAR today. 
      1.  Think about what we know of Lincoln.  What did he believe he needed to do as the next president and a brand new fledgling Republican?

      2.  Why were Southerners so scared of and angry about the Republicans' views on the extension of slavery?

      3.  Looking back all the way to the land ordinance of 1787, the Louisiana Purchase, and then fastforwarding to what we know now about "sectional issues", how do you think Westward Expansion and Sectionalism are interrelated?  In other words, What links can you identify between these two issues in 19th Century United States?
    
      Sectionalism: is loyalty to the interests of one's own region or section of the country, rather than to the country as a whole.  Sectionalism refers to the different economies, social structures, customs, and political values of the North and South.  It increased steadily 1800–1860 as the North, without slavery, industrialized, urbanized and built prosperous farms, while the deep South concentrated on plantation agriculture based on slave labor, together with subsistence farming for the poor whites. The South expanded into rich new lands in the Southwest (from Alabama to Texas).  However, slavery declined in the border states and could barely survive in cities and industrial areas (it was fading out in cities such as Baltimore, Louisville and St. Louis), so a South based on slavery was rural and non-industrial. On the other hand, as the demand for cotton grew the price of slaves soared. Historians have debated whether economic differences between the industrial Northeast and the agricultural South helped cause the Civil War.

      Below, you will find the backchannels for each of your CORES.  Please don't make me remind you of netiqette, or how to behave so that all can learn.
CORE 1
histlit1
histlit2
histlit3
histlit4

CORE 2
histlit5
histlit6
histlit7
histlit8

CORE 3
histlit9
histlit10
histit11

Today's learning targets:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific media.  

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

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

From Sectionalism to Westward Expansion...

Guy and Gals,

Here, you will see the questions that will drive our SOCRATIC SEMINAR tomorrow. 
      1. Looking back all the way to the land ordinance of 1787, the Louisiana Purchase, and then fastforwarding to what we know now about "sectional issues", how do you think Westward Expansion and Sectionalism are interrelated? 

      2.Think about what we know of Lincoln.  What did he believe he needed to do as the next president and a brand new fledgling Republican?  

      3.Why were Southerners so scared of and angry about the Republicans' views on the extension of slavery?   

Today, like I told you yesterday, you will have a guest teacher for your CORES. 
CORES 1 & 3...  You have 4 tasks today.
1. Gallery Walk
2. Read the Article and Annotate
3. Prep for the Socratic Seminar tomorrow
4. Open up your Slip Game word documents and complete another question as a table group. 

Here are the instructions for the Gallery Walk:
1.  Delegate one person from your table group to speak about the work your group did on the article.
2.  Those who are not speaking will grab a clip board with post its and their copy of the article: The Lincoln Douglas Debates
3.  You guys and gals will have 8 minutes to circulate from poster to poster listening to the speakers from each group. 
4.  The post-its are you for you to leave comments on the posters as you walk throught the gallery. 

CORE 2, here are your tasks:
1. Read, Highlight, Annotate
2. Prep for the Socratic Seminar
3. Slip Game (Some may finish the Slip Game)

I will be back by 11:15 which means I will see you for STEaM time.  You have things due today and the final due date is Friday. 

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

The Lincoln-Douglas Debates & Collaborative Annotation...

Happy Mobday Almost Freshies,

      We have finally arrived at the last article in our series.  We should be CONSTRUCTING MEANING from all that we have read, and we all should have an idea of some of the deep causes of the Civil War.  What was the Dred Scott Decision?  What is a "free stater"?    What was the Missouri Compromise and the Compromise of 1850?  And most importantly, why do all these things matter?

      Today, the activity we will be engaging in is called Collaborative Annotation.  We will look at an article together, then break into our table groups and annotate it COLLABORATIVELY.  To start, please click on the links below to refresh your memory and access any schema you may have on these subjects. 

The Dred Scott Decision

Bleeding Kansas

Today's learning targets:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific media.  

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

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

The Cause: Documentary...

It's Thursday,

      The Civil War began at 4:30 a.m. on April 12, 1861.  The documentary you will see today does a fabulous job connecting to the articles we have read together.  Listen for "Bleeding Kansas".  Listen for Dred Scot.  Listen for dates, people, turning points, and events our articles may have mentioned. 

      Below, you will see two questions.  Your task, at the end of class today, is to comment on this blog by answering these questions.  You ARE NOT using the blackboard blogs!!  You are commenting on this blog.  I will receive your post in my personal email account and approve or disapprove your responses. 

1. What did you see or hear in the documentary that we read about in the articles? 

2. At this point in all of our reading, writing, talking, sharing, and studying, what do YOU think could be considered a cause of the Civil War? 

      “Slavery is like holding a wolf by the ears.  You don’t like it, but you dare not let it go.”

-Thomas Jefferson

      “For me, the picture of the Civil War, as a historic phenomenon, is not on the battlefield.  It’s not about weapons.  It’s not about soldiers except to the extent that weapons and soldiers at that crucial moment joined the discussion about something higher about humanity, about human dignity, about human FREEDOM”   

-Barbara Fields (Historian 9:10)

      “If there was a single event that caused the war it was the establishment of the United States in independence from Great Britain with slavery still a part of its heritage.”

-Barbara Fields (Historian 17:00)

Today's learning targets:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific media.  

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

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

The Dred Scott Decision

Happy Camel Day,

      We are nearing the last few articles that explain some of the causes of the Civil War.  Continue to remember your inquiry and reading skills. Conceptual annotation and critically thinking about relevant information are vital when constructing meaning from text.  What do you know based on what you read?  How do you know it?  And, more importantly, why is it relevant?   

      The article today, which will open us up to our activity later, is The Approaching War: The Dred Scott Decision.  Please do a few things before we begin reading today...

1.  Log onto Hippocampus.org (History & Gov. - U.S. History)
2.  Watch the presentations that accompany our articles
3.  Review, read, or reread the Kansas-Nebraska Act and/or The Dred Scott Decision
4.  Prepare for the Slip Game

Sincerely,
C

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