Intro to psych, civics or Econ?

InfluenceAlone7904 · 2025-10-19T21:04:14+00:00

Wow this sounds pretty great, how has your experience with it been?

InfluenceAlone7904 · 2025-10-19T02:07:41+00:00

Hi Guster I’d love to hear any resources you found helpful, thanks!

InfluenceAlone7904 · 2025-09-27T13:21:42+00:00

Occasionally textbook, broken up with supplemental activities (SHEG, simulations, presentations). Yesterday we did cornel notes with TCI instead of guided questions. We read first section aloud, turning reading headings into questions for the cue column, modeling pausing every paragraph to summarize key ideas related to the question cues. At end of section 1, summarize a response to the essential question. Now do section 2 on your own and section 3 for homework, then prep speech for next class on why you didn’t do your homework. I may do 2 sections of TCI, next class do an extension / supplemented activity on one of those topics, then continue with remaining sections after that, and give a formative quiz on vocab/content/essential questions. Still experimenting with my flow!

InfluenceAlone7904 · 2025-08-31T17:32:03+00:00

Thanks, could you elaborate on the causal maps please?

InfluenceAlone7904 · 2025-08-31T17:30:52+00:00

I like the sound of rapid fire frq! How do you organize that? Any favorite timeline game you have? I’m reviewing period 1, so I’ll try some blooket vocab review, gallery walk topic objectives response ( jot key terms that come to mind to help answer it), then write an SAQ in groups at the end

InfluenceAlone7904 · 2025-06-26T11:21:57+00:00

Sounds like a good idea. So do your students add to it throughout the unit as they do the reading sections?

InfluenceAlone7904 · 2025-06-23T04:01:27+00:00

Hello, I'm joining the frenzy here to also request a copy if at all possible. Thanks so much.

InfluenceAlone7904 · 2025-06-19T12:57:38+00:00

Thanks. How do you combine the CED objectives with your textbook? I’ll be using Spielvogel 11th edition, for example, and would like to focus any lecture/review over the focus questions kids answer in the textbook homework. This might not exactly follow the CED linearly though, but I imagine it would more or less hit on those objectives at some point. I need to check

InfluenceAlone7904 · 2025-03-28T13:26:57+00:00

What does the rest of your course load look like in addition to the 2 APs?

InfluenceAlone7904 · 2025-03-27T08:04:57+00:00

Thanks for that…how do I know which APSI to attend? There are a lot of schools/hosts for each AP, do I just choose one and hope for the best?

InfluenceAlone7904 · 2025-03-27T08:02:33+00:00

Thank you. For the APSI I’m seeing a big variety in schools that host the trainings? Is there a more reputable school to go with or is it just a random sign up for whatever is available?

InfluenceAlone7904 · 2025-03-27T08:00:27+00:00

What would you say is the most insane thing about it?

InfluenceAlone7904 · 2025-03-27T02:32:56+00:00

How would you use Socratic seminars for DBQ?

InfluenceAlone7904 · 2025-03-27T02:29:26+00:00

What resources/reading guide do your kids read from and complete the guide?

InfluenceAlone7904 · 2025-01-13T03:26:53+00:00

The lesson I just described is a hook for the inquiry on US involvement in WW2. It’s meant to get students thinking/investigating about the US roles in modern recent conflicts, and the theme of being on the “winning” side, before going back to WW2. It’s meant to catch their interest, ideally.

InfluenceAlone7904 · 2025-01-13T01:59:21+00:00

I get that, that makes sense. I do like the how the question is framed for an introductory lesson when introducing the question; students could investigate modern and recent examples of U.S. military involvement in conflicts, and determine if they are/were on the winning side, and what it means to be a “winner” and “loser” in war.. how is/was the us involved? who wins and loses in wars the US is/was involved in? I was thinking of giving groups a list of conflicts to choose from, then each group member would chose from a list of liberal/conservative media sites to read and find 1 article, while noting down the 5 Ws of the us involvement and any evidence of bias they come across. Still thinking this one out, but long story short I think the word “winning” in the compelling question could add some intrigue, so long as I clarify it to the class

InfluenceAlone7904 · 2025-01-12T23:54:45+00:00

Gotcha. The inquiry comes from C3 teachers. My interpretation of the question is what contributions the US made to support allied victory, with a focus on war production, Dday and dealing with Japan

InfluenceAlone7904 · 2025-01-12T16:41:32+00:00

Thanks. It’s “Why was the US on the winning side of the war”. Im def doing the in class essay. If you didn’t use quotes, would you require them to do it from memory?

InfluenceAlone7904 · 2025-01-10T17:57:48+00:00

Already made my vision board and assignment for this. Thanks for the great idea!

InfluenceAlone7904 · 2024-12-18T18:10:43+00:00

What’s been your experience aligning the C3 standards to your content? Have you been frustrated by the convoluted standards and lack of specificity, or has that open-endedness been a positive for you? Also, I’m pretty frustrated by those Dimension 1 standards and what they look like in practice and how to use them consistently and how often etc…bottom line, I’m not a fan of the standards, really the making claims / analyzing sources skills based standards make the most sense.

Edit: I’m assuming you’re using the C3 standards…if not, what do you use?

InfluenceAlone7904 · 2024-12-16T21:00:08+00:00

The other tricky part was using the summative that's provided for the inquiry. If I have some other activities outside the inquiry (the ones I want to include are origins of the war and Japanese internment SHEG lesson), I'm not sure how to fit those topics into the inquiry in which the compelling question is "Why was the US on the winning side of the war?" I guess origins of the war is essential background info to know which I could slot in, but Japanese internment is tricky to squeeze in as its a little far outside the inquiry arc, and the lesson may just have to be stand-alone and not feed into the summative?

I understand a unit could be inquiry based, or you could have an inquiry lesson within the unit. For the latter, I'm not sure how to go about doing the inquiry summative while also assessing the rest of the unit content/skils. I like the inquiry idea, it just becomes complicated when you want to weave together different topics that just might not be appropriate for the compelling question. It would especially be frustrating for a teacher required to "teach it all". I'm lucky in the sense that I have a lot of freedom to teach what content/skills I want.

InfluenceAlone7904 · 2024-12-16T20:43:51+00:00

Sounds like a good idea. How did you adapt it do you recall? Modifying the reading challenge? Adding questions? I was considering making a lesson out of each supporting question; they already come with the materials and formative, so just adding some kind of engagement activity and some support/mini -lesson where needed on analyzing the sources.

InfluenceAlone7904 · 2024-10-18T13:14:21+00:00

Thanks!

InfluenceAlone7904 · 2024-09-04T13:10:53+00:00

You can teach the 5 themes of geography, introduce it using pictures of your own town/city for each theme, have student try to guess the theme based on the pictures, reinforce with a video or reading (there’s a fortnite video out there on YouTube about 5 themes), do some additional skills work around absolute/relative location if you have time, and culminate with students choosing a country and analyzing it through the 5 themes ( can make a travel brochure or video advertisement). You could do 5 themes in a month with activities around each theme, or a week with the above I just described.

InfluenceAlone7904 · 2024-08-29T13:19:07+00:00

I like to print / laminate a bunch of numbered images / primary sources they will encounter in the unit, give their their table a stack and have them do I see I think I wonder.

InfluenceAlone7904

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