Bellwork: 1 Quick Introduction & Names 2 Clicker Quiz American History Literacy Test



Download 93,06 Kb.
Page1/11
Date conversion13.05.2017
Size93,06 Kb.
  1   2   3   4   5   6   7   8   9   10   11

August 14

  • -Bellwork: 1) Quick Introduction & Names
  • 2) Clicker Quiz – American History Literacy Test
  • *http://www.readfaster.com/culturalliteracy/ test.asp?tid=319
  • -Syllabus & Procedures – on Angel
  • -Check out online version of textbook - www.learntci.com
  • 1) Begin process of getting each student logged-in
  • *YOU WILL NEED MY EMAIL ADDRESS!!!
  • 2) Navigate the book
  • -Profiles in History – Discussion Board Posts – Handout
  • *HOMEWORK–Include your profile of yourself - TOMORROW

Seating Chart

  • Chevy & Kayci
  • Victoria & Aaron
  • Jaden & Darcey
  • Shane & Ariel & Cody
  • Dylan & Tamara
  • Bailey & Morgan
  • Front of Room

August 15

  • -Objective: Each student will learn about the process of writing history and discuss the reasons people study history.
  • -Bellwork: -Profiles in History – Personal Profile
  • *Response to 2 Peers by TOMORROW
  • ***Profiles in History – Person of Choice must do majority of major work during the years listed. – not birthday
  • -Learning history through each other.
  • 1) Need 5 “feature students” volunteers
  • 2) The Getting to Know You Game – Explain
  • *Handout
  • 3) Account – next slide
  • -Homework: 1) Profiles in History - 2 Responses
  • 2) Bring Notebook

Eyewitness Account

  • ON YOUR OWN - Write the answers to these questions on the back of your game sheet. ONLY INCLUDE INFORMATION THAT YOU ARE CERTAIN!
  • Who? (name, height, clothing, facial expression)
  • What?
  • Where? (location in the classroom)
  • When? (approximate time)
  • How?

Eyewitness Account – feature student

  • 2. Ask “feature” students back to the room. “Feature” students must listen to the eyewitness accounts and come up with a more detailed summary of what happened.
  • 3. “Feature” students – be sure to ask clarifying questions like “who, what, when, where, why, how?”
  • 4. “Feature” students must read their accounts outloud.

August 16

  • -Objective: Each student will identify the facts AND determine the various interpretations surrounding Nat Turners Rebellion.
  • -Bellwork:-Nat Turners Rebellion
  • 1.READ the Handout “Nat Turners Rebellion.”
  • 2. On a half sheet of paper, write the answer to the:
  • who, what, when, where, why, and how of the story.
  • -Analyzing images – 7 groups of 3
  • *Questions to Answer on NEXT SLIDE
  • -Analyzing Textual Sources – 3 groups of 6-7 students – SKIP A SLIDE
  • *Combine groups of 3 to groups of 6.
  • *Break from Home Groups into Expert Groups.
  • Homework: 1) Responses to Profiles - Monday

Analyzing Images – Questions to Discuss

  • Analyzing images – 7 groups of 3
  • 1) How is this person and his actions displayed?
  • 2) How are this person’s personality and emotional state portrayed?
  • 3) Why would artists produce such different interpretations?
  • 4) What contradiction regarding democracy and freedom might Nat Turner’s actions symbolize?
  • 5) Should this man, Nat Turner, be an American hero?

August 19

  • -Objective: Each student will construct an historical argument regarding how Nat Turner’s Rebellion should be memorialized.
  • -Bellwork: -Analyzing Images – Get back into these groups
  • *What do we know about sources of info AND how might that impact the interpretation we develop of Turner as hero OR villain?
  • -Analyzing Textual Sources – Back into Expert Groups –Next Slide
  • *Review Document about Nat Turner’s Rebellion to start
  • -In-Class Discussion – skip a slide
  • -The impact of authorship – Resource Sheet 5 – on PDF
  • *SKIP 2 SLIDES
  • Homework: 1) Nat Turner’s Rebellion: A Historical Marker

Analyzing Sources – Steps

  • 3 Groups of 6 or 7 – Expert Groups
  • *Number off in home group from 1 to 6. These numbers will be your expert group.
  • *1 Source per student.
  • 1. In expert groups, choose write down the key information in the appropriate box on Resource Sheet 4
  • 2. Get back together with home group
  • a. explain your source
  • b. write down other’s info in the appropriate box
  • 3. Be prepared to share info in class

In-Class Discussion - Sources

  • As a southern slaveholder, how would you react when you discovered the information about Nat Turner’s rebellion?
  • What impact might Turner’s rebellion have on the developing Abolitionist movement in the North?
  • Why, in 1831, would it be more likely for a successful slave rebellion to occur in Virginia rather than Alabama or Mississippi?

A Tool for Attacking the Sources

  • Having seen the background info on the sources, how does the new information affect your thinking?
  • ***Authorship must always be questioned.***

Commemorating a Radical Life?

  • Why would we commemorate an historical event with a marker, sign, statue, or plaque?
  • “A principled, man of faith, organized and led a rebellion against people that supported an activity that was deemed immoral and a crime against God. His leadership skills created a small band of followers that took up arms and defended their beliefs.”
  • Would you commemorate this person?

August 20

  • -Objective: Each student will critically analyze a historical document timeline presentation given by Mr. Lahm
  • -Bellwork: Pass in Nat Turner historical markers
  • *Discuss
  • -Review Discussion Board Posts from last week
  • 1) Check strong & weak posts and responses
  • 2) Begin work on discussion board post on Nat Turner
  • Homework: 1) Discussion Board Post - TOMORROW
  1   2   3   4   5   6   7   8   9   10   11


The database is protected by copyright ©sckool.org 2016
send message

    Main page