Earlier this year, students created timelines about the events leading up to the writing of the Constitution using the web 2.0 tool Capzles. The outline of the project and rubric are located online.
Examples of student Capzles projects:
Students also created Blabberize projects, choosing one of the signers of the Declaration of Independence. Students then engaged in a Socratic Seminar where they assumed the role of their historical figure during the seminar. The Declaration of Independence project and outline are available online.
Examples of student Blabberize projects:
The increased student access to technology this year has had a significant impact on my classroom. Students are collaborating and communicating more this year than ever. I am also noticing the following:
- Students are using tools like Google docs to share notes.
- Students are using Quizlet to set up flashcards and then share them with the entire class.
- Students are using Skype to chat, but then using it to share links and files.
- Students expect me to share a Keynote presentation of lectures so they can take their own notes directly on the slides.
- Students expect to answer an essential question with every project: “How do you move your world forward?”
- Students immediately look up information that is unknown to them when we discuss issues in class – particularly current events.
- When given a project with choices built in, it is interesting to see how many students opt to use technology tools perceived as more challenging – i.e. iMovie, Prezi, GoogleEarth.
- Gaming is not just for goofing off. We have built in competitions where students earn badges for good posts, excellent thinking, making me laugh, keeping the peace, demonstrating school spirit, etc. Students also have found games for various topics being studied. These games include Ayiti: The Cost of Life, which requires students to make economic decisions for a family in Haiti to keep them alive through a growing season, and the Bailout Game which requires students to make decisions about who the government should bail out.
- We use Edmodo as our class management tool, providing students the opportunity to ask questions through the portal or email. Students are much more apt this year to communicate their questions or confusion, providing me the opportunity to provide assistance more quickly. Using Edmodo has also allowed the classroom to become almost entirely paperless. All assignments are provided through and turned in via Edmodo.
How the Beatles Revolutionized Music
by Destiny Mendez and Sabrina Sizer
How the U.N. Brought the World Together
by Matthew Fainor
This post was contributed by Salisbury High School social studies teacher, Mrs. Morgan Flagg-Detweiler.
Video 1: I’m a Slave by Danny Then (12th grade) and Joel Montanez (12th grade)
This video was completed as a creative project on the Atlantic slave trade. Students were to choose one topic or person presented in the unit and creatively depict the topic or person. In their rap, Danny and Joel describe the hardships of what slaves experienced during the harrowing trip. This project was completed during the 1st semester.
Video 2: The Art of War by Peter Samy (11th grade) and Mason Kresley (11th grade)
Students were assigned topics pertaining to Imperialism in China. Peter and Mason chose the topic Sun Tzu and his famous book The Art of War. For the assignment, students completed Keynote slides highlighting the big ideas of the topic and then created a depiction of their topic. Peter and Mason completed a short movie describing the main points of their presentation.
Video 3: First and Second Opium Wars + 2 unequal Treaties by Charles Wagner (12th grade) and Chris Moyer (12th grade)
This was the same project as listed above, however the topic was the Opium Wars and its effects.
xtranormal: Opium Trade by Jonathan Al-Khal (11th grade) and Tory D’Angelis (12th grade)
This, too, is a project focused on Chinese imperialism. Jonathan and Tory highlighted all the details about the trade of opium by the British. The presentation demonstrates how the British felt superior to the Indian and Chinese people. There is some humor at the end of the presentation where there is a dance off between the queen of England and Gandhi.
This post contributed by Carly Brown, Kambria Carlson, Maegan Ochse (Class of 2013).
Our World Cultures II class was assigned to complete an “Imperialism through GoogleEarth” project which consisted of research, design, and collaboration. Together, the three of us created a GoogleEarth tour that went from our own Salisbury High School to four different countries and four countries that were conquered by the European nations. Each member researched and contributed to the project. It was fun trying to find all the information Miss Brinson asked for, as well as images, videos and quotes to correspond with the information. The project had its up side such as traveling to the country that was necessary and showing where it was located. Another positive outlook on the project was how everyone could collaborate equally with all the aspects of the project. For example, someone would get the picture and someone would finish the final product and so forth. We did face some challenges from time to time, such as collating all of the information. This was a daunting task because of the shear volume of information. Some of the videos were from YouTube so embedding them in the placemarks was difficult at school because of the filter. However, we found we could do this task from home. One of the other challenges we faced, was that GoogleEarth is not a truly collaborative tool and only one person can work on the tour at a time. While others could do the research or find resources, only one person could build the tour.
Overall, the project was a positive learning experience for all of us. We enjoyed seeing our work come together so smoothly, and if we had to do another project dealing with traveling the earth, we would use GoogleEarth. (Now that we know how to use it!) This project has given us a new perspective on thinking and has been relatively beneficial for our learning. As we find with many projects, the process was both aggravating and gratifying – learning to handle the application, and finally figuring out what we were doing – that is an awesome feeling, as was working with each other. We couldn’t have done all of this without each other.
This post was written by Mrs. Susan Young, 4th grade teacher at Harry S Truman Elementary School.
The students in Mrs Young’s class at HST created movies about the Northeast states. First, the students were required to research information on their state, organize the information and then create a movie.The students had the use of digital cameras, flip cameras and the built in camera in the Mac. The students also used Google Earth to present the location of the state, buildings and land formation. The student’s worked in partners on the project. The project took about 3 weeks to complete. After the movies were finished the students presented the movies to the class.
Enycia and Jessica chose New York.
Evan and Joseph chose Washington D.C.
Koby and Blake chose Vermont.
Erin and Madison chose Maine.