I hope each of you are enjoying your summer. The family and I had a wonderful vacation to the Western Caribbean right after we were out of school. It was full of fun and history. I took a walking tour in Historic Falmouth, Jamaica (click here for more information) and then I got to see the Mayan ruins of Tulum.
I also want to say good-bye for now. I found out at the end of the school year that I will be teaching World History I (pre-history to 1500 C.E.) next school year. However, you can follow me on http://virginiaworldhistoryteacher.blogspot.com/.
I have truly enjoyed teaching Civics and Economics. I hope you have found this blog helpful and you continue to follow me in my new adventure!
Happy Teaching!
C
Virginia Civics Teacher
Friday, June 28, 2013
Sunday, May 26, 2013
After SOL activities
I have had over three weeks after my SOL test before school lets out for the summer. I have had to be very creative to keep my kiddos entertained and hopefully learning a few things too!
The first thing I did, from the suggestion of another Civics teacher, was have the students make an amendment booklet. They took 7 pieces of paper and folded it in a booklet. They decorated the front of the amendment booklet. Then using my document camera, LCD projector and white board we read through each amendment. I annotated each amendment and we discussed its meaning.
On each page the student wrote the number of the amendment, the year it was ratified, a short description of the amendment and a picture that correlates to the amendment. It took four or five school days (there was a Math SOL) to complete.
Another activity that I have planned is a short American geography unit. This past Thursday the students used atlases to label each state and then identify each state capital. On Friday I had two more maps: one map was for selected rivers and the Great Lakes and the other for mountain ranges. Each day I have used my document camera, LCD and whiteboard to go over the answers. On Tuesday we will read a selections about Virginia's State Parks and then answer questions about them. On Tuesday they will have an open note quiz and then we'll play a map race.
What is a map race? Well, a former colleague told me about them. I used them also for National Geography Day in November. You have classroom map on your board (or in my case I will use a computer image projected with my LCD) and then a list of 75 to 100 items on the map. You have two challengers and then call out a place on the map. The place could be a city, state, mountain, island, lake, river, etc. The winner is the person who can put their finger on it first. Then they get to face a new challenger. The winner is the person who lasts the longest. Teacher and student really like it!
Happy Teaching!
C
The first thing I did, from the suggestion of another Civics teacher, was have the students make an amendment booklet. They took 7 pieces of paper and folded it in a booklet. They decorated the front of the amendment booklet. Then using my document camera, LCD projector and white board we read through each amendment. I annotated each amendment and we discussed its meaning.
On each page the student wrote the number of the amendment, the year it was ratified, a short description of the amendment and a picture that correlates to the amendment. It took four or five school days (there was a Math SOL) to complete.
Another activity that I have planned is a short American geography unit. This past Thursday the students used atlases to label each state and then identify each state capital. On Friday I had two more maps: one map was for selected rivers and the Great Lakes and the other for mountain ranges. Each day I have used my document camera, LCD and whiteboard to go over the answers. On Tuesday we will read a selections about Virginia's State Parks and then answer questions about them. On Tuesday they will have an open note quiz and then we'll play a map race.
What is a map race? Well, a former colleague told me about them. I used them also for National Geography Day in November. You have classroom map on your board (or in my case I will use a computer image projected with my LCD) and then a list of 75 to 100 items on the map. You have two challengers and then call out a place on the map. The place could be a city, state, mountain, island, lake, river, etc. The winner is the person who can put their finger on it first. Then they get to face a new challenger. The winner is the person who lasts the longest. Teacher and student really like it!
Happy Teaching!
C
Labels:
amendments,
classroom activity,
map race,
SOL CE.10d,
SOL CE.13c,
SOL CE.2b,
SOL CE.2d,
SOL CE.3a,
SOL CE.3b
SOL Update
Wow- it sure has been a long time! Almost two months since I have posted. My SOL test was Monday, May 13. I had a plethora of work to get the kids reviewed and ready for their test. One thing that I did was make stations for the students. I went back to my teaching roots and designed this lesson. My first few years of teaching I was blessed to have a job teaching pre-school. I taught the 4 and 5 year olds M/W/F. I would use stations to work on the craft, help students with fine motor skills and sharing.
So I figured I could tweak the stations for middle schoolers. I utilized already created items in the class like our daily warm-ups and I also devised a smart board activity. The additional stations were Mrs. Roaches' Place (click here to go to her site), creating questions from the SOLs (which were collected and graded) and a matching activity that I had made a few years ago.
First, I divided the students into five groups and then they each had 7 minutes at the stations. The kids seemed to enjoy it. However, if you like a classroom that is quiet and organized, prepare yourself for the noise and chaos that will ensue. However, the kids stayed on task and turn in the questions that I asked for. The assignment was they had to pick one page from the scope and sequence and write three multiple choice questions that had four options.
The students organized the desks into four groups (the smart board did not need a desk set). I also needed 7 laptops (no Macs as Mrs. Roaches' Place will not run on a Mac.) The students were free to play at their own pace at this table.
One more computer was needed for the warm ups as the warm up was on a powerpoint. One student ran the power point while the others decided what the answer was.
The other two groups were used for the questions and then the matching.
Below are some pictures I snapped.
So I figured I could tweak the stations for middle schoolers. I utilized already created items in the class like our daily warm-ups and I also devised a smart board activity. The additional stations were Mrs. Roaches' Place (click here to go to her site), creating questions from the SOLs (which were collected and graded) and a matching activity that I had made a few years ago.
First, I divided the students into five groups and then they each had 7 minutes at the stations. The kids seemed to enjoy it. However, if you like a classroom that is quiet and organized, prepare yourself for the noise and chaos that will ensue. However, the kids stayed on task and turn in the questions that I asked for. The assignment was they had to pick one page from the scope and sequence and write three multiple choice questions that had four options.
The students organized the desks into four groups (the smart board did not need a desk set). I also needed 7 laptops (no Macs as Mrs. Roaches' Place will not run on a Mac.) The students were free to play at their own pace at this table.
One more computer was needed for the warm ups as the warm up was on a powerpoint. One student ran the power point while the others decided what the answer was.
The other two groups were used for the questions and then the matching.
Below are some pictures I snapped.
Happy Teaching!
C
Labels:
classroom activity,
smart board,
SOL review
Tuesday, April 9, 2013
Branch Review
It's that time of year! My SOL test is 23 school days away. This week the students are reviewing branches and the levels of government. I posted earlier about TEI questions and have tried to utilize them in my classroom. On a word doc I typed the names and functions of each of the different levels (national, state and local) of the branches. I printed them out and cut the slips and then placed those in an envelope.
Here is the the legislative worksheet:
Here is executive:
Here is Judicial:
I had students cycle through each branch. After this I gave each student a copy of the worksheet you find below. I like to have the students use two color highlighters- one color to highlight the action (make, appoint, approve) and then another to highlight the key word for the level (country, D.C., Richmond, county). Then the student is to determine what is the name that corresponds to the branch and level.
Here is the the legislative worksheet:
Local
Legislative
|
Board of
Supervisors
|
County
|
Town
Council
|
Towns
|
City
Council
|
City
|
Makes
laws for County
|
State
Legislative
|
General
Assembly
|
Makes
laws for Virginia
|
National
Legislative
|
U.S.
Congress
|
Makes
laws for whole nation
|
House of
Delegates
|
Virginia
Senate
|
House of
Representatives
|
Senate
|
Here is executive:
Local
Executive
|
County
Administrator
|
Mayor
|
Executes,
enforces and administers laws in counties
|
Executes,
enforces and administers laws in towns or cities
|
State
Executive
|
Governor
|
Lieutenant
Governor
|
Executes,
enforces and administers laws in state
|
National
Executive
|
The
President
|
The Vice
President
|
Executes,
enforces and administers laws for entire nation
|
Senate
|
Here is Judicial:
Local Judicial
|
Local
courts
|
Interprets
laws for county and punishes law breakers for county
|
State
Judicial
|
VA
Supreme Court
|
VA
District Court
|
VA Court
of Appeals
|
VA
Circuit Court
|
Juvenile
and Domestic Relations Court
|
Interprets
laws for state and punishes law breakers for state
|
National
Judicial
|
The US
Supreme Court
|
US
District Court
|
US Court
of Appeals
|
Interprets
laws for nation and punishes law breakers for nation
|
I had students cycle through each branch. After this I gave each student a copy of the worksheet you find below. I like to have the students use two color highlighters- one color to highlight the action (make, appoint, approve) and then another to highlight the key word for the level (country, D.C., Richmond, county). Then the student is to determine what is the name that corresponds to the branch and level.
Name: _________________________________ Date:
______________ Period: _______________
Directions: Read each sentence. Decided which branch (Legislative, executive
or Judicial) is being described.
Write L, E, or J in the box. Then decide which level of government is
being represented. Your choices are N
(National), S (State) or L (Local). Then
name the person or group being described.
Branch
|
Level
|
Descriptor
|
Name
|
|
1
|
They make the laws for the country.
|
|||
2
|
They prepare the biennial budget.
|
|||
3
|
They approve the annual budget.
|
|||
4
|
They make the laws for Bedford County.
|
|||
5
|
They decide if laws are
Constitutional.
|
|||
6
|
They debate laws in the General
Assembly.
|
|||
7
|
They are the Commander in chief of the
National Guard.
|
|||
8
|
The top court meets in Washington, DC.
|
|||
9
|
The Vice President is second in line.
|
|||
10
|
They can veto laws that affect only VA
citizens.
|
|||
11
|
They can appoint Supreme Court
Justices.
|
|||
12
|
They can declare war.
|
|||
13
|
The middle level has no jury and only judges
|
|||
14
|
They can over-ride vetoes for laws
that affect the entire country.
|
|||
15
|
They regulate land use.
|
|||
16
|
They are bicameral and meet in
Washington, D.C.
|
|||
17
|
They prepare the annual budget.
|
|||
18
|
Their main power is Judicial Review.
|
Labels:
branches,
executive,
judicial,
legislative,
review,
Technology Enhanced Items,
TEI questions
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