pre-2011 middle school ideas

[Anonymous]

I checked the sites mentioned in the post (AskAsia.org) and found it to be brimming with information about the Silk Road and activities related to it. I plan to use this resource to supplement the History Channel movie that I show on the Mongols (Genghis Khan).

[Anonymous]

I have also had great success using History notebooks. I found it very convinient to have students complete all of their work in one place. My favorite thing about it, is that it provides a comparative look at history from student generated chapters of learning, which the students can keep and use in the future. The grading of these notebooks was managable for me because I stamped work in progress and homework everyday, and gave a grade for the week every Friday. Having the work due on Friday was helpful because lower level learners could work at a comfortable pace and ask for extra help, while higher achieving students were able to complete challenges and extra credit assignments that allowed them to think more critically. Using History notebooks is also an awesome organization tool in the classroom. Students are very well aware that their grade is heavily weighed on the notebook, and for the most part the students took that very seriously. I highly reccomend using History notebooks in the classroom!

[Anonymous]

I was thinking of introducing or incorporating different Asian math strategies and methods if any in my classroom. I think it would be great to find some so that students will have yet another option students can choose from for solving problems.

[Anonymous]

I was thinking of introducing or incorporating different Asian math strategies and methods if any in my classroom. I think it would be great to find some so that students will have yet another option students can choose from for solving problems.

[Anonymous]

I also use History Notebooks for my students and love it. Most people I know use a spiral notebook, but I prefer 3 ring binders (I can collect and carefully grade more important assignments or even use them for a bulletin board display but upon return they can easily be placed in the appropriate section).

A couple of things I like that I haven't seen mentioned yet are making a reference section and grading the notebooks using a checklist.

At the beginning of the school year I do an introductory unit and we complete several assignments that generate some fundamental reference documents -maps, History basics, classroom procedures, grades etc. They put these into a "reference" section and keep it all year, occasionally adding materials.

The checklist is useful to help students evaluate their own work and be sure it's complete. Each page is listed by title, with the points possible and then 2 columns, 1 for the student check mark and 1 for the teacher's score given. I give them the checklist before the notebook is due and they go through their notebooks, checking off each assignment that is present and complete. They hand me their notebook with the checklist and I quickly flip through, scoring each assignment and marking the points received on their paper and also on the checklist. I can then return their notebook, keeping the checklist to enter grades.

Each checklist has a grading scale on it so they can see how well they've done. I really think this method not only makes grading easier for me but also helps keep them evaluating their own work.

[Anonymous]

I was thinking of talking about the Asian history of origami and have students do some origami as an activity.

[Anonymous]

Yes, I want to include that next year. In fact, I put it into the lesson plan I developed for this class.

I believe most students really enjoy this type of activity and it is so beneficial to incorporate different elements into our lessons (even though I usually feel so driven to get to everything I don't do enough).

I think that it would help students feel connected to the history, take pleasure in it and better understand it. I hope it works out well, especially because I'm artistically challenged and will probably struggle to guide them through it.

[Anonymous]

I use an origami activity in the history lesson as a part of relating to the fact that even blood-avenging samurai did art and literature to relax and expand their minds. I show a brief video clip for one easy and one medium level example. Then last year, I used the a live-camera with the monitor to demonstrate and a large butcher paper to make a large freestanding example. As a follow-up, I had the students follow an on-line site to make a difficult level origami as extra credit.

Kids Web Japan

For the students that do not follow directions in class, or in life, or for students who have problems focusing on the tasks in class, I underlie the importance of "Samurai code" and self-discipline. If a Samurai made a sword slash or a Japanese artist made a brush stoke in art, there is a purpose and intent in every moment. Much in a Japanese way, things must be done the "right way." Just watch a good sushi chef...

[Anonymous]

Okay, ssaito. I love the idea, and I want to do it if I ever get a 7th grade class (the way they have been moving me around it is highly likely!). So, here's my question. If your principal said, "that seems like a fun lesson, but exactly how do you relate it to the standards?" What would you answer? Because looking at the standards myself, I couldn't figure it out. I'm sure there has to be a way, there always is, but what is it?

[Anonymous]

Could you do it towards the end of the year? I know the standards for history may take long.

[Anonymous]

There are several advantages to using a spiral notebook for history. Pages are more difficult to loose.

Three ring binders may make page misplacement easier and grading more difficult.

Organization is essential if grading is going to be efficient. Having a checklist I can keep after I return notebooks is a great idea. I love it and will be creating one myself.

Many times I use notebooks for conferring about students progress as others are busy with independent work. If one makes a point of visiting five students a day and looking at their notebook it makes grading the remaining students more managable.

I really like it for students with special needs (IEP's) because they need the structure.

If one has a chart with assignments listed somewhere in room absent students know missing assignments and what page they go into their notebook without having to ask you and creates instant accountability.

If it is posted it is their responsability to make it up!

[Anonymous]

I have had sixth grade students create inventions and their own school of thought as a final project for a unit on Ancient China with great success.

Schools of thought have included "Playerism" and "Divaism."

In lesson SWBAT analyze Ancient China’s contributions to civilization using text and supplemental resources to understand the importance of innovation as a major contributor to a civilization’s legacy.

They will be responsible for creating their own invention and persuading the class to believe it will have longevity and will continue China’s legacy of innovation.

This lesson can be used to compliment a unit on China. It can be used in unison with exploration of China’s schools of thought.

Students should be able to use the Internet and be able to determine importance of information to accomplish a specific goal. Students should already be familiar with China’s geography and its effects on its ancient civilization
[Edit by="aaguilar on Jul 30, 10:19:02 AM"][/Edit]

[Anonymous]

FOUNDATION QUESTIONS:
In which aspect of Chinese life did the Han and Shang dynasties make great advances?
How did advancements in technology and communication contribute to China’s legacy and longevity?
How have particular Chinese inventions influenced the modern world?

READING FOR INFORMATION LESSONS
Using Text Features
Determining Importance
Main Ideas/Details
Using Evidence to Support Opinion
Advancements in Technology/ Yesterday-Today (Compare and Contrast)

POSSIBLE MINI-LESSONS
Using text features
Refining an Internet search
Quote and Paraphrase
Connecting Main Ideas across texts and Media

[Anonymous]

I like this idea a lot. What do you use for assessment? Do you have any directions, handouts, rubrics or student work that you can share?

Thanks,
Miriam

[Anonymous]

You pose a very interesting question. I think teachers have to take the stand that, when teaching, one has to come up with interesting and motivating ways to teach the standards. I've read the standards countless times and they are not very exciting. So I believe our job is to bring in the relevant activities, though they may not fit into a cookie-cutter mold of the standards. A hands-on activity in middle school? That's the best thing a teacher can do. This is how you are going to justify it. As a supplement to the standards about Japan in the middle ages that you are teaching. Remember your audience and they aren't robots.

[Author]

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