The bustling energy of the first day of school is always a mix of anticipation and excitement, both for teachers and students alike. Today marked the beginning of another school year, and I found myself back in the classroom, ready to guide a new group of eighth-grade students on a journey through social studies.
Setting the Tone: A Daily Message of Inspiration
One of my classroom traditions is to begin each day with a daily message. This message serves as inspiration, a daily reminder of the values that guide us throughout the academic year. Today’s message encapsulated my aspirations for the students: to make them feel valued, respected, connected, challenged, and empowered. I believe that when students feel a genuine sense of belonging and purpose, they are more inclined to engage and excel.
A Hexagonal Tapestry of Connection
In line with fostering connection and community, I introduced a hexagonal learning activity borrowed from fellow educators Scott Petri and Erin Bakkom. The hexagonal learning activity, simple yet profound, proved to be an engaging introduction that set the tone for the collaborative journey ahead.
Students were tasked with filling out hexagons with personal information, ranging from favorite foods to places they love visiting. Once completed, the students found connections between their hexagons, emphasizing the importance of understanding and appreciating the differences within our classroom. The activity culminated in the formation of a cohesive web of connected hexagons.
Embracing the Marker Game
After this hexagonal learning experience, I sought to add an element of fun while deepening our classroom relationships. I introduced the marker game, a playful yet strategic endeavor. As a true/false game about myself, the marker game encouraged students to collaborate, communicate, and, most importantly, listen actively.
Students formed pairs, armed with dry erase markers, and raced to grab the marker when they believed a statement about me was true. The game taught not only about me but also about each other’s perceptions and shared knowledge. It showcased the importance of attentive listening and respectful interaction, building a foundation for respectful dialogue throughout the year.
The Journey Ahead
In the coming weeks, I am excited to introduce my students to a variety of EduProtocols, such as thin slides, sketch and tell, fast and curious, and Cybersandwich. These tools will not only engage their minds but also foster critical thinking, creativity, and collaboration – skills that will serve them well in their journey through both my class and life beyond the classroom.
As we move forward in this academic year, I am reminded that the first days of school are a chance not just to establish routines, but to plant the seeds of lifelong learning and connection. I look forward to watching the students grow, explore, learn, and chase better in the world of social studies.
More pictures and updates on classroom adventures will be shared soon.
As the school year comes to a close, I find myself reflecting on the challenges, triumphs, and growth I have experienced as an 8th-grade social studies teacher. This year, my main focus was on fostering strong paragraph writing skills among my students, shifting away from essay-heavy assignments and instead emphasizing the power of well-structured paragraphs. I also dedicated significant time to teaching informational text structures, integrating technology, and incorporating gamification into my lessons. In this blog post, I will delve into the strategies I employed, the impact they had on student learning, and the valuable lessons I learned along the way.
From Essays to Paragraphs
In previous years, I found that focusing extensively on essay writing overwhelmed my students and hindered their progress. Recognizing this, I made a deliberate shift towards honing their paragraph writing skills. By emphasizing the importance of constructing effective topic sentences, supporting details, transitional words, and concluding sentences, I empowered my students to express their ideas more concisely and coherently. While this shift required time and patience, I witnessed significant growth in their ability to articulate their thoughts effectivel
Unleashing the Power of Informational Text Structures
Understanding and utilizing informational text structures became a cornerstone of my teaching approach. I guided my students in recognizing and utilizing structures such as cause and effect, compare and contrast, problem and solution, and chronological order. By incorporating these structures into their writing and analysis of texts, my students not only improved their comprehension skills but also gained a deeper understanding of how information is organized and presented. This skill will undoubtedly serve them well in their academic and professional pursuits.
EduProtocols: Fueling Creativity and Engagement
EduProtocols proved to be a game-changer in my classroom, igniting creativity, critical thinking, communication, and collaboration among my students. These student-centered lesson frames provided a consistent structure that allowed for greater engagement and participation. Even when I had to be away from the classroom, the familiarity with EduProtocols ensured that student engagement remained high, reaching an impressive 75-80%. Among the EduProtocols that resonated particularly well were “Fast and Curious,” which utilized Gimkit for question repetition, and “Sketch and Tell,” where students used Google Shapes to create images and wrote about them. Additionally, “CyberSandwiches” served as a valuable tool for note-taking, discussion strategies, and writing skills. Throughout the year, we completed more than 12 CyberSandwiches, reinforcing these essential academic skills.
ChatGPT and AI for Local History and Differentiation
One of the highlights of this year was integrating technology, specifically ChatGPT and AI, to enrich the study of local history and cater to individual student needs. ChatGPT allowed me to rewrite or generate local history articles related to our community, infusing a sense of pride and relevance into our curriculum. Moreover, this AI tool enabled me to differentiate readings by rewriting complex texts into simpler versions suitable for specific grade levels. By personalizing content and adding headings, I ensured that historical information was accessible and engaging for all learners. For example, I used ChatGPT to rewrite a legal jargon-laden article on the case of Henry Poindexter, an enslaved individual who fought for his freedom in New Richmond, Ohio. The simplified version allowed students to grasp the significance of the case and its connection to the subsequent Dred Scott decision.
The Gamification Journey: Adaptation and Lesson Learned
Gamification has been a powerful tool in my teaching arsenal, providing an avenue for increased engagement and enjoyment. However, this year presented a unique challenge. When I attempted to kick off a unit with a textbook scavenger hunt inspired by Michael Matera’s “Explore Like a Pirate,” I realized that the students’ interest wasn’t as piqued as I had anticipated. This served as a wake-up call, reminding me to remain adaptable and responsive to the evolving needs and interests of each new group of students. I learned that a “one-size-fits-all” approach to gamification was not always effective. Instead, I chose to introduce new elements gradually and focus on creating meaningful, educational experiences that still incorporated an element of fun. It is important to remember that while gamification may not have been the central focus this year, my students still learned valuable history lessons and, more importantly, had an enjoyable experience in my classroom.
Conclusion
As I reflect on this year of teaching 8th-grade social studies, I am filled with a sense of accomplishment and gratitude. By prioritizing the development of paragraph writing skills, teaching informational text structures, and incorporating technology and gamification thoughtfully, I have witnessed my students’ growth and engagement firsthand. The integration of EduProtocols has provided a consistent framework for creative and collaborative learning experiences. Leveraging AI tools like ChatGPT allowed for personalization and made local history accessible to students of varying reading levels. Although gamification took a backseat this year, the lessons learned and the connections formed in my classroom will remain with my students for a lifetime. As social studies may fade away, the memories and experiences they had in Room 505 will stay with them forever, shaping their perspectives and empowering them to become active citizens in our world.
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As I wrap up another school year, the final week becomes a time of reflection and opportunity. I wanted to ensure that my students’ last days were both productive and engaging, so I planned some exciting activities for them. With only two days remaining for students to complete their research on local Civil War veterans before turning in their Chromebooks, I decided to try out new strategies and incorporate creativity into our social studies lessons.
To start off the week, I focused on reviewing key concepts we had covered throughout the year. On Monday, I kicked things off with a Gimkit review. Using this interactive game-based learning platform, I posed questions from various units we had studied, allowing students to reinforce their knowledge and identify areas that needed further attention.
One of the most enjoyable activities during the final week was inspired by a lesson I learned from Howson history. I introduced a unique drawing activity that encouraged students to connect their understanding of social studies topics with their creative skills. Each student received a random topic and was tasked with drawing or adding onto a shape to represent what they had learned about that particular topic.
For example, if a student received the topic “World War II,” they could draw iconic symbols like flags of the Allied forces or significant events like the D-Day invasion. This activity not only allowed students to showcase their understanding of key concepts and events but also tapped into their imaginative and artistic abilities.
With the end of the school year approaching, I wanted to give my students a chance to connect with history on a personal level. Thus, I assigned them a research project on local Civil War veterans. The aim was for students to dive deep into our community’s history, uncovering stories and insights about the brave individuals who fought in the Civil War.
Through this assignment, students honed their research skills and gained a better understanding of how the war had impacted our local area. By exploring primary and secondary sources, they developed a sense of connection to the past and an appreciation for the sacrifices made by those who came before us.
Throughout the final week, I remained committed to making our lessons as engaging and productive as possible. I recognized the importance of embracing new activities and approaches to keep my students interested and actively involved in their learning.
While not every attempt received unanimous enthusiasm, I firmly believe that trying new things is vital for both students and educators. It encourages exploration and adaptability while reinforcing the idea that education is a dynamic and ever-evolving process.
As I reflect on the final week of this school year, I am grateful for the opportunity to engage my students in meaningful activities that left a lasting impression. By incorporating a variety of techniques, such as review games, creative assignments, and community-based research, I made the most of our remaining time together.
I am reminded of the importance of embracing innovation and stepping outside of my comfort zone as an educator. By doing so, I created an environment that fostered curiosity, engaged my students, and ignited a passion for lifelong learning. The final week of school is not just a countdown; it is a celebration of knowledge, growth, and the power of education.
Monday’s social studies class was filled with excitement and engagement as we delved into a variety of activities designed to reinforce content knowledge, stimulate creativity, and inspire research. From a Fast and Curious EduProtocol review to a sketch and tell inspired by Howson History, this day proved to be both productive and enjoyable for all students.
To kick off the class, I decided to use the Fast and Curious EduProtocol as a comprehensive review of the content we had covered throughout the year. Previously, only a portion of the class had participated, but this time, I made sure that all students took part. With a total of over 100 students, I was pleased to see the results. The class averages were as follows: 70%, 74%, 64%, 62%, and 75%. Considering the scope of the review, covering content from the entire year, these scores were impressive and demonstrated the growth and retention of our students.
While scrolling through Instagram, I stumbled upon a post by Howson History that immediately caught my attention. It involved dividing a piece of paper into six boxes and assigning random numbers to each box. For each number, students were given a social studies topic and asked to incorporate their knowledge into a picture within the box. This activity resembled a sketch and tell, which intrigued me.
Given that it was the last week and Chromebooks were being turned in, I decided to adapt the activity to incorporate technology. Instead of using physical paper, I had students use Google Shapes to create their drawings within randomly assigned boxes. This way, their artwork could be easily shared and discussed.
After completing their drawings, students enthusiastically shared their creations with their peers. They explained the social studies topic they were assigned and the meaning behind their artistic representations. This sharing session allowed students to not only showcase their knowledge but also engage in meaningful conversations about various social studies topics.
Following the sharing session, I wanted to further deepen students’ understanding of the topics. To achieve this, I had them write about their creations. This exercise helped reinforce the knowledge gained and allowed students to reflect on the connections they had made between their drawings and the social studies concepts.
With approximately 25-30 minutes of class time remaining, I shifted our focus to researching local Civil War veterans. This assignment aimed to encourage students to explore the contributions and sacrifices of individuals from our community during the Civil War. It was heartening to witness the dedication and enthusiasm with which students delved into their research, showcasing their curiosity and empathy.
Monday’s social studies lesson was a testament to the power of varied activities and engaging approaches in the classroom. From the Fast and Curious EduProtocol review to the sketch and tell adapted with Google Shapes, students were actively involved in their learning, making connections, and reflecting on their knowledge. The day culminated in dedicated research on local Civil War veterans, fostering a deeper appreciation for the historical significance of our community.
As educators, it is essential to seek inspiration, adapt activities, and make the most of the time we have with our students. This Monday’s lesson demonstrated the impact of engaging strategies, promoting both academic growth and a passion for the subject matter. It was a truly enriching experience for all involved.
Tuesday
Tuesday’s social studies lesson brought with it a sense of accomplishment as we continued our journey of review and research. Starting the class with a familiar content review using Gimkit, we witnessed impressive class averages that reflected the growth and knowledge gained throughout the year. With the goal of maximizing research time, we made adjustments to the activities, opting to focus on completing the Civil War veteran project.
To begin the class, we revisited the content review activity with Gimkit, which had proven to be a valuable tool for reinforcing our social studies knowledge. The class averages this time were outstanding: 80%, 80%, 84%, 75%, and 85%. These results were a testament to the dedication and hard work of our students, showcasing their understanding of the subject matter and the progress made throughout the year.
With limited class time remaining before Chromebooks were collected on Wednesday, I made the decision to forgo the Sketch and Tell activity we had done the previous day. Instead, I prioritized providing more time for research and ensuring the completion of our Civil War veteran project. This adjustment allowed us to delve deeper into our research and pay homage to the brave individuals who played a significant role in the Civil War.
Although Chromebooks were soon to be collected, I didn’t want to let go of the creative and reflective element that the Sketch and Tell activity offered. Instead, I adapted the activity to be paper-based.
We dedicated the remaining time to research and reflection on our Civil War veteran project. Students eagerly delved into their research, drawing upon various resources to gather information about the contributions and experiences of local veterans during this crucial period in history. The focused research time allowed for deeper understanding and empathy towards these historical figures.
Tuesday’s social studies lesson provided us with an opportunity to celebrate the growth and achievements we had made throughout the year. With a successful content review session using Gimkit, our students demonstrated their solid grasp of the material. Adjusting our activities, we prioritized research time and ensured the completion of our Civil War veteran project.
Wednesday
As the academic year comes to a close, it’s essential to reflect on the knowledge and experiences gained throughout the journey. In this week’s social studies lesson, we embarked on a unique and creative activity that encouraged students to revisit key topics we explored together. By putting aside our trusty Chromebooks and embracing a more hands-on approach, we delved into a fun exercise that stimulated both artistic expression and critical thinking. Let’s take a closer look at how this activity unfolded and the insights it provided.
Rather than relying on technology, we turned to pen and paper for our final social studies class. Each student received a sheet with six boxes, each representing a different topic covered during the year. The topics spanned a wide range of historical events, including New Richmond, compromises, the constitution, westward expansion, the 13 colonies, and the American Revolutionary War. With excitement filling the air, students eagerly anticipated what would unfold next.
To add an element of surprise and challenge, I asked students to randomly number the boxes and then draw a topic out of a hat. This allowed for an unbiased selection process, ensuring that each student was assigned a topic to contemplate and reflect upon. As the topics were revealed, a sense of curiosity and anticipation permeated the room.
Once the topics were assigned, students had five minutes to add to the picture and write about what they drew. The combination of visual representation and written reflection allowed students to engage both their artistic and analytical faculties. It was truly remarkable to witness the diversity of interpretations and insights that emerged from this exercise.
As students began to sketch and write, they were prompted to recall the key details, connections, and significance of their assigned topics. Through this exercise, they delved deeper into their understanding of historical events and concepts. It encouraged them to recall specific details, draw connections, and express their thoughts coherently. The process of reflection and synthesis was in full swing.
This activity also provided an opportunity for students to showcase their creative abilities. Some students adorned their boxes with vivid colors and intricate details, bringing their topics to life. Others focused on writing detailed descriptions, explaining the historical context and significance of their topics. The combination of art and writing allowed students to approach the topics from multiple angles and engage with them in a more holistic manner.
As we wrapped up the activity, we took a moment to appreciate the collective knowledge and growth achieved throughout the year. The diverse range of topics explored reminded us of the rich tapestry of history and the interconnectedness of different events and ideas. It was a time to celebrate the efforts and achievements of each student, acknowledging their unique perspectives and contributions.
In this final academic, content-based class of the year, we bid farewell to our Chromebooks and embarked on an artistic journey to revisit key topics from our social studies curriculum. The activity not only provided an opportunity for creative expression but also encouraged critical thinking and reflection. As we concluded this exercise, it became evident that our year-long social studies adventure had equipped students with a deeper understanding of the past and its impact on the present. With newfound appreciation, we bid farewell to this year’s social studies lessons, eagerly anticipating the exciting educational experiences that await us in the future.
What’s Next?
It’s been an eventful year so far, filled with learning, growth, and unexpected opportunities. As I look ahead, I am thrilled to share some exciting prospects on the horizon. In this blog post, I will provide you with an overview of my upcoming conference schedule and highlight the topics I will be presenting. Additionally, I’ll touch upon a notable achievement—a proposal acceptance for the prestigious National Council for Social Studies Conference (NCSS). Let’s dive in and explore what’s next for me!
Spark Summit in Indianapolis (June 8th): First up on my conference schedule is the Spark Summit in Indianapolis on June 8th. At this event, I will have the privilege of presenting EduProtocols and delving into the fascinating world of Artificial Intelligence. As the summit focuses on cutting-edge technologies and innovation, I am eagerly preparing to share insights, strategies, and real-world applications related to these captivating topics.
HICE Conference in Canton, Ohio (June 13th – 14th): Shortly after the Spark Summit, I will be heading to the HICE Conference in Canton, Ohio, on June 13th and 14th. During this conference, I am thrilled to have the opportunity to present EduProtocols once again. EduProtocols have proven to be an effective and engaging teaching method, and I am excited to share practical examples and success stories with fellow educators and attendees at the event.
Notre Dame University (July 11th – 12th): Next on my journey is Notre Dame University on July 11th and 12th, where I will be part of the EduProtocols Plus Academy. During this event, I will be presenting Sketch and Tell, Number Mania, and CyberSandwich, which are all innovative EduProtocols that aim to enhance student learning and engagement. I am looking forward to connecting with passionate educators and sharing these valuable resources and strategies.
NCSS Conference in Nashville (December): In collaboration with Dominic Helmstetter, I submitted a proposal for using Artificial Intelligence in the classroom. Luckily, it was accepted by the National Council for Social Studies Conference (NCSS) in December, held in Nashville.
As I reflect on what’s next for me, these upcoming conferences and the acceptance of our proposal at the NCSS Conference fill me with a sense of excitement and anticipation. It is through these opportunities that I can continue to learn, grow, and make a meaningful impact in the field of education. I look forward to connecting with fellow educators, sharing knowledge, and exploring new ideas. Thank you for joining me on this journey, and I will keep you updated on my experiences and insights from these events. Stay tuned for more exciting developments and future endeavors!
Welcome to this week’s blog post! It’s been a rather peculiar week as the school year is gradually coming to a close. While most of the students were in class, I found myself absent on Monday. However, I didn’t leave them empty-handed. Instead, I had the opportunity to work with middle and high school teachers at St. Bernard, guiding them through the implementation of Eduprotocols and showcasing how they can incorporate A.I. with Eduprotocols.
Whenever I have to be away from the classroom, I always make sure to leave something familiar and engaging for my students to work on. This time, I introduced them to a fascinating Eduprotocol called “Number Mania,” centered around the 59th Ohio Volunteer Infantry. This regiment holds great significance as it was the unit that many of our civil war veterans fought with during that historic period.
Moving on to our next topic, the students continued their research on civil war veterans. We started by compiling a list of names from the cemetery located behind our school. To facilitate their research, I prepared a series of Eduprotocols specifically designed to aid them in this endeavor. The students had the opportunity to utilize a Frayer model, engage in Number Mania activities, and create a detailed slide presentation to effectively capture and organize the valuable information they discovered.
It has been an eventful week, filled with exploration and learning. Join me as we delve into the highlights of these activities and witness the incredible work our students have accomplished.
Monday’s lesson was a dynamic and engaging experience for my students, as I introduced them to a combination of activities that sparked their curiosity and encouraged active participation. By incorporating the Number Mania EduProtocol, an article about the 59th Ohio Volunteer Infantry, and a Gimkit on basic Civil War information, I aimed to provide a range of options that catered to different learning preferences and interests.
To kick off the lesson, I introduced the Number Mania EduProtocol to the class. This activity not only challenged students’ mathematical and problem-solving skills but also encouraged teamwork and collaboration. Its flexible nature allowed students to connect with the local historical context as they delved into the story of the 59th Ohio Volunteer Infantry.
Knowing that some students might not feel comfortable using the Fold3 database for research, I provided them with an alternative option to engage with the topic. I paired the Number Mania activity with an article created by ChatGPT about the 59th Ohio Volunteer Infantry. This approach allowed students to connect with the local history and explore the background of this infantry, which was organized at Camp Ripley, located just 25-30 minutes away from New Richmond along the Ohio River.
In order to accommodate different preferences and learning styles, I presented students with a choice: they could either complete the Number Mania activity or attempt to research their chosen local Civil War veteran using the Fold3 database. Despite providing a detailed instructional video on using Fold3 for research, most students opted for the Number Mania activity. It was encouraging to see them engage with the local history through problem-solving and critical thinking, showcasing their enthusiasm and ability to connect with the subject matter.
To further reinforce their understanding of the Civil War, I incorporated a Gimkit quiz consisting of 17 questions on basic Civil War information. It was gratifying to witness the high level of participation, with 70 out of 100 students taking part in the activity. The class average of 83% demonstrated their grasp of the fundamental concepts, which was truly impressive.
Monday’s lesson successfully combined interactive and informative activities to engage students and foster a deeper connection with local history. The Number Mania EduProtocol allowed students to explore mathematical concepts while delving into the story of the 59th Ohio Volunteer Infantry. The option to research local Civil War veterans or complete the Number Mania activity empowered students to choose their preferred learning approach. Furthermore, the Gimkit quiz consolidated their knowledge of basic Civil War information. Overall, the lesson provided an enriching experience that stimulated curiosity and encouraged active participation among students.
Tuesday
Tuesday was an exciting day for our class as we embarked on a field trip to the village of New Richmond. Our town holds a significant place in history, particularly for its contributions to the Underground Railroad. As an organizer of this trip, I worked closely with local community members to ensure an enriching experience for our students. We set up five different stations, each offering unique insights into New Richmond’s past.
Our adventure began with two walking tours that immersed us in the stories of the remarkable people and events that shaped this town. One story that stood out was that of James G. Birney, an abolitionist who, after witnessing the atrocities of slavery, became dedicated to the cause of freedom. Birney made New Richmond his temporary home, where he established a printing press and started publishing his abolitionist newspaper, the Philanthropist. Learning about Birney’s courageous efforts was truly inspiring for all of us.
At the local church, students experienced another fascinating connection to history where Harriet Beecher Stowe’s brother, George Beecher, served as a minister there, alongside John Rankin. The significance of this connection to the renowned author of “Uncle Tom’s Cabin” was not lost on our students, who were able to grasp the impact of the Beecher family on the abolitionist movement.
One of the highlights of our field trip was visiting the Ross Gowdy house, believed to have been built by David Ross, the nephew of Betsy Ross. This historic house holds many treasures within its walls. We were fortunate to see a second edition copy of “Uncle Tom’s Cabin,” a powerful literary work that had a profound impact on public opinion regarding slavery. The house also provided us with a glimpse into New Richmond’s once-thriving economy, which revolved around yarn and steamboat production. Additionally, we encountered the story of Henry Poindexter, whose case bears resemblance to that of Dred Scott, adding another layer of historical significance to our visit.
Our journey through New Richmond concluded at the local bandstand, where we learned about the Ohio River, which served as a dividing line between the North and the South during the era of slavery. It was fascinating to discover that the Ohio River, which used to be a mere 25 yards across and shallow at only 2-3 feet, has transformed over time, now spanning approximately 0.5 miles in width and reaching depths of 24 feet. This physical feature reinforced the geographical and historical context for our students, helping them better understand the challenges faced by those seeking freedom.
Overall, our field trip to New Richmond was an exceptional opportunity for our class to step outside the confines of the classroom and engage with history firsthand. The stories we heard, the artifacts we encountered, and the connections we made to our classroom learning left a lasting impression on all of us. It was a day filled with discovery, inspiration, and a deepened appreciation for the struggles and triumphs of those who came before us.
Wednesday
On Wednesday, I found myself back in the classroom, engrossed in the noble task of guiding my students through the intricate process of researching and uncovering the stories of Civil War veterans. The atmosphere was filled with a blend of enthusiasm and struggle, as some students faced challenges in locating suitable subjects, while others effortlessly dived into their investigations.
The classroom buzzed with students scattered at different stages of the research journey. And that, as a teacher, is precisely what I yearn for them to experience – the thrill of delving into historical records and piecing together the lives of these veterans. While completing the entire project is a commendable achievement, I want my students to realize that progress and learning come in various forms. Even if they only manage to finish the frayer and number mania activities, I assure them that it is absolutely fine. What truly matters is that they walk away from this experience feeling like true historians, having breathed life into forgotten tales.
One aspect that I have emphasized to my students throughout this endeavor is the importance of inquisitiveness. Encouraging them to ask questions, especially when confronted with unfamiliar abbreviations, has been crucial. For instance, many of them have approached me with queries about the meaning behind the abbreviation “H.A” on gravestones. Patiently, I have explained that it stands for “heavy artillery,” shedding light on a fragment of history that might have otherwise remained hidden.
Personally, I derive immense satisfaction from guiding my students through the research process, witnessing their growth as they piece together the narratives of these brave veterans. It is not merely an exercise in historical inquiry; it is an opportunity for them to connect with their local history, fostering a sense of belonging and appreciation for the sacrifices made by those who came before us.
In the end, Wednesday’s lesson was a poignant reminder of the power of research and investigation. As I guided my students on their journey to become historians, I witnessed their perseverance, their curiosity, and their genuine desire to uncover stories that were on the verge of being forgotten. Through this experience, they not only learn about history but also develop invaluable skills of critical thinking, analysis, and interpretation.
Thursday
I rarely find the need to take a personal day off from school. However, this year proved to be an exception. Last Thursday, I used my final personal day, allowing me to rejuvenate while providing my students with an engaging and productive day in their social studies class.
Knowing that I would be absent, I wanted to ensure my students had meaningful learning opportunities. I provided them with two choices for the day. The first option was to continue their research on a veteran, a project they had been working on for some time. Alternatively, they could watch an educational video on the life of a Civil War soldier, accompanied by a sketch and a writing activity.
To enhance the experience of watching the educational video, I decided to utilize Edpuzzle, an interactive video platform. This tool allowed me to embed questions and prompts throughout the video, enabling students to engage actively with the content. By integrating the sketch and writing activity at the end of the video, students could demonstrate their understanding and creativity.
To further consolidate the knowledge they had acquired throughout the year, I created a Gimkit review session consisting of 25 questions. Gimkit is an interactive quiz game that provides an engaging and competitive learning experience. I designed the questions to cover various topics my students had learned in social studies over the course of the year.
The response from my students was exceptional. A total of 40 students participated in the Gimkit review, and I was thrilled to see their average score was 75%. Considering the extensive content covered throughout the year, this was a remarkable achievement. It was evident that my students had retained and internalized a significant amount of information, which was truly gratifying to witness.
By offering choices and incorporating interactive tools like Edpuzzle and Gimkit, I aimed to keep their engagement high and their learning meaningful. The results surpassed my expectations, with students actively participating in both activities and achieving a commendable average score on the review. As I reflect on this experience, I am reminded of the importance of providing diverse learning opportunities and leveraging technology to enhance student engagement.
Friday
On Friday, I found myself back in the classroom and my primary objective was to assist my students in their research on Civil War veterans. As I moved around the room, I noticed that some students were still in the initial stages of the project, while others were nearing completion. Such is the nature of any classroom endeavor; progress varies among individuals.
The main purpose of this exercise was to guide my students in their research, encouraging them to ask questions and helping them understand the significance of paying attention to minute details when searching for individuals and the battles they participated in. It became evident that even seemingly similar battles and skirmishes from the Civil War had the same names but were fought in different years. This realization served as a valuable lesson for all of us.
Reflecting on the day’s events, I must admit that I too made an error during the lesson. I mistakenly believed that a local veteran had been wounded in the Battle of Shiloh, only to discover later that he was actually injured during the Big Sandy expedition. This blunder occurred because I misread the discharge date and year. The experience reminded me that even as an educator, I am not exempt from making mistakes. It emphasized the importance of double-checking facts and being meticulous in our research.
Overall, Friday’s social studies lesson proved to be a valuable learning opportunity for both my students and me. It reinforced the significance of attention to detail when investigating historical events and the lives of those who were part of them. It highlighted the need for patience, perseverance, and the willingness to correct our mistakes. As we continue this journey of discovery together, I look forward to witnessing my students’ growth and understanding deepen with each new lesson.
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.
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.
Some lessons are bad. Some are good. Some are great. Whenever I’m reading the procedures for a lesson, I always evaluate it based on the 4 C’s – are the students creating, critically thinking, collaborating, and communicating. I also evaluate it based on the content and vocabulary being at an appropriate level for the students in 505. This is an example of how I took a lesson, which I would consider good, and redesigned it with EduProtocols.
I was looking for a lesson on resistance to slavery and I didn’t have time to use the lesson from last year. I’m five to six days off of my pace from last year. As I was browsing, I found this good lesson on Zinn Education – Poetry of Defiance: How the Enslaved Resisted.
This lesson had it all. It had students analyzing quotes. Students were collaborating with evidence of how the enslaved resisted. Students finished the lesson collaborating as they wrote a “Write that I” poem. Here is a simplified step-by-step version of the suggested procedure:
Explain to students that they will learn about different ways enslaved people resisted slavery.
Write the following statement on the board: “By 1860, there were more millionaires (slaveholders all) living in the lower Mississippi Valley than anywhere else in the United States. In the same year, the nearly 4 million American slaves were worth some $3.5 billion, making them the largest single financial asset in the entire U.S. economy, worth more than all manufacturing and railroads combined.” Ask for students’ reactions and lead a discussion on the importance of enslaved people’s labor and their power and limitations.
Clarify any terms or concepts necessary for students to understand, such as labor strikes and the variety of locations where enslaved people worked.
Distribute one or two quotes to each student about resisting slavery and provide the “Resisting Slavery Mixer Questions” handout.
Explain that students will move around the room, share their quotes with others, and answer questions on the handout.
When most students have finished, ask them to get into their groups, which are labeled by number and theme.
If there is time, have students reflect on how the resistance of enslaved people challenged pro-slavery arguments such as this, “The slaves of the South are the happiest, and in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care or labor. The women do little hard work, and are protected from the despotism of their husbands by their masters.”
Explain that students will create a collective poem using the quotes they received. Write the first two lines of the poem on the board for the class.
I began thinking to myself, “How can I keep a similar structure of this lesson with EduProtocols?” Here was my thought process…
I often begin with the end in mind…I like the poem idea. However, as I dove into “Write that I” poems, it gets pretty in-depth. Plus, I have never heard of these poems. Trying to teach this to 8th graders in a day is something I didn’t have time to do. My mind immediately went to a Retell in Rhyme EduProtocol. I]Then I thought it might be great to smash Retell in Rhyme with a Sketch and Tell so students could add to their creativity and create a picture for their Retell in Rhyme.
Then I went back to beginning. A good way to hit on vocabulary is a Fast and Curious. I used ChatGPT to create some Gimkit questions using the examples of resistance. The fast and curious reps would expose the students to examples of resistance, and vocabulary, they might encounter during the lesson.
I like the idea of using a quote. This particular lesson had two quotes that were super interesting. However, I wanted to only use one. The quote was perfect a Thin Slide – prove the quote wrong using one example of resistance and one picture. I chose the quote from George Fitzhugh just to see the reactions of the students. I copied and pasted the quote to a slide deck. Before the Fast and Curious, I wanted to read the quote and have the students bury it in their minds and think about it. The plan was to come back to the quote after students collected notes about resistance in a Frayer. I envisioned them proving the quote wrong with examples of resistance. Plus, with having 60+ different slides with examples of resistance, this could provide a way to help students finish their Frayer.
I wanted a way to provide some background information to resistance. One of the best, quickest ways I provide such information is through a CyberSandwich. So, I took an article from the lesson and pasted it onto a Google Doc. I had the students partner up, read for 10 minutes, take notes, compare notes, and write a brief summary.
For the examples of resistance, I wanted to drop the worksheet with questions. Instead, I put the examples of resistance in sever different envelopes around the room. Students worked in groups of 2 to 3 and walked around the room collecting examples of resistance using a Frayer. I love having students use Frayers to collect notes to contribute to, and create, a larger project/assessment.
Back the beginning, or the end…Students now have built an understanding of resistance to slavery through Fast and Curious, CyberSandwich, and they had notes on a Frayer. I wanted them to write a Retell in Rhyme poem about resistance and illustrate some aspect of the poem with Google Shapes. The Sketch and Tell and Retell in Rhyme are two things the students are familiar with.
In the end, I added an extra day to the lesson. Instead of a two day lesson, it took three days. However, through the use of EduProtocols I was able to use familiar lesson frames, increase the creativity and collaboration among students. Here is a layout of the lesson day by day:
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’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.
Today, I experienced one of those teaching days that leaves you feeling defeated and questioning your abilities as an educator. It was a day filled with student misbehavior and struggles with lesson planning. With only 16 days left in the school year, it feels like some students have lost their motivation and simply don’t care anymore.
In an effort to address the issue of student behavior, I’ve tried various strategies such as using timers and delivering motivational talks. However, I am determined not to resort to hanging grades over their heads to force them to work. I firmly believe that learning should be driven by intrinsic motivation and a genuine desire to grow, rather than external pressures.
One of the challenges I faced today was the use of Blooket, an online learning platform, in my fast and curious eduprotocol class. Unfortunately, Blooket has vulnerabilities or “hacks” that some students exploit, resulting in a ruined gaming experience. They use auto clickers to rapidly answer questions or find ways to accumulate an absurd amount of money or points. As a result, the class averages for the fast and curious game fluctuated dramatically from 53% to 72%, and then dropped to 62%.
Another challenge I faced today was during a Cybersandwich activity focusing on the Kansas-Nebraska Acts. This activity involves students reading for 10 minutes, taking notes, pairing up for discussion, and then answering a question related to the topic. However, we struggled to complete the activity within the allocated time of 25-30 minutes. It felt like a disaster, especially when I realized that I had accidentally shared a Cybersandwich slides with my notes already included.
I am sharing this experience because I believe it’s important to acknowledge that challenging days happen to all of us, regardless of our experience or expertise as teachers. It’s crucial to remember that we are human, and there will be moments when things don’t go as planned. What matters is how we respond and learn from these situations, adapting our strategies and continuing to strive for the best possible educational experience for our students.
As the school year comes to a close, it can be tempting to feel discouraged, but it’s essential to remain resilient and maintain our passion for teaching. Reflecting on tough days like today allows us to grow, develop new strategies, and remind ourselves that even in the face of adversity, we are making a difference in the lives of our students.
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:
Conditions of enslaved people.
Methods of Resistance
Risks of Resistance
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:
Compromises – comparing the Missouri Compromise and the Compromise of 1850.
Kansas Nebraska Act
Dred Scott Case
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.
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:
What about the daily life of enslaved people would have prompted resistance?
What were the means of resistance to slavery?
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.
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:
What is the purpose of the map?
What patterns (similarities and differences) do you see?
Why is that pattern there? Why does the pattern exist?
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:
The “why” behind the increase in slavery.
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.
Moler's Musings 