The following two activities were submitted by Jacquelynn Wyman, jwyman@nps.k12.va.us
1) Middle School – Grade Six
Native American Self-Guided Tour
Through participation in this project, various modalities are enhanced, thus creating a worthwhile experience for all. Five Indian tribes are addressed through five interactive stations. At each station, a student guide, (verbally & dramatically expressive) gives an overview of the region, including climate, food, animals, etc., - describes the housing, using models ( tactile, kinesthetic, artistic creativity)
Visitors to the region are encouraged to browse through (students) brochures (again, artistic creativity, research, and computer technology) and ask questions. Upon completion at each station, signaled by music (auditory) students are given a direction sheet with directions such as “Go North,” pass the polar bears… pictures of regional descriptions taken from National Geographic Magazines or can be drawn and placed accordingly throughout the auditorium. Signs reading “North, South, East, West” are also placed accurately on the walls.
For the local history: Add one tribe unique to Virginia (with all descriptive amenities). The American Indian lead guide – teacher (?) speaks to the visitors in advance, explaining the voyage, the need for nature to be respected and directions to be followed to avoid conflicts with hostile natives. “A lot of fun!”
2) Middle School – Grade 8
The American Revolution Tea Party
“I am currently in an endorsement program with William and Mary for gifted learners.” One of my activities was a tea party during which we discussed a DBQ, Document-based question. This activity was meant to prepare students for Honors classes in high school which they have to complete 4-5 DBQs. Research preceded the tea party. British accents were studied and used during the tea party.
For the local history: many local women were discussed as the focus was women in the Revolution.
№ 2
The following was submitted by Glenn Markle, US I
Project: Construct model of Native American Housing Prior to 1800.
Preferred: Use natural materials such as twigs, leaves, flour water, etc
Steps: 1) research living environment and living behaviors
2) write one page summary describing your assigned tribe’s environment, living conditions and purpose of housing construction. Include source o materials in their environment and how you duplicated those materials in your project
3) Present your project and read/paraphrase your paper
№ 3
The following was submitted by Robert Richardson, Lake Taylor Middle
1. Make brochures for three colonial regions
2. organize maps according to historical time period and explain the historical significances (Old World Map, compared to New World Map)
3. role play with historical figures: Native Americans, Revolutionary Leaders
4. Match photos, graphs, documents to historical time period
5. Create local news articles about historical events with local emphasis
6. Create power point movies for historical events
7. Epithet for historical figures
8. Document analysis
№ 4
The following was submitted by Rod Manabat, Azalea Gardens Middle School
WEBQUEST: Students conduct a webquest by looking up the five foundational documents that are the roots of American Government and answer a set of given questions on those documents. Also, the webquest contains local historical information related to the Declaration and the Constitution.
№ 5
The following was submitted by Rebecca Dilosa, Azalea Gardens Middle School
“Famous Faces Plates” (to be completed at the end of the course)
USI, USII, Grade 8 Civics
Students will design a paper plate that includes 1) name of individual and 2) at least one symbol that describes their contributions [to what? Look up these SOLs!]
Students will present their plates to the rest of the class – they can be used as flash cards or arranged near a timeline posted in the front wall of the room.
Students enjoyed this activity. They took ownership of their plates, and this assisted in information retention crossing the multiple intelligences,
This is a simple activity that moves quick and some students may even present in character!
Rubric: - lettering and pictures are neat and easy to view
- historical accuracy
- presented on time
- presented in a manner that all students can hear
- audience participation
№ 6
The following was presented by Paula Williams, Azalea Gardens Middle School
The Spirit of Compromise: Mock Constitutional Convention
1. Students research the principles of democracy and create a hand… on each finger, they record the history of the major documents (see example: pictures depicts palm of hand as “roots of democracy” with pinky finger being weakest and unable to operate alone, [I suppose?] as Articles of Confederation, next, TJ (Dec of Independence) & George Mason (Bill of Rights) , next Montesquieu with separation of powers, [?] and John Locke on index finger, with thumb that could be [I suppose] one of the following: magna carta, VA charters, VA Statute for Religious Freedom, Mayflower Compact
2. Students produce songs to remember each finger by… for instance, in the tune of “row, row, row your boat…” John John John the Locke, unalienable human rights are here… natural, natural, natural, natural… life and liberty we share!
3. students adopt a founding father gathering information about the person’s life, home, political info, viewpoints [? History’s viewpoint, the student’s or the founding father?]
4. they have to create a colonial outfit – make a sign with the founding father’s picture on it and include local history about the founding father they picked [leaving it to the student?]
5. the classroom is changed into a constitutional convention
6. place feathers on top of pencils
7. they “destroy” [?] articles and create a new constitution – with role play all the while
The purpose is to let the student develop an understanding of how difficult it was for 55 delegates to compromise and agree on writing a new constitution for our new democracy. The mock convention should be filmed and played back for the students to evaluate the activity.
№ 7
The following two activities were submitted by Andrew Schwartz, Kelly Stead, Candace McCarthy
Government: Use Hula hoops as Venn Diagrams for students to review federalism. Students have to set words strips [?] under the proper headings to show that they know which are concurrent powers, enumerated powers and reserved powers of the different levels of government.
USI.4 Colonization of America: Artifacts were used to identify each of the 3 colonial regions. Students were given either artifacts or pictures and they had to determine from which colonial region they came. In conclusion, they were to fill out a chart with this information.
№8
The following was submitted by Deborah Riddick, W.E. Waters Middle
Grade 7, 1877-Present
Can relate to any SOL when students are reading a passage, write these phrases – questions on the board:
I want to remember
I want to share
I knew that!
That’s my information
I want to add some more information
That’s a fact!
Wow!
Students can then recite – or write, what they have read using these techniques. They have to use about three topics.
№ 9
The following was submitted by Michelle Shabazz, Ruffner Middle School
Grade 7, 1877-Present: Teaching through Primary Photographs
WWII, Rationing and conserving posters used with primary resources analysis worksheet [from NARA? Or Smithsonian Art Institute?]
- Westward Expansion
*CD Rom given out with pictures of artist paintings and posters from Smithsonian Art Institute
- Students were shown how to analyze posters and paintings to explain the reasons for westward expansion & US involvement in WWII
- [not sure if there is supposed to be a connection between the two, or if these are two separate activities]
№ 10
The following was submitted by Barbara Mastic, W.H. Ruffner Academy
SOL 3 a, b??
Activity: Thumbnail sketch of a character, person: who, what, when where, why
1. Fill in these items to create a person from a particular time frame, ex: Westward Expansion
-Farmer, rancher, native American, Exoduster
-Include a geographic description, and use of technology, new inventions used to settle the west
2. Create a letter, diary or journal entry as that person to describe a typical day in their life. Students may be creative by tea-dying their paper stock to appear aged.
3. Students may then act these out and/or create or bring objects that person may use
Activity as Review: Who Am I? or What AM I? (brown paper bag projects)
1. to choose from an assigned list of topics
2. research topic to include:
a. primary source documents
b. secondary documents
c. time line
d. visual – can be student created or cut/paste – downloaded
3. student presentation of their project bags
№ 11
The following was submitted by Sarah Cox, Blair Middle School, Grade 7
Cold War Project:
Create a metaphorical analogy of the Cold War: “The Cold War was like a game of tug of war”
- Using posterboard – write out the analogy and draw a picture of the analogy underneath. All around the drawing, provide at least 12 examples of pictures and brief description of Cold War events: people, issues, events, etc
- Be sure to have your 2 sides, US and USSR & Label Each
№ 12
The following was submitted by Shayna Hart, Northside Middle School and can be used to review any SOL
# 1 Scavenger Hunt/Lesson
-Teacher gets images that go along with various topics – ie) Lewis and Clark, and put images in a bag/envelope
- Students are to look at the images and write down what each image is and who they think would have owned that particular bag/envelope & why
- great for review
# 2 SOL 8 – Westward Expansion
- Assign students various roles that would have been found during the expansion era – Indian, buffalo, wolf, man, woman, child, etc
- Discuss what order these groups would have traveled… ie) buffalo first for hunting, followed by men, etc,
- Have students act out the wagon train portraying the role they were assigned.
№ 13
The following was submitted by Hope Graffins, Northside Middle School
On card stock, I created information on the Articles of Confederation and the US Constitution and placed them in bags, citing strengths, weaknesses, similarities – about 5 big baggies
Next, split the class into five groups and give each group 2 hulahoops and title the cards that said Articles of Confederation, Similarities and the US Constitution
The students had to create a Venn Diagram with hula boops and place the title cards in each section, then take the cards out and placed them in the corresponding places in the large Venn Diagram. We reviewed them and passed out a worksheet with [an empty] Venn Diagram and the students copied the information.
№ 14
The following was submitted by Sandi Loria, Craddock Middle School, Grade 8, Civics & Economics
Free Economies V Command Economies/ Persuasive Letter Writing
Students researched different types of economies using SOL notes. Tied into Virginia’s economy (shipping & tobacco)
Students then had to write a persuasive letter to someone in a command economy
convincing them that a free market economy is better than a command economy
they exist under. The student had to list the differences /advantages between
the economies.
№15
The following was submitted by Michael Wittington, Lake Taylor Middle School
Grade 7 or 8: World War II
For the key individuals of WWII, I developed a sheet of tombstones. The students were to pick five key figures and write the person’s name and a description of the person on the tombstone. The students were required to write at least four things to describe the person. This was a very effective REVIEW.