Hi everyone,
Today in class, we took a formative assessment on mercantilism and triangle trade. I know many of you will want to do a retake, which is fine. However, I do want to point out that I previewed all the questions yesterday when we discussed our mercantilism worksheet and outlined triangle trade. Please make sure that you are taking notes of what I diagram on the board and the info I repeat as being important!
After that, we did a close analysis of a critical vocabulary term - COLONY. Most of us know and use the word correctly in context, but we will be using this term for the next three units, so we need a specific, detailed, and accurate understanding of this important concept. After all, if you don't know how colonies operate, how will you understand why our colonies wanted to separate?
I will pass back your formatives on Monday, and you can use them to review for your retakes. Don't forget, if you want to retake the summative assessment, you can do that as well. I am including the two review powerpoints so you can practice applying your historical thinking terms. Bring your contract, your test corrections, and your original test to any team time when I am available and you can retake - let's get this done soon! Have a great weekend!!
Historical Thinking Review
Another version of review
Friday, September 30, 2016
Thursday, September 29, 2016
Test Retake: Historical Thinking
Please see me at team time on Monday, Wednesday, or Friday of next week (10/3) to retake the second section of the exam.
Here is the Quizlet for the vocabulary terms.
Globalization, 1600s Style: September 28, 2016
Hi everyone,
Today, we added the concept of Triangle Trade to our understanding of mercantilism. The two topics are very closely interconnected, because mercantilism encouraged the formation of colonies, particularly in the "New World'; colonies had to generate raw materials to send to their mother countries; the need for labor encouraged the use of enslaved Africans as a source of captive workers; and the need for those workers encouraged trade with Africa - thus, triangular trade came about. I included a full color copy of the map I displayed in class:
Today, we added the concept of Triangle Trade to our understanding of mercantilism. The two topics are very closely interconnected, because mercantilism encouraged the formation of colonies, particularly in the "New World'; colonies had to generate raw materials to send to their mother countries; the need for labor encouraged the use of enslaved Africans as a source of captive workers; and the need for those workers encouraged trade with Africa - thus, triangular trade came about. I included a full color copy of the map I displayed in class:
Tomorrow, you're going to start with a simple formative assessment to summarize what you know about mercantilism and triangle trade. Focus on the key ideas - the chief goal of mercantilism, the path of raw materials and finished goods (which went where), and the role of colonies. Know the three major points of the trade triangle and what went where and you will be fine!
Wednesday, September 28, 2016
Merchants and Colonies and Trade, Oh My! September 28, 2016
Hi everyone!
Today in class, we finished our mercantilism game and figured out how mercantilism affected the major European powers. Some won big, some lost big, but in the end, most of you seemed to have a good time along the way (which is a nice bonus).
After the game ended, you had a chance to debrief with your table groups. This is critical information, because it helps show what you learned and understand as a result of playing the game - and because it will help you with tonight's assignment!
HOMEWORK: Your task is to show me that you understand the policy of mercantilism by doing one of the following:
Today in class, we finished our mercantilism game and figured out how mercantilism affected the major European powers. Some won big, some lost big, but in the end, most of you seemed to have a good time along the way (which is a nice bonus).
After the game ended, you had a chance to debrief with your table groups. This is critical information, because it helps show what you learned and understand as a result of playing the game - and because it will help you with tonight's assignment!
HOMEWORK: Your task is to show me that you understand the policy of mercantilism by doing one of the following:
- EITHER you can make a "top ten" list of rules, guidelines, or do's and don'ts to share with European countries that want to become mercantilism powers. For example, you might tell a European country, "always have a lot of ships available to trade goods" (and no, you can't use that one).
- OR, you can make a meme (appropriate for school please!) that shows you understand what mercantilism means, as shown in our game. Please share with me or print it out and bring it in (printing is better than sharing).
Tuesday, September 27, 2016
Win Some Fame in the Mercantilism Game! September 27, 2016
Hi everyone!
Today in class, we started playing a game to teach you about mercantilism - the policy pursued by the major European powers to become wealthier and more powerful than their enemies by controlling trade and gaining gold and silver. I hope you enjoy the game and learn a lot!
You have no new homework for tonight. Please make sure you check PowerSchool. If you have a lot of "late" or missing assignments, you need to know that this will affect your Habits of Learning grades for progress reports.
Today in class, we started playing a game to teach you about mercantilism - the policy pursued by the major European powers to become wealthier and more powerful than their enemies by controlling trade and gaining gold and silver. I hope you enjoy the game and learn a lot!
You have no new homework for tonight. Please make sure you check PowerSchool. If you have a lot of "late" or missing assignments, you need to know that this will affect your Habits of Learning grades for progress reports.
Monday, September 26, 2016
Old World, New World: September 26, 2016
Hi everyone,
Today in class, we caught up from my day away on Friday. I am sorry that some of the instructions got lost in translation, but you guys were good about going with the flow and being productive! If you have not finished up the atlas work (especially if you were out on Friday), you are going to need to see me to sign out an atlas for a study hall or overnight. I DO NOT HAVE MANY ATLASES! Please handle them with care!!!
HOMEWORK: You have a one-page formative assessment to complete tonight. It will be scored as a formative assessment. If you don't like the grade you earn the first time, you will get a second shot at it later. Please note: Everything you need to answer these questions is on the sheet. You can use the notes we took on England, France, and Spain to help you. Whatever knowledge of the colonies you have may be useful as well, but please do NOT desperately Google answers!
Here is the worksheet if you need it.
Today in class, we caught up from my day away on Friday. I am sorry that some of the instructions got lost in translation, but you guys were good about going with the flow and being productive! If you have not finished up the atlas work (especially if you were out on Friday), you are going to need to see me to sign out an atlas for a study hall or overnight. I DO NOT HAVE MANY ATLASES! Please handle them with care!!!
HOMEWORK: You have a one-page formative assessment to complete tonight. It will be scored as a formative assessment. If you don't like the grade you earn the first time, you will get a second shot at it later. Please note: Everything you need to answer these questions is on the sheet. You can use the notes we took on England, France, and Spain to help you. Whatever knowledge of the colonies you have may be useful as well, but please do NOT desperately Google answers!
Here is the worksheet if you need it.
Friday, September 23, 2016
Mapping It Out: September 23, 2016
Hi everyone!
I was not in school today, which I am sure makes you all very sad. But don't worry - I'm thinking of you!!! I'm not going to tell you where I went, but I will give you a hint:
Today in class, you had time to complete some handouts using a US history-themed atlas. If you did not finish in class, that is fine. If you did finish, you had the option to complete an extra sheet for an extra reward, TBA soon! If you were not in school, please see me when you return, because I need to arrange for you to borrow an atlas.
HOMEWORK: None - but be ready to hit the ground running on Monday!
I was not in school today, which I am sure makes you all very sad. But don't worry - I'm thinking of you!!! I'm not going to tell you where I went, but I will give you a hint:
Today in class, you had time to complete some handouts using a US history-themed atlas. If you did not finish in class, that is fine. If you did finish, you had the option to complete an extra sheet for an extra reward, TBA soon! If you were not in school, please see me when you return, because I need to arrange for you to borrow an atlas.
HOMEWORK: None - but be ready to hit the ground running on Monday!
Thursday, September 22, 2016
Choose Your Way: September 22, 2016
Hi everyone!
Today, per 7 finished their tests (or came close). The other four classes completed an introductory activity to make the transition from Historical Thinking to Early Colonization. Your unit overview and other information will be coming soon, promise - I know how eager you are to get that news!!!
You have homework tonight, assigned yesterday. Look at yesterday's link if you need a copy of that handout. Have a great night!
Today, per 7 finished their tests (or came close). The other four classes completed an introductory activity to make the transition from Historical Thinking to Early Colonization. Your unit overview and other information will be coming soon, promise - I know how eager you are to get that news!!!
You have homework tonight, assigned yesterday. Look at yesterday's link if you need a copy of that handout. Have a great night!
Wednesday, September 21, 2016
Moving Forward, Looking Backward: September 21, 2016
Hi everyone,
Today, most of you finished your tests and began a previewing activity on the Earliest Colonies. That activity is DUE at the beginning of class FRIDAY. Please do not leave it for the last minute. Per 7, you chose to wait a day to take your test, but you need to work on the same assignment so you do not fall behind.
Here is a copy of the Earliest Colonies assignment if you lost it.
Please read the instructions and email or see me if you have questions!
Today, most of you finished your tests and began a previewing activity on the Earliest Colonies. That activity is DUE at the beginning of class FRIDAY. Please do not leave it for the last minute. Per 7, you chose to wait a day to take your test, but you need to work on the same assignment so you do not fall behind.
Here is a copy of the Earliest Colonies assignment if you lost it.
Please read the instructions and email or see me if you have questions!
Tuesday, September 20, 2016
This Is Only A Test: September 20, 2016
Happy Day Before Fall, everyone!!!
Most of you took a test in class today. If you need time to finish it tomorrow, you will have it.
Per 7, your test is tomorrow. Scan the blog posts below for supporting materials you can use to study. Good luck!
Most of you took a test in class today. If you need time to finish it tomorrow, you will have it.
Per 7, your test is tomorrow. Scan the blog posts below for supporting materials you can use to study. Good luck!
Monday, September 19, 2016
ARTISTS AND DESIGNERS NEEDED FOR T SHIRT DESIGN!!!
Hi everyone!
If you like art, if you have excellent doodling skills, or if you just like to design tshirt logos on Zazzle in your spare time, listen up!!! Team 12 needs a tshirt design by the END OF THIS WEEK. Please draw it NEATLY in FINAL FORM (no erasure marks, dark black ink on white paper) and submit it to any team 12 teacher by FRIDAY. Voting will take place over the weekend. Thanks!
Ready to Excel: September 19, 2016
Hi everyone,
Today, we wrapped up our discussion of historical thinking skills in preparation for our first major assessment tomorrow. You are being assessed on ONE standard, which is:
Analyze similarities and differences among different sources, including the date, reason why the source was created, who it was created for, the person who made the source, and where it was made.
In order to be able to do this, you need to know the vocabulary historians use, and how they explain what they know using that vocabulary.
To help you study, here are some resources:
Review PPT #1
Review PPT #2
Blank copy of Pocahontas analysis
Quizlet of vocab terms
Today, we wrapped up our discussion of historical thinking skills in preparation for our first major assessment tomorrow. You are being assessed on ONE standard, which is:
Analyze similarities and differences among different sources, including the date, reason why the source was created, who it was created for, the person who made the source, and where it was made.
In order to be able to do this, you need to know the vocabulary historians use, and how they explain what they know using that vocabulary.
To help you study, here are some resources:
Review PPT #1
Review PPT #2
Blank copy of Pocahontas analysis
Quizlet of vocab terms
Friday, September 16, 2016
Our Current Unit: Historical Thinking
Our first unit of the year is on Historical Thinking - what are the unique skills, approaches, and vocabulary historians use to understand our world? How can we apply these skills, approaches, and vocabulary to our work in the classroom?
If you want more information, please click on this link to read the unit overview.
The assessment for this unit is estimated for SEPTEMBER 20th. More information to come! Keep checking this space!
If you want more information, please click on this link to read the unit overview.
The assessment for this unit is estimated for SEPTEMBER 20th. More information to come! Keep checking this space!
Our Current Unit: Historical Thinking
Our first unit of the year is on Historical Thinking - what are the unique skills, approaches, and vocabulary historians use to understand our world? How can we apply these skills, approaches, and vocabulary to our work in the classroom?
If you want more information, please click on this link to read the unit overview.
The assessment for this unit is estimated for SEPTEMBER 20th. More information to come! Keep checking this space!
If you want more information, please click on this link to read the unit overview.
The assessment for this unit is estimated for SEPTEMBER 20th. More information to come! Keep checking this space!
Thursday, September 15, 2016
NEW Habits of Learning Rubric!
Habits of Learning Performance Rubric
Hi everyone,
This is the NEW Habits of Learning rubric for 2016-2017. We cut down on the number of behaviors we're monitoring, and the number of scores you can earn. In order to make honor roll/high honors, you must earn 3's on both scores.
Hi everyone,
This is the NEW Habits of Learning rubric for 2016-2017. We cut down on the number of behaviors we're monitoring, and the number of scores you can earn. In order to make honor roll/high honors, you must earn 3's on both scores.
Wednesday, September 14, 2016
Think It Over: September 14, 2016
Hi everyone,
Today in class, we started by taking a check-in to measure our knowledge of the ten key vocab words associated with Historical Thinking. I hope you are starting to recognize these terms when you see them!
We had some fun sharing our opinions about a number of different questions, some silly ones and some more serious. Then we looked at opinions as a topic, and how some opinions require support from evidence to be valid, while others are based solely on what we like and don't like. As we move forward this year, we will be emphasizing valid reasoning - meaning, I will want you to have supporting information behind your arguments to explain why you feel the way you do. We also talked about how historical events can be based on beliefs and opinions that we know now are not valid, because evidence gathered over time has proven or disproven them.
HOMEWORK: The second part of the check-in is due tomorrow. You can use the vocab handout to help you. If you lost it, it is linked below.
Second part of learning check-in.
Today in class, we started by taking a check-in to measure our knowledge of the ten key vocab words associated with Historical Thinking. I hope you are starting to recognize these terms when you see them!
We had some fun sharing our opinions about a number of different questions, some silly ones and some more serious. Then we looked at opinions as a topic, and how some opinions require support from evidence to be valid, while others are based solely on what we like and don't like. As we move forward this year, we will be emphasizing valid reasoning - meaning, I will want you to have supporting information behind your arguments to explain why you feel the way you do. We also talked about how historical events can be based on beliefs and opinions that we know now are not valid, because evidence gathered over time has proven or disproven them.
HOMEWORK: The second part of the check-in is due tomorrow. You can use the vocab handout to help you. If you lost it, it is linked below.
Second part of learning check-in.
Tuesday, September 13, 2016
It's All In How You View It: September 13, 2016
Hi everyone,
Today in class, we used our personal experience stories to practice evaluating sources, using the concepts we are learning in our first unit of study. I have enjoyed skimming your stories in the process of monitoring this assignment - you certainly have led very full lives in your thirteen (give or take) years!!!
If you were not in class, you need to get the stories you passed in to me before you can complete the assignment. For this reason, the materials are not linked here. Get the materials you need from me, and then do the following:
1) Skim read both stories. Highlight any information in the stories that addresses the W words (who, what, when, where, why).
2) Using your highlighted stories, answer the questions for Q1-3, Evaluating Sources Wrap-Up (handout given in class). Please make sure you use full sentences, give reasons, and answer fully!!!
3) Bring your highlighted stories and handout with you and turn them in ASAP!
Today in class, we used our personal experience stories to practice evaluating sources, using the concepts we are learning in our first unit of study. I have enjoyed skimming your stories in the process of monitoring this assignment - you certainly have led very full lives in your thirteen (give or take) years!!!
If you were not in class, you need to get the stories you passed in to me before you can complete the assignment. For this reason, the materials are not linked here. Get the materials you need from me, and then do the following:
1) Skim read both stories. Highlight any information in the stories that addresses the W words (who, what, when, where, why).
2) Using your highlighted stories, answer the questions for Q1-3, Evaluating Sources Wrap-Up (handout given in class). Please make sure you use full sentences, give reasons, and answer fully!!!
3) Bring your highlighted stories and handout with you and turn them in ASAP!
This guy might have a very different perspective on things....
HOMEWORK: Finish your Evaluating Sources Wrap-Up if you started it in class. Remember, you have a surprise pop quiz tomorrow on your Historical Thinking unit vocabulary!!!
Monday, September 12, 2016
Quizlet - Historical Thinking Vocabulary
If you want to study your Historical Thinking terms, here is a Quizlet to help you.
History in the Making: September 12, 2016
Hi everyone,
I took a little break from the blog on Friday because you already had the homework, and the activity was not one you can recreate at home, needless to say!
We took a break from classwork to have an experiential lesson on Friday, attempting to survive the colonial wilderness. If you weren't there, ask a friend what happened! We had a good time and I'm sure you all reflected deeply on your experience over the weekend (well, maybe or maybe not!).
Today, we got back to our unit on Historical Thinking and finished our work identifying more and less reliable sources. Make sure you are reviewing those terms and the others on our vocab list regularly.
HOMEWORK: Tomorrow, you are going to complete the activity with the Personal Experience Stories you've gathered (yours and a partner's). If you have not gotten both versions, you have this one last shot at getting what you need for tomorrow!
Also, we are having a pop quiz on Wednesday over your ten vocab terms. Even though I am announcing it, I'm sure it will still be a surprise to some of you come Wednesday. This will be a formative assessment that you can retake if needed.
I took a little break from the blog on Friday because you already had the homework, and the activity was not one you can recreate at home, needless to say!
We took a break from classwork to have an experiential lesson on Friday, attempting to survive the colonial wilderness. If you weren't there, ask a friend what happened! We had a good time and I'm sure you all reflected deeply on your experience over the weekend (well, maybe or maybe not!).
Today, we got back to our unit on Historical Thinking and finished our work identifying more and less reliable sources. Make sure you are reviewing those terms and the others on our vocab list regularly.
HOMEWORK: Tomorrow, you are going to complete the activity with the Personal Experience Stories you've gathered (yours and a partner's). If you have not gotten both versions, you have this one last shot at getting what you need for tomorrow!
Also, we are having a pop quiz on Wednesday over your ten vocab terms. Even though I am announcing it, I'm sure it will still be a surprise to some of you come Wednesday. This will be a formative assessment that you can retake if needed.
Thursday, September 8, 2016
Believe It Or Not! September 7, 2016
Hi everyone,
Today in class, we discussed the concept of reliable information from historical sources - in other words, we looked at whether or not we can trust the sources we're using to give us accurate information.
Today in class, we discussed the concept of reliable information from historical sources - in other words, we looked at whether or not we can trust the sources we're using to give us accurate information.
Interesting? Sure! Reliable? I don't think so!!
We began class by analyzing several - ahem - "news" magazines to identify what those sources want us to believe is true, and we quickly found out that a lot of their "news" is rumor, guesswork, and nonsense. Then we made a list of ways that we can double-check the information those sources give us, such as looking for expert opinions, using the internet to research other news outlets to see if they have the same information, and just observing what happens over time to see if something comes true or not (if Miley Cyrus really IS going to have a baby, well, we're all going to know soon enough!). To practice applying our newfound learning, you worked with a partner on a "which source is better" activity. If you were not in class today, I will give you a copy of that handout and you can practice on your own.
HOMEWORK: Personal Experience Story, Part 1 (your story). See previous posts for description and suggestions!
REMEMBER: Experiential learning activity on the ropes course tomorrow! Come dressed and ready for whatever the weather brings!
Wednesday, September 7, 2016
Primary Sources cont'd: September 7, 2016
Hi everyone,
Today in class, we continued looking at primary sources by examining a primary source closely. You guys did a great job reading this challenging text and figuring out what it had to teach us. Keep reviewing your historical thinking vocabulary terms as we work with them over the next few days in class!
HOMEWORK: Your homework is described in yesterday's blog post. Be sure to work on your assignment a little at a time instead of waiting until the last minute!
Today in class, we continued looking at primary sources by examining a primary source closely. You guys did a great job reading this challenging text and figuring out what it had to teach us. Keep reviewing your historical thinking vocabulary terms as we work with them over the next few days in class!
HOMEWORK: Your homework is described in yesterday's blog post. Be sure to work on your assignment a little at a time instead of waiting until the last minute!
Checklist for Personal Experience Story
Hi everyone,
If you are uncertain about how to go about your personal experience story, here is a suggestion:
1) Identify a possible story and someone who can write a second version.
2) Ask that person to help you! You can direct them to this blog for information!
3) Figure out how to submit your story - Google Doc, typed, or handwritten. Draft your version of story - don't worry if you miss some details or forget some info.
4) Check with your partner - when will he or she be able to turn in their version?
5) Review your version and add details or info that was missing.
6) Get your version to Mrs. Siecke
7) Check with your partner one last time!
8) Bring your partner's version with you to class, or have them send it to me (csiecke@sau16.org), for MONDAY, 9/12.
If you are uncertain about how to go about your personal experience story, here is a suggestion:
1) Identify a possible story and someone who can write a second version.
2) Ask that person to help you! You can direct them to this blog for information!
3) Figure out how to submit your story - Google Doc, typed, or handwritten. Draft your version of story - don't worry if you miss some details or forget some info.
4) Check with your partner - when will he or she be able to turn in their version?
5) Review your version and add details or info that was missing.
6) Get your version to Mrs. Siecke
7) Check with your partner one last time!
8) Bring your partner's version with you to class, or have them send it to me (csiecke@sau16.org), for MONDAY, 9/12.
Tuesday, September 6, 2016
Primary and Secondary Sources: September 6, 2016
Hi everyone,
Today, we started looking at two different kinds of sources: Primary and secondary. These are important vocabulary terms for historians, because they have different strengths and weaknesses. A primary source means it is firsthand evidence - a document or artifact from the time period, from eyewitnesses or people involved with the event. A secondary source is one that retells the event in some way (could be a movie, a piece of artwork, a textbook). We then began the process of trying to make sense of a famous primary source from our country's history, which we will continue tomorrow!
HOMEWORK: Q1-2 - Personal Experience Narrative. This assignment may need a little lead time, so be ready! You are going to pick an event from your life that was witnessed or experienced by someone else as well. You AND the other person who witnessed/experienced the event are going to write out what happened. Next week, we will compare the two different versions of this event and analyze it for historical accuracy and reliability!
WHAT THIS MEANS: You need to make sure you have an event that someone else has witnessed/experienced. That can be a friend, parent, relative, coach, or classmate. This person will need to be willing and able to write out his/her version of events, so be sure to ask!
CHOOSE SOMETHING SPECIFIC AND FOCUSED! Write about "my first time on a roller coaster," not "my family's ten-day trip to Disney". Something with a beginning, middle, and end is best.
MAKE SURE YOU HAVE SOMEONE LINED UP TO WRITE THE SECOND VERSION BEFORE YOU WRITE YOUR VERSION!
This assignment can be submitted via Google Drive, typed out, or handwritten. Try not to read your partner's version of the assignment until we use it in class!
YOUR story is due on FRIDAY, 9/9. Your partner's story is due the following Monday, 9/12.
Today, we started looking at two different kinds of sources: Primary and secondary. These are important vocabulary terms for historians, because they have different strengths and weaknesses. A primary source means it is firsthand evidence - a document or artifact from the time period, from eyewitnesses or people involved with the event. A secondary source is one that retells the event in some way (could be a movie, a piece of artwork, a textbook). We then began the process of trying to make sense of a famous primary source from our country's history, which we will continue tomorrow!
HOMEWORK: Q1-2 - Personal Experience Narrative. This assignment may need a little lead time, so be ready! You are going to pick an event from your life that was witnessed or experienced by someone else as well. You AND the other person who witnessed/experienced the event are going to write out what happened. Next week, we will compare the two different versions of this event and analyze it for historical accuracy and reliability!
WHAT THIS MEANS: You need to make sure you have an event that someone else has witnessed/experienced. That can be a friend, parent, relative, coach, or classmate. This person will need to be willing and able to write out his/her version of events, so be sure to ask!
CHOOSE SOMETHING SPECIFIC AND FOCUSED! Write about "my first time on a roller coaster," not "my family's ten-day trip to Disney". Something with a beginning, middle, and end is best.
MAKE SURE YOU HAVE SOMEONE LINED UP TO WRITE THE SECOND VERSION BEFORE YOU WRITE YOUR VERSION!
This assignment can be submitted via Google Drive, typed out, or handwritten. Try not to read your partner's version of the assignment until we use it in class!
YOUR story is due on FRIDAY, 9/9. Your partner's story is due the following Monday, 9/12.
Monday, September 5, 2016
Calling All Hurricanes! Homework DUE Tuesday, September 6th
Hi everyone!
The purpose of this activity is for you to get familiar with my classroom blog. To show me that you found your way to this site, please complete the short check-in linked below. Happy long weekend!!!
Blog Check-In Form
P.S. This is NOT a formative assessment, but I am checking it off. Students who don't complete this task will be invited to sit with me at lunchtime some time in the near future and learn about my blog then!
The purpose of this activity is for you to get familiar with my classroom blog. To show me that you found your way to this site, please complete the short check-in linked below. Happy long weekend!!!
Blog Check-In Form
P.S. This is NOT a formative assessment, but I am checking it off. Students who don't complete this task will be invited to sit with me at lunchtime some time in the near future and learn about my blog then!
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