March 30-April 14: Ms. Wiles' teaching week!
Week 9, 16-19 March: What causes led to the Civil War?
Learning Objectives: You will have a better understanding of why the Civil War happened, and realize that a number of events led to the carnage and devastation of America's most horrific war. Monday: -Civil War causes After briefly reviewing causes last week, we're going to get into more detail about what led to the Civil War. John Brown's raid played a role in awakening fears about slave revolts, but it was not the sole cause of the war. We will look at the various tariffs, trade restrictions, and government policies that led to the war. Tuesday: -stats review -gallery walk -Civil War causes After making your posters yesterday, you should have a good understanding of why the Civil War started. We're going to do a quick gallery walk and then begin writing. Choose two of the topics your group came up with (taxes, rebellions, government, etc.), and write a two paragraph explanation of why the events/acts/tariffs/etc. caused the war. For example, you might pick rebellions and taxes. You would then write one paragraph describing how rebellions led to the war, and one paragraph explaining how taxes led to the war. Wednesday: -assessment review After yesterday's gallery walk, you all should have a good idea of how the Civil War started. We'll go over some key terms and ideas in class. The rest is up to you! Thursday: -assessment Week 8, 9-13 March: How did slaves revolt against the system oppression? Learning Objectives: You will listen to your peers podcasts and provide meaningful feedback on their work. Monday: -Listen to peer podcasts In small groups, we're going to listen to our peers productions, and then using the rubric we created as a class, critique their work. Please remember to give meaningful feedback. Tuesday: Learning Objective: You will come away from today's class having a better understanding of why the idea of abolition was so volatile to some, and why it was an underlying precursor to the start of the Civil War. -John Brown Raid -Harper's Ferry PowerPoint Today, we're going to discuss the raid on Harper's Ferry, and how it changed the national mindset about slavery (both North and South). Wednesday: -Harper's Ferry Raid and aftermath Continue with John Brown primary sources. Thursday: -causes of the Civil War We've already done research on one cause of the Civil War (Harper's Ferry raid). Today, we're going to take a look at the economic disparities between the North and South. Friday: After missing last weeks class meeting, why don't we spend our time before lunch discussing issues that have come up over the past two weeks? Please come to class with positive comments, solutions, and changes you would like to make. -Abraham Lincoln SAC Week 7, 2-5 March: Why was slavery so institutionalized in the American South? Monday: -group meetings -podcasts Nice work last week! Let's start recording our podcasts today. Make sure to record somewhere quiet and without background noise. I'll be walking around meeting with each group to see if you have any questions. Tuesday: -podcasts - recording Today, I'd like each group to continue recording their podcasts. It's up to you to choose a recording device (iPhone, iPad, laptop microphone, etc.). Please record somewhere quiet and without background noise. I'm looking forward to seeing what you produce!. Wednesday: -podcasts due tomorrow! Please use today wisely as it's your last day to work on your podcast. I'll be moving from group to group answering questions. Thursday: -podcast mania! I'm super psyched to listen to your podcasts this weekend. Today, we're going to listen to a few in class, kindly critique them, and then enjoy a long weekend! Week 6, 23-27 February:
Why was slavery so institutionalized in the American South? Monday: -website review -podcast reminder Learning goal: You will leave class knowing how to create a podcast using Vocaroo, and what to include in your voice project. I hope all of you had a fantastic break! I've enjoyed looking over your websites over the past week. Nice work! Today, we're going to talk about the podcast you are going to create that will accompany your website. You will be using Vocaroo.com or a similar device. Podcast Rubric Tuesday: -podcasts! Let's keep the momentum going today and get those questions nailed down, voices recorded, and podcasts created. Wednesday: -podcasts I'm seeing some immensely creative sound effects and descriptions. Keep up the good work! Thursday: -group meetings -podcasts Today, I'm going to meet with each group for a few minutes to see what kind of progress you're making, and if you have any questions. _______________________________________________________ Week 5, 9-13 February: Why was slavery so institutionalized in the American South? Monday: -field trip reminder -go over website rubric -website creation with partners Happy Monday! I was psyched to see all of you so excited about the websites you've been working on. Please remember to share your link with me by the end of class so that I can start checking in on the amazing sites you're all creating. Here is the rubric for this project: 8th Grade Slavery Website Rubric Tuesday: -field trip reminder -website creation Please remember to have the rubric in front of you as you work your way through your website. There are many small details required, so pay close attention. Wednesday: -field trip reminder -website reminder Learning Goals: 1.) Understand how your topic impacted the institution of slavery. 2.) Use technology to create a meaningful website. Today, we will continue with our website construction. I've seen some great collaborative work over the past few days. Please have a copy of the rubric in front of you as you work your way through the website. Here's the link to each of your websites: 8a http://slaveresistancekkfs.weebly.com/ http://lawoftheslaves.weebly.com/ http://thedailylifeofslaves.weebly.com/ http://haroldandjiyoun.weebly.com http://slaverevoltinfo.weebly.com/ 8b http://slaverywithchrisandjj.weebly.com/ slaveryy.weebly.com http://carolinaandisuru.weebly.com http://americanhistoryslavery.weebly.com/ http://hyunjinanddane.weebly.com/ http://diversion.weebly.com/ http://abduanddyaksa.weebly.com/ Thursday: -guest lesson by Ms. Wiles Be prepared for another highly charged lesson from Ms. Wiles on the emotional and psychological effects of slavery. Friday: -rubric reminder -continue with website -class meeting After a successful class meeting last week, we will discuss any and everything that you see fit. Please remember to fill in a comment slip and to drop it in the box before the bell rings. _______________________________________________________ Week 4, 2-6 February -vocabulary review -individual essay meetings -12 Years a Slave Good morning! Well done last week, everyone, well done. As I read through your essays, I'm struck by some of the connections you all have made. While you're working in groups on background knowledge, I will be meeting with each of you to discuss your essays. Please continue to read Slavery by the Numbers with your group. When finished grab a copy of 12 Years a Slave and begin reading. Tuesday: -essay revisions due -continue with Slavery by the Numbers -What numbers/percentages were the most striking to you? -Why were so many slaves needed in the south of the U.S.? -What do these numbers tell you about the slave trade? -Slave narratives -12 Years a Slave Please share you final, edited essay with me via Google Docs. We're going to start class of by finishing Slavery by the Numbers as a group. We'll move on to reading two slave narratives (primary sources) chosen by each group. We will then finish class by reading 12 Years a Slave. Wednesday: -Slave narratives -group questions and discussion -Group slavery project Today, we are going to come up with a group project as a class. As they say, the ball is in your hands. It is up to you to decide how your group will answer the following question: Why are people or groups in a society treated differently based on race? Thursday: Guest lesson by Ms. Wiles Friday: -field trip reminder -website design -class meeting Week 3: January 26-30
Monday: -peer/group evaluation -art review -essay discussion -vocabulary words We will begin class by hanging up each groups art piece. You can then take a tour of your classmate's work and take notes on the symbolism you see in their murals and collages. Your goal for tonight is to begin writing a reflective essay on the symbolism found in your classmate's work. Please answer the following question: What symbols have been used to illustrate the term "Manifest Destiny", and what do they mean? This reflective, four paragraph, essay is due on Friday, January 30. The weekly vocabulary list is attached below. We will continue with our "no grades" assessment on Friday's. Tuesday: -essay discussion and reminder -vocabulary words -individual student meetings -slavery by the numbers The Institution of Slavery Why are people or groups in a society treated differently based on race? Today, we will begin a discussion on the institution of slavery in the U.S. during the 19th century. By first listening to primary sources from the Federal Writers' Project, and reading Slavery by the Numbers, we will begin a unit of inquiry focused on why the trade happened, and why it still continues to be felt today. Wednesday: -essay discussion -continue with Slavery by the Numbers -vocabulary review -Links to documets: Lewis and Clark Indian Removal Act Manifest Destiny Louisiana Purchase It's been a great week so far, so nice work! Today we will check in on one another's essay progress, and look through the startling/horrifying numbers involved in the slave trade. Thursday: -group art project feedback -essay discussion -continue with Slavery by the Numbers -vocabulary review Slavery in the Constitution Friday: -turn in essays -vocabulary! -continue with Slavery by the Numbers -class meeting Looking deep into a painting and pulling out meanings can be difficult, but you all have done an excellent job in doing so. I look forward to reading your essays over the weekend and seeing what connections you have made to Manifest Destiny. ________________________________________________ WEEK 2: JANUARY 19-23 Manifest Destiny- How did Americans justify Westward Expansion? Was the American justification for taking land acceptable? After reading the Manifest Destiny documents, we will create a class mural (one group will be responsible for a piece of the mural) depicting the events that led to the creation of the term (Manifest Destiny). Think back to the Indian Removal Act, Andrew Jackson, Lewis and Clark, and all of the sources we have covered. This will be due on Monday, 26 January. If you need to reread the primary sources, you can find them on the Stanford History Education Group website. Create an account, click on curriculum > Reading like a Historian > U.S. History, and you'll find the sources when you scroll down. Homework for Wednesday, 21 January: Please listen to the following podcast from This American Life about the Trail of Tears. After listening to the podcast, write a reflection about what the two sisters experienced, and how what they experienced connects to what we learned in class. This is due Friday, 23 January. Friday, 23 January: As you are working on your group art pieces, I will call on each of you to discuss the reflection you wrote about the Trail of Tears podcast. |