TISD School Fusion Website

Regular postings for this class are now being done at the IDS 7 page at the TISD School Fusion website. You can access it here.

Monday, 9/14/09

For Tue., 9/15: Quiz over Chapter 1 Summary: Land of Contrasts

Today's Classroom Learning Activities

1. Students were given the study CHART for the First Six Weeks Curriculum-Based Assessment (CBA). The CBA will be given on or around Thursday or Friday, 10/1 or 2.

2. We read, highlighted, color-coded, and analyzed the Chapter 1 Summary: Land of Contrasts in preparation for tomorrow's Quiz.

Friday, 9/11/09

For Mon., 9/14: No assignment

Today's Classroom Learning Activities

1. We read the last section from the What is History? packet: "In Space: The Planet Earth."

2. We played the chronology puzzle/game, "A Short History of America." This involved putting eleven pictures in chronological order, first by yourself and then by working with your classmates. The eleven pictures show the development of a human society on the same geographical space. At no time did the teacher verify whether your chronology was right or wrong. Students had to depend on their own judgment and that of their classmates.

Thursday, 9/10/09

For Friday, 9/11: Finish reading the CHART: Time Periods of Texas History twice, if you haven't already.

Today's Classroom Learning Activities

1. I explained the importance of checking Gradespeed on a regular basis and warned of the deleterious effects of zeros on your grade average.

2. We took the QUIZ over the Timeline of Texas History.

3. You were supposed to read the CHART: Time Periods of Texas History twice, as stated above.

Wednesday, 9/9/9

For Thursday, 9/10: Timeline Quiz - Texas History through the Civil War - Click here for Timeline Quiz instructions. Remember that for the Timeline Quiz, the required bits are:

1) Names of the Time Periods from Indian Period through Civil War.

2. Dates of the Time Periods from Indian Period through Civil War.

Everything else is EXTRA CREDIT.

Today's Classroom Activities
1. We spent the period getting ready for tomorrow's Timeline Quiz.
2. We color-codes the Time Periods.
3. We jotted information that will help us remember the Time Periods. This information can also count as EXTRA CREDIT on the Timeline Quiz.

Tuesday, 9/8/09

For Wednesday: No assignment, but Timeline Quiz will be on Thursday. See Timeline Quiz instructions here.

Today's Classroom Learning Activities

1. Students listed The Ten Most Important Events in My Life Thus Far.
2. Students classified each of the ten events by SMERFCAPS (sociology, military, economics, etc.).
3. We finished reading "The Development of Human Societies" and "In Time: The Past" sections of the "What is History?" packet.
4. Students numbered off the ten most important events in chronological order.
5. Students made a table dividing their lives into three time periods and wrote each of the ten most important events of their life into the correct time period.

Timeline Quiz

For Thur, 9/10: Timeline Quiz
1. Be able to fill out the Time Periods of Texas History through the Civil War, as indicated in class today.
2. Know the names and dates of the time periods through the Civil War.
3. You may learn everything else for Extra Credit on the timeline quiz.
4. The quiz will count as 3 daily grades.
5. Here is a copy of the timeline, in case you need it.
6. Click here for a blank copy, in case you want to take some practice quizzes. Here's another blank one, in case the first one doesn't open for you. You can click on the one above to make it larger.

Friday, 9/4/09

For Tuesday: Have a great Labor Day weekend!

Today's Classroom Learning Activities

1. We graded the "Shipwrecked" SMERFCAPS classification assignment.

2. We finished arguing as to how to rank the choices in "Shipwrecked," including what should be done last.

Thursday, 9/3/09

For Fri., 9/4: Have the classification part of "Shipwrecked in Outer Space" ready to turn in when you arrive in class. Remember to write which SMERFCAPS each of the 16 items is and to explain why you classified it as you did. Your explanation should include part of the simple definition of the SMERFCAPS found in the "What is History" packet.

Today's Classroom Learning Activities

You did a superb job of discussing "Shipwrecked in Outer Space"!!! That flapping sound you heard? Just yours truly ascending into Teacher Heaven. Wow!

Wednesday, 9/2/09

For Thur., 9/3: Finish the Lamar Middle School Social Groups/Culture table (chart) we worked on in class yesterday and today.

Today's Classroom Learning Activities:

1. Group Work on the Lamar Social Groups/Culture table

2. Textbook pictures illustrating Aspects of Human Development in Texas history (i.e., pics of SMERFCAPS)

Table of Contents - 1st Six Weeks

The following is a working Table of Contents for your First Six Weeks Folder. I will keep adding to it as we proceed through the six weeks. This will help you stay organized and get your papers ready to turn in for the folder grade at the end of the First Six Weeks. Remember: Throw nothing away.

AN INTRODUCTION TO THE STUDY OF HISTORY
_____Circle Map: "Me"
_____Six Pics: Student Table
_____Six Pictures Supposedly Depicting William Barrett Travis
_____Circle Map: "Texas"
_____What is History? packet
_____The Interrelationship Between Social Groups & Culture (here at Lamar Middle School)
_____Shipwrecked in Outer Space

_____The 10 Most Important Events in My Life Thus Far

_____Timeline of Texas History (w/ words & dates)

_____Timeline of Texas History (blank)
_____CHART: Time Periods of Texas History
_____A Short History of America (sequence puzzle)

TEXAS GEOGRAPHY
_____Texas Geography and I
_____Chapter 1 Summary: Land of Contrasts
_____Rivers of Texas (two-sided page of study maps)
_____Chapter 2 Summary: Regions of Texas
_____Regions Debate Notes: My Region
_____Opposition Notes for Regions Debate
_____6 Maps for Regions Debate
_____Group Planning for Regions Debate

_____Opening Speech for Regions Debate

_____Chapter Summaries for Chapters 1-6 - Chapters 1-5 to be learned for CBA (Curriculum-Based Assessment, 9/30/09)

Tuesday, 9/1/09

Happy September, Students!

For Wed: No Assignment.

Today's Classroom Learning Activities:

1. Warmup: Read the rest of the "What is History?" packet. - You can download a copy of the packet by clicking here.

2. Drew symbols for each of the Aspects of Human Development (SMERFCAPS).

3. Quiet study of the SMERFCAPS. Memorized the definitions and explanations for each of the 9 Aspects of Human Development.

4. Oral Drill: SMERFCAPS

5. The History of History: One of the Aspects of Human Development/SMERFCAPS is Culture. One subject you can study in cultural history is history. You can actually study "the history of history." For example, you can study the "history of the history of slavery," the "history of the history of Texas," and the "history of the history of the United States." Many historians 100 years ago were saying that slavery was a good system, that the slaves were treated well by their masters, were given plenty to eat, good housing and clothing, and were basically happy to be slaves. Later historians began to describe slavery as a harsh, evil system in which slaves were treated brutally, were fed, clothed, and housed poorly, and were basically very unhappy to be slaves. You can read more about the history of the history of slavery here.

6. The Relationship between Social Groups & Culture: Sociology and culture are often closely interrelated. Different social groups often have unique ways of entertaining, educating, and expressing themselves through their own music, art, dance, movies, language, etc. We brainstormed various groups of students here at Lamar and then split into six groups. Each group was responsible for identifying the music, dress and grooming, movies, t.v. shows, lingo, dance, etc., favored by each of the Lamar groups (emos, goths, nerds, IDS, band, etc.).

Impromptu Question on the Indians

Impromptu Student Question: How could we prove/know that Indians had been right here on this space that is now Lamar Middle School?

Students suggested the following.

**Someone old enough to remember Indians here could be a primary source.

**A journal written down about and passed down by the Indians telling they had gone through this space and possibly killed some mighty animals.

**You could actually study the Indians who had been around this area…you could ask your family about stories about Temple.

**Ask an Indian.

**Look underneath the building for footprints.

**You could prove it with any artifacts you could find on the site…e.g. arrowheads, pottery, their daily tools they used to survive.

I wonder if you have any further thoughts about this, students? Please answer in an anonymous comment.

Thur, 27aug09

Becker's Definition of "History"

For Thursday, 8/27: Here are the instructions I gave in class for this assignment.

Becker’s Definition of “History”

history: the study of the development of human societies in time and in space – Carl Becker, American historian

Directions: Write 3 paragraphs explaining what Becker MIGHT have meant when he defined history in this way. Each paragraph should have four or more sentences discussing the following.

1. Write one paragraph about what Becker might have meant by “the development of human societies.”

2. Write one paragraph about what he might have meant by “in time.”

3. Write one paragraph about what he might have meant by “in space.”

Remember, there are not specific "right" and "wrong" answers to this. I want to see evidence that you are thinking and trying to figure out what Becker MIGHT have meant.

Image Source: http://media-2.web.britannica.com/eb-media/73/6373-003-91ACED5E.gif

Six Pics Activity: Good Job, Students!

You did excellent work analyzing the Six Pics of You Know Who! Here is a Slideboom presentation of the Six Pics. Click here to link to the table I compiled as you shared your analysis.

Six Pics - Slideboom

View more presentations or Upload your own.

Welcome to IDS 7

Welcome, students, to Interdisciplinary Seminar (IDS) 7. We are delighted you have chosen this class and look forward to learning together this year. Our primary focus will be the coordinated study of English/Language Arts and Texas history, geography, and government in depth and complexity. We hope that through this course you will grow intellectually and discover how events in Texas and beyond have helped shape you into the person you are and will become.

Texids blog is set up to assist your learning activities in the course, particularly with the social studies component. You hopefully should be able to access Texids from home and/or with other computers connected to the Internet. We will also be using computer labs here at LMS on a regular basis. If you don't have home access to computers, please come see me, and I'll make arrangements to help you be able to check the blog on a regular basis.

Now I want you to copy something into the front of your notebook:

1. Bring all supplies and learning materials to IDS 7 every class day.

2. Throw away nothing from this course unless told to do so. We will organize your papers into a folder at the end of each six weeks. The folder will count as multiple grades.

And now, here's your first assignment. Happily it's a fairly easy one.

For Tuesday, 8/25: Bring the following supplies to class. You will receive a grade for bringing the supplies. Remember to bring them with you each day of class.

***Looseleaf binder and notebook paper

***Subject dividers

***Bic (or some other brand) 4-color pen

***Highlighter pens (4 or 5)--light colors: yellow, orange, light blue, light green, pink

***Colored markers (package of 8-10 thick-nibbed ones)

***Small stapler

***Hole punch

***Post-its--2 or 3 different small pads

***Small bag to hold pens, stapler, etc.--Not necessary if you can bring them in a backpack or some such carrier

Note: If you have any difficulty in getting the supplies or if you need more time, just bring a note from home signed by a parent or guardian, and you will be given more time.

I also plan to post links to some of the learning activities we do in class. Feel free to download them to your own computers for future use. I strongly encourage you to fool around with them and improve them. I will give you Extra Credit for doing so. Get creative, people!

Summer Assignment

Due All Summer Long: An Enjoyable and Rewarding Vacation!

Once again, students, it was an honor and a pleasure learning with you in IDS 7 this year. Thank you for your hard work, participation, insights, and cooperation. All best wishes to you now and always.

Study Tips: Second Semester Final Exam

Your Second Semester Final Exam will be from 7:55-9:50 A.M., Thursday, 6/4/09. Carefully study the following.

1. Units 6, 7, & 8 Chapter Summaries. .

2. CHART: Time Periods of Texas History - You can get a copy here.

3. . Maps & Chart
p. 399 - The West Texas Wars (final defeat of the Indians)
415 - Texas Cattle Trails (Gilded Age; notice that the cattle were rounded up in South Texas and "driven" overland to the railroad lines in Kansas, Missouri, etc.)
439 - Major Railroads in Texas, c. 1900 (After there were more railroads in Texas, the cattle didn't have to be driven up the trails to the North. The train rides were much more comfortable even though the final result was still unpleasant--for the bovines, at least.)
461 - Major Petroleum Discoveries in Texas, 1901-1929 (Spindletop wasn't the first oil discovery in Texas but it set off an oil "boom" that eventually made Texas the #1 petroleum state in the USA.)
501 - Dust Bowl during the Great Depression (1929-40)
519 - Texas in World War II (WW II greatly increased industrial production in TX.)
537 - Effects of NAFTA (North American Free Trade Agreement of 1994) on the TX economy
597 - Chart: Ethnic Distribution, 2000 Census

For Monday: Folder Due & Study for Final Exam

For Mon., 6/1

1. Folder (Binder) Due for Semester 2: Have it ready to turn in Monday when you reach class. You can get an extra copy of the Table of Contents and Instructions here.

2. Be studying for Thursday's Second Semester Final Exam. Study these papers to which we attached Post-Its.

• CHART: Time Periods of Texas History
• Unit 6 Chapter Summaries: Gilded Age
• Unit 7 Chapter Summaries: 1900-1950
• Unit 8 Chapter Summaries: 1950-Present

Thank goodness this does not apply to any of YOU!! :D

Today's Debate:

The Question: Which time period from 1865-the present was best for Texas?

1. Have the following on your desk. Use them during planning and the debate.

***Textbook: Texas and Texans

***Debate Notes fromYour Chapter

***Unit 6, 7, & 8 Summaries

***Any other materials you might use

2. Plan strategy with your partner(s).--10 minutes

***What are your time period's 3 strongest points?--You will present these, along with supporting arguments & evidence, in a 3-minute opening statement. Plan with your partner who will say what during the 3-minute opening statement.

***What are your time period's weak points?--Decide how you will defend these during the debate.

3. Debate!

Book Review Instructions

Write a title for your book review.

Write the bibliographical information: Author, Title, City of Publication: Publisher, Date of Publication, number of pages.

Write and complete the following sentence: "I read ___ pages of this ___-page book.

Paragraph 1: State and discuss the author's thesis (main argument) and at least three (3) supporting arguments.

Paragraph 2: Discuss the first supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 3: Discuss the second supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 4: Discuss the third supporting argument and give the evidence the author presents to support her/his argument.

Paragraph 5: Tell some of the interesting facts and concepts you learned from the book.

Paragraph 6: Discuss the book's strengths and weaknesses.

Paragraph 7 (and more, if you need them): Apply what you've learned in an original and creative way.

Updated Due Date: Thursday, 5/28

If you write your review on paper, turn it in to me at the beginning of class on Thursday.

If you write your review on the computer, send me what you finished in class as a Gaggle email and upload it to your Gaggle Digital Locker. You may finish at home and send me the entire finished project no later than the beginning of class on Thursday. Be sure also to upload your entire finished product to your Gaggle Digital Locker.

I will grade your entire finished product on Thursday.

Book Reviews to Be Written in Class on Tuesday, 5/26

For Tue, 5/26: Book Reviews to be written in class

Be able to do the following:

1. State and discuss the author's thesis (main argument), supporting arguments, and evidence used to back up the supporting arguments.

2. Tell some of the interesting facts and concepts you learned from the book.

3. Discuss the book's strengths and weaknesses.

4. Apply what you've learned in an original and creative way.

practice post

Map Analysis: Texas Oil & Gas Fields

Analyze the above map.

Dipity Do, Part 2 (Rhymin' Simon Strikes Again)

Due Tue, 5/19/09: The following assignment is due at the beginning of class on Tuesday.

Excellent job on the Dipity timelines, students! Now let's learn from them. I've copied and pasted the urls to the various timelines for each chapter. In order to maintain online anonymity, I've only included your initials. You may refer to the person by initials or by the cute 'n clever nicks they chose. BTW, if yours isn't listed, tell me your Dipity username, and I'll add your url to the appropriate chapter below.

The guiding questions in your analysis are:

1. How did Texas change between the years 1900-1950? ("Between the years 1900-1950, Texas changed from ___ to ___.") What were various categories of change, what were the major events and developments that brought about the change, and how are the events and developments interrelated?

2. Which students' timelines best present the changes that took place? Base your analysis strictly on the evidence you see and read, not on personal opinions of the person her/himself.

Study at least two timelines per chapter. (You may certainly do more.) Please indicate which students' timelines you are using as evidence. Write your analysis on notebook paper, and hand it in at the beginning of class on Tuesday. If you would rather do the analysis on the computer, send it to me as an email or email attachment.

If you need ideas as to additional methods of analysis you could use, click here.

Ch. 20: Progressive Era

http://www.dipity.com/omg7 - RB

http://www.dipity.com/sman140803 - SM

http://www.dipity.com/LittleOldTeapot - HG

http://www.dipity.com/demon149700 - TA

Ch. 21: WW I & Roaring 20s
http://www.dipity.com/DTrain/ - DR

http://www.dipity.com/cheese_and_crackers2/ - CB

http://www.dipity.com/donuts_rock/ - CM

http://www.dipity.com/starzcatcher - MoC

http://www.dipity.com/paco88 - MaC

Ch. 22: Great Depression & New Deal
http://www.dipity.com/muscrat/ - AM

http://www.dipity.com/cheese_and_crackers1 - JS

http://www.dipity.com/navydude45 - RS

http://www.dipity.com/awsomness/ - JC

Ch. 23: WW II & Early Cold War
http://www.dipity.com/ll44/ - KM

http://www.dipity.com/jellybeanluvr - CD

http://www.dipity.com/kite - BC

http://www.dipity.com/socks20 - BW

http://www.dipity.com/kittydancer55 - AH

I meant to point this out in class today but forgot. Today is the 103rd anniversary of the landmark U. S. Supreme Court decision in the case of Plessy v. Ferguson. In this case the Supreme Court ruled that segregation was constitutional. This paved the way for an increase in Jim Crow laws all over the South and further discrimination against African Americans nation-wide.

texids t. on Dipity.

Finish Hyperlink Pics-->Dipity Do-->Surprise Activity You're Gonna Dig

1. Finish copying and pasting pictures illustrating each chapter in Unit 7, Early Twentieth Century Texas, into the hyperlinked Word table we made. Have at least 2 pics for each chapter.
2. Click on Dipity over there in the left-hand column under "Creative Online Tools." Use information from the Unit 7 Table, plus your textbook chapter to make a Timeline of ___insert name of chapter/time period____. I will have demonstrated the basics of how to do it, but feel free to ask me and/or classmates for assistance. When looking in your chapter in the textbook, use the Timeline at the beginning of each chapter, the Chronology at the end of each chapter, and anything in the body of the chapter that needs to be included.

3. If we finish these two activities, we'll do a surprise activity I think you'll, um, what's the word I'm looking for? Oh, yeh, dig.

Think-Pair-Share: Cask & Heart

Think-Pair-Share: Montresor or Narrator of “The Tell-Tell Heart”: Who is more evil?

Student C: we both agree M is more evil…he doesn’t seem to feel as guilty as narrator…the bones were there undisturbed (M) but N goes crazy because of guilt…

Student T: N because he kills the man just because of his eye…M kills the man is just telling pretty much…

Student R:: N because he kills an innocent old man while he’s in bed and no reason to kill him…M has a reason because he makes fun of him and he wants revenge…n cuts up the body

Student M: N because the blindeyeguy is his friend, n watches him sleep, puts the bed on top of him, cuts him up and puts him under the floor

Student H: M because he was his friend and he was drunk and he says come taste the amontillado, seals him in little room and leaves him there to starve to death…at least N did it quickly (maybe) and didn’t leave him to starve to death.

Student C: M because he basically tortured his friend, he’d known him for awhile, because of a joke M had made…kind of disturbing to have somebody be friends w/ you and then take them down to the cellar and change to stone and put a wall around you and let you starve to death.

Student A: N because he lives w/ the guy he kills and that’s kind of mean and for a week he watches him and when he kills him he cuts him up and that’s not very nice and then he puts him under the floor…his excuse : the old man was on a journey.

Student C: M because he made Fortunato suffer…the N killed the old man quickly but M left F in a room and let him starve to death.

Male Student M: N because he kills a man and the way he kills him, for no good reason, just for his eye, just for his looks (vulture eye), the old man never did anything to him, was always nice to him, never hurt him

Student J: BOTH: both killed the dudes, but one suffered and one got suffocated and cut up…they’re even

Student B: N because he kills a guy just because of his eye; he loved the old man but M had a reason to kill Fortunato but N just killed him because of the eye

Student K: N because he doesn’t really have a reason, like going up to someone and saying I don’t like your hair…M had a better reason because F was mocking him…N suffocated him in his sleep, living w/ the guy, who trusted him

Student D: N because he didn’t have a reason…he actually love the guy before he killed him, probably still loved him but for the eye…he was utterly insane…M has been hating F for a long time for things he’d done to him (his family motto: (Does Not Take to Insult”) – Don’t know if F is still alive or died of nitre---N cut his body for enjoyment, made him feel good to kill the guy he loved…in the end the N is proved insane, he hallucinates the hearing of the heartbeat…why it’s called
”The Tell-Tale Heart”

Student B: M because of what everyone else said…something unique: he has a trowel…alcoholic because he likes wine…sealed the guy behind a wall

Student S: N because he loved the guy…psychiatric condition, he tortured the guy on purpose before he killed him…M knew he would die iin the catacombs, but he just wanted him to die…well, also to suffer

Student R: M because he did it for revenge whereas N did because geezer was driving him crazy

Student M: N was more evil…would be like killing your wife just because of that stupid mole on her forehead…M let F suffer but didn’t torture him, didn’t cut him up

Student J: N because of killing geezer because of eye

Both did it in a way they would never be discovered

Compared to Gen. Zaroff

Which of the three is the best story?

What’s a one-word theme for each?

TTTH: kill…murder…may…insane…mad…psychiatric…psychotic…sinister…paranoid…disturbed

TCOA: deception…torture…locked…sealed…corked

Diagram that first sentence: Very, very dreadfully nervous I was and am.

Hyperlinking, cont'd - Unit 7 Summaries: Early Twentieth Century Texas

Most of you did excellent work in hyperlinking key terminology in the Unit 7 Chapter Summaries. (Some of you still need to email me your work.) Now let's enjoy the fruits of our labors. I've aggregated all the links I've received into a Google Document, which you can access here. Read, click, look, and learn. To access the Word version of the table, click here.

Hyperlinking, cont'd - Unit 7 Summaries - The Early 20th Century

Most of you did excellent work in hyperlinking key terminology in the Unit 7 Chapter Summaries. (Some of you still need to email me your work.) Now let's read, click, and learn some early-Twentieth-Century Texas history from them. I've aggregated all the links I've received into one Word document. You can access the document here.

Save the document in your My Documents folder.
Then upload it to your Gaggle Digital Locker.
Now read, click, look, and learn.

Remember that you can click on the hyperlinks in the following way:
1. Hover the cursor over the hyperlinked word(s). It will change to the pointing finger.
2. Hold down Ctrl.
3. Click.

Here's another procedure you might like to try. It involves saving the Word document as a web page.
1. File-->
2. Save As-->
3. Look for "Save as type" at the bottom of the Save As dialogue box.
4. Click on the drop box arrow.
5. Click "Web Page."
6. Close and reopen the document, which is now a web page. You should be able to click on the hyperlinks and go straight to the websites without holding down Ctrl. (In the glorious mystery that is Microsoft Word, sometimes this doesn't work at first, so don't get too frustrated. I've had it not work, closed out the document, come back to it later, and, mysteriously and for no apparent reason, it works. Sheesh.)

Computer Lab - Hyperlinking

1. Log onto Texids. Oops, you already have. Never mind.
2. Look on the left side of this page and click on the website to our textbook, Texas and Texans.
3. Click on Chapter Overviews and go to the Unit 7 chapter assigned you.
4. Copy and paste your Chapter Overview into a Word document.
5. Then attach hyperlinks to key people, terminology, etc. in your Chapter Overview. You do this in the following steps:

• Copy the URL of the website to which you want to link.


• Select the word(s) in the Chapter Summary to which you want to link


• Go to the Word Menu Bar and click the hyperlink symbol (it looks like a chain link- see it up there at the top of this post?; cute, ain't it!) OR go to the Menu Bar and click Insert-Hyperlink OR hold down Ctrl-K.


• Paste the URL of the website to which you want to link.

6. Now, to what kinds of websites might you link? (Thank you very much for asking.) Call out some websites and I'll type them below.

• Primary Sources
• Maps
• Cartoons
• Pictures
• Blogs
• Videos
• Sound/Music
• Articles, like HOTO
• Twitter
• Websites found through search engines (Google, etc.)

Thank you very much for sharing.

Glogs Due Friday

For Friday, 5/8: Glogs on Time Periods are due

1. Be sure you have your Glog finished by classtime on Friday. We won't have class that day, but Glogs are still due. I will log on and grade them online. Most of you are doing great work, so keep it up!

2. Instructions for the Glog Project are here. Be sure to follow the instructions carefully.

Quiz Wednesday: A Brief Summary of the Gilded Age

For Wed., 5/6: Quiz over "A Brief Summary of the Gilded Age"

1. Study and learn the handout well!!
2. Be sure to learn both the pics and the textual information on the handout.

Emergency Computer Lab Activity--Gilded Age Trails and Railroads

The copiers aren't functioning properly in the workroom, so I'm doing this workaround. Open this document comparing Trails and Railroads in Texas in 1860 and 1900. Then follow the oral directions given you.

Update: This will not be required but can be done for Extra Credit. Simply analyze the two maps by showing/telling things that are obvious, not-so-obvious, and genius-level insights.

Glogster Time Period Assignment

1. Go to Glogster and log in.

2. Here are the instructions for using Glogster, and you can find a video tutorial here (thanks to Norwegian teacher Ann S. Michaelsen).

3. Instructions for Project:

• Describe and illustrate your time period. Make at least two (you may make more) informative, attractive, creative GLOGs. As told you in class, you and your partner may each do a separate but coordinated glog or you may work together on both glogs. (The three-person team will make at least three glogs.)


• Your glog will be viewed by other class members. They will learn about your time period from your glog, so make it interesting and educationally beneficial.


• Write your descriptions in your own words. You will gather information from other sources (textbook, HOTO, websites, etc.), but be sure to translate what you find into your own words.


• Show both what was going on in the United States as a whole and in Texas specifically during your time period. To what extent did Texas accurately reflect what was going on in the USA and to what extent was Texas unique during your time period?


• Have an effective balance of words and pictures.


• You may use songs and videos if you can find them in appropriate formats. (mp3s, embeddable videos, etc.)


• Add url links so students can find other websites on your time period.


• Be creative, clever, etc., but be sure and do it in an intellectual, informative way.

Timeline Annotations Due`

For Wed., 4/29: Annotated Timeline on your chosen time period.

Be sure you have done the following by the time you arrive in class on Wednesday.

1. Color in the time periods on the 11x17 timeline page.
2. Add information on Reconstruction from the Overview packet to the timeline.
3. Add information on your chosen time period from the Overview packet to the timeline.

4. Add information on your chosen time period from our textbook to the timeline. You will show what happened in TEXAS during your time period. Be sure to make a color-code key highlighting the info on Texas. (e.g., orange)

Timeline Test or Quiz on Friday

Click to enlarge.

For Friday, 4/24: Timeline Test or Quiz, 1861-Present

1. Learn the names, dates, and picture I.D.'s found on the timeline, as per instructions given you in class. You can grab a blank practice timeline here.

2. Remember, this will count as either two daily grades or a major test grade, whichever better helps your six weeks average.

3. Remember, too, that for extra credit you may add any of the explanatory information given you when we analyzed the timeline in class.

4. Good luck, timeliners!!

White Violence In Reconstruction Texas

The Freedmen's Bureau tried to protect blacks from violent whites.

For Wed, 4/15: Finish reading the article, "White Violence in Reconstruction Texas."

1. Come prepared to discuss and/or be quizzed over the article.

2. Write "Q" beside anything that was difficult to understand and/or you found interesting and would like to discuss.

3. Put check marks beside anything that ties into what we have learned so far about Reconstruction.

Quiz--Ch. 16 Summary: Reconstruction in Texas

For Thur, 4/9--Quiz over Ch. 16 Summary:

1. Know all the information and illustrations on the Chapter 16 Summary. You can get a copy at the website for Texas and Texans. (See left sidebar.)

2. Be able to identify the 5 military districts set up under Radical Reconstruction and the states within each district.

Quiz: A Brief Summary of Reconstruction

For Tue, 4/7: Quiz over A Brief Summary of Reconstruction

Computer Lab: Reconstruction Role Play

Objective: To defend your group's point of view and policies in a chatted Role Play.

1. The assigned person in each subgroup will click on the following: http://www.tinychat.com/ .
2. That person will then "Click to Create a Chatroom."
3. That person will then give the teacher the URL to the assigned chatroom. The teacher will type it onto a document so all members of the subgroup can do Step #4.
4. All members in the subgroup will then log on to their assigned chatroom.
5. Each member will change to her/his first name & your group's Role in the role play.
6. Follow directions and discuss each question as the teacher brings it up. Argue from the POV of your person in the Role Play. (For example: Mike Freedman, Janey Sue Lincolnite, etc.)
7. At the end of the period, the ASSIGNED PERSON in each group will save the subgroup's chat according to instructions given by the teacher. THIS IS VERY IMPORTANT because it will provide me the document I will use to grade you in the CHAT/ROLE PLAY.

2-Map Analysis: Immigration & the Secession Vote

For Fri, 3/27/09: Finish analyzing the maps on immigration into Texas and the vote on secession, 1861.


1. Write at least five sentences for each map. At least two sentences for each map should be "genius level."


2. Write at least three sentences pointing out how the two maps are interrelated (i.e., how something you see on one map relates to something you see on the other map.)

3. You may of course write more for Extra Credit.

Finish Reading Ch. 15 on Civil War/Extra Credit for Discussion Statements

For Thur., 3/26:

1. Finish reading Chapter 15 on the Civil War. Possible pop quiz over Ch. 15.

2. Extra Credit: You may respond in writing to one or more of the statements on the handout we discussed in class, "The Black Box: Do You Agree with These Statements?"

Computer Lab: The Civil War at 3 Points

1. Fill out the analysis section of The Civil War at 3 Key Points map assignment. You can find it here. Put your completed analysis into your Gaggle Digital Locker and Gaggle email it to my Gaggle email account.

Finish Black Box Chart/Study for Ch. 15 Summary Quiz

For Fri, 3/13:

1. Have your CHART over The Black Box ready to turn in. Be sure to color code it by Northern and Southern points of view.

2. QUIZ - Chapter 15 Summary: The Civil War

*Learn the textual material on the handout (words & paragraphs). Be sure to notice superlatives.
**Map: Know the 11 Confederate states & 4 Border slave states.
***Pictures: Be able to identify the two pictures.
****Extra Credit: Learn the bottom map showing the Civil War battles in Texas.

Document Analysis - Causes of Texas Secession

For Mon., 3/9: Write at least 10 sentences analyzing the document given you in class on Wednesday: "A Declaration of the Causes which Impel the State of Texas to Secede from the Federal Union." You can download a copy of the secession document here.

1. Be sure you first highlight every mention of the word slave, slavery, etc. We began this in class Wednesday.

2. At least 5 of your sentences of analysis should be "genius" level, i.e., show deep insight.

3. You may of course write more than 10 for Extra Credit.

Dividing Texas into Five Equal States - Due Friday

For Fri, 3/6/09 - Have the Dividing Texas into Five Equal States assignment ready to turn in when you arrive in class on Friday. You can grab a copy of the instructions here. Add the most famous Texas history event that occurred on March 6 for 10 points of Extra Credit. :D

CBA Thursday!--MAJOR TEST GRADE

For Thur, 2/26/09: Curriculum-Based Assessment (CBA) over the Chapter 12, 13, & 14 Summaries.
1. Review all the written and pictorial information in these chapter summaries.
2. Remember: This CBA will count as a MAJOR TEST GRADE.
3. You can get the Chapter 12, 13, & 14 at the Texas and Texans website. Click on link in column to the left.

Quiz Fri over Ch. 14 Summary: Early Statehood

For Fri, 2/20: Quiz over Ch. 14 Summary: Early Statehood (Why do I feel I already said that???)

Quiz Friday: Ch. 12 Summary--The Republic of Texas

For Fri, 2/13: QUIZ over Ch. 12 Summary: The Lone Star Republic

You can find a copy of the Chapter 12 Summary at the Texas and Texans website in the column to the left.

Finish Document Analysis: Houston vs. Santa Anna

For Mon., 2/9: Finish the Document Analysis we began in class on Friday.

2nd Semester Working Table of Contents

TEXAS REVOLUTION (1835-1836)

• What I Already Know about the Texas Revolution
• Heroes: Short Essay
• Inquiry Based on Sound Patterns in the PowerPoint of Battles of TxRev
• Timeline of the Texas Revolution (w/o maps)
• Timeline of the Texas Revolution (w/ two maps: 1835 & 1836)
• Recognizing Bias - Travis: Two Opinions
• Hello, General! - Instructions
• Hello, General! - Finished Product
• Plan of the Alamo, March 6, 1836
• Three Movie Versions of the Battle of the Alamo
• Review of the 2004 movie, The Alamo
• Refighting the Alamo: Mythmaking and the Texas Revolution
• Quiz: Refighting the Alamo. . . (chart)
• Texas Independence Day Handout - Ben Sargent cartoon, TDT article
• Map-Based Story: The Battle of San Jacinto
• Discrepancies in Primary Sources: Houston vs. Santa Anna
• Document Analysis: Houston vs. Santa Anna
• Silent Debate: Whose version of the Battle of San Jacinto was more accurate: Houston's or Santa Anna's?

REPUBLIC OF TEXAS (1836-1845)

• Maps: The Republic of Texas, 1836/Indian Battles in Texas, 1836-45
• Chart: Problems of Any New Country/Problems Specific to the New Republic of Texas
• Chart/Timeline: Presidents of the Republic of Texas
• Chapter Summaries - Unit 4: The Republic of Texas
• The Republic of Texas: Problems & Policies
• Indian Policy During the Republic: Houston vs. Lamar
• Annexation Packet: Map & Primary Sources (Houston, abolitionist, Mexican politician, etc.)
• Map: Conflicts of the Republic, 1837-1842

EARLY STATEHOOD (1845-1861)

• Ch. 14 Summary: The Young State (Early Statehood)
• Dividing Texas into Five Equal States - Instructions
• Dividing Texas into Five Equal States - Finished Product
• Battles of the Mexican-American War
• Causes of the Mexican War 1846-1848
• James K. Polk - song lyrics
• The War President - Austin American-Statesman article on Pres. James K. Polk
• The African American Population in Texas, 1860

CIVIL WAR (1861-65)

• Diagram of Causes of the Civil War
• A Declaration of the Causes which Impel the State of Texas to Secede from the Federal Union (Feb. 2, 1861 primary source document)
• 10-Statement Analysis of "A Declaration of the Causes. . ."
• 2 Maps: Settlers Move to Texas/Texas Counties Vote on Secession, 1861
• Rereading, not rewriting (Op-Ed essay by Texas Land Commissioner Jerry Patterson)
• All men being equal just didn't work for Texas (Op-Ed essay by Bruce Hight)
• The Black Box: A Play with a Mystery (play on causes of Civil War)
• The Black Box - Classifying the Causes of the Civil War
• Analysis of The Black Box
• The Black Box: Do You Agree with These Statements?
• Perry Stands By Secession Idea (Austin American-Statesman article)
• Chapter 15 Summary: The Civil War 1861-65
• 3-Maps: The Civil at 3 Key Points
• Pop Quiz--Chapter 15 Summary: The Civil War

RECONSTRUCTION 1865-77 (Texas 1865-74)

• A Brief Summary of Reconstruction 1865-1877
• Chapter 16 Summary: Reconstruction in Texas
• Reconstruction Role Play
• Reconstruction Tiny Chat Role Play Discussion
• White Violence in Reconstruction Texas
• Student-Written Freedperson's Story

OVERVIEW OF U.S. HISTORY 1861-Present

• Timeline of American History 1861-Present
• Blank Practice Timeline 1861-Present
• TestorQuiz: Timeline 1861-Present
• Overview of the Time Periods of U.S. History from 1865 to the Present (packet)
• Annotated Timeline 1861-Present - Info from Overview packet & Texas History textbook on your chosen time period
• Your glog on your chosen time period (printout)

THE GILDED AGE 1865-1900

• A Brief Summary of the Gilded Age 1865-1900
• Unit 6 Summaries: The Gilded Age 1865-1900
• Growth of Railroads in the Gilded Age
  

EARLY 20TH-CENTURY TEXAS 1900-1920

• Unit 7 Chapter Summaries: Early 20th-Century Texas (Chapters 20-23)
• Dipity-Done Timeline of Your Appointed Chapter (Ch 20, 21, 22, or 23)
• Analysis of Other Students' Dipity Timelines
• License Plate Analysis
• License Plate Creation

THE MODERN ERA 1950-Present

• Unit 8 Chapter Summaries: The Modern Era (Chapters 24-27)
  
• Debate Prep: Which time period from 1865-Present was best for Texas?
  
• Book Review
  

Map-Based Story: Battle of San Jacinto

For Thur, 2/5: Map-Based Story Telling the Battle of San Jacinto

Complete the story we began in class today. Here are the instructions, in case you don't have them to hand.

Directions: Write the story of the Battle of San Jacinto, based on what is shown on the map. Follow these steps.

1. Study the map carefully.
a. Color code the opposing sides, troop movements, etc.
b. Notice the geographical setting: bodies of water, natural features, directions, etc.
c. Notice the names and ranks of the military commanders, what branch of the army they commanded, etc.
d. Notice everything that happened in the battle.

2. Write the story of the battle, using all available information shown on the map.

3. For extra credit, you may also include anything you already know about the battle: battles that preceded it, troop movements, the Runaway Scrape, what the soldiers yelled during the battle, results, importance, etc.

Read "Mythmaking" Article/Quiz

For Tue, 2/3: Finish reading the "Mythmaking" article we began and discussed in class today.
1. You will take a QUIZ over the article. The quiz won't be nit-picky, but it will cover the entire article.
2. Highlight/write "Q" or "?" beside anything in the article you don't understand or that you find interesting and would like to discuss.
3. Be looking for the author's thesis (main argument), his supporting arguments, and the evidence he uses to back up his arguments.

Remember the Alamo!!!! (Literally)

For Wed., 1/28: Read Ch.10/Secs. 1 & 2 on The Battle of the Alamo.
1. Read the two sections carefully.
2. A Daily Grade Test will be given over Ch. 10/Secs. 1 & 2, so come prepared.

Hello, General.

For Mon., 1/26/09: "Hello, General."

Pretend you are the commanding general of the Mexican army at the siege of the Alamo, February 23-March 6, 1836. (HOTO says Santa Anna had 1,800 assault troops.) Approximately 150 Texans are defending the mission-turned-fort. (It "might" grow to 180-200 by the time of the final assault.) You have been handed the diagram given you in class today. How will you carry out the siege and attack on the mission-turned-fortress? Write your battle plans and orders directly onto the handout, including the following.

***Strengths & Weaknesses of the Alamo as a fort - Color code these directly onto the diagram. Use appropriate colors. (I used "red light/green light" but it's your call.)
***Wearing the Texans down prior to the final assault
***Artillery fire (cannon, etc.) - Hardin in Texian Iliad, says Santa had 10 light fieldpieces (cannon)
***Preventing Texan messengers, reinforcements, supplies, etc. from leaving or arriving
***Probing assaults to feel out the enemy
***The final assault: Where is the fort the most vulnerable? How will you divide up your troops? Where will each unit attack and to what purpose?
***Anything else you need to consider and do

Here are links to more diagrams, drawings, etc., that might help you with your plans.
http://www.eg.bucknell.edu/~hyde/SanAntonio/AlamoView1214.JPG
http://www.eg.bucknell.edu/~hyde/SanAntonio/images.html - The second, third, and fourth drawings are particularly helpful. One of them is the previous url.
http://members.cox.net/worthingtongames/images/FinalAlamoMap.jpg - Once you get there, click to enlarge. (It might be enlarged once you get there. Hard to say, really. :-) )
http://www.tsl.state.tx.us/mcardle/paintings/alamo.html - Click to enlarge.
http://www.lib.ncsu.edu/news/images/alamo2.jpg
http://www.sdsoldiers.com/Mvc-SOTA1.jpg
http://etc.usf.edu/clipart/17300/17363/alamo_17363_lg.gif
http://www.tspb.state.tx.us/spb/gallery/HisArt/Images/250s/dawnalamo%20250.jpg
http://lh3.ggpht.com/_qyCBdJ1bqFQ/SIO0FoKlGxI/AAAAAAAAA7U/bBP82o2PFrw/IMG_1370.JPG