Historical Marker: History is All Around Us!

History is all around us! This is a great assignment that I did for my Utah History students. However, it could work for any history class in any state. The previous for this project is that students will need to:

• Go to a Historical Marker within the State of Utah
• (plaques with on old buildings, or monuments etc.)
• Take a Selfie at the Marker 
• (Print off or send to me to print)
• Do a little research about said marker
• Present to the class

Selfie at Hotel Utah,
 My kids and myself

To help students find markers, to begin with, I had students look up markers using the Utah Heritage website:

https://heritage.utah.gov/history/historic-markers

In this link select “Markers and monuments database”  then search by County, Organization, Keyword, or Theme. In most cases, it will have a short description.

I even placed a map on the back wall of my classroom with pins and selfies of places that my student have gone within the state. 

To help motivate students, I award 3 prizes at the end of each quarter.

1. Best Selfie
2. Farthest Marker
3. Most Interesting 

For most students, they enjoyed this project and enjoyed learning about the little-known history of our small towns and our state. When it came to students that claimed that their parents couldn't take them to a Historical Site, I had them have their parents contact me, or reminded them that there were a ton within a 30 min drive.

John C. Fremont Document Based Question

Document Based Questions (DBQ)  are a great way for teaching students to use Primary and Secondary Sources and formulate their own conclusions. For this DBQ I took an article for Utah Historical Quarterly and simplified it and broke it scaffold it with a question to help students understand its significance.
The question that students were to keep in mind during this assignment was: How were Mormon Settlements Influenced by John Fremont's Reports of the Great Basin?
Students would then read the documents intrprite and read maps, and answer questions to help students understand what they should be looking for.
Depending on the level of students they would then come up with a Thesis and Essay to answer the first question.

The Full Document Based Question is at the Following Link to a Google Doc:
Fremont Mormon Settlement Document Based Question

Baugh, Alexander L. "John C. Fremont's 1843-44 Western Expedition and Its Influence on Mormon Settlement in Utah." Utah Historical Quarterly 83.4 (2015): 254-69. Print.

Writing Literacy

In the state of Utah they have implemented a writing literacy standards in Social Studies. As I looked for ways to incorporate writing, I came across an article from the Colonial  ƒoundation that gives suggestions on ways to put writing into Social Studies.

The article starts out by saying three reasons to write in a Social Studies classroom:

1. Writing is a fundamental intellectual activity. It prompts problem solving, discovery, and communication.

2. Writing helps you to learn history. Students learn best when they are actively engaged and writing is one way we can do this.

3. Writing clarifies your understanding of the subject. As students write often their questions are clarified.

The author also suggests posting these points in the classroom, and to point to them when students complain.  It goes on to have students write daily summaries, and unit wrap-ups, emphasizing that writing every day is better than long papers.

Students must be taught how to write a historical essay, compared to language arts essays: there are differences. These are suggestions from the article:

• Assume your audience knows nothing about the historical topic.
• Historical writing is based on fact.
• Chronology and sequence are important for organizing historical writing.
• Historical facts should support statements or reasons.
• Use the appropriate historical time frame.
• Make historical writing interesting to the audience by:
• Providing details from the time period.
• Organizing historical information clearly so that it makes an impact on the audience.
• Using first person, if writing as a historical figure.

Journals are also suggested. For opening bell ringers you can have questions posted or do what is called a reaction journal entry: where a quote from a historical figure of the time period being studied is shown and students must write their reaction to the quote using what they know at that time (essay questions can be pulled from these quotes for unit papers, etc). These journals can also be looked back at the end of the unit and see if opinions have changed and reactions have changed.

With writing in the classroom language arts and history can drastically change the way they view writing.

© 2011 †he Colonial  ƒoundation
Writing in the Social Studies Classroom
By Peter Pitard, Principal, Bath County High School, Hot Springs, Virginia

Department of Education Outreach

What do you want me to do about it? Procedures for Absent and Late Work

There are always going to be students that are absent, turn in late work or have questions about their grade on an assignment. The question that teachers always think when they are asked questions are “What do you want me to do about it?” This is the system that I plan on using to help with these issues and to empower students to find out what is required of them on their one.

WORK BINDER: Each subject will have a Work Binder with a brief description of what was done in class and the assignment. This will be updated daily  at the end of the day, depending on the students the updating may be assigned out to a class leader and a copy of any notes may be included when applicable written by the students.  The Idea is that students will know where to find out what they are missing instead of lining up at the teacher’s desk.

LATE /ABSENT /CNTENDING CARD:  When a student has any late work they will be required to fill out a Late /Absent / Contending Card and attach it to their work. This card will answer the questions teachers have concerning late work by asking the fooling question; was it just late, or absent? ; When was the assignment due, and when did you turn it in? This cared is also designed to address any questions or contending a grade given to the students assignment.  There is also space provided for comments or concerns, or questions about their grade.  Here is an example it should only take a quarter of a page or less:

What do you want me to do about it?

Circle one:
 LATE / ABSENT / CONTENDING

Due Date_________________________

Today’s Date______________________

Comment/ Concerns / Questions: _____

________________________________

________________________________

________________________________

________________________________

This should be explained during the first day of class and again when the first assignment is given depending on the grade level more reminders may be needed.

What We Know and What We Wont to Know

What we know and what we want to know

 The ideas for this lesson come from Values Clarifications: a Handbook of Practical Strategies for teachers and Students (Simon©1972) Strategy Number 65 

Standards Covered 
 Idaho: G 4.2 /4.4
 Utah: G 4.2 /4.3

This lesson will be a starter lessons for most any subject I will use Election Possesses.

Have students Brain storm individually and write on a scratch paper or work sheet what do you know about the Election Presses? Local, State, and National offices etc…(can be substituted for any unit or lesson)

After a few minutes have two students come up to scribe on the board (two students are better because it will keep Ideas flowing without as much interruption in writing. Have students share answers and write them all down true or not. Clarification will come latter.

Once all answers are written, ask what don’t you know about Election Process and make another list these will be in the forms of questions.

Have students organize the knows and don’t knows into logical clusters and teacher talks about the different clusters and corrects some of the misconceptions and assigns reports based on the lists created by the class

Begin by looking in books if possible reserve time at the computer lab or media center.  Reports do not need to be long one or two pages in order to answer the question …

Spread of Opinion: Liberal vs. Conservative Views on the Constitution

U.S. History I or Government

Constitution/ Founders

Spread of Opinion: Liberal vs. Conservative views on the Constitution

Concepts can be adapted to many other lessons

Objective: there are many beliefs concerning constitution this is a great way to introduce Federalist vs. Anti- Federalist views and can be called back upon during the remainder of the term.

 The Idea for this lesson came from: Values Clarification: a Handbook of Practical Strategies for Teachers and Students (Simon ©1972) Strategy Number 9

This lesson should be used after studding the constitution so that students understand the powers given by the constitution but before studding the views of the Federalist papers to try to keep bios untainted.

If Desired Divide students into groups of 5 or 6 assign these groups if desired to mix students from what you know of their views to create more discussions in groups (Friends usually think alike).

Reminded students that their views are to be valued and that what is shared within this discussion are in some circumstances to be considered personal and should not be shared out of classroom without their consent.

Give each group the topic of Views of the Federal System (Federal system should have been covered in lesson in the constitution)

State Standards
Idaho: G 1.1 / 4.1 & US1 1.2 /4.1
Utah: G 1.1 / 1.3 & US1 6.1 /6.2
 

Assignment: from what they know students should come up with 5 or 6 possible position from ultra conservative to ultra liberal, each member of the group takes one of these positions and writes a paragraph about one of the views not necessarily their own if group thinks of more than members in group have them write a sentence view

-          Have packet prepared with information on views if after a students have tried to come up with ideas and if they are not coming up with appropriate views

When finished in groups have group members reveal their views and discuss. After individual groups discuss have each grope reveal their place on continuum, in fact of class and begin discussion once each group has gone to their place in the continuum.

Example of a possible continuum, Views of the Constitution:

Ultra Conservative	Jefferson	Limited Government all rights to the people. Constitution makes government to big anti federalist against the constitution	Other examples: KKK
Conservative	Madison	Need for some government. Believed constitution suppose to limited government to protect the rights of the people. Constitution is a sealing to keep the reach of government limited, believes constitution gives more power to strong states over the central government.	Tea Party
Leans Conservative
Moderate	Washington	Can see the pros and cons to both sides believes that slow progress is stable.	Balance within Supreme Court (5-4 rulings’)
Leans Liberal
Liberal	Adams	Central government key to be strong constitution is a floor to build on. Central government should be stronger than the states.
Ultra Liberal	Hamilton	Central Government to control all rights if not in the constitution can still be able to do it	Black Panthers Roe v. Wade

Assignment/ Assessment: Participation and paragraph as well as any notes gathered on perspectives on the constitution.

Utah Studies: Settlers of the Great Basin

Reflection:
Students really enjoyed paying this gave after understanding of the game they enjoyed it. I also had to take out the canals portion of the game until students understand the basic way to play. I mad the game out of laminated folders, and they used expo markers to draw their settlements, roads, and cites.  I put most of the focus on the need for resources  to be sell sufficient like the Utah Settlers so that they wont need to rely on shipments to Utah, especially in the time before the railroad. Opening it up to every aspect of history...

UT Studies

Geography of Utah:

Settlers of the Great Basin

Standards: UT S 1.1 / 1.2 / 1.3 / 1.4

Rational: living in the American West Water and other natural resources are a hot topic as cities grow and development explains away from water sources.

Objective: Students should understand the importance of Utah’s natural resources and come to an understanding of why Utah Settlers settled were they did.

Secondary objectives: students will come to see the importance Utah’s resources play in the American West.

Fore-Knowledge: Students should know the locations of major Cities in Utah and SW as well as some new developments in the desert.

Materials Needed: Maps of Utah and the South West US (Topographic), enough games one for each group of 4.

 

Starter show these three maps have students mark were major cities and land marks are using the too maps note even SLC is in a red zone how do they get their water?

Game instructions: (basically like Settlers of Catan) Major change from original! Tiles not touching ore cannot be collected until water has been shipped using canals with the exception of wood. Settlements may be built on tiles without water but they cannot collect the resources not touching ore until they have built a canal.

RESOURCES: settlers need resources to build roads, settlements, cities, and canals. A card with what it takes to build is provided. Each tile is given a number with witch determines when a resource is gathered numbering 2-12 provability of a number being rolled is also indicated with 6 and 8 most likely and 7 being a wild (see robber). In this game only tile touching Ore (mountains) and wood are revealed, due to the need for water in dry valleys (see canals).

ROBBER: is in play when someone roles a 7 after the first round, it can be used by the person that rolled it to block a resources then you block some ones resources you also take a random resources card from them. Players do not need to use the robber, and can leave him in the desert if desired.

CANALS: Canals are used to take water from the mountains (ore) to the desert valleys, were sheep or wheat or brick may be produced.  Canals can only support two settlements or one city, canals add onto each other like roads but if more than two settlements or cities are on one canal system another canal may be built parallel to meet the demands of the growth, otherwise the settlement dries up and no longer receives the resources. To build a canal it takes 1-Wood and 1- Brick or 1-Ore

PLAY: Role to see who goes first. Place one settlement and one road from settlement at an intersection of 3 tiles and then go clockwise with each player doing the same. Go around twice, each player should have 2 settlements with a road attached to each (settlements do not need to be near each other). Also settlements must have at least 2 spaces between so that you could fit 2roads. Each player takes the 4-6 resource cards from the tiles that they built their settlement on (at this time dry tiles collect as well).

TURN: Roll the dice each play collects resources according to what tiles they are on and the corresponding numbers. The Player that rolled can do the falling build (Road, Settlement, City, Canal, Development Card) or barter with other players or trade in 3 of a kind for any one resource.  When they cannot do any more they pass dice to next player and repeat.

Ending the Game: If you have 10 or more victory points during your turn the game ends and you are the winner! If you reach 10 points when it is not your turn, the game continues until any player (including you) has 10 points on his turn.

Points are accumulated by      1pt –each settlement

                                                2pt – each City

                                                2pt—longest road (over 4 in length)

                                                2pt—largest army (over 3 knights)

                                                2pt—longest canal

                                                And Recourse cards may accumulate pts.