Yesterday, October 29th, we didn't have school because of Hurricane Sandy.
Today, October 30th, we worked on our Integrated Projects. My project is an alternate ending the same length as Act V based on the idea that the conspirators in Julius Caesar wrote a Declaration of Independence.
Tuesday, October 30, 2012
Friday, October 26, 2012
Class Updates 10/25 and 10/26
Yesterday, October 25th, we reviewed the American Revolution, including the Battle of Saratoga, Valley Forge, Yorktown, and the Treaty of Paris.
Today, October 26th, we had a "quest" on the Revolution.
Today, October 26th, we had a "quest" on the Revolution.
Wednesday, October 24, 2012
Class Updates
Yesterday, October 23rd, we went on a QR scavenger hunt for the American Revolution. Mr. Boyle put QR codes around the school with questions on the American Revolution, and we went around in groups to find, scan, and answer the questions. The first group to finish got an extra 5 points on the quiz grade. It was interesting and fun.
Today, October 24th, we watched a slide show presentation on art about the American Revolution. We studied Copley's Paul Revere and Watson and the Shark, Trumbell's The Death of General Warren at the Battle of Bunker Hill and The Declaration of Independence, Leutze's Washington Crossing the Delaware and Washington Rallying the Troops at Monmouth, and Wood's Midnight Ride of Paul Revere and Daughters of Revolution.
Today, October 24th, we watched a slide show presentation on art about the American Revolution. We studied Copley's Paul Revere and Watson and the Shark, Trumbell's The Death of General Warren at the Battle of Bunker Hill and The Declaration of Independence, Leutze's Washington Crossing the Delaware and Washington Rallying the Troops at Monmouth, and Wood's Midnight Ride of Paul Revere and Daughters of Revolution.
Friday, October 19, 2012
Class Updates
Yesterday, October 18th, Mr. Boyle wasn't at class, so we had a substitute. We each read The Crisis by Thomas Paine, and wrote an essay on how "These are times that try men's souls."
Today, October 19th, we reviewed most of the Revolution and The Crisis. We talked about the economic problems in the United States and discussed whether or not "these are times that try men's souls" today. We also learned about the battle that America lost at New York City, then victories of the battle of Trenton and the battle of Princeton, and also a bit on Valley Forge.
Today, October 19th, we reviewed most of the Revolution and The Crisis. We talked about the economic problems in the United States and discussed whether or not "these are times that try men's souls" today. We also learned about the battle that America lost at New York City, then victories of the battle of Trenton and the battle of Princeton, and also a bit on Valley Forge.
Wednesday, October 17, 2012
Class Updates
Yesterday, October 16th, we read the Declaration of Independence. We broke into groups to summarize sections and make a fake tweet on it in under 140 characters. My group had the introduction, which stated that we have the right to be free from the government if necessary and if it doesn't protect our rights as a citizen. They wanted to share their reasons with the world. The preamble stated that the people have the right to abolish the government and the natural rights of life, liberty, and property. The indictment pointed out what the king did wrong, such as not passing laws, interfering with the legislature and judicial branch, sending troops to stop rebellion, and holding unfair trials. The denunciation warned Britain of their problems and thoughts of change, also saying that the states will be separate from Britain. The conclusion declared independence and established the United States of America as a free country.
Today, we went over the declaration in more detail and talked about trust. We discussed how the signing of the Declaration of Independence was partly a matter of trust, and proof that the signers would hold up their duty to the United States. We also connected it to Julius Caesar, when Brutus said that they didn't need a written oath, trusting everyone to their part. We talked about how much you trust someone depends on your view on life; if you are positive, you would tend to trust people more often than a negative person would. We also talked about our duty to the country according to the Social Contract: if the government isn't protecting our rights, we should improve it. If someone doesn't like the government, and doesn't want to change it, they could move.
Today, we went over the declaration in more detail and talked about trust. We discussed how the signing of the Declaration of Independence was partly a matter of trust, and proof that the signers would hold up their duty to the United States. We also connected it to Julius Caesar, when Brutus said that they didn't need a written oath, trusting everyone to their part. We talked about how much you trust someone depends on your view on life; if you are positive, you would tend to trust people more often than a negative person would. We also talked about our duty to the country according to the Social Contract: if the government isn't protecting our rights, we should improve it. If someone doesn't like the government, and doesn't want to change it, they could move.
Monday, October 15, 2012
Class Updates
Friday, 10/12, we learned about the Second Continental Congress. We broke into groups and read one of three documents: the Olive Branch Petition, Common Sense, and Plain Truth. The Olive Branch Petition , written in June 1775 by the Continental Congress, wanted to compromise with the king and stay loyal to him. Common Sense, written by Thomas Paine in January 1776, encouraged the colonists to break free from the king and become independent. Plain Truth, written by James Chalmers after Common Sense, went against Common Sense and tried to get the colonists to stay loyal to the king.
Today, we presented our Revolutionary Replicas. Everyone had one person to research and make a life-sized replica of. I think this was an interesting way to learn about the people involved in the Revolutionary War. Some of the people were Betsy Ross, Sam Adams, John Hancock, General Cornwallis, and King George III.
Today, we presented our Revolutionary Replicas. Everyone had one person to research and make a life-sized replica of. I think this was an interesting way to learn about the people involved in the Revolutionary War. Some of the people were Betsy Ross, Sam Adams, John Hancock, General Cornwallis, and King George III.
Sunday, October 14, 2012
Thursday, October 11, 2012
Wednesday, October 10, 2012
Class Updates 10/9 and 10/10
Yesterday, October 9th, we talked about "the shot heard round the world". We watched a Ted-Talk video about eyewitness accounts, showing that the mind recreates memories based on what could have happened, not what actually happened. I found it interesting that our memories aren't what we think they are, and witnesses most likely didn't see what they thought they saw. We compared primary documents from both the British and American sides of the war, and both accused the other side of firing the first shot. One admitted that he couldn't tell who fired the first shot.
Today, October 10th, we learned about the Battle of Lexington and Concord, and the Battle of Bunker Hill. In the Battle of Lexington and Concord, the British wanted to get to the colonists' weapons supplies. The night they set off, Revere, Prescott, Dawes, and others rode to warn the colonists and militia that the Regulars were coming. In Lexington, Britain won a quick victory, and was confident they would win the next battles, but they were wrong. The colonists gained control of the high land, meaning the British would need to shoot up to reach the American militia (the way the muskets fire, barely any would hit the colonists). The British troops started to retreat, and the colonial militia fired at them from hiding. The Americans won with less than 100 casualties; the British had over 300 casualties. At the Battle of Bunker Hill, the colonists and British were fighting over the Charleston Heights (Bunker Hill and Breed Hill) to gain the advantage of high ground. The colonists took them at night, and in the morning, the British saw them and wanted to the hills back. Unfortunately for them, they had to wait for the tides to come in to get to the beach, while the Americans prepared for the assault. The British marched up and down the hill twice, suffering great losses each time. On the third time up the hill, concentrating only on Breed Hill, the British won because the Americans ran out of ammunition. The British won the land, but the Americans had less casualties. We made a Search Story in Google for the battles, but it took a long time to load.
Today, October 10th, we learned about the Battle of Lexington and Concord, and the Battle of Bunker Hill. In the Battle of Lexington and Concord, the British wanted to get to the colonists' weapons supplies. The night they set off, Revere, Prescott, Dawes, and others rode to warn the colonists and militia that the Regulars were coming. In Lexington, Britain won a quick victory, and was confident they would win the next battles, but they were wrong. The colonists gained control of the high land, meaning the British would need to shoot up to reach the American militia (the way the muskets fire, barely any would hit the colonists). The British troops started to retreat, and the colonial militia fired at them from hiding. The Americans won with less than 100 casualties; the British had over 300 casualties. At the Battle of Bunker Hill, the colonists and British were fighting over the Charleston Heights (Bunker Hill and Breed Hill) to gain the advantage of high ground. The colonists took them at night, and in the morning, the British saw them and wanted to the hills back. Unfortunately for them, they had to wait for the tides to come in to get to the beach, while the Americans prepared for the assault. The British marched up and down the hill twice, suffering great losses each time. On the third time up the hill, concentrating only on Breed Hill, the British won because the Americans ran out of ammunition. The British won the land, but the Americans had less casualties. We made a Search Story in Google for the battles, but it took a long time to load.
Tuesday, October 9, 2012
Friday, October 5, 2012
Class Updates
Sorry I haven't posted the summaries...I didn't know when we were supposed to start...
In history class, we have been studying the events that led to the Constitution, the Constitution itself, the Bill of Rights, the three branches of government, and the events leading to the Revolutionary War.
On September 4th, we talked about and defined the ten civic values: courage, initiative, vigilance, honor, justice, perseverance, moderation, respect, responsibility, and resourcefulness. We came up with solutions to various problems using these values.
On September 5th, we signed up for the various websites we would be using throughout the year, such as blogger, timetoast, voicethread, slidebombacademy, iCivics, diigo, and classroom collaborize.
On September 6th, we made a list of important issues Congress had under the Articles of Confederation, such as no power to raise money, problems with representatives not attending meetings, no military, bad relations with foreign countries, states being able to make their own currency, and a weak central government.
On September 7th, we went over the Articles of Confederation problems and Shays' Rebellion.
On September 10th, we talked about the Philadelphia Convention and the Preamble to the Constitution.
On September 12th and 13th, the class learned about representation and the legislative branch.
On September 14th and 17th, we learned about the executive branch and the powers of the president.
On September 18th, we reviewed the powers of the three branches and made an infograph on their powers and responsibilities in groups.
On September 19th, we learned about the Federalists (support Constitution) and the Anti-Federalists. We made posters on the ideas of both sides.
On September 24th, we learned about the Bill of Rights. We looked at a hypothetical case in which the rights of the people were not respected, and how it could go wrong.
On September 25th, we learned about the Federalist Party (not the ones who supported the Constitution; this party didn't value the states' rights and thought the USA should be ruled by a well-educated elite) and the Democratic-Republic Party (believed that the states should have the most power, and they took control of the government in 1800).
On September 26th, we had an Ed-Cafe on the 1st Amendment.
On September 27th, we ended the Constitution unit with a "quest" (combination between quiz and test).
On September 28th, we learned about the three colonial sections: New England, Middle Colonies, and Southern Colonies. We made voki people (online speaking avatars) for one of the three sections.
On October 2nd, we learned about the French and Indian Revolution and the Royal Proclamation preventing colonies from settling the newly won land.
On October 3rd, we worked on our Event Profiles for the Ed-Cafe (on the Stamp Act, the Boston Massacre, the Boston Tea Party, the Intolerable Acts, or the First Continental Congress). I think it would have been better to go over these events in class, so everyone would have a basis for the conversation.
On October 4th, we had another Ed-Cafe. This one was different, because the leaders of the conversation had to explain their event to the group, not leaving much room for discussion. Some groups also ran out of time. The Ed-Cafe is a good idea, but we still need to get used to it.
Today, October 5th, we went over the events from the Ed-Cafe to make sure we were all on the same page. Then, we read "Paul Revere's Ride" by Henry Longfellow. We learned about the real ride of Paul Revere, then, seeing that the poem wasn't historically correct (for one, there were other riders who went in different directions carrying the same message) we made our own versions telling the true tale of the night.
In history class, we have been studying the events that led to the Constitution, the Constitution itself, the Bill of Rights, the three branches of government, and the events leading to the Revolutionary War.
On September 4th, we talked about and defined the ten civic values: courage, initiative, vigilance, honor, justice, perseverance, moderation, respect, responsibility, and resourcefulness. We came up with solutions to various problems using these values.
On September 5th, we signed up for the various websites we would be using throughout the year, such as blogger, timetoast, voicethread, slidebombacademy, iCivics, diigo, and classroom collaborize.
On September 6th, we made a list of important issues Congress had under the Articles of Confederation, such as no power to raise money, problems with representatives not attending meetings, no military, bad relations with foreign countries, states being able to make their own currency, and a weak central government.
On September 7th, we went over the Articles of Confederation problems and Shays' Rebellion.
On September 10th, we talked about the Philadelphia Convention and the Preamble to the Constitution.
On September 12th and 13th, the class learned about representation and the legislative branch.
On September 14th and 17th, we learned about the executive branch and the powers of the president.
On September 18th, we reviewed the powers of the three branches and made an infograph on their powers and responsibilities in groups.
On September 19th, we learned about the Federalists (support Constitution) and the Anti-Federalists. We made posters on the ideas of both sides.
On September 24th, we learned about the Bill of Rights. We looked at a hypothetical case in which the rights of the people were not respected, and how it could go wrong.
On September 25th, we learned about the Federalist Party (not the ones who supported the Constitution; this party didn't value the states' rights and thought the USA should be ruled by a well-educated elite) and the Democratic-Republic Party (believed that the states should have the most power, and they took control of the government in 1800).
On September 26th, we had an Ed-Cafe on the 1st Amendment.
On September 27th, we ended the Constitution unit with a "quest" (combination between quiz and test).
On September 28th, we learned about the three colonial sections: New England, Middle Colonies, and Southern Colonies. We made voki people (online speaking avatars) for one of the three sections.
On October 2nd, we learned about the French and Indian Revolution and the Royal Proclamation preventing colonies from settling the newly won land.
On October 3rd, we worked on our Event Profiles for the Ed-Cafe (on the Stamp Act, the Boston Massacre, the Boston Tea Party, the Intolerable Acts, or the First Continental Congress). I think it would have been better to go over these events in class, so everyone would have a basis for the conversation.
On October 4th, we had another Ed-Cafe. This one was different, because the leaders of the conversation had to explain their event to the group, not leaving much room for discussion. Some groups also ran out of time. The Ed-Cafe is a good idea, but we still need to get used to it.
Today, October 5th, we went over the events from the Ed-Cafe to make sure we were all on the same page. Then, we read "Paul Revere's Ride" by Henry Longfellow. We learned about the real ride of Paul Revere, then, seeing that the poem wasn't historically correct (for one, there were other riders who went in different directions carrying the same message) we made our own versions telling the true tale of the night.
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