Mr. Kindred's U.S. History Blog

Here are the requirements for the upcoming flipped lesson on Thomas Jefferson.  PLEASE READ CAREFULLY!

1. Watch 5 short videos over the different parts of Thomas Jefferson’s Presidency.  The links to the videos can be found on the right tool bar under vodcasts or below.  YOU MAY HAVE TO REFRESH THE PAGE TO GET THE VIDEOS TO APPEAR.  Make sure you are filling out your notes as you are watching each vodcast.  Notes pages were handed out in class, but in case you’ve lost them you can print an extra copy here.

Jefferson Part 1: Background

Jefferson Part 2: Out West

Jefferson Part 3: Louisiana Purchase

Jefferson Part 4: Lewis & Clark

School House Rocks: Westward Expansion  (Nice Summary–does not go with notes)

2. As questions arise during the videos, pause the video and go to Edmodo and reply to the questions post.  I’ll try and answer as many as possible before Tuesday.  You must reply and ask at least one question.  Also, if you know the answer to another student’s question, feel free to answer it.  Make sure you put an @ symbol in front of your response so they will know you’re responding to their question.  For example, if I’m answering Tom’s question I would put @Tom before answering.

3. Take the online vodcast check posted on Edmodo.  This will be only over the basic information on the vodcasts and notes so study before you take it.  The vodcast check will be timed so as to avoid the opportunity to cheat.  You will have a total of five minutes to complete eight questions.  This will allow you enough time to read and re-read the question before answering.  This will count as a daily grade.

YOU MUST COMPLETE STEPS 1-3 BEFORE 7:00am ON JANUARY 24 TO GET CREDIT!

4. If you receive a 75% or higher on the vodcast check, then you will move on to the next activity which is a Louisiana Purchase Map Activity.

5. Once you’ve completed the map activity, then you will move onto a higher level activity using Google Docs.  Students, with a partner,  will view several images from the Lewis and Clark Expedition.  They will create journal entries as if they were there using all five senses and some key words that are provided.  Here is an Journal Instruction Power Point Slide.  Click on the link below for the template.  Make sure and follow the bold red instructions at the top of the page.

Lewis and Clark Journal Template

Here are the pictures all together in a Lewis and Clark Journal Pics power point.

Here are the pictures for each entry individually.

Picture A          Picture B          Picture C          Picture D

Picture E           Picture F          Picture G         Picture H

6. Once you’ve completed the journal activity you will go onto the final required activity.  With this activity you will view five maps, paintings, or murals that are posted in different locations around the room.  For each visual you will answer 2-3 questions using the visual as a guide.  The questions are on a group answer sheet so you cannot have the same answer as anyone else.  This will certainly make you use your brain!

7.  Any students that complete steps 1-6 will move onto the bonus activities.  You can chose from one of three activities here:

FRIDAY & MONDAY (JANUARY 20 & 23)–

This two day activity is called Court’s in Session.  Students will assume the role of an early Supreme Court Justice and read a brief biography.  Based on the facts of three cases, the students will attempt to vote as their justice might have voted.  After each case (Marbury v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland) the students will fill in notes with the true results.  Students used the Court’s In Session Activity Sheet to fill in their opinions and the real case facts.  We discussed the true results and the life on Chief Justice John Marshall using the Court’s In Session Power Point.

REMINDER: Mini-Test on Tuesday.  Here is a Review Slide.

John Marshall

January 13–

We finished this week discussing the life and presidency of John Adams using the Adam’s power point while filling in this Adams graphic organizer.  Our focus ended with the first “real” election in the U.S. in the year 1800 between Jefferson and Adams.  We looked at the major issues inthe Election of 1800 power point. Students then voted in a mock election deciding which of the two candidates they would have voted for in 1800 based on the issues.

I’ve recorded some vodcasts for you to listen to if you were absent or missed some info in class.  Here are the links: Adams 1, Adams 2, Adams 3, and XYZ Ignite Video.

Hamilton vs Jefferson

Parents and Students,

We are going to do the next lesson a bit differently than anything that we’ve done so far this year.  The upcoming lesson on George Washington’s Presidency will be conducted with a new method of teaching called a “flipped classroom”.  In this method, the direct teach (lecture) will be on a vodcast (video podcast) for students to watch outside of the regular school day for homework.  The activities (homework) will be done in class.  This is, in essence, the flipped classroom.  Here are some reasons why I’d like to try this out:

1. This will allow more class time to get deeper into the content area.

2. The teacher is not tied up in a lecture and can get around and help out individual students with individual problems.

3. Students can watch the videos for basic understanding.  They can rewind and pause the videos as often as they’d like which couldn’t be done with a lecture.

Here are some common concerns that arise and my answer to those concerns:

1. What if my student doesn’t have time to watch the videos at home?

The videos are not long (about 5 minutes each) and are assigned at least four days before they are due.

2. What if my student doesn’t have internet at home?

Videos are linked to you-tube and can be watched on any device (smart phone, tablet, computer, etc…).  If these aren’t available, the student can come into the library or my room before or after school where computers or devices will be available.

3.  What if my student has questions about the video?

Students will be required to ask at least one question using a Google form that will be checked by the teacher.

If you have any other concerns please feel free to let me know.

So here are the requirements for the upcoming lesson.  PLEASE READ CAREFULLY!

1. Watch 5 short videos over the different parts of George Washington’s Presidency.  The links to the videos can be found on the right tool bar under vodcasts or below.  YOU MAY HAVE TO REFRESH THE PAGE TO GET THE VIDEOS TO APPEAR.  Make sure you are filling out your notes as you are watching each vodcast.  Notes pages were handed out in class, but in case you’ve lost them you can print an extra copy here.

Washington Part 1: Background

Washington Part 2: Taking the Presidency

Washington Part 3: Domestic Policy

Washington Part 4: Political Parties

Washington Part 5: Farewell

2. As questions arise during the videos jot them down.  Later, go fill in the google form below.  You are required to ask at least one question (this will factor into your grade). Make sure you hit submit at the end of the form.

3. Take the online vodcast check posted on Edmodo.  This will be only over the basic information on the vodcasts and notes so study before you take it.  The vodcast check will be timed so as to avoid the opportunity to cheat.  You will have a total of six minutes to complete eight questions.  This will allow you enough time to read and re-read the question before answering.  This will count as a daily grade.

YOU MUST COMPLETE STEPS 1-3 BEFORE 7:00am ON JANUARY 10 TO GET CREDIT!

4. If you receive a 75% or higher on the vodcast check, then you will move on to the next activity which is the George Washington tri-fold.  Here is an instruction sheet.

5. Once you’ve completed the tri-fold, then you will move onto a higher level activity using Voicethread.com.  Students were able to view a document, painting, etc… and leave a verbal comment based on teacher questions.  Click on your class link below.

2nd Period: http://voicethread.com/share/2577768/

4th Period: http://voicethread.com/share/2577770/

5th Period: http://voicethread.com/share/2577772/

7th Period: http://voicethread.com/share/2577773/

8th Period: http://voicethread.com/share/2577774/

6.  Any students that complete steps 1-5 will move onto the bonus activities.  You can chose from one of three activities here:

MONDAY-FRIDAY

During this week students will be doing a major, cumulative, group project in U.S. History.  What if all the people and events of the first semester of U.S. History all happened in the same year.  With a small group students will create a yearbook of the first semester.  Each person in the group will be responsible for different pages.   Here is an instruction sheet and rubric.  And here is the power point template that each group will use.  I’m also attaching a sample yearbook.  At the end of the project students will put all of the slides together and publish their yearbook on youblisher.

The project checkpoints will be turned in on Edmodo.  Here are the due dates for this week:

TUESDAY–Rough Drafts due at the beginning of class

WEDNESDAY–pages 1-4 due before class on Edmodo

THURSDAY–pages 5-8 due before class on Edmodo

FRIDAY–pages 9-12 due before class on Edmodo

Here is my example after being published on youblisher.com

MONDAY & TUESDAY–

These two  days worth of activities began with IN check #3.2 which covered part of Unit 3.  We then continued to look at the Bill of Rights.  Students continued the “Socratic Fish Tank” discussion on Monday.  On Tuesday, we looked at the not so award winning video Future Fright which showed what life might be like without the Bill of Rights.  Students watched and recorded the instances where rights were being violated.

#5 Due Process

WEDNESDAY–

Today we had our review game for tomorrow’s test.  We played One VS The Class.  Study tonight–here is the Review Slide  one more time.

DON’T FORGET:  REVIEW SESSION 3:40 pm on Wednesday Afternoon!

THURSDAY–TEST DAY!  Today we took our test for Unit 3.  This means we are almost finished with half of the school year.  After the test, students began setting up their IN for Unit 4.  Here is a Unit 4 Table of Contents.

FRIDAY–On this last day before winter break, students were introduced to the first five presidents.  Their task at the beginning of the unit was to cut out and put the puzzle pieces together for each president using the clues provided in this document.  Students also found one “interesting” fact for each president.  They could use their own devices, QR codes, or textbooks to help find the facts.

Have a safe and happy break!

MONDAY–

We continued a four day activity using the website voicethread.com.  Students will personify key terms and vocab words from the U.S. Constitution.  For a further explanation use the VoiceThread student handout.  Today, students will finish their comments and time permitting start listening to their peers comments as well.  Use the following links for your class:

2nd period: http://voicethread.com/?#u1561751.b2423030.i12823705

4th period: http://voicethread.com/?#u1561751.b2423031.i12823726

5th period: http://voicethread.com/?#u1561751.b2423032.i12823747

7th period: http://voicethread.com/?#u1561751.b2423034.i12823771

8th period: http://voicethread.com/?#u1561751.b2423036.i12823796

TUESDAY–

Today we listened to everyone’s voicethread comments on the key terms of the U.S. Constitution.  It will be interesting to hear the creativity and critical thinking from each student.

Federalism

WEDNESDAY–

Federalists vs Anti-Federalists!  This was our theme for today in an activity titled “Paper Chase”.  We first had a discussion with the Paper Chase notes sheet over the differences between the two groups using Federalists Power Point.  After the discussion we looked at some difficult  quotes and determined whether it was a Federalist who said it or an Anti-Federalist.

Leading Federalist Alexander Hamilton

THURSDAY & FRIDAY–

During these two days we took a look at the Bill of Rights.  These are the first ten amendments to the Constitution that guarantee personal liberties in our country.  We first looked at some pictures around the room and matched them up to the correct amendment.  After that we started to take a more in depth look at each of the Bill of Rights in a Power Point discussion while highlighting some Let Freedom Ring Reading Notes.  Students then applied their knowledge of the Bill of Rights to everyday situations.

A few reminders for next week: Monday–IN check #3.2, Wednesday–Unit 3 IN check, Thursday–Unit 3 Test.  Here is a Review Slide for the Unit 3 Test.

Right to Bear Arms???

MONDAY–

Welcome back from the Thanksgiving Break.  Today we started off with a mini-quiz.  Hopefully you kept some brain cells after a week long break and did well on the quiz.  Afterwards we jumped into a lesson called Liberty Tree.  This is a more in depth look at the foundations of our Constitution.  Students compared these foundations to a tree in a graphic organizer that was hand drawn in our IN’s.

King John signs the Magna Carta which was a foundation for the U.S. Constitution

TUESDAY–

Today we continued looking at the U.S. Constitution in an activity called “Liberty Tree”.  We discussed issues such as checks and balances, federalism, and limited governement in this Liberty Tree Power Point while students filled out Liberty Tree notes.  Students also completed a Federalism Venn Diagram in their IN.

WEDNESDAY–

We finished up our activity called “Liberty Tree” today.  Oddly enough, we compared parts of the Constitution to parts of a tricycle.  We then looked at some fictional headlines and decided which branch of government would fit with the statement.  We did all of this in this handout.

Don’t forget to study for the Unit 3 mini-test on Friday.  Here is a Review Slide.  Also make sure and register for a Voicethread account (use your k12 email address).  Here is a VoiceThread Registration Instruction Sheet.

THURSDAY & FRIDAY–

We are beginning a four day activity using the website voicethread.com.  Students will personifying key terms and vocab words from the U.S. Constitution.  For a further explanation use the VoiceThread student handout.  The first day of the project was brainstorming and creating a rough draft.  On Friday, we started with our Unit 3 mini-test and then students began commenting on each slide.  Use the following links for your class:

2nd period: http://voicethread.com/share/2423030/

4th period: http://voicethread.com/share/2423031/

5th period: http://voicethread.com/share/2423032/

7th period: http://voicethread.com/share/2423034/

8th period: http://voicethread.com/share/2423036/

MONDAY–

We continued our mock Constitutional Convention activity called “A More Perfect Union”.  Each student was assigned a real historical figure, given a short background, and asked to create a viewpoint analysis on that person.  Once the analysis and arguments were prepared for the convention, the student will be given a mask of the person to decorate.  This is a challenging activity as the students will need to think beyond their character’s background and use information such as where their character is from.  We will have two days to complete this part of the activity before moving on to the actual convention.

TUESDAY–

Today we started our mock Constitutional Convention.  Students were divided into colonial delegates much like the founding fathers were. One topic of discussion on day one was whether we should revise the Articles of Confederation or start over with a completely new constitution.  We also began debating the legislative branch.  Discussions centered around representation in Congress and how many houses the Congress should have.  At times during the convention we paused to fill in aconvention organizer of what really happened so we could compare our decisions to the ones made in 1787.

WEDNESDAY–

CAREER DAY AND FIELD TRIP TO THE CTE CENTER!

THURSDAY–

Day two of our mock convention led to many productive decisions.  We continued to debate the legislative branch over ideas of representation such as should slaves count as part of the population and should they be counted as property for tax purposes.  We also began to debate the executive branch.  This should lead to some spirited debate as well.

Delegates at the Convention (1787)

FRIDAY–

We finished up our mock Constitutional Convention.  Debate items included issues from the executive branch such as who should elect the executive, how many terms should the executive serve, and how long should each term be.  We took each period’s constitution and compared it to what the founding fathers really came up with.  Some classes were right on with many of their issues.

HAVE A GREAT THANKSGIVING BREAK!

MONDAY–Our activity today was called “Dawn of a New Day”.  Students were in groups and worked on creating a new government for a colony in space to parallel the challenges faced by our founding fathers.  The students recorded their ideas on a poster and will present their new government to the class tomorrow.  Use the Dawn of a New Day instruction sheet for further help.

 CATE center permission slip is due on Wednesday!

TUESDAY–Today we presented our “Space Colonies” to the class from the activity we started yesterday.  We also began looking at the path that the founding fathers took to create a new government for the newly formed United States.  We created graphic organizers on the first U.S. Constitution: The Articles of Confederation.  Students learned the background and basics which will lead to a more in depth activity tomorrow.  Here is the graphic organizer and Articles Power Point.

Articles of Confederation

WEDNESDAY & THURSDAY–

We finished up the notes (see Tuesday’s post) on the Articles of Confederation to start the day on Wednesday.  Afterwards we began a QR code webquest.  Students used their devices or the school’s itouch lab to take pictures of QR codes throughout the halls.  These codes directed them to specific websites, pictures, charts, or diagrams that would provide more in depth information about the era of the Articles of Confederation.  Each group answered higher level questions based on the website or diagrams. Take a look at this Articles of Confederation QR Code Webquest handout.  If you are absent, please come in before or after school when you return to get caught up with the QR codes.

Sample QR Code--Do not use for this activity

FRIDAY–

After a warm-up check we moved right into preparation for our mock Constitutional Convention in an activity called “A More Perfect Union”.  Each student was assigned a real historical figure, given a short background, and asked to create a viewpoint analysis on that person.  Once the analysis and arguments were prepared for the convention, the student will be given a mask of the person to decorate.  This is a challenging activity as the students will need to think beyond their character’s background and use information such as where their character is from.  We will have two days to complete this part of the activity before moving on to the actual convention.