TMDG Vocab - History of Classmate Revision - Logic Picture Puzzle

Students today:
Chose the 10 words they will learn for Friday's Vocabulary Quiz over "The Most Dangerous Game"

• They were encouraged to choose words they will find useful, either in everyday life or for academic or future reading and writing. 
• On the Quiz they should be able to:
• define each word
• use the word in a good sentence that shows they understand the meaning of the word.

Did a Chronological Sequencing Puzzle called "A Short History of America" - They:

• placed 11 pictures in what they considered to be correct chronological order.
• collaborated to come up with a class sequencing.
• speculated as to the time in history they pictures were depicting.
• began identifying CONTINUITIES & CHANGES the pictures illustrated in American (and Texas) history.

Assignments

• Continue revising your History of a Classmate; finished product will be read and critiqued by CCS Principal Dr. Betsy Carpenter on Monday.
• Prepare for Friday's TMDG Vocabulary Quiz, as described above.

Timelines - Bull Boards - Chart on Time Periods

Overview of Texas History, cont'd

• Students took their slips of events from Texas history and placed them on a timeline in the classroom. They then discussed orally several analytical questions, including why the timeline maker stopped Texas history around the year 1900.

• We went downstairs to the bulletin board, "Let's Don't Mess with Texas" and worked the simple chronological order problem based on the same timeline they'd just used in the room.

• They also looked over the bulletin board, asked a few analytical questions (including why the map of Texas and state seal were turned upside down), and wrote and taped additional captions onto pictures of their choice. A sampling:

CHART: Time Periods of Texas History

Students:

• Read together and briefly discussed the yellow portion of the chart; this section gives a brief summary of each major time period of Texas history.
• Read silently the rest of the chart, including text and pictures.
• Made one check mark beside each item they had put in their personal list two days ago and two checks beside any other items that had appeared in classmates' lists

Assignment: Students should read back over the entire chart by tomorrow, in preparation for various learning activities.

Student Lists of Texas History Events & Chronological Ordering

Student Lists of Texas History Events
Near the end of class yesterday, students wrote down as many events, developments, and people as they could remember from Texas History. Today students:

Juxtaposed their lists:

Click to enlarge.

Analyzed them in various ways:

• Compared & contrasted
• Hypothesized as to why they each included the Alamo
• Identified categories of events and people found in the various lists
• Related their lists to their areas of historical interest as indicated on Day 1 of class
• Classified each item in their list according to SMERFCAPS (social history, military history, economic history, etc.)

Chronology Challenge
They then cut their lists into strips, mixed them up and, working collaboratively, put them in chronological order. The students worked well as a team, with one or two doing online research, using books, etc., while others also did online research and put the slips in order. Students did the activity themselves, with almost no assistance from the teacher (apart from a few procedural suggestions, mostly treated as optional). Here's what they came up with.

Perhaps it shouldn't have, but the chronology kind of reminded me of this and this (kind of thing).

Time was attenuated, as this was a chapel/Eucharist day. Students continued to discuss the activity as class ended and had good ideas for developing it further.

No Assignments Due Tomorrow