From Founding Fathers to The Constitution...

Hello from the SLATE Conference,

      Please view the links below and read the short blog post that follows.  Last week we tried to take a close look at the first 5 Presidents.  Those men were not just our first Presidents, but they were also what historians call our FOUNDING FATHERS.  We will be switching gears here to look at the work they did on The Constitution, The Declaration of Independence, and The Bill of Rights.  

      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.

The CONSTITUTION with Tim and Moby

Webmix on Symbaloo

From the cluttered minds of C & Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy

TLH Categories: How do you think we have met these learning targets?

Good Morning and Good Day,

      Some of these faces should start to look fairly familiar by now.  One, two, and three are GW, JA, and TJ.  Hopefully, if time permits, we will be able to get to 4 and 5.  The two men that followed Jefferson were also Virginians, James Madison and James Monroe.

     Here are the Learning Targets we are trying to meet.  What do you think?  How have we met them?  Have we met them completely?

I can classify series of historical events and developments as examples of change and/or continuity.

I can analyze multiple factors that influenced the perspectives of people during different historical eras.

From the cluttered minds of C & Dubbs, Teachers
District of Waukesha
Waukesha STEM Academy

TLH Categories: TE, TP, & CE...

Happy Midday 8th Graders,

      Below you will find the link to the graphic organizer needed to complete our work today.  We have been looking at the first few Presidents to find examples of Turning Points, Cause and Effect Relationships, and Through Their Eyes Perspectives.  We are looking within Historical Context to apply what we have learned so far: TP, TE, CE.

TLH Graphic Organizer

      Here are the Learning Targets we are trying to meet.  What do you think?  How have we met them?  Have we met them completely?

I can classify series of historical events and developments as examples of change and/or continuity.

I can analyze multiple factors that influenced the perspectives of people during different historical eras.












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

Welcome Back: TLH & Turning Points

Good Day to Everyone,

      Welcome back from a great extended weekend.  We're getting started right away so make sure your tables are set to do great thinking.  We are leaving The American Indian Story and The Holocaust behind as we continue on into U.S. History.  Our next topic of study will be the Founding and Framing of the United States of America.  Today specifically, we are starting with the year 1776.

      1776 was a TURNING POINT for our country.  Some historians refer to dramatic changes as turning points.  A turning point signifies a profound change in one or more of the major arena of human experience (political, social, economic, or cultural/intellectual).  Why do you think the year 1776 could be considered a TURNING POINT?


TLH Blog Post

From the cluttered minds of C & Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy

WKCE, 5 Paragraph Essays, and Thesis Statements: CONTEXT, SUBJECT, CLAIM...

Good Day,

      Today is Tuesday, November 13, 2012.  Beth and I saw a lot of great work yesterday as we took a deeper look at THESIS STATEMENTS.  Here are some examples of what I found as I looked over your work...

      "As an American Indian, what happened to many a tribe would seem like a genocide, and make the U.S. government seem like a cruel, unforgiving enemy.  As an American citizen however, what happened did not seem like a genocide.  I do not think it was genocide, as the majority of those killed died of natural causes." 

      "I've concluded in relation to the genocide known as the Holocaust that the Native American story was in fact a genocide though the context of their conflicts."

      "During the 1600's (17th Century) started the uprise of the American Indian story.  even before that the Native Americans held their land as a gift.  A big event that started a controversy was the Trail of Tears.  This was a controversy because some people think it was a genocide and some people don't think it was.  This all leads up to whether the whole American Indian Story was a genocide.  I think it wasn't a genocide."

      "I'm not sure if the Native American story was a genocide or not.  There are some things that match up and some things that don't.  

      The students who wrote these thesis statements have been left anonymous due to the fact that I did not ask their permission before I posted them here.  Beth and I do try very hard to respect your academic work.  Were you able to find a CONTEXT, SUBJECT, and a CLAIM?




From the cluttered minds of C & Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy

Thesis Statements: CONTEXT, SUBJECT, CLAIM...

Happy Monday Y'all,

      I'll try to make this short and sweet.  There are three words for this week:


CONTEXT
SUBJECT
CLAIM

Thesis Statement Media

     
      Where's Max when you need him?  Just like STOP, THINK, REACT, the three words for this week will carry us into next week's visit to Waukesha West.  Next Tuesday we will be visiting our Sophomore friends so we can share our writing with other students.

From the cluttered minds of C 7 Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy

Finishing American Indian Story: Sources and Essays...

Happy Camel Day,

      Below are the targets that are our focus this week.  Please reread them and commit them to memory.  Our challenge this week is to look deeply at the sources we are using.  When we analyze a source there are a few things we must keep in mind:

-Point of view
-Author's Purpose
-Credibility  


I can deconstruct sources to reveal an author's point of view and purpose.
I can evaluate the credibility of a source.
I can analyze the relationship among diverse sources on the same topic.
I can select specific evidence to support an interpretation.
      Our "to-do" list is as follows...
1. Pass Back Rubrics from Seminar
2. Print Mosaics and place in text sets
3. Discuss "Weekly Contributions"
4. Finish Geronimo Story/History
5. Comp/Contrast with other source

Engage.  Plug in.  Connect.   CONTRIBUTE.  Enjoy and have a great day Kiddies.


From the cluttered minds of C & Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy

BAM, FOX RIVER!!!

Happy Field Trip Day Y'all,

      Here is the post from yesterday which includes reminders, time frame, and the Survival Structures design brief.  Enjoy and have fun!

Blog Post from yesterday.

From the cluttered minds of C & Dubbs, Teacher
School District of Waukesha
Waukesha STEM Academy

Fox River and Survival Structures...

Happy Monday Again Gang,

Please look at the reminders below so you have a heads up for tomorrow. Also, the design brief for the Bear Grylls Survival Structures is posted below. Please survey the information.

-Dress for the weather!  Forecast: 30 degrees and a good chance of rain.
-Pack a cold lunch!  No cold lunch = you don't eat.
-Take a pencil or pen along.
-We are walking to the FRS.  DO NOT BE LATE TO SCHOOL.  We will leave at 7:30 a.m.

-We will eat lunch at the FRS.
-We will return around 12:30-12:45.
-Once we get back:
1) mock election
2) STEaM. FC competitors: Sim Computers will probably NOT be available, so be prepared to work on your essay, research or city planning.

Click Here: Bear Grylls Builds a Structure!

Collecting, GATHERING, and Observing
Bark
Leaves
Sticks
Grass
Pine Cones

Survival Structures: Sheltering Structures

In order to survive in an outdoor environment, one must be able to use what they have access to.  We will be bringing materials with us, but we must also use the materials nature provides.  We will need to use our observation skills along with our skills in gathering.  Think back to our buddy Bear Grylls.  Remember that a survival structure must keep a person warm and dry.  Warm enough to keep us from freezing or exposure.  Key words: WARM, DRY, and INSULATED.

Linking & Binding

Design Challenge: 
Design a survival structure that will keep a person warm and dry using the resources you have at your disposal.  The trick with building this structure at the E.B. Shutz Nature Sanctuary is that we cannot use any living plant matter or wildlife.  DUE TO THE FACT RESOURCES ARE LIMITED, PLEASE REALIZE THAT OTHER GROUPS MAY BORROW PIECES FROM YOUR STRUCTURE AS THE ROTATIONS PROCEED.  

1.We will start out by taking 10-15 minutes to spread out and gather materials in nature.  

2. When the timer goes off, you will then be given 5-10 minutes to brainstorm and sketch with your group.  

3. The remainder of the time during this center is to get to building.

Warm, Dry, and Insulated

Criteria: 
The structure you build must:
- Have a sketch of your structure
- Be three-dimentional
- Incorporate 2-3 items you have found in your natural surroundings.
- Incorporate 2-3 items we have brought with us.
- Be free standing for the duration of the rotation

Materials:  Items from natural surroundings whatever can be gathered.
Tape, Aluminum Foil, Rubber Bands, Paper Clips
Tools: Your hands

From the cluttered minds of C & Dubbs, Teachers

School District of Waukesha 

Waukesha STEM Academy

Geronimo Part II: 5 Paragraph Essays & Deconstructing Sources...

Good Morning 8th Graders,

      Please view the short Brainpop that is linked below before or after Community Circle.

5 PARAGRAPH ESSAY

     Think back to Friday.  We started viewing a media source that took a deep look into the life of a Native American by the name of Geronimo.

      Geronimo lived from June 16, 1829 – February 17, 1909.  He was a prominent leader of the Bedonkohe Apache who fought against Mexico and the United States for their expansion into Apache tribal lands for several decades during the Apache Wars. "Geronimo" was the name given to him during a battle with Mexican soldiers. His Chiricahua name is often rendered as Goyathlay or Goyahkla in English.

After an attack by a company of Mexican soldiers killed his mother, wife and three children in 1858, Geronimo joined revenge attacks on the Mexicans. During his career as a war chief, he was notorious for consistently urging raids upon Mexican Provinces and their towns, and later against American locations across Arizona, New Mexico and western Texas

In 1886 Geronimo surrendered to U.S. authorities after a lengthy pursuit. As a prisoner of war in old age he became a celebrity and appeared in fairs but was never allowed to return to the land of his birth. He later regretted his surrender and claimed the conditions he made had been ignored. Geronimo died in 1909 from complications of pneumonia at Fort Sill, Oklahoma.

      Please get out your Cornell Notes from last Friday and continue them today as we finish.  Below are the 4 learning targets we are trying to focus on.  Read them to try and understand what they mean:

I can deconstruct sources to reveal an author's point of view and purpose.
I can evaluate the credibility of a source.
I can analyze the relationship among diverse sources on the same topic.
I can select specific evidence to support an interpretation.

Sincerely,
C & Dubbs

From the cluttered minds of C & Dubbs, Teachers
School District of Waukesha
Waukesha STEM Academy