The art and craft of teaching
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Essential Question: Essential Question: Did the Western Migration in the mid 19th century draw women to fight for equality as they obtained more responsibility?
Students will be reading the sway post and analyzing the different images, text, and primary sources to come to their own conclusion. Students will then find two of their own sources followed by a one page paper.
Attached is a video for the introduction of the Oregon Trail. Attached to the video are five questions to guide the students on the important information from the video and what I want them to get out of it. This is only a 2 minute video so this would be an introduction to a class followed by a larger activity or mini lesson.
As a whole, i found edpuzzle to be a very easy tool and somethingI would use again. It gives a twist on boring videos in the classroom and it gives the teacher an opportunity to ensure that their students are watching the video and not spacing out.
https://edpuzzle.com/media/5bfb7dcce3240c403cc049f5
When learning about the different ways teachers can show data to their students I was automatically interested in Map Junction as it showed prominent East Coast cities progressing throughout history.
For example: image one is Boston with the left side being a map from 1776 and the right side being from 2016. In my current unit, where I am teaching the American Revolution this would be an interesting image to show students as they can see how different cities looked 250 years ago.
Tap to enlarge images
the next image is from Boston (1798 vs 2016) again this shows the students the difference 20 years can make to a city and how a key city in the up and coming New America looked.
All in all, this is an awesome tool that could be used to spark great discussion in any history classroom.
After class last week, the discussion method that really stuck with me was “Brainstorm, Group, Label.” Therefore, for my 8th grade humanities class, I wanted to use it in my classroom to help my students understand the differences between the New England colonies, middle colonies, and southern colonies.
The activity is that in groups of six, each student would have six post it notes. On the six post it notes, the student would need to write at least two statements about each of the 3 sections of the colonies (they can write more if they want too). Once, each student finished writing their six post it notes they will wait for their group members to be complete as well.
The students then will move on to the next part of the activity. Each group of six will have a large white poster board where they will silently group their post it notes together. The students will draw on the poster board explaining their grouping.
This will be an informal assessment to see the whole class understanding on the different economic, religious, and demographic characteristics of the 13 colonies.