Creation of the Constitution.
Today we spent part of the class working on sections 6.1 and 6.2 of the this handout. We will pick-up on Tuesday where we left off. We should NOT work on this at home unless we did not get through 6.2.
For the final forty minutes of class we went to the computer lab so that we could type our rough drafts into Google Docs. The rough drafts will need to be shared into Google Docs by Tuesday (that means before school on Tuesday). Mr. Williams will not be collect printed copies of this paper so there is no need to print them.
Wednesday, September 28, 2011
Justified to revolt?
Today we asked the question - Were the American Colonists justified in rebelling against British rule.
We started the day by writing a response to the above question from our own perspective. We had to write a single paragraph and present evidence for our perspective.
We then moved into groups and were assigned one of four different roles: patriots, moderates, loyalists and the British government (King George and parliament). We were given sheets that identified the perspective of people in this role and presented primary source evidence that explains and supports the perspective we were assigned.
We worked in our group to create a list of some good points that support the perspective we were assigned. We were able to pull from the materials provided as well as from chapter five of the text which we were to have read during the previous class session.
We paused to write a second paragraph from another perspective on the same issue. We could write from the perspective we were assigned or if that perspective matched our own perspective then we were to write from any other perspective.
Periods six and seven then used a text messaging curating program to share our ideas with others. We sent our points to our class "celly" (text discussion resource) and Mr. Williams approved them for distribution to others. We were then able to record the points being made by the other groups on a worksheet provided by Mr. Williams. We also were then able to send responses so as to continue sharing the perspective we adopted for the activity.
Period eight did not use the text management resources but instead took turns sharing our points. We recorded the points of others, on the same worksheet as periods 6 and 7, as they shared them with the class.
All periods ended the day by writing a third paragraph from a third perspective.
Mr Williams collected the worksheet and the three paragraphs as we exited the class.
Today we asked the question - Were the American Colonists justified in rebelling against British rule.
We started the day by writing a response to the above question from our own perspective. We had to write a single paragraph and present evidence for our perspective.
We then moved into groups and were assigned one of four different roles: patriots, moderates, loyalists and the British government (King George and parliament). We were given sheets that identified the perspective of people in this role and presented primary source evidence that explains and supports the perspective we were assigned.
We worked in our group to create a list of some good points that support the perspective we were assigned. We were able to pull from the materials provided as well as from chapter five of the text which we were to have read during the previous class session.
We paused to write a second paragraph from another perspective on the same issue. We could write from the perspective we were assigned or if that perspective matched our own perspective then we were to write from any other perspective.
Periods six and seven then used a text messaging curating program to share our ideas with others. We sent our points to our class "celly" (text discussion resource) and Mr. Williams approved them for distribution to others. We were then able to record the points being made by the other groups on a worksheet provided by Mr. Williams. We also were then able to send responses so as to continue sharing the perspective we adopted for the activity.
Period eight did not use the text management resources but instead took turns sharing our points. We recorded the points of others, on the same worksheet as periods 6 and 7, as they shared them with the class.
All periods ended the day by writing a third paragraph from a third perspective.
Mr Williams collected the worksheet and the three paragraphs as we exited the class.
Monday, September 26, 2011
Chapters four and five
Today we read through the rest of chapter four and all of chapter five. During the reading we completed this handout so as to help focus our reading. On the front page we added details about the seven events. We listed the year of the event, created an icon that represents the event and then explained how the even impacted the American rights and the US government.
On the second half of the handout we identified and explained examples of events that could be deemed as the origins of the ideal or at least an event that helped to fan the spread and growth of the ideal.
While we were working on the reading, Mr. Williams discussed our grade and explained how we could retake the test for an improved score. If we are not satisfied with our test score, we can retake the test for full credit after we have better prepared and arranged a time to retake the test. Mr. Williams is of course available during tutorial time, but he can also stay past his contract day for test retakes so long as he does not have a meeting or family obligation that would prevent him from doing so.
We will be doing a tea party activity on Wednesday and having completely read chapter five (which should have happened in class today) will ensure a successful in class activity. If for whatever reason anyone did not complete the reading in class, they should make certain that the catch-up before Wednesday.
Citation information for in class materials.
Below you will find the MLA citations for the resources we used in class.
For the History Alive textbook and images on the placards use the following:
in text -
(Hart)
Bibliography page -
Hart, Diane, and Bert Bower. History Alive!: Pursuing American Ideals. Palo Alto, CA: Teacehrs' Curriculum Institute, 2008. Print.
For in class discussion use the following:
in text -
(Williams)
Bibliography page (note that you need to set the period number and the date) -
Williams, Michael. "US History." Period #. Grant High School, Portland. date. In Person.
For other resources you will need to create your own citations using the citation maker tools shared in class or by hand.
Also note that you will need to indent every line except for the first line of each citation on the bibliography page (opposite of a paragraph).
Below you will find the MLA citations for the resources we used in class.
For the History Alive textbook and images on the placards use the following:
in text -
(Hart)
Bibliography page -
Hart, Diane, and Bert Bower. History Alive!: Pursuing American Ideals. Palo Alto, CA: Teacehrs' Curriculum Institute, 2008. Print.
For in class discussion use the following:
in text -
(Williams)
Bibliography page (note that you need to set the period number and the date) -
Williams, Michael. "US History." Period #. Grant High School, Portland. date. In Person.
For other resources you will need to create your own citations using the citation maker tools shared in class or by hand.
Also note that you will need to indent every line except for the first line of each citation on the bibliography page (opposite of a paragraph).
Thursday, September 22, 2011
Today our media specialist visited us while we were in the computer lab. She shared with us a resource that we can use to gather evidence to support our position on the essay we are writing as our quarter one project. She shared with us Opposing Viewpoints which is a database of articles about specific issues. We can find our articles that will help us better understand other people's views on my specific topic. (Have we as Americans lived up to the ideals outlined in the Declaration of Independence - we can focus on a single ideal or on all of them).
She also showed us how to quickly and easily create the bibliography information needed for our paper. If we are using the Opposing Viewpoints resource these citations are already created for us and we need only copy them from the website.
We can access this database from the Multnomah County Library web site so long as we have a library card. We can also log on to OSLIS and access the opposing viewpoint by following the step outlined in class. The username for access away from school is port and the password is oslis. You must be a PPS student to access the resource.
There will be no additional homework but I the rough draft will need to be posted to each student's shared document in Google docs by October 4th. That means that this essay will need to be done outside of class. I know I promised very little homework but I just can't find the minutes to get the writing done within class time. That said, ten days to write five paragraphs does not seem too unreasonable nor an excessive burden.
We returned to the class for the second half where we read a short section of the textbook and discussed the peopling of the colonies via indentured servitude.
She also showed us how to quickly and easily create the bibliography information needed for our paper. If we are using the Opposing Viewpoints resource these citations are already created for us and we need only copy them from the website.
We can access this database from the Multnomah County Library web site so long as we have a library card. We can also log on to OSLIS and access the opposing viewpoint by following the step outlined in class. The username for access away from school is port and the password is oslis. You must be a PPS student to access the resource.
There will be no additional homework but I the rough draft will need to be posted to each student's shared document in Google docs by October 4th. That means that this essay will need to be done outside of class. I know I promised very little homework but I just can't find the minutes to get the writing done within class time. That said, ten days to write five paragraphs does not seem too unreasonable nor an excessive burden.
We returned to the class for the second half where we read a short section of the textbook and discussed the peopling of the colonies via indentured servitude.
Tuesday, September 20, 2011
Today we took the test covering chapters 1, 2, and 3. Anyone who needed extra time was welcome to come after school. Anyone who needs or wants to retake the test can arrange a time to do so (the retake may be a different assessment covering the same content). If someone is asking for time that is outside the time that Mr. Williams is paid to be at school it is expected that the person understands that he will be able to stay only when there is not a conflict with his family and personal obligations. That said, Mr. Williams works late most days and he has a tolerant wife (his daughters however are less forgiving of the time that is taken from them so when they have events Mr. Williams's time is less flexible).
Friday, September 16, 2011
Geography in the US
Today we discussed the geographic features that had the greatest impact on the growth and advancement of the United States. Before the discussion we each sketched a map of the US and identified the geographic features that we each thought had the greatest influence both in our success as well in being an obstacle to that success.
We then read chapter 3. After reading each section we had to determine what was meant to be learned or what was "the moral" of that section. We then wrote a question for each section for which the response would show the readers comprehension of the significance of each section. We also included the answer to the question so as to show we understood the significance of the section.
After reading we shared some of the questions and our responses. We first shared in small groups and then each small group sent their question via text to Mr. Williams so as to share it with the class.
The next time we meet we will have a test covering the first three chapters.
Today we discussed the geographic features that had the greatest impact on the growth and advancement of the United States. Before the discussion we each sketched a map of the US and identified the geographic features that we each thought had the greatest influence both in our success as well in being an obstacle to that success.
We then read chapter 3. After reading each section we had to determine what was meant to be learned or what was "the moral" of that section. We then wrote a question for each section for which the response would show the readers comprehension of the significance of each section. We also included the answer to the question so as to show we understood the significance of the section.
After reading we shared some of the questions and our responses. We first shared in small groups and then each small group sent their question via text to Mr. Williams so as to share it with the class.
The next time we meet we will have a test covering the first three chapters.
Thursday, September 15, 2011
Images as Evidence
We finished the in class evaluation of the eighteen images. he task was to identify whether the images provides evidence of living up to one of the fives ideals mentioned in the Deceleration of Independence (democracy, opportunity, liberty, rights, equality). The example was a fill in the blank statement that read -
Placard ___ about ___________ exemplifies the success/failure (choose one) of the American ideal of _________ because _____________________________________ .
Those placards can be viewed here or here. The responses will be used as evidence for the persuasive essay we will be working on in class.
We also went to the computer lab and set-up a Google Document for every student that was then shared with Mr. Williams at his Google account (fstopmm@gmail.com). Each student shared a document that was titled as their name (first and last). It was shared with Mr. Williams so he had comment rights but not edit rights.
We will use that one Google Document for all essays so no future sharing or document creation is necessary.
(sorry for the delayed posting - I had meetings until 7:00 last night and then my family took me to dinner for my birthday)
We finished the in class evaluation of the eighteen images. he task was to identify whether the images provides evidence of living up to one of the fives ideals mentioned in the Deceleration of Independence (democracy, opportunity, liberty, rights, equality). The example was a fill in the blank statement that read -
Placard ___ about ___________ exemplifies the success/failure (choose one) of the American ideal of _________ because _____________________________________ .
Those placards can be viewed here or here. The responses will be used as evidence for the persuasive essay we will be working on in class.
We also went to the computer lab and set-up a Google Document for every student that was then shared with Mr. Williams at his Google account (fstopmm@gmail.com). Each student shared a document that was titled as their name (first and last). It was shared with Mr. Williams so he had comment rights but not edit rights.
We will use that one Google Document for all essays so no future sharing or document creation is necessary.
(sorry for the delayed posting - I had meetings until 7:00 last night and then my family took me to dinner for my birthday)
Monday, September 12, 2011
Ideals found in the Declaration of Independence
Today we read chapter two and discussed the ideals of the United States as they are outlined in the Declaration of Independence. The ideals that were established in the Declaration of Independence include: Democracy, Opportunity, Liberty, Equality, Rights.We defined these ideals and provided examples of them from both history and today.
We also were assigned a five+ paragraph essay. The essay is to respond to the following question: Have Americans lived up to the ideals expressed in the Declaration of Independence? The instructions for this essay can be found at this link. The scoring guide that will be used for this essay is the regular scoring guide that students have seen for the last few years. That scoring guide can be accessed from this link.
We began collecting evidence that might support our positions for the essay. We did this by looking at eighteen images and identifying if the image is an example of America's success or failure in living up to a particular ideal. Some of the images could show success or failure for multiple ideals. Some could even be interpreted as showing both success and failure of a particular ideal (again this will be influenced by one's perspective and any view is acceptable so long as their is evidence to support for that view).
Today we read chapter two and discussed the ideals of the United States as they are outlined in the Declaration of Independence. The ideals that were established in the Declaration of Independence include: Democracy, Opportunity, Liberty, Equality, Rights.We defined these ideals and provided examples of them from both history and today.
We also were assigned a five+ paragraph essay. The essay is to respond to the following question: Have Americans lived up to the ideals expressed in the Declaration of Independence? The instructions for this essay can be found at this link. The scoring guide that will be used for this essay is the regular scoring guide that students have seen for the last few years. That scoring guide can be accessed from this link.
We began collecting evidence that might support our positions for the essay. We did this by looking at eighteen images and identifying if the image is an example of America's success or failure in living up to a particular ideal. Some of the images could show success or failure for multiple ideals. Some could even be interpreted as showing both success and failure of a particular ideal (again this will be influenced by one's perspective and any view is acceptable so long as their is evidence to support for that view).
Thursday, September 08, 2011
Stolen Phone
Today Mr. Williams faked his phone being stolen (students did not know it was faked but some caught on) and he had the students collect as much data on the incident as they could recall. Students then shared what they knew with a few students who were not in the room at the time of the "crime" (these students were given a task to ensure they were out of the room). The students who were out of the room then reported about what they knew about the "crime".
After Mr. Williams confessed that it was a hoax, we discussed terms such as Evidence, Primary source, secondary source, point of view and historical interpretation.
Students then read the introduction and completed the table where the terms were defined and examples from the "crime" where identified. That table can be accessed from this link. On the back of that sheet students attached three copies of the same picture of Christopher Columbus and then identified evidence in the picture that supports three different historians (pages 11 and 12 in their text) perspective of Christopher Columbus. That same picture had evidence that supported three very different views.
I also distributed a permission slip for working online. If by chance that permission slip was lost you can get a copy of it from this link.
Today Mr. Williams faked his phone being stolen (students did not know it was faked but some caught on) and he had the students collect as much data on the incident as they could recall. Students then shared what they knew with a few students who were not in the room at the time of the "crime" (these students were given a task to ensure they were out of the room). The students who were out of the room then reported about what they knew about the "crime".
After Mr. Williams confessed that it was a hoax, we discussed terms such as Evidence, Primary source, secondary source, point of view and historical interpretation.
Students then read the introduction and completed the table where the terms were defined and examples from the "crime" where identified. That table can be accessed from this link. On the back of that sheet students attached three copies of the same picture of Christopher Columbus and then identified evidence in the picture that supports three different historians (pages 11 and 12 in their text) perspective of Christopher Columbus. That same picture had evidence that supported three very different views.
I also distributed a permission slip for working online. If by chance that permission slip was lost you can get a copy of it from this link.
Tuesday, September 06, 2011
Today we discussed and worked on a half page visual that represents each person. On a half sheet of paper each person needs to add something about themselves including the following:
These sheets need to be returned completed with care by the next class session.
- First and Last name
- Birth date
- One thing they want to accomplish or do
- Favorite band/music
- Favorite subject
- favorite movie / TV show
- Favorite saying or quote
- Favorite sport or activity
- What they are know for
- Anything else they would like to include
These sheets need to be returned completed with care by the next class session.
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