I promise to do better updating the Team 8-1 American History Blog! As usual, our Team 8-1 Students have been immersed in their study of American History since my last Blog update. Below I have described a few “highlights” since the last update. Enjoy!
Breakout Edu: One of my favorite lessons to design for my students are the Breakout Edu Challenges. If you are not familiar with Breakout Edu, please check out their website! In this Breakout Challenge, students used their knowledge of the Culper Spy Ring, an espionage organization that operated during the American Revolution. Prior to the Breakout Challenge, students used a collection on Espionage during the American Revolution that I curated on the Smithsonian Learning Lab. The collection contained the history of the Culper Spy Ring, including key individuals and espionage tactics that were used during the time period. In addition, the collection contained the Culper Code Book! The Culper Code Book was used by the Culper Spy Ring to send coded messages to George Washington’s headquarters during the American Revolution. The Culper Code Book contains approximately 763 numbers that represent words, people, and places. There is even a detailed explanation on how to create a coded message for words that do not appear within the Code Book. For the Breakout Edu Challenge, students were divided into teams and used the Culper Code Book to locate hidden messages and clues located throughout the school. The clues were often in the form of primary sources, often authored by George Washington and Benjamin Tallmadge, the leader of the Culper Spy Ring. Students also used UV light to read messages in invisible ink and also used the HP Reveal (the new version of Aurasma) application to find clues using AR. When students located all the clues, they put their information together to unlock the Breakout Edu box! American Revolution Projects: Although we have moved past the American Revolution, students continue to work diligently on their American Revolution Projects. Several class periods have been dedicated for students to research their topics of choice, and to plan/design their projects. I am very excited to see the final outcomes of these projects. To give you an example of what students have been creating for the American Revolution Project:
Thinking Routines & Hyperdocs: I recently finished a book titled The Hyerdoc Handbook and wanted to implement some of the books ideas in my instruction. I also thought it would be a good idea to pair the Google Hyperdocs with Thinking Routines that my students have been exposed to throughout the school year. To accomplish this, I asked students to examine the Articles of Confederation and use Thinking Routines developed by Harvard University’s Project Zero. These Thinking Routines, such as see-think-wonder, the explanation game, lab protocol, and headlines allow students to really engage in their thinking and also share their thinking with their peers. We used these Thinking Routines with an iBook that I created on the Articles of Confederation. In addition, students used the Apple TV station within the iCreate Studio to work collaboratively through a Google Hyperdoc powered by Google Slides. I personally enjoyed taking a “backseat” during this activity to watch and listen share their thinking with their peers. Constitutional Convention: Each school year my students and I participate in a Constitutional Convention simulation. In the past I used resources from a Constitution Role Play created by the Zinn Education Project, but this year I developed a few of my own resources for the simulation. The Convention begins with students randomly picking a delegate that attended the Constitutional Convention. Students then complete an assignment that requires a bit of research on their founding father. Students use the Teaching American History website to explore the delegates in order to gain insight on the background and beliefs of their delegate. Of course, many students want to play the role of Alexander Hamilton, but students are often surprised by the interesting facts of other “less popular” Constitutional Convention attendees. Students are then introduced to the “Burning Issues” that face the country in the late 1700s. Issues such as Shays Rebellion, slavery, debts, war bonds, voting requirements, government structure, and representation are introduced. Students then begin to form their opinions on these issues based on the beliefs of their delegate. Students meet with the delegates from their region (New England, Middle & Southern) to share thoughts and opinions on these issues and then read primary source letters from their constituents. Students dawn "Hello My Name Is.." tags and refer to one another as their chosen delegate. I used primary source material from Gilder Lehrman and George Washington’s Mount Vernon this school year with great success! Students read their constituent letters... by candlelight, which sheds more light to the country's situation in the late 1700s. Students then begin the "dealing session" with delegates from their different regions. During this session, students attempt to form potential compromises with their fellow delegates. Students are then introduced to Parliamentary Procedure in order to have a “orderly” debate. It was awesome to hear students begin their arguments by saying “Be it resolved…” and “I would like to amend the motion to read…”. I also participate in the Convention by dressing up and acting as George Washington. Following the debates, students then voted on each of the “Burning Issues” using the Poll Everywhere application. Finally, each class period compared their Team 8-1 Constitutional Convention with the actual Constitutional Convention. I was very impressed with my student’s enthusiasm and engagement throughout the simulation! I also wanted to give a special shout out to Education Team at WQED for hosting the Design Lives Here event. This school year, several students and I participated in this event that introduces students to the design process and elements of engineering. Leading up to the event, students participate in several design challenges and then work on creating an invention and a pitch for their invention. At first, I was a bit apprehensive about what my students would create, but I ended up being so pleased with their invention. Students invented an improved neck pillow that consisted of adjustable arms to hold a cell phone. Students used a variety of recycled materials, and incorporated a 3D printer to print their cellphone case design. During the actual event, students traveled to the WQED station and participated in three awesome design challenges with students from local schools. Students also had the opportunity to meet with local engineers and inventors to ask questions and learn more about opportunities in design, engineering, etc. Finally, students presented their inventions to a panel of judges. It was so obvious that the Education Team at WQED put so much thought, time, and energy in the event! My students and I had an amazing time and I am already looking forward to next year’s event!
0 Comments
|
Mr. Steve Hartnett
Mr. Hartnett will update the Room 212 Blog with classroom updates on a regular basis. Be sure to follow me on Twitter @ MrHartnett212 Archives
July 2019
Categories |