Today, I had the students read an article in Upfront magazine detailing the presidency of Franklin Delano Roosevelt.
I thought this article would tie in well both to the New Deal (which we just covered) and World War II (which we are about to cover): gave a quick & easy overview which we discussed afterwards. Good times, easy participation. Nice Friday.
We finished up the Credit Poster activity followed by a quiz. So to study for the quiz, I tried something unique, I had the students hang their group’s posters on the wall and had a walk around “gallery style” study session. The kids seemed to like this. If the info that they needed wasn’t on their own group’s posters then they could get it off another group’s poster. They all did well on the quiz. No prob.
A college fair Downtown put a big damper on my AC classes today. 3rd period was in class for 5 minutes and then the students who were attending were dismissed. I had a total of 5 kids in 3rd & 6th. I used this time to get these students caught up on back work.
We continued working on the poster’s that detailed the following…
- How to get credit
- What effects your credit score
- How the math works behind credit cards
- How to stop identity theft
- How to spot scams
- What to do if you lose your card
- How to improve your score
- How much you’ll spend if you only pay the minimum balance each month.
Although most of my students have some sort of credit card almost none of my students knew much about the topic. So these posters were useful.
Today we began to watch the movie Patton which follows General George S. Patton through WWII. This was my Cooperating teacher’s choice, and even though the language is a good bit coarse, I think it is an appropriate movie to show on WWII. The first 15 minutes contains a speech that is not entirely historically accurate, but gives a good summation of the type of a tough leader that Patton was. “You don’t win a war by dieing for your country… you win a war by making the other poor dumb bastard die for his country.” Interesting commentary here. My 3rd period class contains some young guys who really eat this sort of thing up.
We began working on a poster detailing Credit Cards. I did this via a jigsaw method where each student was an expert on two of the section headings of this pdf from the FTC.
This is my first time jigsawing and it seems to take some serious work to keep the student from simply copying off of each other. These are seniors, they don’t want to do much. It seems that this lesson will carry on for two more days.
Today I gave the test on the New Deal.
New Deal Test
It followed the objectives outlined in the packet almost identically, I made sure the students were well aware of this fact before taking it. We’ll see how they do.
Today, we watched a video on budgeting while in college. It outlined the basics: Seductive credit card offers, cutting out luxuries etc. Very helpful for the kids.
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.
Weather was terrible the night before, I assumed that school would be canceled but by morning it had turned to slush.
Because of the delay I decided to move everything back one day on the calendar from the packet. So I will be having the test on next Tuesday instead of Monday. Today we listened to some Woodie Guthrie songs. Talkin’ Columbia and Dusto Bowl Blues which both detail some points from the New Deal in Lyrical format. I also handed back the students packets and tests from chapter 15. Shortened period, we couldn’t get to covering the homework. For Monday, I told the kids to have 10 questions about the content from the chapter 16 packet ready so that we can have a good discussion. I reminded them about participation and warned them that if they never raise their hands they will get a failing participation grade.
Today I gave out the test on cars. Students seemed a little frustrated with the makeup of the tests vs. the content of the material. I feel like that’s how it goes in a course without a textbook.
Social Security current events day… students were pretty attentive to this issue. Began by talking about the spy satellite that was shot down. Fiscal Irresponsibility. Gave handout, required essay.
Navigating Contemporary Culture:
The students had been been promised — during the investment chapter — that we would play a “stock market game” choosing a stock, investing $5,000 of play money, recording the stock’s information and then getting back to it later to check if it rose or fell.
We’ll return to this in a month or two to see where the stocks went. Easter will happen between now and then and the sales of Cadbury creme eggs will go through the roof. One student choose to invest in the Cadbury division of Nestle. I think she will win.
Â gave reaction sheet about New Deal programs from cartoon on page 471
brydon came in, gave spiel
covered his AP class… awesome… attentive students
Played the basketball review game
Today we covered new deal relief programs. The students had completed section 1 of the packet for homework. We went over the packet and watched some online video from history.com
We talked about car accidents. The students read an article about it and wrote down 10 things to do after they have been in a car accident.
I handed out a new packet on the New Deal. The students sometimes appreciate the gag on the cover. This time it’s a picture of FDR giving a fireside chat to say that “_______ is the Historian”. The student is to fill in their name in the blank.
For this calendar, I rearranged the days so that we can still have accountability for due dates on assignments without the fear of snow days messing up the works. We filled out the blank spot beside each day with the tentative dates and let students know that these dates will change in case of snow days.
“I am the Historian” chapter 16 The New Deal
Before introducing the packet, we went over the Essays that were assigned on Monday. I offered Hershey’s kisses to students who gave their full and complete answer. Students seemed to like this.
For the remainder of class we listened to Roosevelt’s first inaugural address. It is 17 minutes long and I think I figured out — through careful observation — that my students’ attention spans are about 10 minutes shorter than that… if I’m lucky. So during the listening session students were given red pens. They also had their regular old pen or pencil. They were instructed to underline the main idea of each paragraph with their pen or pencil and underline any “Rock On!” moments with their red pen. “Rock On!” moments would be for example when FDR says “we have nothing to fear but fear itself.” Many students seem to have underlined quite a bit with their red pens. I feel that some of them were confused as to what to underline with what utensil. I need to start being more clear in my instructions. We had a short discussion afterwards, but it seemed that the speech had drained the energy out of them. I need to set a benchmark of excitement for the students to follow… I’m not sure how I’d do that.
Senior Skip day… out of both of my classes, one student showed up. Lots of free time during these 2 periods.