At my incredible XQ high school we got to design a Passion class. I am new to Instagram so I conducted tons of research and created a presentation for my students! See below.
Instagram Masterclass by Jaime Caldwell
I am so excited to co-teach with an incredible English teacher this year. The first book we will be exploring through the lens of media studies is George Orwell's Animal Farm. This Google Slide Presentation is out opening assignment to get student's to ponder Tyranny and Government abuse. This book about also be great for Modern World History (Russian Revolution). Click HERE to get a copy of the slide deck.
History education is not just about the names of old dead people and dates of consequential events its about critical thinking skills that can be applied across disciplines and cultivated over time. Here are a series of images you can use for your class to emphasize and practice historical thinking skills. Challenge your students to demonstrate each skill and present to the class over zoom!
Click the image above for student materials
Teaching students how to write a Historiography is important. It teaches them about previous historical literature, debates within historical circles and how to analyze historical claims and evidence. As an introduction to APUSH (after we cover pre-columbian Civilizations) students will examine the historical literature on Christopher Columbus and write a mini- five paragraph essay after they create an annotated bibliography.
I have three important goals for this lesson: 1) Show how history is not Static- it can change, and it changes for specific contextual reasons and as historians we need to be conscious of that when we read primary and secondary sources 2) How to cite Historical Evidence 3) How to analyze historical arguments and 4) practice crafting a thesis. This is just getting our feet wet for more complex historical analysis.
1. Open up the assignment with a group discussion on Columbus. Pose additional questions to class: "Does History change?" "Who writes history?"
2. As a class analyze and annotate "The Youth's Companion, 1892" discuss as a class
3. Break up class into groups of 3-4 and have students work on the annotated bibliography together. Come back as a class and compare notes and findings.
4. Assign independent work: Drafting essay and schedule 1:1 sessions with students who need more individualized support and feedback.
(Free!) Why has the Alien Enemy Act and similar acts been utilized by the Government over time? Lesson for 8th Grade
In This Lesson:
Students will analyze Primary and Secondary Sources about the Alien Enemy Act and related acts and evaluate the Patterns of Continuity and Change over time. Students will learn about the Alien and Sedition Acts (During Adam's Presidency) while also learning about other controversial acts in the 20th and 21st Centuries. Students will compare the acts and see their similarities as well as their differences.
What is included?
1. Lesson Plan: Includes Objective, Big Idea and Implementation Sequence.
2. Anticipatory Set Activity to Motivate and Engage the Learner (How much power should a government have?)
3. Timeline and Timeline Questions: To establish Context and review some important events (Jay's Treaty, XYZ Affair, French Quasi-War, The Alien Sedition Acts etc.)
4. Five Primary and Secondary Source Excerpts and 10 Comprehension questions (The Alien Enemy Act,
Details about the Act, WWII Executive Order 9066, The Patriot Act, and The Travel Ban Executive order).
5. Annotation and Question Guide- One is for English Language Learners and the Second One provided is for your Accelerated/ GATE Students. These off 15/10 (respectively) questions and tasks students will consider (and write on lined paper) for each document.
6. Historical Skills Handout on how to Examine Patterns of Continuity and Change over time. This offers 15 additional questions for students to consider when they evaluate Primary and Secondary Sources.
Click the image below to get the lesson!
I love teaching about the Renaissance. One way to get my students interested and STAY interested in this topic, is to take virtual field trips using Google Earth (Internet access required and only works on some devices like Chromebooks). If you cannot access Google Earth, use the Vatican's virtual tours link. Have students "wander" around in the museum for ten minutes and then have them write a short response of what it was like in the Sistine Chapel. They can also take screen shots of their favorite artwork and try to find the painter/ sculpture and write a brief biography.
Instead of a "physical interactive notebook" my students have Online Interactive Notebooks. I call these notebooks "Hidden Histories" in which I focus on people who are marginalized or not mentioned in history. For my first digital notebook of the year I have students learn about the basics of History and provide them many prompts for reflection. Use this free resource to help your students start thinking about where history comes from.
How to implement the Digital Notebook?
If you have access to technology students can complete a little at a time (or make it an independent assignment). If students do not have access to the internet these documents can be printed out display a question or prompt on the screen and students can write responses on paper.
If you click the image below it will take you to an online google document. Make a copy of the document and feel free to modify for your class.
Use this free handout in your history classes to teach how to "source" a document. Provide students with a primary or secondary source and they can answer all or some of the questions provided (they can write answers on lined paper or annotate a document on the margins or with sticky notes). These guided questions help students "interrogate" or "question" the source. This is what Historians do to make sure sources are credible or reliable. This worksheet helps students be critical consumers of information that will help develop their critical thinking abilities.
Click the Image below for the Link to a Free PDF.