MS5+Questions

Questions 1. How do we incorporate cause and effect into teaching? 2. How do we break down cause and effect to our students? 3. When do we use cause and effect in events in Social Studies? 4. How do we incorporate the use of technology into the classroom? Then, in one of the most famous events in the //**Bleeding Kansas**// era, radical abolitionist John Brown (of Harper's Ferry fame) led a small band of followers **...** //**[|Bleeding Kansas],**// > www.civilwaralbum.com/misc/**kansas**_bld1.htm - [|Cached] - [|Similar] 5. How do we bring history alive? 6. How do we make learning more student connected (student owned)? 7. How do we connect this type of learning to the type of testing the district does? 8. When will we know that the student(s) learned the material? 9. How do make group members more accountable? 10. How do place our students into flexible groups? 11. How do we assess this type of project? 12. Where will we help guide students to locate answers? 13. What do we want students to know? What do students need to know? 14. How will we present problem solving to students?
 * Using cause and effect for the Bleeding Kansas/Civil War.
 * Using Literacy First strategies in the classroom. (ie word splash, KWL, word wall, four square vocabulary)
 * Using documents from history. (ie Declaration of Independence, Iowa Constitution, Missouri Constitution)
 * Model cause and effect to the students using a history related event and outcome.
 * Students will have a hard copy of the cause and effect organizer.
 * Using strategies from Literacy First.
 * 1) [|//**Wyandotte Constitution**//, Kansas State Historical Society],
 * 2) [|1857 //**Iowa Constitution**// - Iowa General Assembly],
 * 3)  [|Timeline results for //**missouri constitution**//]
 * The use of the computer lab and library to conduct research about Kanas becoming a state.
 * [|//**Bleeding Kansas**// - Wikipedia, the free encyclopedia] ,
 *  **[|//**Bleeding Kansas**// site photos]**
 * The use of power point to make a presentation to the 8th grade class.
 * Using classroom resources to make information available. Joy Hakim books, books from NEH Crossroads of Conflict seminar, **Kansas Journey** textbook
 * Using primary and secondary sources. (Kansas Constitution and U.S. Constitution, Iowa and Missouri Constitutions).
 * Using project based learning for this particular unit.
 * Using Literacy First strategies.
 * Use an actual problem from history and to show cause and effects.
 * Providing copies of cause and effect diagrams.
 * Using Literacy First strategies (Basic Signal Words) (KWL).

Students will be given a scenario of writing a Kansas Constitution and deciding wether Kansas will be a slave state or a free state. (Note to self) The 7th grade would pick a card. On that card would be the name of a free stater or proslavery person and their role in creating the Kansas Constitution. The students will have to research their person to be able to role play when the student meets with their group to write the Kansas Constitution. The 2 groups will write a Kansas Constitution and then present their Constitutions to the 8th graders. The 8th graders will then have to decide as Congress if Kansas will be a free state or slave state in the Union.
 * This is Note to the teacher for a possible activity.**

15. How will we use critical thinking in the classroom? 16. How will we connect this to other subjects? 17. How often will we have students use critical thinking/problem solving in class? 18. How will we make sure that students have prior knowledge about the topic?
 * See #14