Day # 10 Wednesday 10/3

Day # 10 Wednesday 10/3

First half:

TODAY WE WRITE THE ESSAY!

FIRST HALF:

Break into 3 groups surrounding our THREE PROMISES DURING THE
RECONSTRUCTION ERA.  (You will be put into a topic that is new to you & you
will have a coach)

GROUP TASKS:

1. Select FOUR BEST documents

Consider: a) Choose DIVERSE documents

b) Choose documents that can be best understood

c) Choose documents that BEST support the CLAIM

    2. Divide the documents within the group.  

    3. Which order will you present the documents (tell your story).

    4. Prepare to tell the group story:

• Properly transition from the previous person’s part of the story 
• Properly introduce the topic of your primary source (contextualize)
• Provide 2-3 important facts from the document
• Connect the facts and the overall meaning of the document
•   to the claim that the promise was broken 

            (Students may use an index card to present)

Practice your presentation as a group.  Your coach will introduce the CLAIM with
1-3 introductory sentences.  Make corrections.

** Note if students are sharing a document they should break up accordingly:

Student 1 → Transition from previous presenter /Contextualize the topic / Review
the 2-3 facts.

Student 2 → Explain the connection and the overall meaning of the document to
the claim that the promise was broken and the amendments

SECOND HALF:

Each group will present their paragraph in front of the class.

Each student will be graded 1-5 points.

5- Excellent

4- Good

3 - Somewhat Unprepared

2 - Unprepared and lacking details

1 - Unprepared and lacking details with errors

HW: Catch up

Day # 9 Tuesday 10/2

Goal for first half of block:
Your condensed DBQ-like document is printed and hanging on the wall under the category to which it best aligns

Printer address is MS-336 4100

Pull up your condensed DBQ type document from yesterday

Follow suggestions given by Mr. Clark

When changes are made and you feel like it is done

Print it

Hang it on the wall under the correct category

Now let’s dig in to learn! Remember you get out of it what you put into it.

Step One (3 min):

Ms. Carlisto assigns document #s

Step Two: LEARN

(10 min) go to assigned document and read it over with the intent of understanding it and how it
relates to the reconstruction amendments. Write down at least 2 questions you have about the
document. These questions should be useful, well-planned questions that lead to a clearer
understanding of the source.

Step Three: TEACH/GROW

(10 )Now you will find the person who has been getting to know your document.
You will answer his/her questions and discuss the document.

(10) Switch roles

STEP 4: Reflect

Take half sheet of paper and answer the questions:

What are the takeaways from today's activity?

How has your thinking shifted?

Hand this in on your way out.

HW: Catch up if you are not caught up. Everyone should check his/her Schooltool account and
grades

Day # 8 Monday 10/1

Two BIG TASKS today

First task: Rate Flipgrids:

You will be handed a slip of paper with 9 #s on it. These are the flipgrids you will watch--3 from each category.

You must watch 1 assigned Flipgrid then complete this ranking sheet
After watching one, you will watch the next and then rank it --do not just watch all 9 then rank them all--watch then rank, watch then rank, watch then rank….until you are done watching and rating all 9

After you have completed watching and ranking all 9 one by one, you will need to rewatch yours and rank it.

In all you should complete a total of 10 surveys.


Second TASK: DBQ Documents


Mr. Clark will show you a DBQ document example.

EXCERPT FROM THE EMANCIPATION PROCLAMATION BY THE PRESIDENT OF THE UNITED STATES, January, 1863



. . . That on the first day of January in the year of our Lord one thousand eight hundred and sixty-three [1863], all persons held as slaves within any State or designated part of a State, the people whereof [who] shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. . . .



Now you need to get ready to make yours like that:

1. Make a copy of this document LINK TO DOCUMENT TEMPLATE
2. Rename it "LASTNAMEDBQDOCUMENT"
3. Share it with Ms. C
4. Now go back to your primary source and try to make it more like a DBQ document:

• Determine what you will extract from that source so it makes sense but is not over 150 words.
• You may not change any words
• When you take words out, include an ellipses (...) see example below:

Excerpt from a pamphlet prepared by Baton Rouge Committee on Registration Education in the early 1900s

“Requirements for Registration


To register to vote in Louisiana...He must as discussed above, be ‘of good character,’ ...He must also be able to prove his identity. Under the Constitution, ‘if the registrar has good reason to believe that he is not the same person, he may require the applicant to produce two credible registered voters of his precinct to make oath to that effect.’”
Actual document:




DID YOU LOSE YOUR SHEET?  If so click here and find your name and assigned numbers

Day #7 Friday 9/28

Day #7 Friday 9/28

Please take out HW (the research document you found yesterday and the
annotations)

Inventory sheet

1. Make a copy

2. Name by erasing ONLY "copy of" and replace with your name

3. SHARE with Ms. Carlisto

4. complete

Prepare for Flipgrid

practice, practice, practice

Determine which category your source best falls under

Remember to include:
Details about what your primary source is
3 facts so we know what is included in your source
The amendment that is contradicted
An explanation with examples to illustrate how the promise of that amendment was broken.

Record flipgrid under the correct category

HW: Flipgrid must be complete by Sunday night.

Day #6 Thursday

Day # 6 Thursday

Students choose a draft number

Sign up for topic to discuss

Ms. P walks through research strategy

Objective reviewed:

Each student will have one reliable primary source Each student will have completed the google doc by      providing the link to the primary source      Providing the proper MLA citation for the source      SHARE IT WITH MS. CARLISTO

Research topic

New York Times Archives this goes all the way back to 1850--be sure you change the dates before you search.

National Archives search by typing your query into the search tool to the right of the banner at the top

Library of Congress This one is a little trickier to navigate-pay attention to the formats sidebar on the left

Docsteach.org

The school’s bank of paid databases

HW: Read and annotate your source.  If you need to find other resources to help you understand the primary source, feel free to do so, just list it on your google doc.

Day #5 Wednesday 9/26

Day #5 Wednesday 9/26

Little quiz

Discuss overview of Reconstruction Amendments

(Powerpoint Cause/Effect--Complete chart)

Use highlighters to color code information in the article. Use the categories listed below to sort information:

African Americans will be given an equal opportunity to succeed African Americans will be given a voice in government African Americans will be allowed to live a life free of fear and intimidation

Welcome Ms. Patenaude. Thank you for sharing research ideas with us.

HW: Read 20 minutes in IR book

Day #4 Tuesday 9/25

Day #4 Tuesday 9/25

Sample quiz distributed

20 minutes to listen to 10 class Flipgrids

TOP 5 Amendments:

13th x 2

1st   x 2

14th   x 2

19th x 2

15th x 2

When 20 minutes is up you will take the quiz for real so use your time wisely.
Learn from your peers.

Next we will read the summary of the reconstruction amendments. We will practice
and model how to annotate.

HW: Finish reading and annotating the Reconstruction amendment overview.
Read 20 minutes in IR books

Day #3 Monday 9/24

Day #3 9/24:

Let’s get out the computers and look at your chart of the TOP 3 AMENDMENTS.

Students will be assigned one of their groups’ choices to present back to the class.
Let’s first look at an example:

 chart example

CLARKLISTO FLIPGRID EXAMPLE

Now, consider if your chart is sufficient so you can complete a flipgrid.

Pay particular attention to column 3.  Is it a thorough explanation? Is it a short
paragraph?  Does it fully answer the questions?

You now have 10 minutes to finalize/amend the chart.

---------------------------------------------------------------------------

Now you need to prepare to present your assigned amendment to the class via
FlipGrid.  

You should prepare an INDEX CARD to assist you when presenting.  When you
speak into the flipgrid it should sound natural. You should NOT just read from the
chart.  Your presentation needs to:

1. Introduce your amendment (#, title)
2. Explain the promise of the amendment
3. Explain why this amendment falls into the MOST IMPORTANT category.

What will the fulfillment of this promise mean to individual Americans?

And, what does it say about our country as a whole?

Other considerations:

• Flipgrids should be 60-90 seconds
• Title the flipgrid the # of your amendment
• Lastly, when taking the “selfie” students can only add ONE creative element

When you have finished the flipgrid, read your IR books.

IF FG not done by the end of the block, come to Ms. Carlisto’s room
period 10

HW: 20 minutes of reading

Day # 2 9/20 Promises

Day #2 9/20:

(2 Minutes) What is more important - Sleep or Exercise?  
Discuss with REASONING.

Take out your 17 Amendments.  

Take 2-3 minutes to discuss Amendments 1,2,4,5,6,7,8,13 and 14.  
Are they properly ranked at this point?

(10 min)Let’s go through the remaining 8 amendments.

(5-7 min)Now it is time to decide which 7 amendments are THE MOST important.
Once you have narrowed it down to the top 7, you have to determine what order
they fall in. Ultimately you will need to share out a ranked list of 7.
Number 1 is the most important and Number 7, while important, is not as
important as the 6 before it.

Show example of handout   Flipgrid example

Now we need computers.

Step 1:  One person in your group report your TOP 7 LIST to Mr. Clark

Step 1:  One person in your group make a copy of this Handout

Step 2:  Share it with all other partners

Step 3:  Share it with acarlisto@lakeplacid csd.net

Step 4:  Follow directions on handout

Once the group is done completely filling out the handout, see Mr. Clark to determine which
amendment you will be responsible for making a flipgrid on.

Practice flipgrid

Record flipgrid

Clarklisto Q1/Day 1 - Wednesday, 9/19

Welcome to Clarklisto

Inside/Outside

1. When is it ok to break a promise?
2. Which war was more important in forming our country (this or that) the American Revolution or Civil War. Why?
3. Why would an immigrant want to become a US citizen?

Ms. Carlisto - Reflection on Inside/Outside

Mr. Clark - Review Yesterday’s Class:

1. What is the Constitution?
2. What did the Preamble to the Constitution state?
3. What are Amendments to the Constitution? Why were/are they needed?

That leads us to our first task:

1. In the envelope are 17 of the 27 amendments to our Constitution. You will find two slips of paper. The small one is the # and title of the amendment, the larger one is a description of an amendment. You are asked to rearrange the slips of paper so the titles are matched with the description for all 17 amendments.

2. Next you and your partner will compare and check for accuracy with the partners closest to you.  

3. Once you  feel you have them accurately matched, paste them to a large sheet in the proper order, 1-2-3… (This means both groups agree)

4. As a class let's quickly discuss the meaning of each of the 17 amendments.  In the space next to the amendments please jot down the meaning of each amendment in YOUR OWN WORDS.

5. If time permits start to discuss the importance of each amendment.  Starts with #1 then proceed to #27. As you discuss rank the amendment a 1, 2 or 3.  

1 = This amendment is CRUCIAL to our country.

2 = This amendment is VERY IMPORTANT to our country.

3 = This amendment is SOMEWHAT IMPORTANT to our country.

(Ultimately, you should have 5-8 1’s, 5-8 2’s and 5-8 3’s.)

Homework - Read 20 minutes in your IR books for ELA.