Author: molersmusings

This week, as we approached the end of the school year, we delved deeper into the events that led to the Civil War. Building upon our previous lessons, we concluded our discussion on the Dred Scott decision and connected it to a local case involving Henry Poindexter.

To kick off the week, we explored the profound impact of Harriet Beecher Stowe’s influential novel, Uncle Tom’s Cabin. As an advocate for cultivating a love for reading among my students, I believe in the power of literary works to enhance their understanding of historical events. Thus, I always strive to incorporate excerpts from this remarkable novel into our curriculum.

This year, I had the privilege of utilizing an AI lesson generator called Curipod, which seamlessly integrated with my teaching materials. With the help of Curipod, I designed a mini-lesson paired with Iron Chef EduProtocol slides, creating an engaging and interactive experience for my students as we analyzed excerpts from Uncle Tom’s Cabin.

After exploring the themes presented in the novel, we embarked on a unique lesson plan designed by Amanda Sandoval, called the Bento Box. This activity challenged my students to identify and discuss four to five significant events or ideas that contributed to the mounting tension between the North and the South. They were encouraged to include images, symbols, and other visual representations within their Bento Boxes, enabling them to convey their insights creatively.

Next, we delved into one of my favorite projects of the year—introducing my students to the basics of the Civil War. We examined essential aspects such as the war’s commencement, prominent leaders on both sides, and the contrasting ideologies of the Union and the Confederacy. Through these lessons, I aimed to provide a solid foundation of knowledge while fostering critical thinking and analysis.

To further enrich our exploration of the Civil War, I took my students to the cemetery adjacent to our school. It was an enlightening experience as I taught them how to identify gravestones belonging to Civil War veterans. Each student recorded the names of four to five veterans, and together we learned how to navigate a military veterans’ database. This exercise allowed them to act as historians, piecing together the stories of these brave individuals and bringing history to life.

As the school year gradually comes to a close, I am grateful for the incredible progress my students have made and the enthusiasm they have shown. It has been a fulfilling week, packed with engaging lessons and hands-on activities that have deepened their understanding of the events preceding the Civil War. I am eagerly looking forward to our remaining time together as we continue our journey through history.

Monday and Tuesday – Uncle Tom’s Cabin

Wednesday – Bento Box Assessment

Thursday – Cemetery visit, EdPuzzle, Frayer, Gimkit

Friday – Civil War Veteran Research, Fold3 Database

Monday and Tuesday

On Monday and Tuesday, students learned about, Uncle Tom’s Cabin by Harriet Beecher Stowe in 8th grade social studies. Given the short class periods due to MAP testing, I had to adapt my lesson plan to maximize student engagement and learning.

In previous years, I had students read an excerpt from one of three chapters and create a slide that sequences the events and includes a quote that would anger abolitionists. However, this year, I wanted to go beyond the plot and stats of the book and provide a more comprehensive and thought-provoking lesson.

That’s where Curipod, an AI lesson generating site, came in handy. I used it to create an engaging introduction that tested the students’ existing knowledge of the book. It also included interesting facts, “did you know” information, and significant concepts from the book. The Curipod feature that I found particularly useful was the ability to ask questions, receive multiple responses, and then vote on the most relevant and insightful answers. This feature allowed for a fair, democratic, and collaborative learning experience for all my students.

Once we had explored the background and significance of Uncle Tom’s Cabin, we focused on three chapters: Chapter 7 – A Mother’s Struggle, Chapter 30 – A Slave Warehouse, and Chapter 33 – Cassy. Students selected a chapter and designed a slide that featured a quote that would anger abolitionists. We then analyzed the quote together and considered how it reflected the harsh realities of slavery.

I was pleased with how engaged and motivated the students were throughout the lesson. By focusing on storytelling techniques and emotional language, Harriet Beecher Stowe created empathy and awareness about the devastating impact of slavery. Through Curipod, we were able to explore deeper insights and connections that students might not have made on their own.

Overall, I highly recommend using Curipod to enhance your teaching of “Uncle Tom’s Cabin” or any other literature. It provided a new level of engagement, collaboration, and critical thinking to my classroom. By understanding history through literature, we can help our students gain a unique and valuable perspective on the past.

Wednesday

This Wednesday marked the ending of our mini-unit on the events that led up to the Civil War. Despite the time constraint due to MAP testing, we embarked on an exciting assessment activity called the Bento Box, designed by the talented Amanda Sandoval. This activity challenged our students to curate a collection of symbols and pictures that represented key events, people, and ideas contributing to the mounting tensions between the North and the South. In this blog post, we will delve into the details of this assessment and highlight the remarkable engagement and effort demonstrated by our students.

The Bento Box activity was a refreshing addition to our assessment repertoire, and its unique structure encouraged critical thinking and creativity among our students. The fundamental concept behind the Bento Box is the idea of curating a collection of visuals to symbolize and represent various aspects of a particular topic. In this case, our focus was on the tensions that arose between the North and the South, ultimately leading to the outbreak of the Civil War.

The assessment involved a timed task, which added an element of urgency and challenged students to think quickly and efficiently. With a concise 30-minute class period at our disposal, our students embraced the task with determination and enthusiasm. It was truly inspiring to witness their eagerness to tackle a new activity format.

Each student was tasked with gathering a selection of pictures and symbols that best encapsulated the tension between the North and the South during that era. After selecting their images, students had to provide thoughtful explanations for each item, highlighting how it contributed to the growing divide between the two regions. The quality of these explanations, combined with the number of accurate representations, determined the final grade.

To guide our students, I established a clear grading rubric. Those who included four or more pictures with accurate explanations could earn a score of 7-8 out of 8 points. Meanwhile, students who managed to incorporate three pictures with explanations were eligible for a score of 5-6 points. This rubric allowed for flexibility while still providing clear expectations for the assessment.

The students’ performance during this Bento Box activity was exceptional. They embraced the challenge with determination, demonstrating their understanding of the historical context and their ability to analyze the causes of tension between the North and the South. The engagement and effort displayed by our students were truly commendable, particularly considering it was their first time engaging with this assessment format.

As an educator, I was impressed by their ability to adapt to a new activity quickly. The Bento Box not only encouraged creativity but also facilitated deeper comprehension of the topic. It allowed students to make connections between visuals and historical events, fostering a holistic understanding of the tensions that ultimately led to the Civil War.

Reflecting on this assessment experience, I couldn’t help but recognize the benefits of incorporating timed activities into our curriculum throughout the year. The addition of a timer encouraged students to work efficiently, prioritize their tasks, and think on their feet. This experience highlighted the importance of introducing diverse assessment formats that cater to various learning styles and foster critical thinking skills.

In conclusion, our Bento Box assessment on the tensions leading to the Civil War proved to be a resounding success. The engagement and dedication displayed by the students was truly remarkable, as they effortlessly incorporated visuals and explanations to represent the complexities of the era. By embracing new assessment techniques and introducing timed activities, we can provide our students with opportunities to thrive and demonstrate their understanding in dynamic and exciting ways.

Thursday

Thursday’s social studies class provided a perfect opportunity to introduce the Civil War and delve into an exciting hands-on activity.

As we concluded our mini-unit on the events that led to the Civil War, I wanted to ensure that my students had a solid understanding of this pivotal moment in history. However, due to time constraints, I had to find a concise yet informative method to introduce the topic.

To accomplish this, I incorporated an EdPuzzle Video on the Civil War, which highlighted key battles, prominent leaders, and other significant aspects. This engaging video allowed students to visualize the important events and grasp the broader context of the war.

Additionally, I utilized a frayer model activity where students collected information about both the Union and Confederate armies. This activity encouraged critical thinking and provided a framework for organizing their knowledge about the opposing forces.

To reinforce the knowledge gained from the EdPuzzle Video and frayer model, I employed the Fast and Curious EduProtocol. This protocol allowed students to review the content while fostering collaboration and healthy competition. I supplemented this protocol with a Gimkit, featuring questions related to the EdPuzzle Video and the information collected during the frayer model activity. This interactive approach ensured active student participation and deeper engagement with the material.

Now, let’s dive into my favorite project of the year! Near my classroom, on our school grounds, lies the Watkins Hill Cemetery. This historical cemetery holds great significance as the original burial ground for the village of Susanna, founded by Thomas Ashburn, which later merged with the village of New Richmond.

The cemetery houses the final resting place of several Civil War veterans, as well as individuals from the 1700s. Its rich history has always captivated me, and I wanted to share this fascination with my students.

For the project, I instructed students to research and document the names of Civil War veterans buried in the cemetery, along with the companies and regiments in which they served. I provided guidance on how to identify the graves of Union soldiers, offering a unique skill set for the students to develop.

With rain in the forecast for the following day, I decided to seize the opportunity and take the students on a field trip to the Watkins Hill Cemetery. With approximately 25-30 minutes remaining in class, students had ample time to either complete the EdPuzzle or the frayer model activity before embarking on this exciting adventure.

At the cemetery, students had the chance to explore, locate the graves of Civil War veterans, and gain firsthand knowledge about the individuals who played a significant role in our nation’s history. This hands-on experience brought history to life and fostered a deep connection with the past.

The combination of introducing the Civil War through an EdPuzzle Video, the frayer model activity, and the subsequent journey to the Watkins Hill Cemetery created a comprehensive and engaging learning experience for my students. By immersing themselves in the stories of Civil War veterans, they developed a profound understanding of the sacrifices made during this tumultuous time.

I encourage you to explore opportunities within your community to connect history with local landmarks, as it provides an enriching and memorable educational experience for students. Let us continue to ignite curiosity and foster a love for learning through innovative and hands-on teaching practices.

Friday

Friday’s social studies lesson involved diving deeper into the world of Civil War veterans. Building upon our previous activities, we continued our journey of discovery by sharing the names of the veterans we found in the Watkins Hill Cemetery and delving into research using Fold3, a military veteran database. Through a series of EduProtocols and collaborative work, our students embarked on a historian’s quest to piece together the stories of these brave individuals.

To begin our Friday lesson, students were given 10 minutes to finish the EdPuzzle or frayer activity focused on the beginnings of the Civil War. This allowed them to solidify their understanding of the key concepts we explored in the previous class.

Next, we moved on to sharing the Civil War veterans’ names that each student had researched and recorded from the Watkins Hill Cemetery. To streamline this process, we utilized a Google Form where students could input two or three of the names they had discovered. I then compiled the information into a spreadsheet, which served two purposes. Firstly, it allowed absent students to access the names of the veterans they had missed. Secondly, it provided an opportunity for students to cross-reference information, as some gravestones had weathered letters that were difficult to read. This collaborative sharing fostered a sense of collective knowledge and accuracy in our research.

To enhance our understanding of Civil War veterans and their stories, I introduced Fold3, a comprehensive military veteran database. I guided students on how to navigate the database and conduct research effectively. Fold3 covers veterans from the Revolutionary War through today, making it a valuable resource for historical exploration.

To assist students in organizing their research findings, I prepared a Google Slidedeck containing a series of EduProtocols. These protocols offered structured frameworks for recording and analyzing the information gathered.

• Frayer Model: Students used this protocol to collect and categorize essential information about the Civil War veterans they were researching, ensuring a comprehensive overview of each individual’s background.
• Number Mania EduProtocol: As the Fold3 database provided details about regiments and companies, including statistics like the number of wounded, deceased, and average age of enlistees, this protocol allowed students to analyze and interpret these numerical data points.
• Thick Slide: This protocol encouraged students to delve into a specific battle that the Civil War veteran may have participated in. By researching and documenting key details about the battle, students gained a deeper understanding of the historical context in which their chosen veterans played a part.

To inspire our students, I emphasized that the work they were engaged in mirrored the tasks undertaken by historians. Starting with a name and sifting through various resources, they were piecing together stories of individuals and events that had shaped our nation’s history. This realization highlighted the importance of their research and fostered a sense of pride in their role as historical detectives.

Friday’s social studies lesson provided a platform for students to dive into the stories of Civil War veterans buried in the Watkins Hill Cemetery. Through collaborative sharing, research utilizing Fold3, and the implementation of EduProtocols, students embarked on an exciting journey to uncover the rich historical tapestry woven by these brave individuals.

By immersing our students in the process of historical investigation, we foster a love for research, critical thinking, and a deeper understanding of the past.

This week, my focus was on the Civil War and delving into the vocabulary and events that ultimately led to this significant chapter in American history. We delved into the intriguing world of compromises, explored the complexities of the Kansas-Nebraska Act, and examined the profound impact of the Dred Scott case.

To make the learning experience engaging and interactive, I incorporated a variety of Eduprotocols. We kicked off the week with the Repuzzler protocol, which proved to be a fantastic way to reinforce Civil War vocabulary. Then, I employed the Cybersandwich technique to dive deeper into the intricacies of the Kansas-Nebraska Act, offering my students a unique perspective on its historical significance. Additionally, I utilized a “thick slide” approach to discuss the compromises that were made during this period, encouraging critical thinking.

We explored the infamous Dred Scott case and its implications on the course of American history. To make the topic more relatable, we drew a parallel to a local case involving Henry Poindexter, igniting a spark of curiosity and empathy within the classroom.

The Cybersandwich protocol provided the perfect framework for this comparative analysis. We began by examining the Dred Scott case, diving deep into its legal and social significance. Students explored online resources, read articles, and watched videos to gain a comprehensive understanding of the case’s impact on the lives of enslaved individuals and the nation as a whole.

However, despite my best efforts to create an organized and structured learning environment, this week felt like a jumbled mess. My classes seemed scattered, and with only 15 days of school left, it felt as though everything was out of control and chaotic. But as dedicated educators, we persevere and find ways to navigate through the challenges.

In the midst of the chaos, my students and I are pushing forward, determined to make the most of our time together. We understand that life can be unpredictable, but we are committed to learning, growing, and making the best of every situation. Together, we are weathering the storm and embracing the journey, even when it feels like everything is up in the air.

Monday – TIP Chart, Fast and Curious

Tuesday – Repuzzler, Compromises Over Slavery Thick Slide

Wednesday – Kansas Nebraska Act CyberSandwich

Thursday – Dred Scott CyberSandwich, Sketch and Tell

Friday – Career Day

Please donate to Samantha Cain’s GoFundMe Page

Monday

Monday’s class, we explored into the world of Civil War vocabulary. From engaging games to interactive activities, it was a day filled with movement and exploration.

To kick off the class, we started with a fast and curious Blooket game. Students eagerly participated, testing their knowledge of Civil War vocabulary. Although the class average across all sessions was around 57%, the enthusiasm and engagement were palpable. It was evident that the game sparked a desire to learn and improve their understanding of the topic.

Following the Blooket game, we transitioned into a TIP (Term, Information, and Picture) chart activity. To facilitate movement and provide a hands-on experience, I strategically placed eight envelopes containing Civil War vocabulary around the room. Students were excited to get up and explore these stations. At each envelope, they discovered a term related to the Civil War, paraphrased its definition, and created a symbol representing its meaning.

This activity encouraged collaboration and critical thinking as students engaged in discussions, shared their interpretations, and debated the best way to visually depict the terms. It not only deepened their understanding of the vocabulary but also fostered creativity and teamwork.

As the class drew to a close, we wrapped up with another round of the fast and curious Blooket game. The excitement and determination in the air were palpable as students put their newfound knowledge to the test. The combined results from all classes revealed a remarkable improvement, with an average of around 68%. The growth demonstrated by the students was a testament to their perseverance and the engaging learning activities we undertook together.

Monday’s class showcased the power of interactive learning and movement. By incorporating games like Blooket and activities like the TIP chart, we created an environment where students were not only learning but also enjoying the process. The combination of movement, collaboration, and creativity sparked a deeper understanding of Civil War vocabulary and left a lasting impact on the students.

Moreover, it served as a reminder of the importance of celebrating progress, regardless of the numerical results. The growth in student engagement and their desire to learn and improve were invaluable accomplishments that cannot be solely quantified by percentages.

Tuesday

Tuesday’s lesson, which brought about unexpected challenges, also provided opportunities for growth and collaboration. Our focus was on the Civil War, and though we encountered setbacks during our Fast and Curious Blooket game, we managed to pivot and engage in meaningful activities that fostered creativity and critical thinking.

Class began with another round of the Fast and Curious Blooket game. However, this time, things didn’t go as smoothly as we had hoped. It became apparent that some students had discovered ways to exploit the game using hacks, auto-pickers, and cheats, making it impossible for others to win. As an educator, I recognized the need to address this issue and find a way to defend against such actions.

In response to the challenges we faced, I immediately started researching strategies to prevent and counteract the use of cheats in online games like Blooket. While I am still in the process of finding a comprehensive solution, I remain determined to find an answer. As educators, we must adapt to the ever-evolving digital landscape and find ways to navigate these obstacles together.

To shift the focus and engage students in a collaborative activity, we transitioned to the Repuzzler Eduprotocol. Students were tasked with adding definitions, characteristics, and pictures to each vocabulary word we had covered so far. I encouraged them to refer back to their TIP charts from Monday’s class to aid their creativity and understanding.

Throughout the activity, students collaborated and worked together to create eight slides, each representing a specific term related to the Civil War. I provided feedback on their use of visuals, guiding them to select appropriate images that accurately represented key words or characteristics. For example, for the Compromise of 1850, a picture of the California flag could symbolize its significance.

After completing the Repuzzler, we revisited the previous week’s work, giving students time to finish their Thick Slides on either the Missouri Compromise or the Compromise of 1850. This exercise allowed them to synthesize information and showcase their understanding of these pivotal events.

To deepen their analysis, students then created Venn diagrams to compare and contrast the two compromises. This activity encouraged critical thinking and fostered discussions as they explored the similarities and differences between the compromises, ultimately gaining a deeper understanding of their historical context and implications.

Tuesday’s lesson was a reminder that even the best-laid plans can encounter unexpected challenges. It highlighted the importance of adaptability and the necessity of finding solutions to address issues that arise in our ever-evolving digital landscape.

Wednesday

Wednesday was a day that tested my patience and made me question my career choice. While challenging days are a rarity for me, it’s important to acknowledge and reflect upon them, as they shape our growth and resilience as educators.

Wednesday proved to be a day filled with unexpected obstacles, where nothing seemed to go according to plan. Multiple stern lectures were necessary to address behavioral issues, incomplete work, and a lack of respect. Despite my efforts, it felt as though my words fell on deaf ears, leaving me frustrated and disheartened.

The day began with a Fast and Curious Gimkit game, which was meant to be an engaging and educational activity. However, the scores seemed to regress once again, adding to my mounting frustration. I noticed that some students struggled to pick up on obvious clues within the questions, such as the word “section” in the question about sectionalism. This lack of attention to detail hindered their progress, further compounding my disappointment.

To redirect the class and salvage the lesson, I decided to incorporate a hands-on activity using the Repuzzler slides from Tuesday. However, what I thought would be a quick task turned out to be time-consuming. I printed the best six slides and divided them into fourths, distributing different sets to each group. The objective was for them to reorganize the cards based on their understanding of the vocabulary terms.

Unfortunately, the activity took longer than anticipated, consuming close to 15-20 minutes. This unexpected delay cut into the time I had hoped to devote to the Kansas and Nebraska Act cybersandwich. The limited time available for reading, note-taking, and discussion left some students unable to complete the task, adding to my mounting frustration.

Seeking Resilience and Renewed Optimism As Wednesday drew to a close, I found myself feeling worn down and discouraged. The challenges and setbacks had taken a toll on my enthusiasm and dedication. However, in moments like these, it is important to remind ourselves that teaching is a journey filled with highs and lows.

Thursday, a fresh day, loomed on the horizon, offering an opportunity for a new beginning. It is essential to acknowledge our frustrations, learn from them, and seek support from colleagues and mentors. By doing so, we can regain our sense of purpose and rekindle the passion that brought us to this noble profession.

Challenging days are an inevitable part of the teaching journey, and it is during these times that our dedication and resilience are put to the test. By reflecting on the obstacles we face and seeking ways to grow and improve, we can find the strength to persevere.

Thursday

In Thursday’s class, we delved into the historical significance of the Dred Scott case, weaving in a local connection to engage students on a deeper level. Exploring the similarities between the Dred Scott case and the intriguing story of Henry Poindexter, we embarked on a journey through time, comparing legal battles and examining the impact of key amendments.

As an educator, I always strive to connect historical events to the local context, making them more relatable and meaningful for my students. In this particular lesson, we discovered a remarkable similarity between the Dred Scott case of 1857 and a case involving Henry Poindexter in 1856.

Henry Poindexter signed a promissory note committing to pay $1,000 for his freedom. When his enslaver allowed him to cross the river into Ohio, specifically in New Richmond and Cincinnati, Henry decided not to honor the agreement, arguing that he was now in the free state of Ohio. Subsequently, his enslaver sued him, leading to a legal battle that reached the Ohio Supreme Court. Ultimately, the court ruled in Henry’s favor, declaring him free. This local connection offered a unique opportunity to understand the complexities of the time through a relatable lens.

To deepen our understanding, we engaged in a Cybersandwich activity, comparing the Dred Scott case with Henry Poindexter’s legal battle. Students filled out a Venn diagram, identifying similarities and differences between the two cases. This exercise encouraged critical thinking, analysis, and reflection on the legal implications and consequences of each situation.

Following the Venn diagram, students composed a compare/contrast text structure to summarize their findings. This exercise not only reinforced their understanding of the cases but also developed their writing skills and ability to articulate complex ideas effectively.

To further our exploration, we connected the Dred Scott case to the 13th and 14th Amendments, which had profound implications for civil rights and the overturning of the infamous decision. Employing a Sketch and Tell activity, students utilized Google Shapes to create visual representations of the 13th and 14th Amendments.

Accompanied by their sketches, students “told” the story of the amendments in their own words, explaining how each amendment played a significant role in nullifying the Dred Scott case decision. This exercise fostered creativity, critical thinking, and a deeper comprehension of the amendments’ impact on the course of history.

Thursday’s lesson was a cool exploration of local history intertwined with national events. By connecting the Dred Scott case to the story of Henry Poindexter, we provided students with a personal connection to a pivotal moment in our nation’s past. Moreover, examining the 13th and 14th Amendments enabled students to comprehend how the legal landscape evolved and how these amendments transformed the rights of individuals.

As we move forward, I remain committed to creating immersive and thought-provoking experiences that foster a deeper understanding of history and its relevance to our lives today. By embracing local history and encouraging critical analysis, we empower our students to recognize the impact of historical events and to draw parallels with their own lives.

I have decided the only way all the standards and content for 8th grade social studies can be covered in Ohio is by going a mile wide and an inch deep. Three months ago I was 3 weeks ahead of schedule. Now I’m three or four days behind. As a result, I’m really evaluating last year’s lessons and seeing what stays and what goes.

Last year I did a group playlist on resistance to slavery. The group playlist had 4 parts to it:

1. Conditions of enslaved people.
2. Methods of Resistance
3. Risks of Resistance
4. Results of Resistance

I decided to cut this down to conditions of enslaved people and methods of resistance. I ended up finding, and adapting, a lesson on methods of resistance that included the risks of resistance. It ended up working out nicely with some EduProtocols.

The week closed out with the beginning of events that led up to the Civil War. For this lesson I focus on 4 areas:

1. Compromises – comparing the Missouri Compromise and the Compromise of 1850.
2. Kansas Nebraska Act
3. Dred Scott Case
4. Uncle Tom’s Cabin

Last year I taught this using an Amada Sandoval inspired Group Playlist and called it The Road to War. This year, I’m separating some things out and using some EduProtocols. My goal is to get to Reconstruction so I’m not having to rush through the content. If it works out then great, if not, oh well…they still move onto 9th grade.

Monday – Resistance to Enslavement Frayer (Zinn Education Lesson)

Tuesday – Resistance to Enslavement Thick Slide

Wednesday – Resistance to Enslavement Sketch and Tell, Thin Slide

Thursday – MapWich Civil War

Friday – Comparing Compromises Thick Slide

Please donate to Samantha Cain’s GoFundMe Page

Monday

In Monday’s engaging lesson, we embarked on a journey to uncover the untold stories of resistance to slavery. Guided by an insightful lesson plan from Zinn Education, we delved into the courageous acts of enslaved individuals who defied their oppressors and fought for their freedom. By examining various forms of resistance, we sought to shed light on the enduring spirit that prevailed amidst the darkness of slavery.

To set the tone for our exploration, I began by sharing a quote from George Fitzhugh, a pro-slavery advocate from the 19th century. I included Fitzhugh’s words on a Thin Slide. His words aimed to portray the lives of enslaved people in a distorted light, emphasizing their supposed happiness and freedom. However, I encouraged our students to critically analyze this perspective and question the validity of such claims. This quote served as a backdrop for the lesson, challenging students to delve deeper into the reality of resistance to slavery.

To provide a comprehensive understanding of the various forms of resistance, we divided the concept into distinct categories: music, runaways, physical aggression, revolts, etc. There were 7 different categories. Each category was distributed throughout the room, and the stories of resistance concealed within envelopes. Students formed groups and used a Frayer to collect resistance notes as they went from envelope to envelope. There were over 30 different stories of resistance within the envelopes. As a result, some of the groups had different information.

Initially, I anticipated that students would need 20 minutes to gather their notes. However, as the lesson progressed, it became evident that the significance of the narratives of resistance demanded more time. As a result, I extended the allotted time to 35 minutes, allowing students the opportunity to delve deeper into the narratives.

Throughout the extended exploration time, students actively immersed themselves in the stories of resistance. As they read and discussed the narratives within their groups, they began to comprehend the incredible courage, resilience, and determination displayed by enslaved individuals in their pursuit of freedom. The extended time allocation allowed students to fully appreciate the complexities of resistance, and the discussions that unfolded were filled with passion, empathy, and a desire to honor those who defied the chains of slavery.

Tuesday

On Tuesday, I had planned to conclude the resistance lesson from Monday, but unfortunately, I wasn’t feeling well and had to leave school early. Determined to continue the lesson despite my absence, I devised a quick activity using a Thick Slide template and entrusted my students with the task of creating engaging presentations on revolt or escape stories.

Given the limited time and resources at hand, I prepared a thick slide template for my students. The goal was to encourage them to choose a story from either the revolts or escapes category. The revolt stories included the Stono Rebellion and Nat Turner’s revolt, while the escape stories encompassed narratives such as Frederick Douglass and Henry “Box” Brown, among others. The template required students to include a quote, five important facts, relevant pictures, and draw comparisons between their chosen story and another.

As I left school due to not feeling well, I was eager to see how my students would rise to the challenge of creating their thick slide. However, upon returning to class the next day, I was greeted with a lower level of engagement than I had anticipated. Usually, when I am absent, the engagement level hovers around 75-80%. This time, it had dropped to 51%.

Despite the decline in engagement, I decided to focus on the positives that emerged from the students’ efforts. As I reviewed their thick slide presentations, I was pleasantly surprised by the creativity and depth of thought displayed by many of them. The chosen quotes were thought-provoking and relevant, capturing the essence of the chosen resistance story. The inclusion of five important facts showcased their research skills and understanding of the historical context. Additionally, the use of visuals and comparisons demonstrated critical thinking and the ability to draw connections between different narratives.

Wednesday

To begin the Wednesday, I openly addressed the previous day’s thick slide activity, explaining its purpose and origin. I shared with my students that it was a quick solution to ensure their engagement during my absence. This candid disclosure set the stage for an authentic and transparent learning environment, allowing students to recognize the limitations of the activity while appreciating the opportunity it presented to showcase their creativity and resourcefulness.

After addressing the thick slide activity, I reminded my students of the George Fitzhugh quote we explored on Monday. We revisited the words that depicted a distorted perspective of enslaved individuals’ lives. To challenge Fitzhugh’s viewpoint, I gave my students an additional task. I asked them to contribute examples of resistance that debunked the quote’s claims. This exercise encouraged critical thinking and provided an opportunity for students to counter the misguided notions propagated during that era.

With the quote discussion setting the stage, I allocated ten minutes for students to finalize their Frayer notes on resistance. This allowed them to consolidate their understanding of resistance, review their previous notes, and ensure that their contributions would effectively counter the misrepresentations conveyed in Fitzhugh’s quote. The time constraint fostered a sense of urgency, encouraging students to focus on the key details and significance of resistance in history.

To finalize the lesson I smashed together some Retell in Rhyme and Sketch and Tell. These two protocols seem to fit nicely together. Students were tasked with retelling the stories of resistance using rhyme and then illustrating their poems with visual representations. While Retell in Rhyme promoted creative expression, the Sketch and Tell component enhanced the students’ ability to convey specific details through visual representation.

As the students engaged in Retell in Rhyme and Sketch and Tell, I observed that some of them struggled to incorporate specific details into their rhymes. This presented an unexpected obstacle, highlighting the need for further development in using vivid imagery and precise descriptions. However, it also provided an opportunity for growth and learning. By discussing and sharing their rhymes and illustrations, students were able to offer constructive feedback, learn from one another’s approaches, and develop their skills in incorporating specific details effectively.

By the end of class, I noticed some students were still struggling with their rhymes. Some students weren’t finished. I told them it was okay and that I would give them 15-20 minutes on Thursday to finish everything up.

Thursday

Thursday was filled with engaging activities aimed at reinforcing previous knowledge and delving into the pre-Civil War era. We began with Sketch and Tell Retell in Rhyme Smash To begin the day, I provided students with 15 to 20 minutes to complete their Sketch and Tell Retell in Rhyme EduProtocol Smash on resistance to slavery. This activity allowed students to express their understanding of the topic creatively while incorporating specific details and vivid imagery into their illustrations and rhymes. For students who finished early, I introduced a retrieval practice board to further enhance their learning experience.

The retrieval practice board served as a powerful tool to reinforce previous topics covered in the last three quarters of school. By posing questions related to the Monroe Doctrine, Andrew Jackson, Manifest Destiny, and Westward Expansion, students were encouraged to retrieve information from their memory and actively engage with the material. This practice not only reinforced their knowledge but also provided an opportunity to make connections between different historical concepts.

Students worked with a partner, Chromebooks closed, and worked to score 15 points. Older questions were worth 4 points, and newer content was worth 1 point. I was really impressed with the students’ knowledge of past topics!

After the 15-20 minute timer went off, we switched gears to delve into the pre-Civil War era. I began by emphasizing the cause of the Civil War was slavery. To deepen their understanding, I introduced a MapWich activity. The map displayed an even distribution of free states and slave states. At some point, I drew a line between “North” and “South” and the students immediately noticed the presence of Missouri above the line and questioned why it was allowed to be a slave state. Additionally, they observed that California’s pending admission would disrupt the delicate balance between free and slave states.

The MapWich activity sparked inquiry and critical thinking as students analyzed the map, identified disparities, and questioned the decisions that shaped the political landscape. By engaging in thoughtful discussions and summarizations, students further solidified their understanding of pre-Civil War tensions, setting the stage for deeper exploration in the coming lessons.

As an educator, I am inspired by the curiosity and insights of my students. By providing opportunities for creativity, retrieval practice, and critical analysis, we embark on a shared journey of discovery, uncovering the historical significance that shapes our present. Together, we foster a passion for inquiry and a deeper understanding of the complexities of the past.

Friday

Friday’s lesson was packed with engaging activities and a focus on understanding compromises related to the Civil War. We began with an interactive Blooket quiz to a collaborative exploration of the Missouri Compromise and the Compromise of 1850 through the innovative Thick Slide EduProtocol.

To kick off the class, I started with a lively Blooket quiz that challenged students’ understanding of compromises surrounding the Civil War. This quiz comprised 15 questions, covering topics such as the Missouri Compromise, the Compromise of 1850, and resistance to slavery. While the resistance questions yielded impressive results, the compromise-related questions posed a greater challenge for the students. This initial assessment helped me gauge their prior knowledge and identify areas that required further exploration.

After the quiz, I displayed Thursday’s MapWich image that visually represented the key aspects of the Missouri Compromise, Maine, and California. In a brief 4 to 5-minute discussion, students actively participated by analyzing the map and posing insightful questions.

For the main lesson, I designed a shareable Thick Slide activity to foster collaboration and enhance understanding of the Missouri Compromise and the Compromise of 1850. Each pair of students was assigned a slide, and one student focused on researching and creating a slide about the Missouri Compromise, while the other student explored the Compromise of 1850. The reading material provided, generated by ChatGPT, presented a comprehensive comparison of the compromises, including the key individuals involved, important provisions, and long-term effects.

Upon completing the Thick Slide activity, students had gained a deeper understanding of the compromises and their implications. To gauge their progress, we revisited the Blooket quiz, focusing on the compromise-related questions. The results were highly encouraging, as the class had raised their averages by 20% or more. This improvement highlighted the effectiveness of the collaborative learning approach and demonstrated the students’ enhanced comprehension of the compromises through active engagement and information sharing.

Friday’s lesson proved to be a productive and engaging experience, with students actively participating in various activities focused on compromises related to the Civil War. The Blooket quiz initially highlighted areas for improvement, motivating students to delve deeper into the topic. The MapWich image prompted thoughtful discussion, setting the stage for a deeper exploration of the compromises.

The Thick Slide activity provided a platform for collaborative learning, allowing students to research, create, and present information about the compromises. This collaborative effort, coupled with the comprehensive comparison provided by ChatGPT, enabled students to gain a nuanced understanding of the compromises and their historical significance.

By revisiting the Blooket quiz, students demonstrated significant improvement, reflecting their enhanced comprehension and retention of the material. This growth is a testament to the power of collaborative learning, engaging activities, and the students’ dedication to expanding their knowledge.

As an educator, witnessing the progress and enthusiasm of my students is immensely gratifying. By fostering an environment that encourages active participation, collaboration, and critical thinking, we empower our students to become lifelong learners and active participants in shaping a better future.

About 10 days ago I posted student work on social media that was related to slavery. Immediately a comment was posted that the wording on a slide was incorrect. I took the post down. On one hand, the comments are great because I’m always trying to get better and learn. On the other hand, I wish people would ask questions first, rather than offer immediate corrections.

It turns out the assignment I posted still had a textbook section from last year still linked. In the last year, TCI has changed the wording for most of their textbook chapters. Now they include “enslaved persons”, “enslavers”, “freedom seekers”, etc. I asked the students if they noticed the changes. Most of them didn’t notice. This led to a discussion of language changes and the why behind it.

We discussed the word “slave” leaves the human element out of the word. Therefore, “enslaved persons” focused on the human. The word “masters” or “owners” empowers the enslaver and dehumanizes the enslaved person reducing him/her to a commodity rather than a person who has had slavery imposed upon him or her. Finally we discussed fugitive slaves should be freedom seekers. The term “fugitive” evokes the image of a law breaker requiring capture and punishment, and was used to assert that the law was on the side of slaveholding society. “Freedom seeker” illuminates what is in the hearts and minds of those acting to make freedom a reality.

Through this discussion, I also mentioned that I grew up learning the original terms. I also added that I’m still learning and reminding myself to use the appropriate language.

So, it’s testing week and my class is on to slavery and resistance to slavery. I haven;’t been posting much on social media for fear of backlash and negative comments from people. As I mentioned above, I really am trying to do the right things and teach the right things.

With testing going on this week, we did bits and pieces of a new lesson on resistance to slavery. Last year I used a Group Playlist format, created by Amanda Sandoval, but I decided this would not work for this group of students. I set up each group playlist as a separate assignment on Google Classroom. Here are the questions associated with the resistance to slavery lesson:

1. What about the daily life of enslaved people would have prompted resistance?
2. What were the means of resistance to slavery?
3. What were the risks of resisting slavery?

Before beginning this lesson, I introduce slavery by sharing little known statistics from an article written by Henry Louis Gates. I also use a map that shows the expansions of slavery from 1790 to 1860. We accomplished anything we could this week…

Monday and Tuesday – ELA test and we did nothing in class.

Wednesday – MapWich, Number Mania

Thursday and Friday – CyberSandwich

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Wednesday

On Wednesday I began class with a classic from Robert Mayfield – a MapWich. This is a CyberSandwich, but the students analyze a map, compare, and summarize. I found a GIF map that changed every two seconds and showed the expansion of slavery to the deep south and westward. On the MapWich, I asked these questions:

1. What is the purpose of the map?
2. What patterns (similarities and differences) do you see?
3. Why is that pattern there? Why does the pattern exist?
4. What do you think is missing from this map?

I gave students 10 minutes to analyze the map and answer the questions. Then I gave them 5 minutes to discuss and compare. Finally, I gave students 5 minutes to write a summary of their findings.

For the last question, “What do you think is missing from this map,” some students suggested the following:

1. The “why” behind the increase in slavery.
2. The “why” behind numbers on enslaved persons increasing in the deep south and out west.

Next we switched to a Number Mania with an article of statistics about slavery written by Henry Louis Gates. I gave students 10 minutes to read the article and highlight numbers and facts that surprised them, or challenged something they thought as true. Most students highlighted 7 to 8 numbers. Next, I had students choose their top 5 numbers and facts. I gave students the rest of class to add 5 numbers and facts, and a title to their Number Mania slide.

Thursday and Friday

Thursday and Friday were shortened class periods – 30 minute periods. We began out first lesson on resistance to slavery and focused on our first question, “What about the daily life of enslaved people would have prompted resistance?”

Students watched an EdPuzzle video about the treatment and daily life of enslaved people. Following the EdPuzzle video, students completed a CyberSandwich where they analyzed an image.

The image on the CyberSandwich showed 6 different scenes of the harsh treatment of enslaved people. The image was from 1836. On the notes slide, I included questions for image analysis in social studies. Students analyzed the image for 8 minutes.

After analyzing the image, students then discussed and compared notes with a partner. As the final piece, students wrote a summary on why the harsh treatment of enslaved people would have prompted resistance. The students used information from the EdPuzzle video along with observations from the image analysis.