Test on The Constitution and the Bill of Rights on Tuesday. Students will receive a note card in class today. They may write anything they want on this card to use on the test. My initials will be on the note card. If a student loses this card, s/he will not get a new one.
Over the past several weeks, the students have learned the framers of the Constitution wrote it in response to the weak Articles of Confederation but did it in such a way as to not make the national government too powerful. In partners the students examined the members and key powers for each branch of the government. We will be continuing our study of the US Constitution this week with the Bill of Rights.
All classes have had a second visit from Lawyers in the Classroom and are looking forward to one more visit before the end of the year.
Our patriot and loyalist debates were a huge success! The students put a lot of effort into planning and research before the debates. There was a definite level of nervousness going in, but I got many requests to do another one this year.
We are now looking at how the Continental army was able to beat the British army. Students will be studying the general strategies and tactics used by both sides and discussing how the cause of freedom helped the colonists win. We will also be looking at the roles of women on the home front contributed to the success of the army.
I am posting reminders of quizzes and tests on Google classroom for each block. Please ask your student to show you this page.
Vocabulary Quiz-March 1: definitions in notebooks and flashcards will be started in class
Chapter 10 test retakes will happen on Wednesday, February 21 at 7:30 in Room 316.
To declare independence or not to declare independence, that is the question. The students have been diligently preparing for a debate between patriots and loyalists on this topic. To being this work, the students viewed video clips about how debates work and also watched a few examples. My goal was to show them that debates are organized disagreements and not just arguments. Each student has been assigned a role for the debate process: debater, producer, or arbitrator. On Day One students worked individually to research and take notes about the viewpoints of a historical person on the debate question. Day Two was set aside for debaters to meet as teams to compare notes, to elaborate on points, to determine strongest arguments, and to decide the order in which each person will present. Arbitrators met to decide ahead of time what arguments they really wanted to hear from both sides during the debate and how they will award points. The producers worked together to create an artifact such as a letter to the editor or journal entry for the debaters to use as testimonial during the debate. The producers are also in charge of coaching the historical figures on how they should present their arguments according to descriptions of that figure's character traits. Today, Day Three, will be the debates. The arbitrators will be judging the debate and determining a winner based on this debate, not on what we know occurred in history. In the end students will complete a self-reflection rubric about their participation throughout the process, and I will be completing the same rubric for each student.
Bell School has a debate team that begins in sixth grade. If the students enjoy this experience, it is something they should keep in mind next year as they consider extra-curricular activities. Good luck to Patriots and Loyalists!
Since returning from break, we have begun to look at events that led to the American Revolution. Up to this point, we have covered the French and Indian War, the Proclamation of 1763, the Sugar Act, and the Stamp Act. Next, we will be looking at the Boston Massacre by analyzing primary sources. The students have become fairly proficient at identifying primary and secondary sources. This is a skill that will continue to be honed in the middle school grades. Our analysis of the Boston Massacre will use newspaper articles, personal accounts, and images to determine what really happened on March 5, 1770.
For the past few weeks, we have studying how the American colonies were established. This study began with an activity simulating creating a colony. Students had to plan and budget for supplies and people for the journey. Next we looked at 3 early settlements: Roanoke, Jamestown and Plymouth to decide what a colony needed to succeed in North America. Examining how slavery began in West Africa was our focus this week. To round out our study of the colonies before we go on Winter Break, the students will be participating in activities that were common in daily lives of colonists. They will be creating a colonial toy, learning a formal dance for social gatherings, interpreting etiquette rules, and playing a common colonial game among other activities.
Because this is a lengthy unit of study, I have chosen to give the students more frequent quizzes rather than a long end of unit assessment.
Hello Bell School! My educational background includes a Bachelor of Arts in Elementary Education from Saint Mary's College in Indiana, a Master's degree in Curriculum and Instruction, and National Board Certification as a Middle Childhood Generalist. My love for social studies was instilled in me by my dad who loves to talk about history. My parents always included historical sites on our family vacations.