M.Grande

B.Barbulean- I was very pleased to see the approach you took when teaching the cold war. The cartoons you used provide a different perspective on the cuban missle crisis then i had used in the past. The use of the korean war activity to show what exactly was happening and mapping it to the common core influenced the way i taught my korea unit this year. For more insight on the current state of korea you should check out vice's documentary on the state of North Korea. 4/28



T.MOUNKHALL- FINE LEARNING EXPERIENCE FOR STUDENTS- MULTI-TEXTS- MAPS, CARTOONS, NEWSPAPERS. WRITTEN RESPONSE MUST BE BASED ON CLOSE READING OF TEXTS-4/17- ALL OF YOUR WORK IS DONE- 4/17 Above is an update of my "Cuban Missile Crisis" lesson. I will try to bring samples of student work tomorrow

T.MOUNKHALL- SHARING MEETING RE: INSIGHTS ON 4/18 FROM 3:30 TO 6:30 P.M. IN SAME ROOM AS FIRST MEETING-4/14-PLEASE PUT ALL NEW WORK ON THE TOP OF THIS PAGE-4/14-T.MOUNKHALL-PLEASE SEE INSIGHT LIST ON MY PAGE-4/14

4/10-Conclusion Model- Rubric (5) -Restating of the main idea (2) -Summation of thesis (3) The Cold War era in American history made the United States the largest "Superpower" in the world. The United state's dedication to containing Communism, proven by the actions of Presidents Truman and Eisenhower, and by George Marshall support this claim. The military actions in Korea and Vietnam prove the committment to creating a free world throughout the 50's, 60's, and 70's. Had the US decided not to attempt to stop the spread of Communism, the world would look much different than it does today.T.MOUNKHALL- EXCELLENT EXPANDED CONCLUSION MODEL: THESIS RE-STATED, DOCS USED MENTIONED AND RELATIONSHIP OF TOPIC TO 2012 INCLUDED-4/11-T.MOUNKHALL- STUDENTS COULD DE-CONSTRUCT THIS MODEL CONCLUSION INTO ITS CONSTITUENT PARTS-4/11

H. Frischknecht - Re: Precise claims - Nice, simple and easy to understand. I like that you clearly show what the most important piece to this is by the weight of each part. I can say that as far as students learning to write precise claims, the process as it is now begins in 6th grade with something called RADD (Restate, Answer, Details, Details). We add to that in 7th grade by introducing students to the idea of a thesis and beginning to structure their introductions a little more purposfully. Once they get to Matt they should be able to write fairly simple claims which include a thesis. I would say that for me in 7th grade only about 25% of students are proficient at this skill. It can certainly be a difficult skill. 4/9-T.MOUNKHALL- SKILL BUILDING BY A DISTRICT FROM GRADE 6 TO GRADE 12 IS THE WAY TO GO WITH COMMON CORE AND ALL SKILLS- 4/10

4/15/12- K.VanDeMark- I like the RADD acronym and the fact that the practice is started in 6th grade and continued the next years. I will definitely model this as a way for students to write precise claims. I agree with Tom that it should be continued and adapted though grade 12. -T.MOUNKHALL- SKILL BULIDING FROM GRADE 6 THROUGH GRADE 12 MAKES SENSE-4/18

T.MOUNKHALL- PLEASE SEE MY QUESTIONS ABOUT 4/18 ON MY PAGE AND ANSWER THEM HERE-3/28
3/28-QUESTIONS ABOUT OUR SHARING SESSION ON 4/18: 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 think hard copies are less practical but more easly accessed when sharing 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 wouldn't mind if oher teachers saw my work. It may be helpful to them. 3. CAN EACH ONE OF US BRING A LIST OF INSIGHTS GAINED DURING THIS WORKSHOP TO SHARE ON 4/18 ? Ok-T.MOUNKHALL--THANKS-3/29

Introductory Paragraph Rubric (15) -Topic (2) -Time and place (3) -Thesis-precise claim (5) -Thesis-direction of argument (5)-T.MOUNKHALL- THIS RUBRIC IS EXCELLENT. HOW WOULD YOU DEVELOP THE SKILL OF WRITING PRECISE CLAIMS WITH YOUR STUDENTS?-3/29 4/10-I usually model how I want them to do things by doing them together. I would create a model for my World War II unit and complete it with the students, then have them work on the Cold War claim on their own. I would review their work to see if they understood what I was saying then have them complete a final draft-T.MOUNKHALL- EXCELLENT PRECISE CLAIM MODEL- TEACHER MODEL, PRECISE CLAIM WRITTEN BY CLASS`AS A WHOLE, TEACHER FEEDBACK, STUDENT REVISION- A KEY TO SKILL DEVELOPMENT-4/11
 * 3/28--Writing Precise Thesis Claims Model-I am curretnly on my Cold War unit and thought this would be appropriate.**

The Cold War in American history helped define the United States as the Superpower in the world. From 1945 with the dropping of the atomic bombs on Nagasaki and Hiroshima to the fall of Communist countries in the 1980's and 90's, the United States played a vital role in world affairs. In the accompanying documents, one can see evidence that the US policy of Containment outlined in the Truman Doctrine and Marshall Plan, and US military actions in Korea, Cuba, and Vietnam support this claim. Especially from 1947-1974, the United States was the world leader in helping those nations that were threatened by the "red menace," often to victory from Communist takeovers.

3/22-Essay rubric for "Causes of the Civil War" Essay
-T.MOUNKHALL- EXCELLENT RUBRIC: IDENTIFIES WHAT IS IMPORTANT, ADDRESSES MULTIPLE CAUSATION, ADDRESSES PRECISE CLAIMS, USING TEXTUAL DATA AS EVIDENCE IN HISTORICAL ARGUMENT-ALL COMMON CORE POINTS. POSITIVE INNOVATIONS: DIRECTION OF ESSAY IN INTRO. PARAGRAPH ADDRESSED BY LIST OF DOCS. TO BE USED, CONCLUSION BEYOND PARAPHRASING PRECISE CLAIM IS TO DISCUSS WHAT WAS LEFT OUT. WOULD YOU CONSIDER GIVING THIS TO STUDENTS AT THE BEGINING OF THE UNIT SO THEY WOULD KNOW WHAT TO FOCUS ON IN THEIR LEARNING AND COULD FILL IT IN AFTER EVERY LESSON?- 3/22 //MRilley--I liked the fact that the rubric gives clear direction as to what is important to include in the essay and thus provides them essentially with an outline to fill in. I would suggest maybe assigning point values to the elements so that it is clear to the students how they will be graded. 3/24=T.MOUNKHALL- THE POINT VALUES INDICATE TO STUDENTS WHAT HISTORIANS CONSIDER IMPORTANT IN WRITTEN HISTORICAL ARGUMENTS E.G. 2 POINTS FOR TIME AND PLACE BUT 12 POINTS FOR RELEVANT, SPECIFIC AND ACCURATE TEXTUAL EVIDENCE TO SUPPORT THE THESIS-CLAIM-3/25// //4/15/12- K. VanDeMark- This is a great rubric and outline for students writing a DBQ essay. I like the length and content of the rubric. With the added point values, this is a straight forward and non-intimidating rubric and outline for students, especially for students with special needs.//

Document as a teaching vehicle:
I have used these cartoons in the past, but this year have decided to teach the conflicts in Cuba during the Cold War through documents (maps, speeches, and cartoons). Using these cartoons, students can understand that the Missle Crisis was really a ""showdown" and no fighting actually happened. Yet it is necessary to have them understand that this was the closest we have ever been to nuclear war with another world power.T.MOUNKHALL- PLEASE SPECIFY HOW STUDENTS WILL USE THESE CARTOONS FOR LEARNING PURPOSES-3/19 3/20-Rather than lecture about the Missile Crisis, students will use this series of cartoons to understand the overall theme of the crisis and generate a series of specific questions for me regarding "//how//" and "//why//" this event took place.-T.MOUNKHALL- EXCELLENT FOCUS ON READING MAIN IDEA OF CARTOONS AND USING THEM AS HISTORICAL DOCUMENTS-3/20 ===//3/19 L. Feyen- I really like the cartoon idea. I think it effectively serves a visual learner. They are also something students can relate to more easily. Cartoons could also be used prior to introducing or in conjunction with written documents on a specific topic. We are starting a unit on political cartoons this week so it was funny that you just mentioned that.-T.MOUNKHALL- POLITICAL CARTOONS USED IN CONJUNCTION WITH TEXT IS ALSO A PRACTICAL PREPARATION FOR THE HIGH SCHOOL DBQ'S-3/19//=== //MRilley-- I use the armwrestling and box cartoons myself. They are excellent for the visual learner and provide a good analogy for the students for the Cold War. I also have them create their own cartoons on an issue of current import. It does address the Common Core in that you are stimulating critical thinking and they are forming an argument (just not in words), but I always feel that if they can create it, they understand. 3/24-T.MOUNKHALL- FORMATION OF HISTORICAL ARGUMENTS BASED ON DATA IS THE KEY HERE= AGREED!-3/25// //4/15/12- K.VanDeMark- The arm wrestling cartoon is my favorite partly because our students can relate to the idea of a power struggle between two world players. I would create guiding questions for my students some of which require students to identify and specifically describe the main"characters" in the cartoon and an explaination of the symbols in the cartoon. A stretch activity for some students could be to create their own political cartoons based on the event.//

USE OF MAPS IN PRE-WRITING:
=== **Using these five maps, students will create a brief history of the Korean War. They will use their map reading skill to understand the offensives throughout the 3-year histroy of the war and explain what the outcome of the war wa. They will also answer the questions, "According to the maps, who fought in the war, why do you think it was fought during the Cold War, and what was the outcome of the war?"-T.MOUNKHALL-WHAT DIRECTIONS WOULD YOU GIVE FOR THE WRITING THAT ADDRESS COMMON CORE REQUIREMENTS?-3/19**=== 3/20-One of the CCSS requirements is to "write informative/explanatory texts, including the narration of historical events." Using the maps, they can understand the sequence of events during the Korean Conflict. They will also utilize the textbook (which does not include the maps) to compare and contrast their map reading/writing with what our textbook says and self-correct their assignment,-T.MOUNKHALL- FINE EXAMPLE OF ADDRESSING COMMON CORE WRITING GOAL, USE OF TEXT FOR COMPARE/CONTRAST WITH MAPS IS AN EXCELLENT METHOD FOR ADDRESSING SOPHISTICATED THINKING WITHIN THE FIELD.-3/20 H.Frischknecht - I love the thinking behind this assignment. Instead of basing their essay on text, you have allowed students to think and synthesize things in a much different light. I also like that you have mapped this assignment to DBQ style writing,m using each of the five maps as a document. I am interested to see the outcome of this with regard to their work. I think that I may use this type of delivery as an introduction to the Revolutionary War next year.-T.MOUNKHALL-USE OF DBQ FORMAT MUCH MUCH SENSE IN TERMS OF ADDRESSING COMMON CORE WRITING GOALS-3/25

**Homework Reading Example**:
T.MOUNKHALL- YOU NEED THREE POSTS FOR LAST WEEK, THREE POSTS FOR THIS WEEK AND ONE MORE LEARNING ACTIVITY FOR THIS WEEK-3/15-T.MOUKHALL-PLEASE SEE MY NOTES ON THIS DATED 3/17 ON MY PAGE-3/17-Hello. I posted three this morning in lieu of last week, as I was a bit ahead of the game and posted my work early. I will post three more later in the week. Thanks!=T.MOUNKHALL- BUENOS DIAS- NO PROBLEM-WORK IS HIGH LEVEL-3/20

I had my students read this document (Excerpt from Hitler's "Mein Kampf") this week and made a "Frame," using Professor Mounkhall's idea, but changed it by scaffolding the questions:

-Questions that can be answered directly from the document were on the top margin (Author, Date, Location). -Questions that can be answered by prior knowledge on the side margins (Policitcal Affiliation of the author/Occupation of the author/Race of author/Is it Factual or Opinion/Type of Document). -Questions one can make inferences about on the bottm of the page (Intended audience/Purpose of the document).-T.MOUNKHALL- THIS IS A GREAT IMPROVEMENT ON MY IDEA-I WILL USE IT-THANKS-3/12. 3/19-This worked very well in my class and I have designed three other assignments in this format. Thanks again for the idea.-T.MOUNKHALL- PLEASE POST AN EXAMPLE FOR COLLEAGUES-3/27

The students responded well to the assignment. Many said it made the document more understandable. We just completed a unit about WWII and the Holocaust, but did not cover much about Propaganda yet. I am presenting this at my faculty meeting tomorrow and have seven or eight teachers who have began modifying this format for their classes. Below is the document I used:-T.MOUNKHALL- MAY WE SEE THE RESULTS OF THEIR PLANNING? 3/19- Isent out an email to my colleagues and await the results.-T,MOUNKHALL-THANKS-3/21

In chapter six of Mein Kampf, Hitler reviewed the use of propaganda during World War I. In the course of his criticism of the German effort, he included comments on the function of propaganda in general. His statements offer insight into the methods used by the Nazi Party. Propaganda is the spreading of ideas or beliefs that help a cause and hurt another cause. Source: Adolf Hitler, Mein Kampf, translated by Ralph Manheim. Boston: Houghton Mifflin Company, 1943. Original Book Mein Kampf published in 1925

The function of propaganda does not lie in the scientific training of the individual, but in calling the masses' attention to certain facts, processes, necessities, etc., whose significance is thus for the first time placed within their field of vision. All propaganda must be popular and its intellectual level must be adjusted to the most limited intelligence among those it is addressed to. Consequently, the greater the mass it is intended to reach, the lower its purely intellectual level will have to be. But if, as in propaganda for sticking out a war, the aim is to influence a whole people, we must avoid excessive intellectual demands on our public, and too much caution cannot be extended in this direction. The art of propaganda lies in understanding the emotional ideas of the great masses and finding… the way to the attention and thence to the heart of the broad masses. The fact that our bright boys do not understand this merely shows how mentally lazy and conceited they are. Once understood how necessary it is for propaganda to be adjusted to the broad mass, the following rule results: It is a mistake to make propaganda many-sided, like scientific instruction, for instance. The receptivity of the great masses is very limited, their intelligence is small, but their power of forgetting is enormous. In consequence of these facts, all effective propaganda must be limited to a very few points and must harp on these in slogans until the last member of the public understands what you want him to understand by your slogan. As soon as you sacrifice this slogan and try to be many-sided, the effect will piddle away, for the crowd can neither digest nor retain the material offered. In this way the result is weakened and in the end entirely cancelled out. Thus we see that propaganda must follow a simple line and correspondingly the basic tactics must be psychologically sound.

The function of propaganda is, for example, not to weigh and ponder the rights of different people, but exclusively to emphasize the one right which it has set out to argue for. Its task is not to make an objective study of the truth, in so far as it favors the enemy, and then set it before the masses with academic fairness; its task is to serve our own right, always and unflinchingly.

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Here is my Unit Plan for "The Causes of the Civil War"

** CCSS Unit Plan-Causes of the Civil War ** //Homework// (pre-lesson #1)-Study map of US on page 489 of textbook, paying close attention to which states were free and which were slave. Answer the following questions: What do you notice about the geographic location of the “free” and “slave” states? How do you think the states came to these decisions?
 * Lesson #1**-Discuss “sectionalism” in the United States in the 1800’s. Read “The Wilmot Proviso” together (language and wording will be difficult for many students). Place emphasis on how this document could create tension in the US, and why the document was passed in the House but not the Senate. Discuss David Wilmot’s contribution to the Free Soil Party. Students will write a response as a member of Congress of a Southern OR Northern state. Students MUST cite the document and map as evidence that they can understand the topic. (CCSS # 1, 2, 5, & 7)

Necessary Vocabulary: fundamental, acquisition, virtue, appropriated, servitude, compromise Content Vocabulary: Proviso

Assign Essay: Discuss the three most important causes of the Civil War using the information and documents referred to in class. //Homework//: Read and study the Poster below, focusing on whether the text is for or against the Fugitive Slave law passed by Congress in 1850.

Necessary Vocabulary: Fugitive Content Vocabulary: Propaganda //Homework//: Read “Frederick Douglass’ Speech” about John Brown and respond to his claim that “John Brown Started the war to end slavery.” (CCSS #8)
 * Lesson #2**-Focus on how the Compromise of 1850 and its 4 parts caused tension between the North and South before the Civil War. Together, the class will read excerpts from Harriet Beecher Stowe’s Uncle Tom’s Cabin. They will share with each other how a book could be a cause of a war. Afterwards, a quick presentation on the Kansas-Nebraska Act will follow. (CCSS #1,2,4,6)


 * Lesson #3**-Students will read “Was John Brown a Hero or Villain?” By M. Joseph Young and debate if John Brown would be considered a hero, villain, or both, after having read Frederick Douglass, the Young article, and the textbook account. (CCSS #8,9)

Necessary Vocabulary: Martyr

Content Vocabulary: Revolt, revolution //Homework//: Students read an excerpt from President Lincoln’s nomination acceptance speech, “A house divided against itself cannot stand…” Students will try to interpret in writing what President Lincoln meant. //Homework// : Read an excerpt from South Carolina’s Declaration of Secession and cite why South Carolina chose to “leave” the United states to from their own nation (Vocabulary is on handout). //MRilley--Your Lesson #3 is excellent. It is well-planned, cognitively engaging, and meets the standards on many levels. Debating the question also addresses the speaking and learning standards for ELA which shows your ability to think globally which is direly needed. Lesson #4: would it be worth it to make a connection to next year's election and possibly mapping out as if Obama were in Lincoln's predicament? 3/10// -T.MOUNKHALL- LESSON THREE IS AN EXCELLENT OPPORTUNITY FOR STUDENTS TO USE EVIDENCE FROM SOPHISTICATED TEXTS IN THEIR DEBATE POSITIONS- 3/11 H. Frischknecht - I think wrapping up this series of lessons by having students deliberate over these causes is excellent, as it allows them to synthesize the lessons and allows you to ensure that they truly understand what they have been doing all week. Sometimes what I do with these kinds of activities make groups based on who believes which cause was the most influential, allow each group time to formulate an argument, and then have them discuss as a class. 3/11-T.MOUNKHALL- USE OF TEXTUAL INFORMATION FROM SOPHISTICATED TEXTS TO ARGUE A CERTAIN POSITION- COMMON CORE GOAL-3/27 J. Pedota--- I like your debate "Was John Brown a Hero or a Villain." This activity is an excellent way for students to understand perspective in history. I also like how you have students compare and contrast the Lincoln- Douglas Debates with the Kennedy-Nixon Debates. Nice emphasis on common core.-T.MOUNKHALL-HOW ABOUT WERE THE MONGOLS A POSITIVE OR NEGATIVE FORCE IN WORLD HISTORY?-3/12
 * Lesson #4**: After a brief summary of the Dred Scott decision, students will watch a section of the Nixon-Kennedy debates and compare them to the Lincoln-Douglas debates that captivated our country in 1858. Students will also use an election map to learn about how Abraham Lincoln won the election of 1860 despite not being on Southern state ballots. (CCSS #1,2,6,8)
 * Lesson #5**: After short presentation on the attack at Fort Sumter, students will work on a pre-writing activity, discussing what they believe the most important causes of the Civil War were in small groups. They will then summarize and share their information with the class. The essay assignment handed out the first day will be collected the following week. (CCSS #9)-T.MOUNKHALL 3/9- THIS IS A VERY WELL PLANNED UNIT THAT CONTINUES THE US HISTORY SURVEY AND ALSO ADDRESSES COMMON CORE STANDARDS, HOMEWORK READINGS EITHER INTRODUCE OR REINFORCE LESSON CONTENT, COMMON CORE READING SKILLS IN ADDITION TO HOMEWORK ASSIGNMENTS ARE GROUP READING IN CLASS OF SOPHISTICATED TEXT, DIFFERENT POV'S ON SAME TOPIC AND USE OF MULTI-TEXTS E.G. DOC., POSTER, SPEECH AND NOVEL EXCERPT, SOPHISTICATED TEXTS ARE USED AS TEACHING VEHICLES IN CLASS, THINKING SKILLS DEVELOPED ARE- MULTIPLE PERSPECTIVES, MULTIPLE CAUSATION AND COMPARE/CONTRAST, ASSESSMENT ESSAY IS USED AS DATA DRIVEN INSTRUCTION SINCE IT IS GIVEN TO STUDENTS AT THE BEGINNING OF THE UNIT SO THEY KNOW WHAT TO FOCUS ON, DOCS ARE USED AS EVIDENCE IN THE PRE-WRITING ACTIVITY- 3/9