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Jones (Social Studies)

Page history last edited by Jayson Yeagley 11 years ago

Remix # 3 January 27th 2013.  Re-Remix

 

Objective: Explain the goals and outcomes of the late 19th century and early 20th century reform movement of Progressivism with emphasis on urban reform, business regulation, public schooling, labor regulations, social reform, and economic reform.

 

Materials: notes, handouts, pamphlets, book

 

Procedure 1: Students will complete a study guide in order to review the Progressive Movement for the upcoming test.

 

Procedure 2:

Procedure 3:

Procedure 4:

Duration: 1 class period

 

U.S. History Re-Remix

Yellow Highlighting = new additions

Strikeline = removals from original remix

(This Re-Remix focuses on two aspects of 21st century learning: 1. The importance of elaboration, refining, analyzing and evaluating their own ideas in order to improve and maximize efforts; and 2. Develop, implement, and communicate student ideas with others effectively).

 

 

Objective: Explain the goals and outcomes of the late 19th century and early 20th century reform movement of Progressivism with emphasis on urban reform, business regulation, public schooling, labor regulations, social reform, and economic reform.

 

Materials: QR codes that correspond to various components of the Progressive movement, notes, handouts, pamphlets, book, iPads, safari, Socrative App (student and teacher clicker), Kidblog

 

Procedure 1: The day before: each student will have chosen a piece of paper from a “hat” with a specific concept on it from the Progressive Era Students will receive random printed out QR code that corresponds to a particular web page with information about a particular topic of the progressive movement. Each student will scan their QR Code; read the corresponding information on that website; review any notes (if needed); then as an “exit ticket” each student will have turned in a  create a multiple choice test question pertaining to their designated topic. from the hat pull. Students will email me their created test question. I will upload those questions (logging in at t.socrative.com) into Socrative Teacher along with other multiple choice, T/F and quick quiz questions.

 

Procedure 2: The next day, using Socrative Student Clicker (students login in at m.socrative.com) the students will participate in an online interactive review.

 

Procedure 3: Students will be able to ask questions for clarification throughout the interactive review. Throughout the review session, live data is revealed (without specifying student names) therefore, I will know immediately what type of remediation I need to provide.

 

Procedure 4: Student will use the app Kidblog; login to Mrs. Jones’ US History BLHS JONES and each student must create a response to the original posted question using supportive evidence to support their opinion. Each student must also provide meaningful comments to 3 posted responses  from peers. Lastly, each student must reply to at least 2 of their peer’s comments. The original posted question: Reformers charge corporate villains with seeking profits by peddling poison. When AND to what extent should the government interfere and regulate this so-called “corporate peddling?” (topics to consider: progressive era; gun control; obesity control; alcohol control; tobacco control; education; big business)

 

Duration: 10 minutes the day before for “exit” questions; 30 minutes to scan QR Code; read information; create test question; then 1 period the day of the review, 1 class period the following day to complete the online blog.

 

I made the additions in this re-remix because the original re-mix lesson concentrated solely on “remembering.” As I evaluated Bloom’s Taxonomy for the 21st century, I realize that there needs to be an emphasis on the following: remembering, evaluating, analyzing, communicating with others, replying to others, and networking.

 

 

 


 

 

Remix #2 Jan 4th 2012

 

 

U.S. History Original

 

Objective: Explain the goals and outcomes of the late 19th century and early 20th century

reform movement of Progressivism with emphasis on urban reform, business regulation, public

schooling, labor regulations, social reform, and economic reform.

 

Procedure 2:

Procedure 3:

Procedure 4:

Duration: 1 class period

 

 

Materials: notes, handouts, pamphlets, book

 

Procedure 1: Students will complete a study guide in order to review the Progressive

Movement for the upcoming test.

 

U.S. History Remix

 

Objective: Explain the goals and outcomes of the late 19th century and early 20th century

reform movement of Progressivism with emphasis on urban reform, business regulation, public

schooling, labor regulations, social reform, and economic reform.

 

Materials: notes, handouts, pamphlets, book, iPads, safari, Socrative App (student and teacher

clicker),

 

Procedure 1: The day before: each student will have chosen a piece of paper from a “hat” with

a specific concept on it from the Progressive Era; as an “exit ticket” each student will have

turned in a test question pertaining to their designated topic from the hat pull. I will upload

those questions (logging in at t.socrative.com) into Socrative Teacher along with other multiple

choice, T/F and quick quiz questions.

 

Procedure 2: The next day, using Socrative Student Clicker (students login in at

m.socrative.com) the students will participate in an online interactive review.

 

Procedure 3: Students will be able to ask questions for clarification throughout the interactive

review. Throughout the review session, live data is revealed (without specifying student names)

therefore, I will know immediately what type of remediation I need to provide.

 

Duration: 10 minutes the day before for “exit” questions; then 1 period the day of the review.

 

 

 

 

 

--------------------------------------------------------------------------------------

 

First Remix Dec. 12th 2012

 

9th Grade World Studies (Original)

 

Objective: Explain the causes of the Industrial Revolution with emphasis on the growth of industrial cities, changes in living and working conditions, women and child labor, and rise of unions.

 

Materials: handout of required concepts, notes, computer paper, colored pencils, text

 

Procedure 1: The students will review the Industrial Revolution by referring to their notes, text, assignments, handouts to portray a visual drawing of the Industrial City (including causes and effects).

 

Procedure 2: The students will review the Industrial Revolution by labeling each component of the causes of Industrial Revolution, the industrial city, and the effects.

 

Procedure 3: The students will review the Industrial Revolution by providing a brief explanation of their labels.

 

9th Grade World Studies (Remix)

 

*** Please realize that I utilize the above differentiated instruction throughout the delivery of the material; therefore, I have decided to “review” in a different manner.

 

Objective: Explain the causes of the Industrial Revolution with emphasis on the growth of industrial cities, changes in living and working conditions, women and child labor, and rise of unions.

 

Materials: directions to creating a studystack account, handout of required concepts, notes, iPads, Studystack App or Safari Browser

 

Procedure 1: The students will create their own studystack account.

 

Procedure 2: The students will review the Industrial Revolution by creating studystack questions and answers (flash cards). The students will create at least one flashcard for each term and/or concept provided in regards to the objective.

 

Procedure 3: The students will save their data and finish the studystack flashcards the following lab day.

 

Procedure 4: The students will study their flashcards; and at the midway point of the class period the students will switch with one other person and study the peers’ flashcards.

 

This assignments/review will take 2 days from beginning to completion.

 

9th Grade World Studies Remix

 

*** Please realize that I utilize the above differentiated instruction throughout the delivery of the material; therefore, I have decided to “review” in a different manner.

 

Objective: Explain the causes of the Industrial Revolution with emphasis on the growth of industrial cities, changes in living and working conditions, women and child labor, and rise of unions.

 

Materials: directions to creating a free online comic strip, http://www.readwritethink.org/files/resources/interactives/comic/index.html; handout of required concepts, notes, iPads, Safari Browser

 

Procedure 1: The students will review the Industrial Revolution by creating a 6 panel comic strip from the ReadWriteThink site the depicts the causes, components, and effects of the Industrial Revolution. The requirements for the cartoon will coincide with the objective and be provided in a handout.

 

Procedure 2: The students edit their cartoon.

 

Procedure 3: The students will print their cartoon.

 

***  This assignment will take 2 takes; beginning to end

Comments (5)

Jayson Yeagley said

at 1:03 pm on Dec 19, 2012

I like it. Would they sign up for study stacks ahead before? That might be a separate assignment (prior)...This is a great start....Studystacks would be a great tool....As we move on with PD and reading...How could you bring 21st century-style into this activity. We will be revisiting these later on as we grown stronger and wiser...

Jayson Yeagley said

at 8:38 am on Jan 17, 2013

Remix#2-->wow...That benchmark is intense....I don't have an answer for the following question, but is there an app that would replace the hat and provide the random aspect for students? I like the online (clicker) group type review/assessment. I also like the live data aspect. It is a 'quick' assessment measurement tool within the context of a safe environment. I also really like the feedback for you as a teacher so that adjustments can be made based on real and class-specific data...

Jayson Yeagley said

at 8:43 am on Jan 17, 2013

This might be a great lesson to re-remix...I will have some data and some info....This lesson might split or subdivide into a couple with added focus...I will help you if you need some help...Thanks a ton! Jayson

Lori Motry said

at 12:57 pm on Feb 5, 2013

Kelly, I like the way you prepared for this review and know it was hard to extend it for so many days as I did a very similar activity for my remix 2 and 3 (review for an exam). I was excited to see that you used the QR codes as I saw a reference to them in an article but didn't get a chance to check them out. Creating QR codes for all those sites may take a little time the first time you do it, but I was thinking we could work together to create projects such as these and share within the department. It would also allow our students to share similar learning activities across teachers. I had another idea for using the QR codes as more of a springboard for the Progressive Era, as an alternative to using it at the end. It follows:
1.Students use the QR Code that you created to go to the research website for their assigned topic.
2.After thoroughly researching all aspects of their topic, create a new “Image” QR Code that represents the important parts of the topic they are researching. They can use an app (such as skitch) to draw the QR Code and then upload it to a free visual QR code generator site, http://www.visualead.com/qr-code-generator/edit. (This would be a 21st century way of incorporating visual learning using the iPad as I know you always have your students make connections to content by drawing seals, four corners, etc., to reinforce and extend the content.)
3.Students present their newly designed Visual QR Code to the class using Apple TV and Smartboard. As they present, they can share the major aspects of their topic and students can take notes using an app such as Pages.
4.For review purposes, you could post all of the QR Codes onto your wiki or Edmodo account for the students to review the websites before the exam.
5. Students could also blog to make comments on each topic.

Lori Motry said

at 12:57 pm on Feb 5, 2013

Again, I know this review was intended to be a quick review and we don't always have time for extending as much as we really want to (standards, need to get it all in), maybe in the 21st Century those that legislate will decide we can create as much as we want and spend less time watching the clock and calendar days. Good job! Let's continue to share ideas!

(sorry, went over my word limit)

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