H.Frischknecht

= **B.Barbulean- After our last meeting i was interested in the way that you teach writing so i decided to look deeper into the documents you have provided on this site. As a result me and my co teacher have introduced the idea of the precise claim and expanded conclusion. As stated at our meeting our kids have a hard time writing more then just a restatement of the task for their introduction and conclusion. Our last assignment was a thematic essay with an extended rubric and guidelines on introduction and conclusions. I took alot from the documents that you have shared here. 4/28** = = = = **T.MOUNKHALL-** = = = = = = **T.MOUNKHALL- THESE ARE EXCELLENT LEARNING GUIDES FOR YOUR STUDENTS. USING THE STATE RUBRIC AND MODEL OF A FIVE ESSAY ARE QUITE PRACTICAL. REGENTS DBQ REQUIRES AN EXPANDED CONCLUSION. PRACTICE SHEETS FOR PRECISE CLAIM AND EXPANDED CONCLUSION( CHECK TITLE OF EXPANDED CONCLUSION). CHECK LIST FOR PEER EVALUATION OF ESSAYS ALSO QUITE PRACTICAL-. THIS SYSTEM SHOULD DEFINITELY ASSIST YOUR STUDENTS IN DEVELOPING THEIR WRITING ABILITIES.-4/16** = = = = **Guided Essay Writting** =
 * AS OF TODAY, ALL OF YOUR WORK IS DONE-4/16**

[[file:Revolutionary DBQ Guidelines.doc]]
=== **The first day I explain the essay, showing them the state rubric on which their essays will be graded. As this is the first time that they write essay like this, I show them what a 5 looks like and discuss the part of the essay.** ===

[[file:Overall DBQ Rubric.doc]]
=== **On the second day we discuss writting an introduction and conclusion. Students are allowed time to work on these pieces of the essay. Coming in on day 3 with an intro (including a precise claim) and an expanded conlclusion is a homework assignment grade based on the rubric below.** ===

[[file:DBQ Partner Evaluation.doc]]
= = = **T.MOUNKHALL- SHARING MEETING RE: INSIGHTS ON 4/18 FROM 3:30 TO 6:30 P.M. IN SAME ROOM AS FIRST MEETING. PLEASE FINISH WORK ON TOP OF THIS PAGE- 4/14-PLEASE SEE INSIGHT LIST ON MY PAGE-4/14** = = = = = = **T.MOUNKHALL- AS OF TODAY, YOU STILL NEED 5 POSTS ON COLLEAGUES' WORK PLUS MODELS FOR PRECISE CLAIM AND EXPANDED CONCLUSION. PLEASE PUT MODELS AT THE TOP OF THIS PAGE AND POSTS AT THE TOP OF COLLEAGUE'S PAGE-4/9** = = = = **T.MOUNKHALL-PLEASE SEE MY NOTE ABOUT THE NEXT TWO WEEKS OF THE WORKSHOP ON MY PAGE-4/2** = = = = = = **T.MOUNKHALL-PLEASE BRING COPIES OF INSIGHTS FOR ALL ON 4/18-THANKS-3/30** = = = = **T.MOUNKHALL-PLEASE SEE MY COMMENTS ABOUT INSIGHT SHARING FOR 4/18 ON MY PAGE-3/29** = = = = = = **T.MOUNKHALL-PLEASE SEE MY QUESTIONS ABOUT 4/18 ON MY PAGE AND ANSWER THEM HERE-3/28** = 1. DO WE NEED HARD COPIES OF OUR WORK TO HAND OUT GIVEN THE FACT THAT IT IS ALL ON THIS WIKI AND CAN BE COPIED ? I don't think that is necessary. I am very big on conserving when we can. I think that we can print and copy things as needed personally. 2. DO WE WANT TO KEEP OUR WORK PRIVATE ONLY FOR OUR USE OR DO WE WANT TO MAKE IT AVAILABLE TO ALL TEACHERS ? I think that this is the best way to learn. I know that I am always looking for new ideas and am very happy to find good material. Share anything of mine you would like. 3. CAN EACH ONE OF US BRING A LIST OF INSIGHTS GAINED DURING THIS WORKSHOP TO SHARE ON 4/18 ? Sure. I think Matt and I may sit down at some point this week and talk about this class also. I can also try and speak with the other middle school SS teach and get some ideas from him.T.MOUNKHALL- INSIGHTS FROM OTHER TEACHERS WOULD BE WELCOME-4/10 = = = **T.MOUNKHALL- AS OF TODAY, YOU ARE MISSING 7 POSTS ON COLLEAGUES' WORK-3/23 Rhinebeck Middle School Skills Curriculum-T.MOUNKHALL- YOU NEED TO CATCH UP ON YOUR POSTS.PLEASE SEE THE NOTE ABOUT POSTS ON MY PAGE.GRACIAS-3/17** = === The file below shows the beggining stages of our work as a middle school department to both align our curriculum and instruction to CCSS and ensure students exiting the middle school have similar skill sets. We plan on expanding these qualifiers to include benchmark goals, skill indicators and examples of the skills in use.-3/5 === === T.MOUNKHALL- EXCELLENT CONTINUITY IN SKILL DEVELOPMENT GRADES 6-8, THREE CC GOALS ADDRESSED- CREDIBILITY OF TEXT, READING FOR MAIN IDEAS AND USING DOCS. TO LEARN HISTORY, SUGGEST THAT CRITICAL THINKING AND HABITS OF HISTORICAL THOUGHT ARE SYNONYMS, WOULD BE CAREFUL OF PHRASE CAUSE AND EFFECT SINCE CAUSE IS SINGULAR AND MAY GIVE THE IMPRESSION OF MONO-CAUSALITY, LOVE THE LIST OF THINKING SKILLS, WOULD ADD MULTIPLE CAUSATION, MULTIPLE PERSPECTIVES AND RELATIONSHIPS OF EVENTS OVER TIME AND PLACE-3/5 === =** 7th Grade Primary Source Document Analysis **= === Below you will find my own method of teaching students to interpret primary source documents. I have included the lesson plan along with a few of the documents I analyze with them. We revisit this format everytime we discuss a specific document. My goal is to get them to the point of analyzing documents automatically.T.MOUNKHALL- EXCELLENT INSIGHT TO TAKE SKILL DEVELOPMENT TO THE HABITUAL POINT, GOOD TO SEE NYS SOCIAL STUDIES AND CC GOALS INTEGRATED, LIKE THE DO NOW- AS SOON AS BELL RINGS STUDENTS GET TO WORK, WOULD CONSIDER ADDING DATE OF DOC., DATE OF EVENT DOC. IS ABOUT, TYPE OF DOC., LEVEL OF CREDIBILITY OF DOC.-3/5 ===

**//Rilley-//**

 * //This is a great idea and well-done. It is something that we all do independently, but it would be more powerful to sit down with your department and have common goals. It focuses on everything from the thinking skills and simple social studies skills. Is this a tool that the teachers in your department use for every individual student and then pass on the information to the next level's teachers?-3/5//**

===// Feyen- Your primary source lesson plan looks very well thought out and organized to meet the specific objectives you want your students to reach. I really like how you included the Social Studies standards as well as the ELA Common Core standards. This demonstrates how something already done in Social Studies includes aspects of the ELA Common Core aready. It seems that after practicing this skill in this manner several times, students would be able to analyze a primary source document independently with much success. -3/5 //===

===pendley- your primary source lesson is outstanding. I agree, that using this method in the same way we use DO NOWs would be effective. I love to have structure in my classroom and I think if the student's performance was based on your chart it would help build confidence & the student knows what to expect in terms of assessment/grading. ALso- The fact that you can monitor the student's progress and turn that information into data could prove to be a positive reflection/evaluation tool too. I think it's also a valuable teaching tool for students. If they have concrete evidence that supports their intellectual development, then the motivation level to learn & acheive will continue through college/life.T.MOUNKHALL- AGREED- THERE SHOULD BE NO MISUNDERSTANDING BY STUDENTS OF HOW THEY ARE GOING TO BE ASSESSED-3/12=== === T.MOUNKHALL- ONE OF THE BEST STATEMENTS OF GOALS FOR READING PRIMARY SOURCES THAT I HAVE SEEN: ADDRESSES THINKING SKILLS OF MULTIPLE PERSPECTIVES AND HISTORICAL SENSE, FOCUSES ON MAIN IDEA AND TEXTUAL EVIDENCE, EMPHASIZES POV OF AUTHOR AND CONTINUES THE HISTORICAL NARRATIVE IN U.S. HISTORY.SHOULD BE READ BY ALL-3/20 ===

** Westward Expansion Unit **

** Grade 7-8 **


 * Overview**: The purpose of this unit is to introduce the reasons many settler moved west as well as the impact their movement had on Native American life and culture. Each lesson will begin and end with a brief discussion on daily goals. At the conclusion of the unit students will take a test that was creating using those goals as guidelines.

|| Homework (Completed Prior to Class) Manifest Destiny || 1: Understand the mentality of western settlers during the 19th century. 2: Analyze some of the obstacles faced by many who tried to go west. || We will begin by comparing student analysis of the Gast painting, having them list different geographic features and obstacles to westward expansion. We will then read excerpts from Amelia Stewart Knight’s journal and Francis Parkman’s journal. Students will mark and discuss the differences and similarities between the accounts and the problems they faced. || Compare/Contrast opposing viewpoints || Compare/Contrast Multiple Perspectives || 2: Predict/explain the impact of the expansion on NA populations || We will begin by discussing the homework questions, moving on to relate the draw of land in the 1850’s to the movement of people west of the App. Mts. Prior to the Revolutionary War. We will then examine a poster outlining the sale of “Indian” land, predicting the impact this would have on NA. Finally we will look at a population map for Oregon 1805-1900 and validate their predictions. || Context of docs. || Relationships over time and place || Conversion || 1: Understand the reason missionaries went west 2: Asses the reaction some NA had to settler || We will first discuss the Whitman’s and Cayuse Natives they were converting. Student will take a side and write a rationale for the side they took. Time permitting, we will discuss their writing as a class || Employ specific, accurate, and relevant supportive evidence from Docs. Use text as teaching vehicle || Multiple Perspectives || Mormons || 1: Outline the treatment of Mormons by other groups in the US 2: Explain the benefits of this movement. 3: Identify the reason conflict erupted between the Mormons and the US government || We will look at the maps students completed for homework and discuss the reasons for Mormon migration. We will then read pieces of the //Book of Mormon// identify certain beliefs held by the Mormons. Finally we will use parts of these beliefs to outline the issues faced by the Mormons when Utah was ceded to the US. || Identify central ideas in text Use text as teaching vehicle || Multiple Causation || Students will read all ten of these and summarize three of them || Day 5 Gold || 1: Examine the gold rush from the perspective of the miners. 2: Evaluate the impact the gold rush had on California’s demographics || This lesson will begin with students sharing their interpretation of the W. Next, we will then rate the “Commandments” in order of importance. We will then read pages 464-465 in the book and outline the history of the gold rush, making predictions as to how this event would impact CA’s population. Finally we will look at the demographic breakdown of California from 1850-1950. || Identify central ideas in text Use text as a teaching vehicle || Multiple Perspectives Relationship over time and place ||
 * Topics || Content Goals || Lesson || CCSS Skills Addressed || Thinking Skills Addressed ||
 * **John Gast’s “American Progress”** Students will put this painting in frame analyzing the document || Day 1
 * **Poster advertising land in Omaha** students will examine the poster and answer questions related to why land was so sought after. || Day 2 Land || 1: Compare the pull of land in the west ca.1850 to the pull of land in west of the Appalachians ca.1750
 * **Marcus and Narcissa Whitman Reading** Students will read about these two missionaries, marking in text the positive and negative aspects of their work || Day 3
 * **Map of Mormon Movement** Students will study the map provided and write their theories as to why the Mormons moved so often || Day 4
 * **The Miner’s Ten Commandments**

//Multiple Choice questions//: Students will answer a series of MC questions based on the goals we set at the beginning of each class. //Document Analysis//: Students will critically analyze one document that deals with westward expansion. //Identification//: Students will write a one paragraph response to two of the daily goals. I will give them 5 goals to study and will choose two for them to write about.
 * Assessment (Day 6):** The test given at the end of this unit is outlined as follows:

CCSS Addressed – Write precise claims in (short) Essay

T.MOUNKHALL- EXCELENT UNIT PLANNING- 1-FOCUS ON DEVELOPING SOPHISTICATED THINKING SKILLS- MULTIPLE CAUSATION, MULTIPLE PERSPECTIVES, RELATIONSHIPS OVER TIME AND PLACE, COMPARE/CONTRAST,2- USE OF GOALS AND ASSESSMENT AS AN EXAMPLE OF DATA DRIVEN INSTRUCTION, 3-READING DIFFERENT TYPES OF SOPHISTICATED TEXTS, 4-DERIVING EVIDENCE FROM TEXTS, 5- IDENTIFYING MAIN IDEAS IN TEXTS, 6- USING FRAMES TO PROCESS DATA- VERY IMPORTANT GUIDE FOR STUDENTS, 7- USING TEXT AS TEACHING VEHICLE, 8- WRITING PRECISE CLAIMS ON ASSESSMENT- HELPFUL GRID IN UNIT PLANNING- 3/11

//LFeyen, 3/12...I see your comment on the list of edits, but can't seem to respond to it on my own page, so I'm writinghere! When there used to be a NYS Social Studies Test in 5th Grade there was a DBQ Essay as part of the test. I personally found it intriguing that 5th graders were expected to write a 5 paragraph essay with supporting evidence from documents on a Social Studies test, but on the 5th Grade ELA Test there was no essay. I think when we were preparing them for that test we focused much more on document analysis and writing skills the first quarter of the school year. Now we incorporate primary source documents and other informational documents where we can in our regular curriculum. It is definitely a skill that needs to be learned and students need to be trained to do it successfully starting in the lower grades. It is a challenging task for even some adults. I can definitely see it being difficult for students at the 7th grade level. From your posts it looks like you do a thorough and effective job helping students to be able to develop these lifelong skills while they are in your class.T.MOUNKHALL- THIS IS ONE OF MANY AREAS OF SKILL WHERE THE DISTRICT COULD SUPPORT SKILL BUILDING FROM ELEMENTARY GRADE THROUGH HIGH SCHOOL-3/12//

//J. Pedota--- I like your primary source documents. You have a nice variety of different forms of media. I like how you set up the chart and showed the common core standards being addressed for each document.-3/12-T.MOUNKHALL- THE GLOBAL HISTORY REGENTS HAS HAD 36 DBQ'S SINCE 2OOO AND MOST OF THE DOCS. ARE TEXT. HOWEVER THEY HAVE USED PHOTOS, MAPS, GRAPHS, DATA CHARTS, DIAGRAMS, GRAPHIC ORGANIZERS ETC.-3/12// //T.MOUNKHALL- YOU NEED 2 POSTS FROM LAST WEEK AND THREE POSTS FOR THIS WEEK- 3/15//