Students began class by completing the Revolutionary War Quick Assessment Google Doc. We spent most of the time discussing the changes and continuities that occurred for women, African Americans, and Native Americans.
I have never spent two days reviewing a writing assignment before it was due. In fact, I have never spent two days reviewing a writing assignment at any time. This year I’m focusing on improving student writing. I figure the time I spend now explaining expectations for writing will pay off in the end.
On Tuesday, we reviewed thesis statements and worked on a graphic organizer. Today, I explored HIPP analysis and Contextualization by using American Independence Contextualization and HIPP Analysis I created based on student examples from the 2017 APUSH Exam. I find myself having a hard time adequately explaining Contextualization and I think that having students read examples and discussing them helped out.
For the HIPP Analysis, I had the students read the acceptable and unacceptable uses of each part. For the responses that received credit, students highlighted what received credit. For those that did not, I had the students re-write the response to make it better.
Each class had about 5-10 minutes left after reviewing Contextualization and HIPP. Students were given an index card and wrote their own information for Contextualization. I had them write introductory paragraphs with Contextualization being the first 2-3 sentences, and their thesis statements as the final 1-2.
HW for tomorrow: Chapter 5 Vocab Quiz, Articles of Confederation Video Guide.
Have a good night!