Students came in having watched The Encomienda System for the start of class. Out of 69 students, 3 did not have it done. Coincidently, they all were from my first class of the day. I had a student that was absent yesterday, so I had her watch the video at the beginning of class. If a student doesn’t have a video done for class, I’ll have them grab a computer and begin watching it on their own. If it’s a rare occurrence, I won’t worry about it, but if a student often doesn’t watch the videos, I’ll have them come see me during a study hall or stay after school.
To start off class, the students complete The Encomienda System Quick Assessment. I often start classes with these brief review questions to review the content. This gives the student an opportunity to ask any questions they may have and if several students miss a question then I know I need to go over it.
Since document analysis is such an important part of understanding history, I introduced two documents to the students today and the four parts of DBQ analysis (Historical Context, Intended Audience, Purpose, Point of View.) Even though students do not have to do all four parts for the DBQ for each document, I expect them to in class. We did the first document together, APUSH Review- Breaking Down A Spanish Colonization Illustration.
I gave the students about five minutes to work on the next document, APUSH Review- Breaking Down Bartlomé de Las Casas’ Writing. I walked around the room and provided some assistance to students, but most of them were able to complete the four HIPP parts on their own. While discussing the document as a class, we were able to review the impacts of the Columbian Exchange on various parts of the world. This document analysis is a big part of the Period Review Sheets I have.
For the last part of class, students were given a chance to demonstrate their knowledge of today’s material. I created 3 multiple-choice questions based off of the De Las Cassas excerpt in Google Forms (If you would like a copy of this form, send me an email at Adam@APUSHReview.com and I will be happy to share.) Once students were done, they completed a Short Answer Question I created on the Columbian Exchange.
I always have a few students that work really fast and this year is no exception. For the two that finished everything before the end of class they were able to start their homework, The Pueblo Revolt Video Guide. They also have a vocabulary quiz on Period 1 at the beginning of class.
Have a good day!