Parents and Students,
Three years ago, PBS created a video series as a part of their "American Experience" series titled, The Abolitionists (see a preview at the bottom of the post - online only). The first time I watched it, I knew immediately this had to have a prominent place in my lessons as we approach the Civil War. It is a three-part drama/documentary, each an hour long, covering the movement led by five people to end slavery in the United States beginning in the 1820s and concludes with the end of the Civil War and the establishment of the 13th Amendment to the Constitution. It is the most powerful, accurate, and engaging production I have ever used in the classroom to uncover the realities of why the Civil War was a war to end slavery.
All week, your students have gotten to know William Lloyd Garrison, Angelina Grimke, Frederick Douglass, Harriet Beecher-Stowe, and John Brown. They learned about their experiences with slavery and their unshakable Christian foundation that created for them a conviction that their lives must be dedicated to ridding the nation of the evil sin that slavery had been. Most significantly, we have learned of their efforts that forced America to confront this issue as one that must end if the nation was to be preserved. This was the work of the abolitionists - making sure that the Civil War was a war that ended slavery.
All week, we also confronted the critical assumptions of the 1850s that lead to misunderstandings regarding the causes and course of the Civil War. As slavery is the issue that gets the attention, it is also the nature of the definition of federalism that must be recognized as needing to be resolved if the Civil War is to serve a purpose. Southern states had threatened secession and civil war since 1820 - whether or not slavery was the issue. Their stance was against what they perceived as the encroachment of a tyrannical and over-reaching federal government into States' sovereignty. When it became clear that the nation was to be led by a president whose party policy was unfriendly with the status of slavery, they secede.
In their secession, the southern States form a Confederacy, a nation just like the one that existed before the Constitution - a nation where they retain their sovereignty as States.
Homework/Extension Opportunity
To debrief from this week, I have assigned something that is due Tuesday. I recorded three short videos that provide some necessary connections and supplements the content from this week. They are titled, "The Crisis of the Union," and they have an accompanying reflection/guide handout (attached below). This handout has a few questions from the video lectures to answer.
In addition, there are instructions on the handout for accessing and viewing any part (or whole) of The Abolitionists by students. I encourage anyone to re-watch with family, but the focus is to provide these for anyone who missed a day of class this week. Visit history.lawrencebruce.us for access.
The Crisis of the Union (assignment sheet)
Lastly, I hope everyone has a great weekend. Recharge and re-energize as best as possible. We have just a few busy weeks remaining. Emotions and attitudes give in to the beckoning summer weather which sometimes leads to destructive behaviors in the classroom. Let's keep those at bay for a few weeks and end the year strong!
Yours,
Mr. Bruce
Showing posts with label Constitution. Show all posts
Showing posts with label Constitution. Show all posts
Friday, May 13, 2016
Friday, May 6, 2016
Week 32 in Mr. Bruce's History
Parents and Students,
Oh my is the weather looking amazing outside this afternoon. As I write this I am eager to get out and tackle the final stages of the chicken coop I am building in our back yard. A month ago, I gave in to my wife's suggestions for chickens by promising a coop as a Mother's Day gift. Thinking about my weekend in that regard, I would like to wish all of you mom's reading this a fantastic weekend, and a special day on Sunday. I hope your kiddos treat you to something special.
We started off our week in class by completing our reading and discussion on the institution of slavery as an economic and social and cultural institution in the southern states of the Union. Proceeding from there, we have a baseline understanding that slavery is more than a economic right, but a Constitutional right - guaranteed by the document that created the Union of States. Perception of southern leaders in this way leads us to a recognition that the loss of slavery to them was more than an economic loss, but rather was the principle behind it - namely that laws limiting slavery would be more an infringement on their Constitutional rights than they would be an attack on their ownership of slaves. To them, losing slaves was a lesser transgression than an imposition of a "tyrannical government" on their rights.
From here we looked into the series of events that began in 1850 which led immediately to the most significant conflict on our nation's history. It begins with the Compromise of 1850. This arose out of the bill to admit California as a state - but the question, at least on the surface, was should it be a state that allows slavery (slave state) or a state that prohibits slavery (free state). Questions you should ask your student is:
I can't not provide a link to the full speech given by Sumner titled "The Crime Against Kansas" where he roasts his fellow Senators for selling Kansas to slavery and ensuring a small scale war within the United States. We read an excerpt in class, but here's the whole thing from the U.S. Senate.
Overall, we had a great week and are looking now forward to how this conflict that is really about the presumed Constitutional rights of citizens and States under the Constitution against what is perceived to be a tyrannical expression of federal authority turns into a war to end the institution that has plagued the Union from the beginning - slavery. Next week, The Abolitionists.
Until then, I am yours,
Mr. Bruce
Oh my is the weather looking amazing outside this afternoon. As I write this I am eager to get out and tackle the final stages of the chicken coop I am building in our back yard. A month ago, I gave in to my wife's suggestions for chickens by promising a coop as a Mother's Day gift. Thinking about my weekend in that regard, I would like to wish all of you mom's reading this a fantastic weekend, and a special day on Sunday. I hope your kiddos treat you to something special.
We started off our week in class by completing our reading and discussion on the institution of slavery as an economic and social and cultural institution in the southern states of the Union. Proceeding from there, we have a baseline understanding that slavery is more than a economic right, but a Constitutional right - guaranteed by the document that created the Union of States. Perception of southern leaders in this way leads us to a recognition that the loss of slavery to them was more than an economic loss, but rather was the principle behind it - namely that laws limiting slavery would be more an infringement on their Constitutional rights than they would be an attack on their ownership of slaves. To them, losing slaves was a lesser transgression than an imposition of a "tyrannical government" on their rights.
From here we looked into the series of events that began in 1850 which led immediately to the most significant conflict on our nation's history. It begins with the Compromise of 1850. This arose out of the bill to admit California as a state - but the question, at least on the surface, was should it be a state that allows slavery (slave state) or a state that prohibits slavery (free state). Questions you should ask your student is:
- What compromise had previously settled the issues that arose in 1850? What changed?
- Why was there a debate over admitting California as a "free" state?
- What was the root of the problem behind the free/slave state debate?
- How did the Compromise of 1850 settle the problem but not really "fix" anything?
From there it was on to the Kansas-Nebraska Act. This began as a railroad bill by Stephen Douglas but exploded into a full blown mini-war. Questions you should ask your student are:
- How did Douglas's bill about a transcontinental railroad become all about slavery?
- What did the Kansas-Nebraska Act do to Kansas? What happened there as a result?
- What was the response of Senator Charles Sumner (R - Massachusetts) (see here for info on his speech)
- How did the actions of Congressman Preston Brooks (D - South Carolina) against Sen. Sumner lead Americans to recognize that Civil War was inevitable (see the video below)?
I can't not provide a link to the full speech given by Sumner titled "The Crime Against Kansas" where he roasts his fellow Senators for selling Kansas to slavery and ensuring a small scale war within the United States. We read an excerpt in class, but here's the whole thing from the U.S. Senate.
Overall, we had a great week and are looking now forward to how this conflict that is really about the presumed Constitutional rights of citizens and States under the Constitution against what is perceived to be a tyrannical expression of federal authority turns into a war to end the institution that has plagued the Union from the beginning - slavery. Next week, The Abolitionists.
Until then, I am yours,
Mr. Bruce
Monday, February 15, 2016
Week 21 in Mr. Bruce's History
Parents and Students,
Have you seen Mary Poppins yet? This production put on by our Quincy Drama Society is great! It is also one of a few reasons why this weekly email is coming to you a few days late. My daughter plays the role of Michael and much of our time outside of school has been quite devoted to arranging for the demands required of this performance by a dedicated cast of many students. Big shout out to Annika, Taylor, Audrey, Natalie, and Rachel who have also dedicated countless hours and who have done a great job through the opening weekend. If you haven't been out to see it yet, there are shows Thursday, Friday and two on Saturday this weekend.
So, last week we wrapped up our work on understanding and increasing our efficacy with the Constitution. This was demonstrated in a competition between student created teams of "Law Firms." I described this in last week's email. The result was fantastic! Just so you know what I mean by Constitutional Dilemmas I have the link here for you to see them: Law Firm Competition: Constitutional Dilemmas.
To end the competition, the top teams from each class were pulled into my room during 6th hour on Friday. Here I asked them 8 more situation-based questions - the hardest I could think up - in order to determine the overall best team. The result was a tie between a team of Brian B., Kelsey M., Madelyn A., and Emily H., and a team of Riley H., Torri S., and Megan K. CONGRATULATIONS to them!!!
This week, we will be applying what we learned about the Bill of Rights to our own lives for the purpose of making it clear that our personal rights and protections do not exist unless we know them and can defend them. We will examine two Supreme Court cases (Tinker v. Des Moines and Hazelwood School District v. Kuhlmeier) to see how students like us have helped define rights to freedom of speech (expression) and freedom of the press in the academic setting and to see how far institutions can restrict personal freedoms.
A few things to think about coming in the weeks ahead:
See you at Tibbits Opera House ;)
Until then, I remain yours,
Mr. Bruce
Have you seen Mary Poppins yet? This production put on by our Quincy Drama Society is great! It is also one of a few reasons why this weekly email is coming to you a few days late. My daughter plays the role of Michael and much of our time outside of school has been quite devoted to arranging for the demands required of this performance by a dedicated cast of many students. Big shout out to Annika, Taylor, Audrey, Natalie, and Rachel who have also dedicated countless hours and who have done a great job through the opening weekend. If you haven't been out to see it yet, there are shows Thursday, Friday and two on Saturday this weekend.
So, last week we wrapped up our work on understanding and increasing our efficacy with the Constitution. This was demonstrated in a competition between student created teams of "Law Firms." I described this in last week's email. The result was fantastic! Just so you know what I mean by Constitutional Dilemmas I have the link here for you to see them: Law Firm Competition: Constitutional Dilemmas.
To end the competition, the top teams from each class were pulled into my room during 6th hour on Friday. Here I asked them 8 more situation-based questions - the hardest I could think up - in order to determine the overall best team. The result was a tie between a team of Brian B., Kelsey M., Madelyn A., and Emily H., and a team of Riley H., Torri S., and Megan K. CONGRATULATIONS to them!!!
This week, we will be applying what we learned about the Bill of Rights to our own lives for the purpose of making it clear that our personal rights and protections do not exist unless we know them and can defend them. We will examine two Supreme Court cases (Tinker v. Des Moines and Hazelwood School District v. Kuhlmeier) to see how students like us have helped define rights to freedom of speech (expression) and freedom of the press in the academic setting and to see how far institutions can restrict personal freedoms.
A few things to think about coming in the weeks ahead:
- Bring Your Parent to School Day - This Wednesday, Thursday (Feb. 17-18)
- Friday, all MS students will be going to see an abridged version of Mary Poppins after lunch
- Student-Led Conferences: March 16, 17
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| Taken during the "Tournament of Champions" Friday afternoon |
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| One of the champion teams making it look easy |
See you at Tibbits Opera House ;)
Until then, I remain yours,
Mr. Bruce
Friday, February 5, 2016
Week 20 in Mr. Bruce's History
Parents and Students,
February is in and with it was the prognostication of America's favorite weather "man" that there will be an early Spring. The sunshine today makes this feel like it might be a possibility, even though I'm not sure we had a winter in the first place.
The ambitions of this week were met with the realization that we were, for the most part, not ready for a competition of Constitutional understanding. The Bar Exam that we held on Tuesday revealed that too many of us didn't take the opportunities given in the previous week to learn about the Constitution and the government it creates to the extent that was expected. This was a little disappointing, but not outside the ability to recover. To be clear the work they were asked to do last week in preparation for the Bar Exam and Law Firm Competition was not easy, but was intended to be more manageable by pairing up with a buddy to whom we could be accountable. In the end, this activity was a lesson in how we work together and what happens when we don't do that well.
To remedy the lack of readiness, we endeavored to recover what was missed in their first time through. For this, we used in class direct instruction and note-taking. This is not usually as effective as paired/small-group work, but this time around it provided a base coverage of the expected content required for us to proceed. These notes can be accessed here.
Monday we will assuredly begin our Law Firm Competition (see image at right). Teams have been created and the work is finished. Finally we can have some fun as we end this unit. Over the weekend, I encourage you to work through the flash cards that were created for the Bar Exam as well as use the outline/notes (link above) to prepare for the Competition. No one wants to be the weak link on a team.
This leads to "what's next?" One of the first things that Congress did (and the States approved) once they convened for the first time was to follow through with a promise of adding a Bill of Rights to the Constitution. We will end next week by discovering how the first ten Amendments were created and how they still protect us today.
Enjoy your weekend!
Until next week,
Mr. Bruce
February is in and with it was the prognostication of America's favorite weather "man" that there will be an early Spring. The sunshine today makes this feel like it might be a possibility, even though I'm not sure we had a winter in the first place.
The ambitions of this week were met with the realization that we were, for the most part, not ready for a competition of Constitutional understanding. The Bar Exam that we held on Tuesday revealed that too many of us didn't take the opportunities given in the previous week to learn about the Constitution and the government it creates to the extent that was expected. This was a little disappointing, but not outside the ability to recover. To be clear the work they were asked to do last week in preparation for the Bar Exam and Law Firm Competition was not easy, but was intended to be more manageable by pairing up with a buddy to whom we could be accountable. In the end, this activity was a lesson in how we work together and what happens when we don't do that well.
To remedy the lack of readiness, we endeavored to recover what was missed in their first time through. For this, we used in class direct instruction and note-taking. This is not usually as effective as paired/small-group work, but this time around it provided a base coverage of the expected content required for us to proceed. These notes can be accessed here.
Monday we will assuredly begin our Law Firm Competition (see image at right). Teams have been created and the work is finished. Finally we can have some fun as we end this unit. Over the weekend, I encourage you to work through the flash cards that were created for the Bar Exam as well as use the outline/notes (link above) to prepare for the Competition. No one wants to be the weak link on a team.
This leads to "what's next?" One of the first things that Congress did (and the States approved) once they convened for the first time was to follow through with a promise of adding a Bill of Rights to the Constitution. We will end next week by discovering how the first ten Amendments were created and how they still protect us today.
Enjoy your weekend!
Until next week,
Mr. Bruce
Friday, January 29, 2016
Week 19 in Mr. Bruce's History
Parents and Students,
What a gorgeous sunny afternoon! Certainly a break from the gloomy weather we've had recently. As you may expect, I'm sad that this winter has not supplied a significant enough snow for sledding or snow fun. I'll get over it, I guess. As we end this week I'm astounded with how much your kids have learned about the Constitution and the composition of government that it creates.
We resumed a paired reading and discovery activity that lead students through the three Articles of the Constitution that created and defined our three branches (Legislative, Executive, and Judicial), as well as the amendment process (Article V) and two fundamental concepts of government limitation: Checks and Balances and Federalism.
As we finished this work we verified our answers and moved into some Law School Practice Problems. This assignment increased the challenge of seeking support for answers using the Constitution. For example, a city in Utah is producing a very unique product for selling overseas; due to its nature the government wants to tax it. Can they? In order to answer this question, students must investigate the powers of Congress in Article I, section 8 and rectify that with powers forbidden to Congress in the following section. Moving forward following this, students are to make flash cards or other study materials for the purpose of nailing this information down so it is second nature. An example of study card questions are attached to this email. I've even prepared a set of cards on Quizlet: quizlet.com/_1ydqqt (requires simple account creation). This is all preparation for the competition that is coming up.
Next week, students are going to take what I am calling a Constitutional Law Bar Exam. And the scenario is that as they "pass the bar" they become eligible to practice as a part of a law firm. Once law firms (teams of 4) are created, they will compete in a competition to see which firm is the best. All is for fun and grades will be given for participation (even the bar exam), but it definitely engages even the most reluctant student and brings the entire class into seeking the depths of why our Constitution matters today.
Also, due to NWEA testing, labs were quite booked and so we postponed our video editing session. It gave our tech department more time to ensure that we would have access to the software we need for the task. So I've booked the computer lab for Monday and Tuesday. Hopefully we will end this unit with a fun and informative session of watching Preamble videos from all the classes. But that's for next week's email...
Until then, I remain yours,
Mr. Bruce
Constitution Review Cards
What a gorgeous sunny afternoon! Certainly a break from the gloomy weather we've had recently. As you may expect, I'm sad that this winter has not supplied a significant enough snow for sledding or snow fun. I'll get over it, I guess. As we end this week I'm astounded with how much your kids have learned about the Constitution and the composition of government that it creates.
We resumed a paired reading and discovery activity that lead students through the three Articles of the Constitution that created and defined our three branches (Legislative, Executive, and Judicial), as well as the amendment process (Article V) and two fundamental concepts of government limitation: Checks and Balances and Federalism.
As we finished this work we verified our answers and moved into some Law School Practice Problems. This assignment increased the challenge of seeking support for answers using the Constitution. For example, a city in Utah is producing a very unique product for selling overseas; due to its nature the government wants to tax it. Can they? In order to answer this question, students must investigate the powers of Congress in Article I, section 8 and rectify that with powers forbidden to Congress in the following section. Moving forward following this, students are to make flash cards or other study materials for the purpose of nailing this information down so it is second nature. An example of study card questions are attached to this email. I've even prepared a set of cards on Quizlet: quizlet.com/_1ydqqt (requires simple account creation). This is all preparation for the competition that is coming up.
 |
| Sample certificate for passing exam with 90% on first try. Students must make corrections if they fail to reach 90%. |
Also, due to NWEA testing, labs were quite booked and so we postponed our video editing session. It gave our tech department more time to ensure that we would have access to the software we need for the task. So I've booked the computer lab for Monday and Tuesday. Hopefully we will end this unit with a fun and informative session of watching Preamble videos from all the classes. But that's for next week's email...
Until then, I remain yours,
Mr. Bruce
Constitution Review Cards
Friday, January 22, 2016
Week 18 in Mr. Bruce's History
Parents and Students,
Well things finally feel somewhat normal. Since Christmas Break it has felt as though we couldn't get anything going. Now that exams are over (mostly) and we are firmly in Semester 2, I think we are back to a good flow. I'd like to spend a little time here about exams, update you on the Preamble Video Assignment, and let you know what else we are working on/toward.
First of all, exams are almost all graded. There are still a few students who have not taken it due to outside circumstances. I anticipate spending Monday going over them in class. This will be as good for me as it is for you (students) because as I read through all of the great work that has been done on them, I want to share a bit about the documents and the theme to affirm and direct the work that was done on them. This will let you see the extent to which the documents take us in informing us about how the person and character of George Washington affected the creation of the new republic.
Our Video Preamble Assignment is still there, and I anticipate that around next Wednesday we will be in the computer lab editing and finalizing these videos. This process is somewhat stalled by the lack of video editing software on school machines. This is something that used to be standard on Windows, but since Windows 7, MovieMaker was a manual installation. While that gets worked out, or while I play with some online video editors, we have some extra time to make sure any recording that is yet to be done, gets done. This small video project is a precursor and de-bugger for a much larger video project that is in the works to come later in this marking period. Something I used to call the "Big Kahuna." Stay tuned...
Lastly, we are working on increasing and solidifying our efficacy with the Constitution. By the end of this unit, students will be able to use the Constitution to address and solve dilemmas of Constitutional law through a small group "Law Firm Challenge." Next week, they will begin "Law School" and will take a "Bar Exam" which will test their knowledge and grasp of this amazing document that has guided imperfect people to govern an imperfect population for 226 years.
FYI: Final grades for Semester 1 will be completed by Monday with report cards coming shortly after. I'll send Remind texts when I have entered Exam scores for your class.
Until next week, I remain yours,
Mr. Bruce
Well things finally feel somewhat normal. Since Christmas Break it has felt as though we couldn't get anything going. Now that exams are over (mostly) and we are firmly in Semester 2, I think we are back to a good flow. I'd like to spend a little time here about exams, update you on the Preamble Video Assignment, and let you know what else we are working on/toward.
First of all, exams are almost all graded. There are still a few students who have not taken it due to outside circumstances. I anticipate spending Monday going over them in class. This will be as good for me as it is for you (students) because as I read through all of the great work that has been done on them, I want to share a bit about the documents and the theme to affirm and direct the work that was done on them. This will let you see the extent to which the documents take us in informing us about how the person and character of George Washington affected the creation of the new republic.
Our Video Preamble Assignment is still there, and I anticipate that around next Wednesday we will be in the computer lab editing and finalizing these videos. This process is somewhat stalled by the lack of video editing software on school machines. This is something that used to be standard on Windows, but since Windows 7, MovieMaker was a manual installation. While that gets worked out, or while I play with some online video editors, we have some extra time to make sure any recording that is yet to be done, gets done. This small video project is a precursor and de-bugger for a much larger video project that is in the works to come later in this marking period. Something I used to call the "Big Kahuna." Stay tuned...
Lastly, we are working on increasing and solidifying our efficacy with the Constitution. By the end of this unit, students will be able to use the Constitution to address and solve dilemmas of Constitutional law through a small group "Law Firm Challenge." Next week, they will begin "Law School" and will take a "Bar Exam" which will test their knowledge and grasp of this amazing document that has guided imperfect people to govern an imperfect population for 226 years.
FYI: Final grades for Semester 1 will be completed by Monday with report cards coming shortly after. I'll send Remind texts when I have entered Exam scores for your class.
Until next week, I remain yours,
Mr. Bruce
Monday, January 11, 2016
Week 16 in Mr. Bruce's History
Welcome back and Happy New Year! What a start we have had. I have to admit, the writing of this weekly update slipped into the dark parts of my mind until quite late, and here it is Monday afternoon... This email will be quick and to the point.
As we head into this week I want to provide expectations for exam week and let you in on a project we have embarked upon as open wide the ideas in the Constitution. This must be done because everything that follows in the story of America is driven by this document and how Americans have striven to uphold and maintain the ideals set forth in this revolutionary document.
As we progress through exam week we will continue with the Preamble Video Assignment we began last week. I find video production to be a very fun, engaging style of project-based learning because it combines the raw, creative, and critical thinking of filmmaking with the integrated inquiry-based historical thinking and interpretation. This small scale assignment introduces the necessary production components (such as screenplays and storyboarding) for use in later assignments. There are some logistic roadblocks that are still being worked out. See the Preamble Video Assignment page for details and let me know if you have concerns about any aspect. I take these projects quite seriously and demand that parental reservations be honored and placed above academic expectations.
As for the expectations for Exam Week here in Mr. Bruce's History, I give a process-focused exam. The content will be over what we have covered in class, but the focus is on how we have learned the process of "doing" history - that is, how much can we demonstrate of the methods historians use when adding to the body of knowledge that we call the historical record. In order to prepare for such an exam, students need to review the notes we took regarding these methods. All of them can be found at mrbruceshistory.wikispaces.com/TLH. These notes should be in student binders and complete. But it might be helpful to review the slides on the TLH page and the notes.
As for what we will do in class for this exam, I can say that we will have considerable time in class to complete what is called a "Document Based Exercise". We will spend an hour of "review" time going through the documents together in class and employing some analysis tools for the purpose of understanding the documents. From there, students will put pieces together on their own regarding the topic and what the documents tell them. A simple overview of this process my Thinking Like a Historian Guidesheet.
Until tomorrow (maybe...),
Updated Exam Schedule:
Friday, December 18, 2015
Week 15 in Mr. Bruce's History
Parents and Students,
MERRY CHRISTMAS!!! As of clicking "Publish", I am headed to the gym for a "12 Days of Christmas" WOD and then home for a needed break. A special thanks to those of you who offered gifts - a very kind and thoughtful gesture. I have many ornaments and decorations at home that carry the signature of these little rewards of teaching, though the "consumable" gifts are appreciated all the same :)
Our week was spent debating the key issues that arose out of the Convention in Philadelphia as our Founding Fathers drafted the new Constitution for the new nation. Please ask your son/daughter about our debates in class. For a recap, what we did was research one of the delegates to assume their identity as a contributing member of the debates that fateful Summer in 1787. I prepared lessons where we unpacked a key issue in the form of a question:
Finally, we completed our unit on Creating and Debating the Constitution. We wrapped that up today as we participated in an interactive quiz/test using Plickers. I asked them some tough questions and they got to see immediate feedback and immediate reflection on their answers.
As we look forward to the new year, we are going to begin January with a critical look at the Bill of Rights by probing the question that emerged from an article I shared with all students and now you as well. The question challenges us to assess our deeply-held views in the Bill of Rights, primarily freedom of religion. We must consider what is required of us as citizens if we expect to uphold the freedoms and liberties we hold so dear. The question is this: "Did the Founding Fathers envision/discuss the possibility of a Muslim president?"
I am looking forward to this lesson because I wonder about the contemporary challenge facing our nation as we become increasingly antagonistic toward a worldview, belief system, and civic order that we resist understanding. Please take time during these next few weeks and read the article together, keeping an open mind to what I challenged above. This is not required, but may provide for a richer experience in the classroom.
In the meantime, I wish you and your family a Very MERRY CHRISTMAS!!! As well as a Happy New Year.
If we don't bump into each other until then, I remain yours,
Mr. Bruce
MERRY CHRISTMAS!!! As of clicking "Publish", I am headed to the gym for a "12 Days of Christmas" WOD and then home for a needed break. A special thanks to those of you who offered gifts - a very kind and thoughtful gesture. I have many ornaments and decorations at home that carry the signature of these little rewards of teaching, though the "consumable" gifts are appreciated all the same :)
Our week was spent debating the key issues that arose out of the Convention in Philadelphia as our Founding Fathers drafted the new Constitution for the new nation. Please ask your son/daughter about our debates in class. For a recap, what we did was research one of the delegates to assume their identity as a contributing member of the debates that fateful Summer in 1787. I prepared lessons where we unpacked a key issue in the form of a question:
- How should States be represented in the new government?
- How should slaves be counted?
- How should the Chief Executive be elected?
These questions were debated using some of the same arguments used by Madison (VA), Hamilton (NY), Sherman (CT), Gerry (MA), Wilson (PA), and others. When in doubt, or for guidance, we leaned on Madison's own notes from the convention. As you ask your son/daughter about OUR version of the debates, feel free to reference the "official" minutes of our proceedings. Once we came to a conclusion, we compared and contrasted our results to the real delegates. Some times we were real close, and other times, we were way off. Of course, it's not right to compare, but it involved us in the process to think critically about why the compromises fell as they did, both for better and for worse.
Finally, we completed our unit on Creating and Debating the Constitution. We wrapped that up today as we participated in an interactive quiz/test using Plickers. I asked them some tough questions and they got to see immediate feedback and immediate reflection on their answers.
As we look forward to the new year, we are going to begin January with a critical look at the Bill of Rights by probing the question that emerged from an article I shared with all students and now you as well. The question challenges us to assess our deeply-held views in the Bill of Rights, primarily freedom of religion. We must consider what is required of us as citizens if we expect to uphold the freedoms and liberties we hold so dear. The question is this: "Did the Founding Fathers envision/discuss the possibility of a Muslim president?"
I am looking forward to this lesson because I wonder about the contemporary challenge facing our nation as we become increasingly antagonistic toward a worldview, belief system, and civic order that we resist understanding. Please take time during these next few weeks and read the article together, keeping an open mind to what I challenged above. This is not required, but may provide for a richer experience in the classroom.
In the meantime, I wish you and your family a Very MERRY CHRISTMAS!!! As well as a Happy New Year.
If we don't bump into each other until then, I remain yours,
Mr. Bruce
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| 5th Hour Delegates from the various states meeting and greeting as we open the Philadelphia Convention. |
Friday, December 11, 2015
Week 14 in Mr. Bruce's History
Parents and Students,
We can begin counting on one hand the number of days left before a needed two-week break for one of the best times of the year - CHRISTMAS! I am looking forward to time with family, working on a few small projects, but most of all the celebration of the meaning of the holiday.
This week in class we finished some really awesome online timelines. Monday and Tuesday were devoted to the completion of a project that covered the bulk of all conversations that led to and through the creation of the Constitution. I explained more about this project in last week's email and asked that if you wanted to know more that you visit the Creating the Constitution page on the class website. These turned out really awesome and was a great use of a very neat web tool (though, some did not finish...). Please ask your students to see them!
Before we left the computer lab all students in each class selected (or was assigned) one of the delegates to the Constitutional Convention. According to the instructions on the Debating the Constitution page on the class website, we researched our chosen delegate with the intent of taking his place as we debate the merits of our Constitution the way they did 228 years ago. Over the weekend, you would to well to ask your student about their delegate. Particularly, you could ask:
We can begin counting on one hand the number of days left before a needed two-week break for one of the best times of the year - CHRISTMAS! I am looking forward to time with family, working on a few small projects, but most of all the celebration of the meaning of the holiday.
This week in class we finished some really awesome online timelines. Monday and Tuesday were devoted to the completion of a project that covered the bulk of all conversations that led to and through the creation of the Constitution. I explained more about this project in last week's email and asked that if you wanted to know more that you visit the Creating the Constitution page on the class website. These turned out really awesome and was a great use of a very neat web tool (though, some did not finish...). Please ask your students to see them!
Before we left the computer lab all students in each class selected (or was assigned) one of the delegates to the Constitutional Convention. According to the instructions on the Debating the Constitution page on the class website, we researched our chosen delegate with the intent of taking his place as we debate the merits of our Constitution the way they did 228 years ago. Over the weekend, you would to well to ask your student about their delegate. Particularly, you could ask:
- How do you feel about a strong national (central) government?
- What are your thoughts about how States should be represented in Congress?
- What are your beliefs about whether or not southern states should be allowed to count slaves as part of the overall population?
- How should the chief executive be elected?
These questions and more will be decided next week in class debates. I am considering recording some debates that I know will be "hot" and so if there is any opposition, please inform me via email. The intent is to have something to share for next year as a standard of expectation, but also to give you all a window into the classroom.
Next week is devoted to concluding debates on the key issues from the Constitutional Convention. It will allow for a nice break before we come back in January to complete a short lesson on the ratification of this document by the people in State Conventions.
Until then, I am yours,
Mr. Bruce
Friday, December 4, 2015
Week 13 in Mr. Bruce's History
Parents and Students,
I am sitting in the computer lab watching your kid work to complete a very cool timeline. It is so awesome how they take to new tools for creating and curating content as they learn. We finished this week leaving this project unfinished. I don't like doing that, but I apparently overloaded them with their "Creating the Constitution" project. Take a look at the Creating the Constitution page for details. Monday and Tuesday I hope to finish this project and usher in a new one, which I'll explain below.
Looking back at what we have done this week, it began with a video from PBS that explored the concept of federalism. We hear this word, or at least its commonly used relative, very frequently when we refer to our "federal" government. However, too few of us really understand the system that divides, separates, and distinguishes our federal system. We explored the typical and often used definition of federalism as a system of shared (or divided) power between a central government and several sub-units of government. If you were a good student, you would remember that from school. But our American system of federalism is little different in that it doesn't allow for a clear division of power or authority or explicitly define what or how much is shared. The result is a muddy debate or conflict between the States and the National Government that has shifted and twisted over the 227 years since the Constitution was written. This video did a great job connecting the views and desires of the Founding Fathers with the debate that still goes on today. I encourage you to view that this weekend.
This led to the transition and prep timeline project of "Creating the Constitution". It will set us up to debate the Constitution in a simulated format. The classroom will transform into the East Room of the Pennsylvania State House (Independence Hall). I may be asking your students to bring in things to help decorate this room to fit the mood such as candles, green cloth/sheets, etc. (see images below). We need to start by taking on the identity of one of the delegates and study his background and understand his views on the issues faced at the convention. Then we will debate the issues according to the delegates' historic positions and attitudes. As we debate, we will learn how compromise filled the air and how the Constitution we know today was formed by this group of extraordinary men we know today as the Founding Fathers.
Until then,
Mr. Bruce
I am sitting in the computer lab watching your kid work to complete a very cool timeline. It is so awesome how they take to new tools for creating and curating content as they learn. We finished this week leaving this project unfinished. I don't like doing that, but I apparently overloaded them with their "Creating the Constitution" project. Take a look at the Creating the Constitution page for details. Monday and Tuesday I hope to finish this project and usher in a new one, which I'll explain below.
Looking back at what we have done this week, it began with a video from PBS that explored the concept of federalism. We hear this word, or at least its commonly used relative, very frequently when we refer to our "federal" government. However, too few of us really understand the system that divides, separates, and distinguishes our federal system. We explored the typical and often used definition of federalism as a system of shared (or divided) power between a central government and several sub-units of government. If you were a good student, you would remember that from school. But our American system of federalism is little different in that it doesn't allow for a clear division of power or authority or explicitly define what or how much is shared. The result is a muddy debate or conflict between the States and the National Government that has shifted and twisted over the 227 years since the Constitution was written. This video did a great job connecting the views and desires of the Founding Fathers with the debate that still goes on today. I encourage you to view that this weekend.
This led to the transition and prep timeline project of "Creating the Constitution". It will set us up to debate the Constitution in a simulated format. The classroom will transform into the East Room of the Pennsylvania State House (Independence Hall). I may be asking your students to bring in things to help decorate this room to fit the mood such as candles, green cloth/sheets, etc. (see images below). We need to start by taking on the identity of one of the delegates and study his background and understand his views on the issues faced at the convention. Then we will debate the issues according to the delegates' historic positions and attitudes. As we debate, we will learn how compromise filled the air and how the Constitution we know today was formed by this group of extraordinary men we know today as the Founding Fathers.
Until then,
Mr. Bruce
Wednesday, November 25, 2015
Week 12 in Mr. Bruce's History
Parents and Students,
HAPPY THANKSGIVING!
I took the chance for Bell Work today to ask students what they were thankful for. The reflection was worthwhile and I think, at least for those who shared whole class, certainly recognize the things in their lives that lift them up. Family, far and away, topped the list. This means that we are thankful for you, parents, for the ways in which you lay down and set aside your lives and desires for the benefit of your students.
As a recap of this week I turn your attention to the details that we gleaned from our final look at the correspondence between George Washington and Henry Knox from February, 1787. Ask you son/daughter how their letters helped us understand the difference between the government that the States created and wanted and the one that the States needed by the end of the 1780s. Also, be sure to ask them what was different about the United States before 1787 as compared to now. For those of us that weren't in Youth in Government, I kept things light as we did a lesson/activity that connected some ideas and linked cause with effect from British rule, to the Articles of Confederation, to the Constitution. I've attached that here for you. Also see This Day in History for Nov. 23.
I wanted to also throw at you an update I made to my use of mrbruceshistory.wikispaces.com. On the home page of my site you can find the daily work embedded front and center. This means if your son/daughter is home sick, they can know what we are doing in Mr. Bruce's History by visiting the home page of the class website. These are all accessible via the "This Day in History" calendar which is linked on the left navigation (see image below).
I encourage you (particularly students) to increase your awareness and comfort with the class website. Next week, I am planning on some time in the computer lab for you to become contributors of the site, making a few pages of your own and creating an interactive timeline of this Constitutional period.
But that's next week. Again, have a great Thanksgiving!
Yours,
Mr. Bruce
HAPPY THANKSGIVING!
I took the chance for Bell Work today to ask students what they were thankful for. The reflection was worthwhile and I think, at least for those who shared whole class, certainly recognize the things in their lives that lift them up. Family, far and away, topped the list. This means that we are thankful for you, parents, for the ways in which you lay down and set aside your lives and desires for the benefit of your students.
As a recap of this week I turn your attention to the details that we gleaned from our final look at the correspondence between George Washington and Henry Knox from February, 1787. Ask you son/daughter how their letters helped us understand the difference between the government that the States created and wanted and the one that the States needed by the end of the 1780s. Also, be sure to ask them what was different about the United States before 1787 as compared to now. For those of us that weren't in Youth in Government, I kept things light as we did a lesson/activity that connected some ideas and linked cause with effect from British rule, to the Articles of Confederation, to the Constitution. I've attached that here for you. Also see This Day in History for Nov. 23.
I wanted to also throw at you an update I made to my use of mrbruceshistory.wikispaces.com. On the home page of my site you can find the daily work embedded front and center. This means if your son/daughter is home sick, they can know what we are doing in Mr. Bruce's History by visiting the home page of the class website. These are all accessible via the "This Day in History" calendar which is linked on the left navigation (see image below).
I encourage you (particularly students) to increase your awareness and comfort with the class website. Next week, I am planning on some time in the computer lab for you to become contributors of the site, making a few pages of your own and creating an interactive timeline of this Constitutional period.
But that's next week. Again, have a great Thanksgiving!
Yours,
Mr. Bruce
Friday, November 20, 2015
Week 11 in Mr. Bruce's History
Parents and students,
What a weekend that we have ahead of us! If you don't already know, winter storm Bella is bearing down on us. I'm just hoping the Winter Storm Watch doesn't fall flat. I'm a fan of snow, especially the kind that allows for snowmen.
As far as our week in class, we have devoted ourselves to understanding the reasons for why States sent delegates to Philadelphia in May of 1787. History textbooks settle on the conclusion that it was to write a Constitution. But we can't do that without acknowledging the constitution that was already in place - The Articles of Confederation. For the purposes of summary and review, I have prepared a set of video lectures for you (parents and students) to use to cover the basics:
Our work was difficult, but student leadership pulled us through as we dug into a letter from George Washington written on February 3, 1787 to Henry Knox. This letter was just days of after Shays' Rebellion and three months before the Philadelphia Convention would begin. Surely, this letter contains clues to the government the states wanted versus the government they needed - at least according to Washington. His letter contains nuggets for why and how it was going to be difficult to get the States to give up their "darling Sovereignties." I've included a few pics of students leading the class through a close read of this letter. It was great to see them engaged in a document as difficult as this one was.
As we head into next week, I will be honest in my intention to be kind to those going to Youth in Government. As a former advisor, I know they follow an extremely challenging schedule and have no time for school work while there. As it is a three day week, we will solidify what we have learned in one form or another, but I will not add anything for YIG students to do. Next Wednesday, when our YIG classmates return, we are going to make sure we are ready open the Philadelphia Convention, with our clear understanding of the challenge and purpose that the delegates were faced with.
If you are in YIG, please just be sure to complete the Washington to Knox Letter/Worksheet before Wednesday - work together on it.
Have a great weekend! Let the white stuff fall :)
Yours,
Mr. Bruce
 |
| Last winter's project - Olaf melted in the rain the very next day... |
What a weekend that we have ahead of us! If you don't already know, winter storm Bella is bearing down on us. I'm just hoping the Winter Storm Watch doesn't fall flat. I'm a fan of snow, especially the kind that allows for snowmen.
As far as our week in class, we have devoted ourselves to understanding the reasons for why States sent delegates to Philadelphia in May of 1787. History textbooks settle on the conclusion that it was to write a Constitution. But we can't do that without acknowledging the constitution that was already in place - The Articles of Confederation. For the purposes of summary and review, I have prepared a set of video lectures for you (parents and students) to use to cover the basics:
The question we have been pursuing through this week is "How was the government the states needed different than the government that they wanted?" What we closed in on today in class, was that Washington felt that the national government needed to be stronger and that the states needed to be weaker.
Our work was difficult, but student leadership pulled us through as we dug into a letter from George Washington written on February 3, 1787 to Henry Knox. This letter was just days of after Shays' Rebellion and three months before the Philadelphia Convention would begin. Surely, this letter contains clues to the government the states wanted versus the government they needed - at least according to Washington. His letter contains nuggets for why and how it was going to be difficult to get the States to give up their "darling Sovereignties." I've included a few pics of students leading the class through a close read of this letter. It was great to see them engaged in a document as difficult as this one was.
As we head into next week, I will be honest in my intention to be kind to those going to Youth in Government. As a former advisor, I know they follow an extremely challenging schedule and have no time for school work while there. As it is a three day week, we will solidify what we have learned in one form or another, but I will not add anything for YIG students to do. Next Wednesday, when our YIG classmates return, we are going to make sure we are ready open the Philadelphia Convention, with our clear understanding of the challenge and purpose that the delegates were faced with.
If you are in YIG, please just be sure to complete the Washington to Knox Letter/Worksheet before Wednesday - work together on it.
Have a great weekend! Let the white stuff fall :)
Yours,
Mr. Bruce
 |
| 6th Hour: Brody and Noah |
 |
| 2nd Hour: Keegan and Abby |
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| 3rd Hour: Kristina and Taylor |
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| 4th Hour: Luke and Makinzie |
Friday, November 13, 2015
Week 10 in Mr. Bruce's History
Parents and students,
What a week! Fresh into a new marking period are we. With a short week behind us, I am going to keep this note short and sweet.
I am going to start with sweet... Thanks to all you who came to meet with us at Conferences. It was a pleasure to sit and chat with you about your great kids! The foundations you have created allows us to extend their learning in ways that are fit for a growing mind. Thank you also for your feedback regarding our setting for Conferences. There are a variety of ways we could go about inviting you in, and I think I have done them all in my 11 years of teaching. But this setting works the best for parents and teachers when you factor in all the variables and account for the negatives. The reality behind conferences is that there is no such thing as perfect and where benefits exist, there may be a few things that are sacrificed to achieve that. Our reflection on conferences is that our structure maximizes benefits while minimizes costs.
I want to take a moment here to thank all you parents who are Veterans. We spent some time this week to look presently and historically at the necessity of taking a day to recognize and honor those that have given a part of their life, as well as those who have given much, much more, to provide for us a way of living that is too easy to take for granted. God has blessed us through those who have answered the call of duty. May God continue to bless them for their sacrifice for our benefit.
Lastly, I want to point us all to the next week. Our focus is on the Philadelphia Convention -
What a week! Fresh into a new marking period are we. With a short week behind us, I am going to keep this note short and sweet.
I am going to start with sweet... Thanks to all you who came to meet with us at Conferences. It was a pleasure to sit and chat with you about your great kids! The foundations you have created allows us to extend their learning in ways that are fit for a growing mind. Thank you also for your feedback regarding our setting for Conferences. There are a variety of ways we could go about inviting you in, and I think I have done them all in my 11 years of teaching. But this setting works the best for parents and teachers when you factor in all the variables and account for the negatives. The reality behind conferences is that there is no such thing as perfect and where benefits exist, there may be a few things that are sacrificed to achieve that. Our reflection on conferences is that our structure maximizes benefits while minimizes costs.
I want to take a moment here to thank all you parents who are Veterans. We spent some time this week to look presently and historically at the necessity of taking a day to recognize and honor those that have given a part of their life, as well as those who have given much, much more, to provide for us a way of living that is too easy to take for granted. God has blessed us through those who have answered the call of duty. May God continue to bless them for their sacrifice for our benefit.
Lastly, I want to point us all to the next week. Our focus is on the Philadelphia Convention -
- Why did delegates meet?
- What was their purpose?
- Who attended?
- And what was the result of the meeting?
Most of us know the Constitution as the guide for our government, but few recognize the historical necessity behind its creation and the problems it was set out to fix. We will dive into those questions and more as we reconvene Monday.
Until then, I am yours,
Mr. Bruce
Friday, November 6, 2015
Week 9 in Mr. Bruce's History
Parents and students,
In a flash, the week is over and so is our first marking period. Next week we hold Parent-Teacher Conferences. Our conferences will be panel style where you will have the opportunity to sit with all of your core teachers (History, Science, Math, English, and Spanish) in a single setting. Please email Mrs. Dean with questions or to schedule a session.
We ended the marking period in a perfect position to step forward into Unit 3 - The Constitution. However, when preparing to study the Constitution, we must pause to learn of its need. Often, people learned to forget or ignore the critical years between the end of the American Revolution and the creation of the Constitution. From 1781 until 1788, the United States were not united and was not a single nation. Rather it was a loose association of independent nations (states) organized under a confederation. They agreed to be unified for common defense and welfare according to The Articles of Confederation (a.k.a. Constitution 1.0). The reason why the Constitution we know and love was created was because the first one failed...
So we spent time this week looking at that failure and the nature of 13 free sovereign and independent nations figuring things out. One question we wondered about and explored was "Could Washington have become king?" We read in a letter an offer made to Washington by many of his Army officers. It was a proposition formed from significant grievances about Congress and the "weakness of republicks". It offered Washington the title of King if he agreed to lead the army to take over Congress. Washington, of course, sternly put that idea down. His choice of words is worth asking your son or daughter about. Read more about this as the beginnings of what would later develop into the Newburgh Conspiracy.
Finally we learned today about the one successful and lasting accomplishment of the Confederation Congress under the Articles of Confederation. Do you know why Branch County is made up of townships with 36 square miles each? Do you know why county roads are generally east/west and north/south and are spaced at mile intervals? Ask your son/daughter. Because they learned about the Land Ordinance of 1785 and the Northwest Ordinance of 1787 and how these two laws created a revenue stream for Congress and territories for the addition of future states.
Big week. Lots to talk about this weekend.
Next week we focus on a near-second revolution that began with some justifiably angry farmers in Massachusetts.
See you at conferences!
Mr. Bruce
We ended the marking period in a perfect position to step forward into Unit 3 - The Constitution. However, when preparing to study the Constitution, we must pause to learn of its need. Often, people learned to forget or ignore the critical years between the end of the American Revolution and the creation of the Constitution. From 1781 until 1788, the United States were not united and was not a single nation. Rather it was a loose association of independent nations (states) organized under a confederation. They agreed to be unified for common defense and welfare according to The Articles of Confederation (a.k.a. Constitution 1.0). The reason why the Constitution we know and love was created was because the first one failed...
So we spent time this week looking at that failure and the nature of 13 free sovereign and independent nations figuring things out. One question we wondered about and explored was "Could Washington have become king?" We read in a letter an offer made to Washington by many of his Army officers. It was a proposition formed from significant grievances about Congress and the "weakness of republicks". It offered Washington the title of King if he agreed to lead the army to take over Congress. Washington, of course, sternly put that idea down. His choice of words is worth asking your son or daughter about. Read more about this as the beginnings of what would later develop into the Newburgh Conspiracy.
Finally we learned today about the one successful and lasting accomplishment of the Confederation Congress under the Articles of Confederation. Do you know why Branch County is made up of townships with 36 square miles each? Do you know why county roads are generally east/west and north/south and are spaced at mile intervals? Ask your son/daughter. Because they learned about the Land Ordinance of 1785 and the Northwest Ordinance of 1787 and how these two laws created a revenue stream for Congress and territories for the addition of future states.
Big week. Lots to talk about this weekend.
Next week we focus on a near-second revolution that began with some justifiably angry farmers in Massachusetts.
See you at conferences!
Mr. Bruce
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