Summer+Session

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= = Summer Session 2011:

Session 1: Introduction
**1.1: Inventory** 1. Please open and complete the following Inventory and SAVE it to your desktop or flash drive.

2. Please email me your completed inventory: missbrownmhs@gmail.com

**1.2: Gmail Account**

3. Create a Gmail account. You may use a previously existing account if you have one. Please email me using your new gmail account so that I can save you to my contacts. Go to: Gmail. Click: Create an Account and the following should appear on your screen. Please complete all of the information on the Account screen.



Session 2: Creating a Wiki
**2.1: Create a new wikispace for this course.**

1. Go to the tab that says: Create a New Wiki (On the right side drop down menu of my wiki). Please name your wiki based on your name and followed by the word "Summer": ex. FIRSTLASTSUMMER

2. Once you have created your wiki (following the directions in the Word doc.) make sure to do the following:
 * Play around with the colors/themes
 * Make an "About Me" Section
 * Add Pictures/Icons
 * Create 4 new pages and label them: Session1, Session 2, Session 3, and Session 4

**2.2: Reflect on the last two sessions**

1. Go to your Session #1 Page and answer the following questions. Please write the questions as well as the answers. Label this section "Reflection".
 * How can technology help you to learn history?
 * How would you rate your technology ability already? Do you feel comfortable? Need a lot of help? Etc..
 * What do you hope to get out of this summer session? What are you hoping to learn (technology and history)?

**2.3: Use technology for pre-reading**

1. Open: Wordle

2. In another window open: []

3. Choose a paragraph or two of the document that opens in the second window and copy it.


 * Follow the directions below to __create your Wordle__ and __embed your Wordle into the **Session 2** page of your wikispace virtual notebook__:

|| Select the ** "Go" ** icon to create your Wordle. || You can edit the appearance of your Wordle by using the toolbar (shown below) at the top of your Wordle. You can use different fonts, different orientations and different color schemes. You should also experiment with the maximum number of words, perhaps you'd like to narrow it down so that the most prominent words are even more obvious. Here is an example of how we changed the appearance of the original Declaration of Independence Wordle: ||
 * Task || Directions ||
 * Go to Wordle Website || Select the following link www.wordle.net ||
 * || Select ** Create **
 * Inserting htext || Paste in the text you will be using, where it says "**Paste in a bunch of text".**
 * Manipulating your Wordle || In the example below we used the Declaration of Independence.


 * Now that you have created your Wordle, you will __embed it__ into your **Session 2** page //before// using it as a **before reading strategy**. In order to embed it, you will need to Save to Public Gallery, then find the embed code after the Wordle reloads. Once you have copied the embed code, you need to go back into your **Session 2** virtual notebook page, click Edit, then Widget, then Other html, and paste the embed code into the empty field, click Save, then Save again (the one on the edit toolbar) to see it embedded in your page.
 * Go back into Edit mode and below your embedded Wordle, please answer: What observations and predictions about your document can you make based on this Wordle? What connections to your background knowledge can you make? What is the document going to be about?

**3.1: Review**

1. Please go back and make sure that you have completed ALL work from Sessions 1 and 2. Remember that you will be graded on not only the completion of your work but ALSO the thoughtfulness.

**3.2: Marking up a Text**

1. Go to your Session 3 page in your wikispace and brainstorm a list of things that someone should do while "Marking up a Text". You should have at least 7-10 items on your list. Title this part of your Session 3 page: **"Marking up the Text"**

2. Now open the document from Session 2 and copy and paste it into a new Word document. You can find the link for the doc. under "Session 2".

3. You are now ready to use technology to mark up a text!


 * __Microsoft Word directions__:**


 * While there are different formats and icons involved, it is possible to"Mark up" texts in the 2003, 2007, and 2010 versions of Microsoft Word. We will take you through only the basic essentials for marking up a text (using Word 2007 images) and will then have you mark up the text of the document.


 * [[image:https://moodle.doemass.org/file.php/410/annotating_text.JPG width="867" height="887" caption="annotating text"]]

4. Once you have marked up the ENTIRE text with questions, comments, connections to prior knowledge, etc please UPLOAD your saved document into you wiki on your Session 3 page. Remember to EDIT then choose FILE then UPLOAD FILE and SAVE.

5. Beneath your embedded document please write a 5-7 sentence SUMMARY of the document.

**HOMEWORK:**

Explore: [] Look at the different topics concerning the Road to Revolution and CHOOSE one primary source document. LINK the page into your Session 4 page on your wiki! ==

==

Session 4: Exploring Primary Sources
**4.1: Using your homework**

Now you are going to complete an APPARTS chart on the document from yesterday's homework. Open the following in Word and SAVE it. You will upload it to your wiki when you are done!



**4.2: Embed in your wiki!**

When your APPARTS chart is completed please upload the saved file onto your Session 4 page in your wiki! Also make sure that the link to your document is on your Session 4 page as well!

**4.3: Analyzing Primary Sources**

Please answer the following questions once you have completed the APPARTS chart:
 * Based on your reading "The rights of the Colonists" and the document that you completed the APPARTS for, what do you see as the major reasons that colonists decided to revolt against their British rulers? In other words, what were they fighting for/against?
 * Give specific examples of how people chose to fight for their freedom during the American Revolution AND explain them (you may want to explore the Mass Historical Site a bit more to answer this question).
 * Give another example from history of when people took part in a "revolution". What happened? Why? Who was involved? Who was not?

**4.4: Explore More!**

Please visit the following site to explore Paul Revere's Midnight Ride! Paul Revere

**4.5:Top Five Vocabulary**

Create a list of the 5 most important terms to know from your document. If you chose a visual, list 5 words to describe the visual. Please list the terms, and next to each, give a brief definition in your words, which also incorporates the importance of the term to understanding the overall reading.

**__Monday July 11th__**

Session 5: Determining Bias in Documents
**5.1: Revise and Add!**
 * Please go back and make sure you have everything completed for Sessions 1-4.
 * **LABEL** all of your assignments with the correct numbers (3.2, 3.3, etc).
 * **Create** new pages for this week (Sessions 5, 6, 7, and 8)

**5.2: Define key terms** Define IN YOUR OWN WORDS the following terms in your virtual notebook:


 * //bias, accuracy,// and //reliability// **

//Use some of the following websites below to help in your definitions, if you don't know the word:// //Vocabulary.com// Visual Thesaurus Dictionary.com

**5.3: Frame, Focus and Follow Up - Video clip on Anastasia Romanov**

//Frame:// what do you know about the Russian Princess Anastasia? Write what you know in your notebook. //Focus:// While watching the video clip below, look for details about Anastasia and what happens to her in particular. //Follow up:// Write the details you found about Anastasia, and share with a partner.

media type="custom" key="9969585"

**5.4 and 5.5: Bias - Online Lesson - The Mystery of Anastasia**

The Mystery of Anastasia

As you read through this lesson, look for //bias, motive, immediacy, accuracy,// and //reliability//

Two products from this lesson:
 * 5.4:** Record the scores from your online quiz onto your virtual notebook. Then beneath this attach the word document with your notes on **Anna Anderson: Anastasia or an imposter?**


 * 5.5:** Open Response - Your Opinion on whether Anna Anderson was the real Anastasia or an imposter. Make sure to include //bias, motive, immediacy, accuracy,// and //reliability// and how they apply to this topic.

**5.10: Starting the game "Mission-US"** 1). Go to the following website: Mission US: For Crown or Colony? 2). Register to play 3). Begin game

You will finish this game during class on Tuesday, July 12th. You are responsible to finish this game on your own. If you do not have computer access at home, you may come to school on Tuesday and use the laptops in room D444 or D445. On Wednesday, you will tested and asked to write a written response to this game.

//**Tuesday July 12th AND Wednesday July 13th**//

Session 6: Mission US Game
Mission US: For Crown or Colony?

You will complete the following assignments under your SESSIONS 6 page

**6.1: Opener** What did you think about the Mission: US game you played? Write your thoughts on using games like this in school. Did you enjoy learning this way? What did you learn?

Today you will be quizzed on the work you did with the Mission:US game. For those of you who are behind, take this time now to play or finish the Mission: US game. You should log in to your saved game in order to refresh your memory of what has happened so far. Before the quiz, we will debrief the outcome of the game.

**6.2: Summarize the outcome of your game** In the Mission: US video game, there are 12 possible outcomes among three different characters you must chose to go with at the end of the game after you have given your deposition about witnessing the Boston Massacre. Describe your outcome.
 * Which of the three final characters did you chose to go with: Royce, Constance, or Solomon? Why?
 * What were your results? Describe what happened to you and any other choices you may have been able to make with Royce, Constance or Solomon
 * Was your outcome good or bad? Explain. What was your reaction to the ending you picked?

Share your outcome with a partner. Write down their ending: which character did they pick to follow and why, and what happened to them. Record this in a different color.

**6.3: Character summary** Open the Word document below and record the answers for each character. This will be part of your quiz grade. You may look back through the game for help.



**6.4: Writing Prompt** This is the final activity for the Mission: US game. Open the document below and respond to ONE of the writing prompts. Write this in your virtual notebook.

This will be graded tonight.

//**Wednesday July 13th**//

Session 7: Bias in Pictures
**7.1: Review the Definition of Bias** Answer the following in your notebook: What is bias? Why does it matter when studying history? What tricks do we need in order to determine bias?

**7.2: Mark Up** Define "massacre" in your own words. Provide an example. Then read and mark up and text below on the Boston Massacre.

**7.3: Bias in Pictures - Drawing** On a piece of paper draw the picture below:



When you are told, stop drawing. Share your pictures with a partner. On the back of your paper, answer the following questions:

Session 8: Point of View
**8.1: Opener** Answer the following questions on your Session 8 page about the drawing we did in class yesterday.

1). Where did you start your drawing? Why? 2). What details did you notice in this picture through trying to draw them yourself? 3). How does this compare to an "I see/It means" activity? What is similar and different? 4). Identify bias in this picture. 5). Which do you prefer: drawing an historical picture or summarizing in words what you see? Why?

Share with a partner. Record their answers in a different color in your notebook.

**8.2: Bias in Pictures - Comparison** Look at this picture of the Boston Massacre:



**Compare Paul Revere's engraving to Alonzo Chappel's lithograph of the Boston Massacre by answering these questions for each.** Share with a partner. Change and revise your answers as necessary in a different color.
 * 1) What time of the day does it look like this event is occurring?
 * 2) Describe the actions of the British soldiers to the right of the picture, what are they doing?
 * 3) Describe the crowd to the left of the picture, what is happening to them?
 * 4) Identify Captain Preston and describe what he appears to be doing
 * 5) What could be the reason for these two very different pictures?
 * 6) If you looked at this picture how would you describe the events of the 5th of March?
 * 7) Do you believe this picture depicts a massacre? Why/why not?
 * 8) List examples of bias in this picture.

**8.3: Further points of view on the Boston Massacre** You will be assigned to read and mark up one of the following documents.

//Step 1:// Open and save your assigned document.
 * 1) [[file:Boston Massacre Obituaries.doc]]
 * 2) [[file:Captain Thomas Preston.doc]]
 * 3) [[file:Massacre Report from Boston Gazette.doc]]

You have already learned how to mark up a document using Microsoft Word. For this activity, you will use a web tool called Crocodoc.

//Step 2//: Go to Crocodoc

//Step 3:// Click on "Upload Document". Upload whichever document you saved from above.

//Step 4:// Mark it up. You can highlight, underline, draw symbols, and add comments. Play around with the tool bar to see what you can do

//Step 5:// Once you have finished, you will embed the link to your Crocodoc on to your virtual notebook. To do this:
 * Click on "Share" in the upper right side of your window
 * Then chose "Embed" and copy the embed code.
 * Return to your virtual notebook and go to edit more.
 * On the edit toolbar, click on "Widget"
 * Then pick "other" at the bottom, and paste the embed code in the box.
 * Save.

Share your comments and thoughts with the other members of your group. Revise as necessary

**8.4: APPARTS** One method we often use to analyze primary source documents is the APPARTS (**A**uthor, **P**rior Knowledge, **P**lace, **A**udience, **R**eason, **T**he Main Idea, **S**ignificance) method. Working with your group, use your marked up notes to complete the APPARTS chart below

**8.5: Wallwisher:** Who started the Boston Massacre? You have now read several documents and seen two pictures with different points of view on the same event. How do we know what really happened? Share your opinions on this Wallwisher below. You will post your own thoughts, and then respond to at least two other posts.

WallWisher: Boston Massacre Opinion

**8.6: Homework** Recognizing an Author's Bias: Native Americans handout

Checklist for Week 2



Session 9: Slide and Fake Websites
Monday July 18th **9.1 Opener: Revise and update** Many of you have missed assignments so far. You will spend the beginning of class revising your work from SESSION 8 ONLY. Everyone should post on the Wallwisher. Everyone should:
 * Go back and make sure you have everything completed for Sessions 5-8.
 * **LABEL** all of your assignments with the correct numbers (5.2, 7.3, etc).
 * **Create** new pages for this week (Sessions 9, 10, 11, and 12)

**9.2: Reflection of the first two weeks**

Progress reports were sent home last week. This is a great time to pause and reflect on what we have learned in this class over the past two weeks. You will determine the most important things we have learned from all eight sessions so far, and then present them in a visual presentation on your virtual notebook. Slides or Animotos are a way to present visual information as well as some simple text, highlighting the most important ideas.

If you have never seen a slide before, click here for an example of what it can look like: Sample Slide on Key Terms

__**Assignment:**__
 * Create at least 8 slides - one for each session of the course so far
 * Determine one important skill or assignment from each day
 * Find a picture for the slide that connects to the most important skill or lesson
 * Add a caption explaining the skill or lesson
 * After you have uploaded your slide, underneath it in your virtual notebook summarize what you picked and explain why you find them to be the most important skill or lesson.

You will either use Slide or Animoto to create your review presentation. The directions for how to use Slide are below. Animoto is very similar and easy to figure out on your own if you want to try it.

Directions for how to create a Slide: **__Written Directions - using your virtual notebook__** || || || ||
 * Step || Directions ||
 * 1 || Open **__Edit__** tool bar and select **__widget__** function ||
 * 2 || Select __**slideshow**__ from the left side of the widget menu ||
 * 3 || Select [[image:historymalden/slide.PNG caption="slide.PNG"]] ||
 * 4 || This will bring open a new page - select the link to __ slide __ ||
 * 5 || Select [[image:historymalden/Slide_Create2.JPG caption="Slide_Create2.JPG"]] ||
 * 6 || Now you can create your slide show. Chose images from either your files or browse the internet and copy the url code into box provided
 * 7 || When you have added all your images you can customize the presentation using the tool nar shown below
 * 8 || You can also add captions to your image by going to the images you have chosen (at the bottom of your screen) and typing in the captions in the space provided.
 * 9 || When you are happy select [[image:historymalden/Save_and_get_code.PNG caption="Save_and_get_code.PNG"]]This will bring you to a new page where you can give your presentation a title. When you are done select save again ||
 * 10 || When you have save you will see a code below your presentation. Select this code, copy it and go back to your wikipage. ||
 * 11. || Paste this code into the space shown
 * 12 || Finally hit **__SAVE__** on the EDIT tool bar at the top of your page ||

**9.3: Evaluating Websites** This week, we will focus on how to properly do research and evaluate evidence from a variety of sources. We will apply critical thinking strategies and determine if a source is valid and can be used.

For this activity, look through the following two websites. Spend some time exploring ALL links and pages for each site.

Website #1

Website #2

After you have searched through all possible links in each site, answer the following questions in your virtual notebook:
 * What characteristics make these websites so convincing?
 * What evidence is available to prove that these websites are hoax sites?
 * What guidance can we give others to help them avoid websites that contain inaccurate information?

Session 10 - Reliable Research
Tuesday July 19th **10.1: 3-2-1 Summary of Mr. Pokorny's lesson**
 * List **three** things you learned from this lesson
 * List **two** questions you have about the topic
 * List **one** thing you would like to know more about

**10.2: Evaluating Websites** As we learned yesterday: just because it's on the internet, doesn't mean it's true! There are so many websites on the internet, it can be difficult to figure out which ones are true and which ones are fake. The following link is a useful tool to help you as you navigate through the internet.
 * Open the link below
 * Save the link to your desktop.
 * Upload it to Crocodoc
 * Mark it up (hopefully Crocodoc fully works today!)

Evaluating Web Pages

HOMEWORK - Link these to your notebook **10.3: Searching the Internet** Next, you will conduct a search on the internet for some reliable websites. You will APPLY the techniques from the information in 10.2 to each website you find. You will select the two most reliable websites and link them to your virtual notebook. Underneath each website, write a paragraph explaining why this was a reliable source and how it can be used in social studies classes. Your topic: facts of the Casey Anthony trial.
 * Embed the link to your mark ups in your virtual notebook under Heading 10.2.
 * Summarize the usefulness of this webpage: how can you refer back to this during the school year?

If you are not familair with this current events item, click here for some general background on the case. Not to be used in your search results for this assignment.

//**Task List for 10.2:**//
 * Research websites to find the facts of the Casey Anthony trial and verdict
 * Apply the checklist you marked up from 9.4 to each website you encounter
 * Pick the two most reliable websites, link them to your notebook under the heading 9.5
 * Under each site, summarize why they are a reliable source
 * Also summarize how they can be used in social studies classes

**10.4: Summary** What happened in the Casey Anthony trial? Why do you think this has become such a famous case?

Session 11 - Supreme Court Research
Wednesday July 20th

__ **11.1: What is the Supreme Court? Think-Write-Pair-Share** __ In your virtual notebook, write:
 * three things you know about the Supreme Court
 * three questions you have about the Supreme Court.
 * Share these with a partner, and add their information to your list in bold, italics, or a different color.
 * You will share these as a class.

__** 11.2 : Determining research topics **__ We have generated a class list of questions and topics you would like to learn about the Supreme Court. You will pick **one of these questions to research**. You will use the internet to find answers to your question and other important information listed below the picture. Remember: use the Reliable Sources checklist fro Session 10. You will then present and share your findings with the class through the Inspiration template shown here.

Open the file under the picture below by **SAVING IT FIRST**. Then open through a program on your laptop called **Inspiration**.





Task List: For each of the general questions on the mindmap, be more specific with your answers (see below).

**Initial Supreme Court Research:** Depending on your chosen topic, identify the pertinent information below:

1) Who? (not just names, but also relevant background about the people) 2) Why? (what problems existed before which made your topic necessary? ) 3) When? (not just dates but mention something about the time period) 4) How? (what steps were involved in the process?) 5) What’s the greater significance? Does this still affect you? How? Did this make significant changes at that time or later? Why?

Student example:



**11.3: Summary** Use the Student Wikis page to look through other Glogs from the class. In two sentences summarize under your Mind Map picture what you learned today about the Supreme Court.
 * **Save** your Mind Map, and also **save as a picture** using //Alt Print Screen// or the //Snipping Tool//.
 * **Upload** the picture file
 * Share your Mind Maps with a partner and then with the class

Session 12 - Judicial Review
Thursday July 21st John Marshall, //Marbury v Madison// and Judical Review—How the Court Became Supreme __ **12.1: Respond to the statement below** __ Copy and paste the following in your virtual notebook. //“You have been elected the new Mayor of Malden. Before leaving office, the old mayor gave jobs to several of his political friends but the paperwork hasn’t made it to the personnel office yet.// Share your answers with a partner. Add these to your notebook in a different color/font
 * A.** Should you 1) honor the jobs promised by the old mayor, or 2) cancel the jobs since they aren’t “officially” in the system yet?
 * B.** What are the possible negatives to denying these people their jobs? What are the possible positives to allowing them to take these jobs?
 * C.** Would it make a difference if the perspective employees had worked against you in the mayoral elections?



__**12.2: Overview of the Case and Importance**__ Open the document below and mark it up:

What is judicial review? Is it mentioned in the Constitution? The Constitution states in [|Article III]: The judicial power of the United States, shall be vested in one Supreme Court, and in such inferior courts as the Congress may from time to time ordain and establish....The judicial power shall extend to all cases, in law and equity, arising under this Constitution, the laws of the United States, and treaties made, or which shall be made, under their authority....In all cases affecting ambassadors, other public ministers and consuls, and those in which a state shall be party, the Supreme Court shall have original jurisdiction. In all the other cases before mentioned, the Supreme Court shall have appellate jurisdiction, both as to law and fact, with such exceptions, and under such regulations as the Congress shall make. Since the argument of Marbury v Madison in 1803, the Supreme Court has ruled that is has the power of judicial review. There is some debate over this power.
 * __Explain:__**

**__12.3: Hearing and Seeing the case review__** Review of the overall meaning of the case. Conversation between Marshall and Jefferson
 * Listen** to the following link for a summary of the case, then analyze the political cartoon below using the **I see/It means** template:






 * Complete **I See** then **Pair/Share** response and revise as needed (track changes)
 * Complete **It Means** then **Pair/Share** response and revise as needed (track changes)
 * Write **summary**, highlight key terms - determine POV then Pair/Share response and revise if necessary
 * **Full class discussion**: check in with pairs on final analysis. Use track changes to add comments from discussion

__**12.4: Apply the concept of judicial review to two modern cases**__ Open and save the document below. With a partner, review the examples of two famous recent Supreme Court cases, and explain how the idea of judicial review applies in both. Applying Judicial Review



__**12.4: Summary:**__ o ** Predict ** how the government would be different today if the Supreme Court had not given itself the power of judicial review in //Marbury v. Madison//. post your responses on to your virtual notebook.

Checklist for Week 3



**Session 13 - Revision**
**13.1: Check your wikispace email** I have sent all of you progress reports from Week 2 and Week 3. You will see a list of assignments, the possible number of points, and your score on them. Many of you are missing work. Read through the two emails. Email me or ask me in class now if you have any questions.


 * Create new pages for Week 4: //**Session 13, 14, 15, and 16**//

**13.2: Revision** Go back and complete all of your missing assignments. Revise the work you did complete but did not receive a high score. ALL of you have work to revise, fix, and finish.

__ **13.3: Create a Glog on the Supreme Court** __
 * Click on the following link, and explore each of the notecards:

Supreme Court Glog

Individually, you will create a summary of what you have learned about the Supreme Court so far. You will include your own research as well as information you learned from looking at other student work. You will create this using a website called Glogster and you will create a Glog
 * Create a Glog

//**DIRECTIONS FOR CREATING A GLOG**// __//Step 1//__ Open the following link in a new tab: Glogster.com

Scroll down to the bottom of the front page to read what Glogster is and what you can create with it. Basically, this is a digital way to create a poster, using pictures, text, music, and videos.

__//Step 2//__ Scroll back up to the top right and click on Register. Register and create an account. Your nickname should be your first name and the first letter of your last name, the same as it is on your virtual notebooks. Ex) GeorgeW

__//Step 3//__ You will be brought to a page called "My Dashboard." You will not do anything with this page right now. Click back to the the home page of Glogster

__//Step 4//__ Before you create your own glog, spend some time searching through the site and looking at examples. Search through the best and fresh glogs for today. At the top of the page, click on "Categories" and search through the "Movers and Shakers" as well as the "School" category.

__//Step 5//__ Now click on "Create your own glog" and begin! Have fun, be creative. Your glog will demonstrate what you have learned about the Supreme Court from this week. Use the editing tools on the left hand side of the page

__//Step 6//__ Once you have created your glog, click on "save and Publish." Name your glog, and tag it for school.

__//Step 7//__ Next you will be asked "What next?" You will save your link to your notebook, and also email a copy to yourself. Lastly, you will link your glog to the Glog page on the website below:

__//Step 8//__ After everyone has posted their glogs, you will look at the glogs of the other students at your table.

Sample Glog:



Session 14 - Thesis Writing
**14.1 - Brainstorm** What is a thesis statement? Why are thesis statements so important?

**14.2 - Defining Thesis Statements** Copy and paste the following to your notebooks:

__Thesis Statements__ a. What is my topic? b. What argument am I prepared to make? c. How can I state my argument as clearly and powerfully as possible? d. Is my statement a direct answer to the question or response to the prompt or claim about the topic?
 * 1) A thesis statement is an argument. It is a 1-2 sentence statement of the purpose of your essay: what will you be proving to the reader in the essay?
 * 2) It should be toward the end of an introductory paragraph and include enough specifics that the reader has a general idea of the key points you will make to support your biggest claim.
 * 3) Your thesis statement should likely be a compound sentence, including a preview of the major points you will make to support your big claim. So, instead of writing a simple thesis statement like "The end of World War II brought about major consequences" you should probably write something like "When World War II ended in 1945, the major consequences included the division of Germany, the start of the United Nations, and the beginning of the Cold War."
 * 4) To write your thesis, ask yourself 4 questions:


 * DEFINE compound sentence.
 * In number 3, explain why the second example thesis statement is better than the first.

**14.3: Examples** For each of the following statements, highlight the choice you think is better. Then explain why you think it is the better choice.

__//Example: //__ //**Prompt ****:** Explain the relationship between nationalism and sectionalism in 1850s America. // //**Choice 1:** In 1850s America, nationalism was being overshadowing by growing sectionalist developments as the debate over the spread of slavery reached its highest points and set the stage for the start of the Civil War. // //**Choice 2:** American nationalism grew after the victory in the Mexican-American War in 1848 and the resulting land acquisitions. // //**Answer:** Choice 1 - The first thesis statement is better because it directly responds to the essay prompt, is clearly written, and includes specifics of the argument that will be made in the essay. Meanwhile, the second choice seems to be off in terms of time period and does not include enough specifics. //

__Student work__: **Choice 1:** Aid from the French helped turn the tide of the American Revolution toward victory for the colonists. This, in addition to their previously held advantages of strong military leadership and homeland advantage, led the colonists to win the war and gain their independence. **Choice 2**: In the late 18th century, after years of protesting unfair laws and many key battles, the American colonists won independence from their mother country of Great Britain.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Prompt A// **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Why were the American colonists successful in winning independence from the British in the late 18th century?


 * //Prompt B://** In what ways was the abolition movement of 19th century America divided?
 * Choice 1**: The abolition movement of 19th century America was divided in terms of both tactics and goals, as there were strong, differing opinions over how to most effectively make abolition occur and the process by which complete abolition should be sought.
 * Choice 2:** Leading up to the Civil War, the abolition movement in America was divided, but ultimately remained united enough to push leaders of the country to end slavery forever.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**//Prompt C//:** To what extent did Andrew Jackson’s presidency benefit the United States of America? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**Choice 1:** Despite his record on treatment of Native Americans, Andrew Jackson’s presidency greatly benefited the U.S. due to his administration’s work on expanding voting rights and economic policies. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**Choice 2:** Andrew Jackson was the eighth president of the United States and known for being the symbol of Jacksonian Democracy.

**14.4: Practice thesis writing** __//Incorrect: McDonald's is the best just because.//__
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Choose five// of the topics/questions/prompts below to create a thesis statement. Remember: your thesis should be a compound sentence.


 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is the best fast food restaurant operating today?
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Asses this statement: no movie should ever have a sequel.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Should immigrants be allowed into the United States if they cannot speak basic English?
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What are the reasons that a ratings system has been implemented for video games?
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Why are there different age limits set on driver’s licenses (varies by state), voting (18), and alcohol use (21)?
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Should the United States ever attack another country that has not attacked the U.S. first?
 * 7) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">To what extent is Malden High School a great place to go to school?
 * 8) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Compare apples and oranges.
 * 9) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Analyze the reasons for which some teenagers drop out of school.

**14.5 - Response to the Casey Anthony Trial** Using the thesis guidelines above and the two articles you found about the Casey Anthony trial, write a one paragraph response to the trial. Prompt: Do you think Casey Anthony murdered her daughter?

In 5-7 sentences, using evidence from the articles you linked and from your own opinion of the trial. Include a compound thesis statement!

**14.6 - Memory and Study Skills** How do you remember information? How do you study?

**14.7 - Memory Statements** <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">Copy the following statements into your virtual notebook. Put them in the order with the top one being the one that most relates to you, and list through the last one which least relates to you.

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">1. “I just can’t remember anything when I take tests.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">2. “I remember the information when I’m studying, but I forget it the day of the test.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">3. “I can’t even remember information while I am studying, much less during the test.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">4. “My memory is so bad that I can’t even remember three pieces of information!” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">5. “I remember things I read in the textbook, but I can’t seem to remember what the teacher talks about in class.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">6. “I remember every word the teacher says in class, but I have trouble remembering information from what I read.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">7. “I’m just so bored with what we have to learn. I can’t remember things if they’re not interesting to me.” //

**14.8 - Memory Tricks** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">The above statements are common problems students have when trying to prepare for a big exam. There are many ways to handle each issue. Here are some suggestions for helping with each problem above. Save it. Then read this and mark it up using Crocodoc



Session 15 - Branches of Government
**15.1 - Your Rights** What are some of rights guaranteed for you by the Constitution?

**15.2 - Applying Memory Statements** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">You will now look at a list of situations and decide which study technique is the best in each case.

Go to this QuizEgg and register for a free account. Then go to the link below:

Memory Principles Quiz

Record your score in your virtual notebook under the heading "Memory Principles Quiz."

**15.3 - Letter to a friend in need** Now you will share your knowledge of study tips with a friend in need. Open the document below and complete the writing assignment:

**15.4 - Where do you fit?** How do your views compare with the Supreme Court? Take this quiz and post your results on your notebook.

**15.5 - Teachers Domain: three Branches of Government** For the next activity, you will complete a self-paced interactive online lesson about the three branches of government and the Constitution. You will need headphones.


 * 1) Go to Teachers' Domain
 * 2) You will need to register an account so that your work can be saved. Go to "Register Now" and sign up
 * 3) Complete the following online activity. Go to the Three Branches of Government Lesson and "View Media" to get started
 * 4) Make sure to SAVE YOUR NOTES in each window
 * 5) At the end, click on "review your notes" and one screen should appear with all of your typed responses
 * 6) Copy this screen and paste it to your virtual notebook page with your final activity

**15.6 - Test your knowledge** Constitution Quiz Post your score on your virtual notebook

**15.7 - Just for Fun** Which Found Father are you? Post your selection on your page. Write a response - what do you think? Do you agree/disagree? Why? Another Founding Father Quiz Another Constitution Quiz Any time left over, work on revising your assignments.
 * //EXTRA CREDIT!!!//** Post your results on your notebook under the title "EXTRA CREDIT"

Session 16 - QR Codes
**16.1: Reflection**
 * Which technology tool did you like the best so far and why? Which technology tool did you like the least so far and why?
 * Write down your thoughts on using technology and laptops in school: do you enjoy it? What are the advantages and disadvantages? Write a thoughtful paragraph.

**16.2: QR Code Scavenger Hunt**

A QR code stands for "quick response" code and is like a barcode. Your phone can read the information encoded on this barcode. For this activity, you will use your phones to answer review questions about summer school so far. You will also be given clues to find where the next QR Code is around the school. You will work with a partner or small group, so don't worry if you don't have a SmartPhone - find someone to work with who has one.

To get started, you need a QR reader application for your phone.

Download one of the following apps:

__General__ Kaywa UpCode BeeTagg

__Android__ BarCode Scanner QR Droid

__Iphone__ QR Reader for Iphone QR Scanner

__Blackberry__ QR Code Scanner

The winner is the first one back with the most correct answers. There are ten questions total, all within this building but on different floors. Once you have downloaded the app and have formed a group, pick a direction and go! If you get stuck or are confused, come back to the classroom for some help. Once you have found 10 questions, return to the classroom and I will check your answers.

You will record your answers on this handout:

**16.3: Revision** After grading your work this week, I have noticed that many of you are behind or have only worked on assignments partially, especially the Glogster. Use this time to go back and actually revise, relabel, organize, and finish any missing work.



**Introduction:**
Last week you looked at the Three Branches of Government and the Constitution. You looked at your personal rights and the rights given to you by the Constitution (and specifically the Bill of Rights). Over the next couple of days we will look at rights around the World and our responsibility (or not) to respond to the failure of upholding these rights.

**17.1**: UDHR
[]

Please view the following youtube video:

media type="custom" key="10101193"

[]

In your session 17 page, please respond to the following questions:
 * What is your initial reaction to the video you just watched?
 * What is the message that the creator is trying to get accross?
 * What questions do you have about the video's content?

You are now going to read the following document:
 * 17.2: The Universal Declaration of Human Rights**

[]

Please choose **five** of the articles (the 5 you think are the most important) and create a wordle by copying and pasting the articles into the wordle. Go back and review Wordle directions if you need to. Then embed the wordle in your session 17 page and answer the following questions under the wordle:

[|www.wordle.net]


 * Why did you choose these five?
 * Why are they the most important, in your opinion?
 * Give examples (from history or today) that go against the articles you chose.

Now do some research (and think about the fake websites you viewed a couple weeks ago)! Under the heading 17.3, please answer the following about the UDHR:
 * 17.3: Research!**
 * Who was involved in its creation?
 * What purpose was the document created for?
 * When was it created?
 * Where/under which organization was it created?
 * Why was it created? What was the historical context?
 * How does it apply to today? How can you see it applying to today?

Start here if you need a direction: []

[]
 * 17.4: Now watch this video:**

Answer the following on your page:
 * What is the video trying to get across?
 * What is human trafficking?
 * How does this video make you feel?

Then, explore this website: []

Then answer the following:

1)What are the human rights issues of concern for the organization?(consult the UDHR and UN Millennium Goals) 2)What is the goal of the organization/website? 3)How does the organization advocate for change

Session 18: Millenium Development Goals



 * 18.1:** **Review**

Please go back and make sure that all of Session 17 is complete. Then answer the following in your Session 18 page:
 * What is the Universal Declaration of Human Rights?
 * Do you think that all countries (including the U.S.) follow the UDHR?
 * Give examples of instances in which you think it is not being followed.


 * 18.2: Millenium Development Goals**

1. Go to the following site and explore the Millenium Development goals: []

2. Then create a chart in your wiki (under the heading 18.2.) that lists the similarities and differences between the Universal Declaration of Human Rights and the Millenium Development Goals. Think about who created the two documents, when they were created, why, and what each includes. Your chart should look similar to the following. Use the "table" feature in wikispaces to make your chart.


 * **Similarities between the Two Documents** || **Differences between the Two Documents** ||

3. Now explore the MDG 2011 Progress Chart: [|http://unstats.un.org/unsd/mdg/Resources/Static/Products/Progress2011/11-31330%20(E)%20MDG%20Report%202011_Progress%20Chart%20LR.pdf]

Answer the following in your wiki: Go to the following site: []
 * Has the world made progress towards the Millenium Development Goals? Give SPECIFIC examples.
 * Do you think that we will reach all goals by 2015 (the expected end of the mdg's)? Why/Why not?
 * What surprises you when you look a the 2011 progress chart?
 * What questions do you have? Please post your questions in "Today's Meet": Todays Meet
 * 18.3: What can young people do?**

Click and explore the tabs across the top. Then make a list in your wiki under 18.3 of the things that young people can do to help achieve the Millenium Development Goals. Title the List: "What can we do?". You should have at least 6 or 7 things on your list. Finally, find a current news article that either proves that the World IS making progress towards the MD goals or IS NOT making progress towards the MD goals. Put a link to the article in your wiki under the heading: //18.4: In the News.// Then, write a brief (3-5 sentences) summary of the article underneath the link.
 * 18.4: In the News**

more info: []

Session 19: The Quake

 * 19.1: Recall:**

How did you feel immediately after hearing about the earthquake in Haiti? What were your initial reactions? What were people around you doing? (Please answer in your Session 19 page). Once you have recorded your answers, please read the background information below:


 * Background:**

<span style="background-color: transparent; color: #000000; display: block; overflow: hidden; text-align: left; text-decoration: none;"> On Jan. 12, 2010, one of the most devastating earthquakes in recorded history leveled the Haitian capital, Port-au-Prince. Those responsible for handling the catastrophe, including the Haitian government and the United Nations, were among the victims. FRONTLINE correspondent [|Martin Smith] bears witness to the scale of the disaster and takes viewers on a searing and intimate journey into the camps, hospitals and broken neighborhoods of Port-au-Prince. Featuring never-before-seen footage of the moments after the earthquake and interviews with top officials from Port-au-Prince to Washington, //The Quake// ultimately asks, how will the world respond? "Beyond immediate relief efforts lies a harder task," says FRONTLINE's Smith. "The world has to decide whether to simply patch up Haiti now or to take on the far more ambitious goal of building a functional Haitian state." //The Quake// explores the recent history of aid efforts in Haiti and the prospects for real change, and draws on interviews with, among others, former President Bill Clinton, special envoy to Haiti; [|Secretary of State Hillary Rodham Clinton]; and Dr. Paul Farmer, deputy special envoy to Haiti and co-founder of Partners in Health. Haiti has more NGOs per capita than any other country in the world. For years, foreign assistance bypassed the Haitian government, leaving it weak and vulnerable. //The Quake// examines how, this time, [|things might be done differently]. "This is an opportunity to rethink how aid works and how we, the most powerful country in this part of the world, can work with our oldest neighbor," says Dr. Paul Farmer. "So I think all that possibility is built into this tragedy."

As you view the film, please open the following document and answer the questions. Please read the directions before the film begins:
 * 19.2: View the Film**

After you have completed answering the questions, please post them as a File in your Session 19 page.

Session 20: Human Rights Writing
Please review the sessions from this week before beginning your writing piece. They will help you to gather information for the essay. Once you have completed that you may open the directions in a Word document and begin working on your essay:



EXIT SURVEY: