Here is another song that I made for my AP Psychology classes at Arundel. I think there will be one more this year. Mr. Andrew Cizek is now involved and he did a great job with the bag-face scary guy. You’ll see.
A song I made for my AP Psych classes.
One of my fellow Student-Teachers owns a WWII news real footage DVD collection. After borrowing and checking out these DVD’s I found that there are a few clips that pertain exactly to what we had just learned in chapter 17. So I showed video clips demonstrating.
- Hitler’s Rise to Power
- The Kellogg-Briand Pact
- The Munich Conference
- Hitler’s invasion of Poland
- France’s defeat
- The Japanese annexation of Manchuria
- Pearl Harbor
I had the students take notes on these topics because many of these will be included on the test tomorrow. This was a great moment of clarification for some students.
We continued our work on the Budgeting project by looking up apartments in the apartment guide circulars found in grocery store lobbies. The students were to pick three different apartment so that they can pick and choose the cheapest one later when they must add everything up. They were also required to call up the realtor and ask how much utilities normally cost. Some outgoing students loved this. Others could not handle making a cold phone call.
Today, I created a PowerPoint to show the students a series of pictures demonstrating the differences in battle tactics from WWI to WWII.
WWI included a lot of trench warfare with small clumsy tanks that did not hold many people or pack much of a punch. WWII tanks were large and mass produced. They were organized in entire divisions. This presentation also demonstrates the German Blitzkrieg, the London Bombings and the German Military regimes rallies.
Today, we continued on the Budgeting project as we began to look up more info on the grocery list. Many students had not completed and printed out their shopping carts from the day before so we continued it today. Very many of my students are way off in one direction or the other. Either buying a multitude of food that they could not possibly eat in its entirety or skimping to the extent that they will be starving. They’ll learn.
We continued the Jigsaw activity to cover the rise of fascist dictators worldwide. Today, we moved from expert groups to jigsaw groups. I was sad to see that on my second ever attempt at Jigsawing that students simply passed their answers around to copy off of one another rather than actually interacting and teaching one another. I need to think of some sort of way to get around the jigsaw copying problem.
We finished the last few minutes of Tucker and then I showed them some modern-day examples of Profit vs. People including…
- The Electric Car
- Net Neutrality
- Third Party Political Candidates
I did this via a presentation…
The kids seemed very interested and all went really well. I love teaching these current event days.
As you can see from the “I am” Packet for chapter 17, Section 3 is very very long. I skipped section 2 on Mr. Geisler’s instruction. Section 3 is about the rise of militarism worldwide. So I decided to use the jigsaw method and take the 50 questions in section three and divide them up into five expert groups…
- Soviet Union
Each student was given a slip of paper with their assigned country and an assigned number. The number indicated what secondary group that the students would jigsaw into. On this first day we worked on becoming experts. Students were told to find the answers to their specific section within that heading section of the chapter. This worked pretty well at keeping the kids on task but I’m not too certain if it worked at promoting understanding about the rise of militarism. We will continue this tomorrow.
We continued to watch Tucker and the students filled out a few Navigating Curriculum workbook questionâ€™s which go along with the movie.
I seem to have sequenced this chapter a bit too quickly. At the end of several days we were not done covering the material from the previous days. And although the material from the packet was assigned for homework, So — in the spirit of flexibility — I allowed for an extra day of class to cover material that students did not understand.
Here is how I structured this day… I informed the students that the chapter objective checklist on page 4 is basically the test. I let them know that they should be comfortable with understanding the objective because the test will be 10 of these short answer questions; the students must pick seven. So for homework on Friday, I told the students to look through the chapter objectives and questions from the homework and circle any that they are not sure about.
The students went to the LGI room to be instructed on their senior portfolios. They are required to put together reference letters, resumes and voluntary community service. They will also be being interviewed. I volunteered to be an interviewer. This will happen May 2.