American History
U.S. History Course Expectation and Syllabus
The way I teach history is to allow the students to construct their knowledge regarding the topic using available resources. As their teacher, I am more of a facilitator, using scaffolding, modeling, and creating rubrics to guide them. I like to integrate as much technology as possible into the projects that students are working on using as many options as available for students to obtain the necessary information. I would rather have students create their PowerPoint presentations than to sit in their seat and watch the one that I created. When students are motivated, the teacher has less discipline problems, and learning is accomplished. Jeopardy - Discovery America Columbian Exchange.
Below are a few examples of projects that I have guided students with in the past.
This activity helps students understand how a colonist might have felt during the late 1700s when the Stamp Act was enacted. Students are taxed for their actions (or inaction). Materials needed include play money and a box to serve as a treasury. Evenly distribute the play money among students. Have one student serve as the British tax agent who will collect tax money. Another student can act as an employer who pays students for certain services. (This employer-student will need additional money.) Taxable activities may include turning in an assignment, requesting a hall pass to leave the room, or not being able to answer a question. Students can earn money by correctly answering a question or helping another student who has more money. After about a week of being "taxed" have students discuss their feelings about the tax. Jeopardy - need PowerPoint on your computer and then press F5.
This activity, the Road to Independence, revolves around the use of a Cause and Effect diagram. The first cause begins with the French and Indian War that left Great Britain in debt. The effect was that British taxes colonies; Parliament passes Sugar Act and Stamp Act. Passage of these two acts causes colonist to boycott British goods. British send troops to Boston, resulting in Boston Massacre. The Road to Independence will eventually end in the battles of Lexington and Concord.
This activity involves organizing the class into three groups; Patriots, Loyalists, and Neutrals. Have each group discuss its views on the friction between Britain and America and then write their position statements. After each statement is read, have the groups discuss the statement. Students may switch groups to support or protest a statement. Continue until all statements have been read. How have the groups changed? How might that change be explained?
The poorly equipped, poorly trained, and poorly financed Continental Army fought against all odds in its battle for liberty. The outcome of the revolution depended on leaders, ideals, and a strong belief in the cause. Have students debate the pros and cons of going to war against England. Organize the class into two groups, one pro and one con. Have each group develop a list of reasons to support their position. Each group should pick three students to represent their position in the debate.
Have students research both sides of the following debate, which formed the basis of the Federalist and Antifederalist standoff: the United States needs a strong central government versus individual states' rights. After researching, students should choose either a "for" or "against" stance toward the statement. Then have them produce posters, advertisements, flyers, or political cartoons to promote either the cause of the Federalists or the cause of the Antifederalists. Each student is responsible for a one-minute presentation, explaining his or her artwork and viewpoint. When presentations are completed, have a group of students collate the artwork into a portfolio that can be used during a class discussion concerning the pros and cons of ratifying the Constitution.
Have students think about the right to vote. The teacher will ask students: " Why do you think the right to vote is important in a democracy?" Have students brainstorm a list of reasons using the overhead or whiteboard why people vote. Then ask students to identify which reason they think is the most important and explain why.
Illustrating the End of Reconstruction. Organize the class into groups of three to research the Internet, textbooks, and articles for dates, events, and people that played a significant role in the end of Reconstruction. Have each group choose a type of graphic organizer to display this information. Then ask group members to choose one of the following to illustrate on the graphic organizer: events, dates, people. Encourage students to draw their own illustrations or use pictures, drawings, or clip art. Have groups create and assemble their graphic organizers
Comparing and Contrasting - Review with students the fact that it is possible to win the popular vote in a presidential election but still lose the presidency. Explain that this is because when Americans vote in presidential elections, they are not voting directly for a presidential candidate. They are voting for that candidate's electors. The votes of 270 electors are needed to win the presidency. Ask students to research to find out why American presidents are elected this way, and ask them to identify the pros and cons of this system. Then organize students into two panels to compare and contrast election by electoral vote with election by direct vote.
Making a Mural - Organize students into small groups to create a mural of the Old West (1800 - 1870). Have students use library resources and information from the Internet to find additional information and illustrations for inspiration. Groups should choose different time periods to illustrate: a cross section of a mine, a boomtown, a map showing railroads and the locations of mines, a diagram showing how mining equipment worked; scenes from the open range, cattle towns, sod homes; scenes from Native American life, buffalo hunts, tepees, encampments, traveling with families from one site to another. Have delegates from each group meet to make an overall plan for the mural.
Analyzing Information - In 1879 Chief Joseph of the Nez Perce, in an appeal to President Rutherford B. Hayes, said: "Let me be a freeman - free to travel, free to stop, free to work, free to trade where I choose, free to choose my own teachers, free to follow the religion of my fathers, free to think and talk and act for myself- and I will obey every law or submit to the penalty." Ask students which of these requests are guaranteed by the Bill of Rights. Also ask them to tell how these rights were denied to Native Americans.
Creating an Invention - Instruct students to review the inventions discussed in the growth of industry. Have students brainstorm about some of the latest inventions or technological improvements. Organize students into groups to design and market a new or an improved product. (In the past, I have used a gum removal product as the ultimate invention). Students should decide on a product, create a design for it, and develop a marketing strategy that includes a magazine, newspaper, radio advertisement or school website explaining their product and its value. Faces of the Civil War
Making Generalizations - Explain the origin of the term melting pot, which comes from Israel Zangwill's 1909 play The Melting Pot. The play coined the term to describe America's mixture of nationalities and ethnic groups. Describe melting pot as a theory in which immigrants of various nationalities are assimilated into one culture. Also explain that many sociologists disagree with this theory. James Banks, a noted multicultural author, describes American as a patchwork quilt in which ethnic groups maintain their cultural identity while forming a part of the main culture. Discuss the underlying assumptions that form the basis of these two theories. Challenge students to choose which theory they think accurately describes American describe why. The Road to Independence