The Missouri Compromise & The Compromise of 1850...

High Five Friday,

      We will be doing another activity today called Carousel Brainstorming.  You may remember it from our space projects and writing a thesis.  Please read the questions below to get a peek at what we will need to think about:

1.  What are some of the dates we are coming across in our reading?
2.  Who are some of the people we hear in our articles?
3.  What are some of the compromises we have read about so far?
4.  What are some sectional issues that caused so much drama/conflict?
5.  What are some of the TP's, Worldviews, or C&E's, we have read in our text?

SECTIONALISM

What is Sectionalism?

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

Conceptual Annotation & Thinking Like a Historian...

Hi Everyone,

      So, we have all seen and tried Text Coding as well as Annotating text.  Text Coding is using symbols in a piece of text you are reading in order to make it easier to review that text later.  Text Coding organizes our thoughts in a specific way that makes sense to us.  Annotating text is simply interacting with text and writing notes along the way IN THE TEXT.  You have all done this.  Now is the time to step it up a bit.

      Conceptual Annotation brings these two nonfiction reading strategies together.  It makes meaning out of text which, in turn, allows us to use text in our WRITING, OUR PROJECTS, and CONVERSATIONS in class.  So here we go... 

These are the concepts we all know and love:
TE = Through Their Eyes
TP = Turning Points
CE = Cause & Effect
CC/CH = Change & Continuity
UP = Using the Past

These will be the concepts that we will use to mark up our texts as well.  Let's roll up our sleeves and get to it. 

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

Using the Part: Slavery

HOWDY Y'ALL!!

      Camel Day is here to stay!!  Drawing lessons from the past can be a powerful way to make sense of the present and to inform decisions about the future.  One can use the past for less immediate purposes.  Historians use their understanding of one historical event to raise questions about another historical event.  USING THE PAST RESPONSIBLY REQUIRES FINDING THE USEABLE PAST.  We must be able to discriminate between those events and aspects that are relevant to the event under study. 
Olaudah Equiano: African Slave (Primary Source)


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

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