Reframing Misconceptions: Historic Dates...

Dates are not facts to be remembered.

Dates are tools to help us frame a perspective and measure our understanding within the chronology of time!!

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Aftershock: Beyond the Civil War, CC/CH, & UP...

Hey Nearly High Schoolers,

      Happy Thursday to you all and I wish you the best of luck on your MAP testing both today as well as next Tuesday.  Today, in continuation to the direction we are heading, we will be attacking a piece of text with a question in mind and viewing a documentary.  The question we are using to attack text is this: How does "inequality" affect the American Dream?  If this question does not suit you, if you would prefer to read with a question that you have generated yourself, then rock out with your bad self!  You are all asking some phenomenal questions.  Remember that when we attack text by using a question we are trying to construct meaning, make connections, and find RELEVANT INFORMATION.

Below is a short synopsis of what the documentary is about.  It is the hope of this teacher that the events, people, and themes we find in this documentary in addition to the relevant information we read in our texts will help us as we try to THINK LIKE HISTORIANS.

    Aftershock: Beyond the Civil War is a series of videos that examines and documents life after the Civil War. The series portrays a violent aftermath of greed, violence, anger, intimidation and fear that occurred during the Reconstruction Era. Many history books fail to portray this period of American history as vividly or in such detail as shown in this series. Many post Civil War stories for people and groups like ex-Confederate soldiers, Southern civilians, Afro-American and Native American troops are highlighted. The series includes many images of a time after the Civil War that includes the bloody surrender at Appomattox to the rise and decline of the Ku Klux Klan. The series depicts the plight of various segments of the Southern society; poor whites, newly freed slaves, returning soldiers and Southern white landowners.  To see a picture of what happened to people who fought against each other and interacted during the period of rebuilding their country and lives

One final thought...
These are the learning targets we will be reflecting on after this week's work.  Just something else to chew on.
Media in Social Studies: I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

Content in Social Studies: I can apply content in order to evaluate relationships of people and ideas and draw conclusion

Yours Truly,
C

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

Welcome to WEST!!

Greetings Wolverines and STEMers,

      Here we are again guys and gals!  Your time here in Jonas's class will flow in 3 phases.  The phases are below and we will be referring back to this blog post frequently throughout the class.

PHASE 1:  DEFINE...

What is an American?  What does that mean?

That said, collaboratively define the American Dream.

PHASE 2:  INTERACT WITH TEXT and MEDIA

Two excerpts from Howard Zinn...

PowerPoint Slides...

"In the year 1877, the signals were given for the rest of the century: the blacks would be put back; the strikes of white workers would not be tolerated; the industrial and political elites of North and South would take hold of the country and organize the greatest march of economic growth in human history. They would do it with the aid of, and at the expense of, black labor, white labor, Chinese labor, European immigrant labor, female labor, rewarding them differently by race, sex, national origin, and social class, in such a way as to create separate levels of oppression-a skillful terracing to stabilize the pyramid of wealth."

"Control in modern times requires more than force, more than law. It requires that a population dangerously concentrated in cities and factories, whose lives are filled with cause for rebellion, be taught that all is right as it is. And so, the schools, the churches, the popular literature taught that to be rich was a sign of superiority, to be poor a sign of personal failure, and that the only way upward for a poor person was to climb into the ranks of the rich by extraordinary effort and extraordinary luck." 

       -Howard Zinn from his book, A People's History of the United States

How does this fit into our definition of an American and/or our definition of the American Dream?  

How do these things relate?
  

PHASE 3:  QUESTIONING Documentation Application... textual overlay
      Over the past few weeks as I sat down to think about The American Dream and what it has looked like for Americans over the course of history, I have asked some of these questions.  Perhaps while you engage your partner in thinking and academic conversations these questions may help you generate some questions of your own.
1.Which aspects of the human experience were constant from 1801-1930?

Mr. C's CRAZY THINKING!!

Follow-up: Which of those aspects can we still see today in the 21st century?
2. Based on what we are reading, watching, and interacting with which parts of the past are comparable?
 Follow-up: From this, what parallels or similarities can you find?
 3. How do you think the past is similar to the present?
 4. How do you think the past is different from the future?
 5.Where can we see "deprivation" influencing the American Dream? (MLK Jr.)
 6. How has "inequality" influenced the American Dream?
 7. What do you think influences The American Dream?
 8. By looking through history, the past, what can we see influencing the American Dream?

Generate 5-10 questions pertaining to the American Dream as it applies to the Great Depression and/or the text so far.

We want you to collaborate on a document.  

Fold this into textual evidence.  

Frame your questions around the Great Depression.

 

Have fun and enjoy!  Phase 4 is a doozy!!

Yours Truly,
C



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

Mr. C's crazy thinking.

The American Dream: Happy Monday...

Hey Partially 9th Graders,

We start this week with a couple questions:

1.  How has your experience this year at STEM influenced your idea of learning?

2.  How do the times that a person lives through influence that person's idea of the American Dream?


      Our friends at West are eagerly awaiting our arrival tomorrow to begin work on The American Dream.  We will be interacting with text and media.  We will be thinking about and looking for evidence that answers some curious questions.  We will be formulating and generating questions of our own.  This last and final West experience is the start of our push to the end of the 2012-2013 school year.

      It has been said and quoted many a time that, "a journey of a thousand miles begins with a single step".  Well folks, today is that step in a direction.  Most of the links found in this Think Spot post lead to a blog Dubbs found that is fantastic.  It gives us one author's perspective of The American Dream, and a tiny insight into the timing of the origin of The American Dream.  As I read this post it came across to me as a little idealistic.  An academic conversation with our 8th grade learning community would be an awesome place to share ideas about this text.

      Here is another person's idea of The American Dream.  Think about the Great Depression.  Think about what we know about the last two TLH categories: CC/CH & UP.  Remember CC/CH is "Change and Continuity".  Also remember UP is "Using the Past".  Let's look at the text provided by Dubbs and the link provided by your's truly to see if we can begin to THINK LIKE HISTORIANS.


Your's truly,
C
     

 



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

Using the Past with Change and Continuity: TLH Challenges...

Happy Camel Day Almost 9th Graders,

      I am still looking over some of your exit slips from yesterday.  To some of you, thank you for showing your best thinking.  This little formative assessment gave me a glimpse into who cares, who doesn't, who is getting it, and who needs more time.  The exit slip activity asked you to show your thinking in a paragraph.  We were thinking specifically about the TLH categories UP and CC/CH.

     So far here are some of the thoughts from our learning communities...

"Change and Continuity is what changed and what stayed the same.  Using the past is how the past is similar to the present." - David

"Using the past is an example like the Stock Market crash of 1929 and also 2008.  In 1929 businesses started to foreclose and in 2008 prices started going up on everything." -Olivia

"You basically have to define what's the same and what's different over time." -Alejandro

"Change and Continuity is dealing with how history changes and remains the same compared to time.  It's like a line: a linear progression.  Using the past is a direct comparison between two historical events or periods, like a 'Spot the Difference' game.  -Nathaniel

"I understand that change and continuity and using the past are both looking for similarities and differences.  I don't understand how they both do it differently.  The only difference I see is that the key word for using the past is RELEVANT and the key word for change and continuity is PATTERNS." -Lucas

      After you have read some of these responses think about the following question.  Which one of these quotes illustrates your level of understanding?  From these 5 statements let's move forward and try to further our understanding of the past.  

  

   


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

Looking Back As We Move Forward: Previous Posts...

Hey Gang,

      Please click on these links and review where we have come from to get to today...

Separate. Isolate. Recombine.

Tableaux

Tableaux & Metacognition...

PEER REVIEW

From tableaux to thinking, reflecting to peer review, our learning is taking many forms this week.  The feedback we received on our tableaux will give us insight into what good feedback and poor feedback look like.  We will get a clear picture of the kind of CONSTRUCTIVE CRITICISM that helps move us forward in our work.  You all have done well taking on this new learning strategy of tableaux.  Let's try to use what we have learned during the tableaux process for what we are trying to do with ARGUMENTATION & PERSUASION.  Enjoy peer review, and try to have fun!

Yours truly,
C
P.S. A little nugget that our Ana Sanchez shared with Dubbs and I yesterday...
WHY I HATE SCHOOL BUT LOVE EDUCATION



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

Tableaux & Metacognition: Things to Think About...

Happy Monday Guys & Dolls,

      As we kick off our week there are a few things we need to finish up from last week as well as some questions to think about.  Let's have a discussion or community circle to flush out some of our answers together.  Think about your learning.  Think about your interaction with text and media.  Think about your interaction and collaboration with each other.

      1.  When you do a tableaux again, what will you do the same?  What variations or improvements will you make the next time?

      2.  Why do you think tableaux can be a great way to learn?  How does tableaux get us to think about text and media?

      3.  How does working and collaborating with others help us construct meaning of history?  How does working and collaborating with others help us construct meaning of text, media, and information?

      4.  Has your understanding of the Great Depression expanded?  Has your understanding of learning expanded?  Do you feel better equipped to interact with text and media now?

Can't wait to hear some of your responses!  Enjoy and have fun together!

Yours truly,
C

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

TABLEAUX: Thinking About History and Learning Targets...

Happy Wednesday Gang,

      Yesterday, as we were wrapping up our work session for history, we began to discuss the learning targets for our tableaux projects.  Here are the learning targets we are trying to hit through text, media, collaboration, and performance:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings.

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

      How are we showing that we are meeting these learning targets by creating our tableaux?  What are some of the main ideas or THEMES that are being displayed through our tableaux?  Can we find any patterns that reoccur?

Sincerely,

C






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

Check out this video on YouTube:

http://youtu.be/Q_VVGafuMwk