Connecting Lessons to Common Core: Your Own Personal Latin American Revolution

Posted on March 19, 2012 by Michael K. Milton

For the past week, I have been reflecting on past lessons to see how they align to the Common Core Standards for History/Social Studies. I have thoroughly enjoyed setting aside time to look at how the lessons that I have used over the past two years can be adapted to fit the new standards. So far, little adaptation has been needed but with today’s lesson, I am unsure. While I believe that students learned much from this activity about Latin American Revolutions, I don’t think it fits neatly within the standard below. Please let me know your thoughts!

To begin the unit students had created their own Latin American country that was ruled by Spain. Previously, after a discussion about nationalism, students created a symbol for their fictional country (high school students seem to love having things named after them). Then, after learning about other Latin American Revolutions, it was time for their countries to fight for their freedom.

This is the standard that I hope is addressed:

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

The activity:

I debated having students write a news report of an existing revolution, but I felt that they would be too focused on getting specific battles right rather than the reasons behind the revolution (not seeing the forest for the trees). My goal for them was to learn about all of the Latin American Revolutions and see the commonalities. Then, based upon what they learned create, a fictionalized history of their country’s revolution.

I love when students really get into an assignment, and while not every student did, these papers were very fun to read. My biggest regret for this activity is that I collected these on notebook paper and did not save any as examples. Next year, I will have students maintain a blog to share with one another (and to continue to develop their writing).

Side Question: After reexamining this lesson, I’ve noticed that based upon the instruction some students completed this as a synthesis activity while others completed it as an application activity. How do I move this activity into the synthesis zone?

 
For more on my Connecting Lessons to Common Core series click the links below:
Connecting Lessons to Common Core: Nationalistic Travel Brochures
Connecting Lessons to Common Core: Imperialism and Star Wars
Connecting Lessons to Common Core: Extra Extra! Primary Documents to News Articles!
Connecting Lessons to Common Core: Bill and Ted’s Excellent Assignment
Connecting Lessons to Common Core: Personal Journals during the French Revolution
Connecting Lessons to Common Core: Your Own Personal Latin American Revolution 
Connecting Lessons to Common Core: Enlightenment – Declaration of Independence
Connecting Lessons to Common Core: A Missed Opportunity (Political Philosophies ~ Conservative, Liberal, Radical)


Posted in Common Core, History | Tagged , , , | 1 Comment

Connecting Lessons to Common Core: Personal Journals during the French Revolution

Posted on March 18, 2012 by Michael K. Milton

As I said before, my Social Studies department is meeting this week to discuss activities and lessons that align with the Common Core Standards for History/Social Studies. I became very excited last Friday afternoon when I found that the Common Core also included standards for reading and writing across the curriculum.

One of my goals as a teacher (other than to thwart the Zombie Apocalypse) is to get students become immersed in history. When we began our unit on the French Revolution, I did not want my students to passively read about the plight of the Third Estate. I wanted them to feel it. I wanted them to react to events leading to the French Revolution, rather than simply memorize facts. I decided to have my students take on personas of someone in the Third Estate and write about the events that occurred as if they were there.

This is the writing standard that I am going to address with this activity:

CCR 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Each night instead of the traditional “read and outline Chapter 23 Section 2”, my students had to submit journal entries to our Edmodo page for an audience of one…me. Some students delved deep into their characters filling their lives with vivid detail. Other students simply outlined the chapter using personal pronouns. After reading the first batch, I realized that I had to tweak the activity to fully engage my classes. So, instead of simply submitting it to me, students submitted their writing for the whole class to see. As the audience grew, the quality of the writing developed. Also, the next day some of my students called each other by their French names.

(For those using Edmodo, the above was accomplished by having students clicking on “Reply” under the assignment rather than “Turn in.” The downside of this was the it added a step for me to give students credit for completion. I could have simply had students submit assignments in both places.)

Here are some examples of the questions and responses:

On their unit test, I also included an essay option about how their character would reflect back upon the French Revolution during the reign of Napoleon. The responses for this essay were thoughtful, articulate, and personal. I was excited to see students develop such a connection to their characters and the French Revolution.

I will do definitely use this activity again but will have students complete this on a blog rather than Edmodo (it’s not you Edmodo, it’s me). As a “Do Now”, I will have students read and respond to each others blogs as their character.

In completing the assignment this way, I would also be addressing the standard below!

WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I am glad that I found the standards above as I really enjoy having my students put themselves in history. Not only does it, ideally, make history come alive, but doing it in this way helps to develop a classroom community.

 
For more on my Connecting Lessons to Common Core series click the links below:
Connecting Lessons to Common Core: Nationalistic Travel Brochures
Connecting Lessons to Common Core: Imperialism and Star Wars
Connecting Lessons to Common Core: Extra Extra! Primary Documents to News Articles!
Connecting Lessons to Common Core: Bill and Ted’s Excellent Assignment
Connecting Lessons to Common Core: Personal Journals during the French Revolution
Connecting Lessons to Common Core: Your Own Personal Latin American Revolution
Connecting Lessons to Common Core: Enlightenment – Declaration of Independence
Connecting Lessons to Common Core: A Missed Opportunity (Political Philosophies ~ Conservative, Liberal, Radical)

Posted in Common Core, History | Tagged , , , , | 1 Comment

Why I Teach: The Importance of Teachers and the Zombie Apocalypse

Posted on March 15, 2012 by Michael K. Milton

Part of my inspiration for being a teacher is that I believe I can stave off the Zombie Apocalypse (or Zombocalypse as a friend offered). Not single-handedly, mind you. My occasional delusions of grandeur are never quite so grand. I believe by working to develop the minds of our students and by teaching them to think creatively and work better both individually and with groups we can push back the Zombocalpse.

This post seems to have developed an “I believe that children are the future” vibe, which was originally unintended but I am embracing.

Last December, I read a great blog post from edweek.org called “Teachers as Brain-Changers: Neuroscience and Learning,” which really excited me. The article discusses the brain’s neural pathways that develop when learning which make different kinds of thinking more fluid the more it is used. I felt my role as an English and World History teacher developed into “Brain-Changer.” I even debated making business cards. My new goal was to develop neural pathways to ensure student’s development of critical thinking and problem solving skills. While my activities did not shift too much, I felt that mostly every activity should develop student’s minds. I moved from quick rote-memorization quizzes to ensure student reading to open notebook quizzes in which students apply what they have learned.  In short, my mindset changed.

Last night, @TeachPleau said in a conversation about 21st Century Skills that “the content is the tool that we use to teach the process & skills.” This statement shocked me for a full moment, but made me reflect again on my role in the classroom. Is my content still important? Yes. But creating engaging lessons for students to experience thinking and learning is more important. We need our students to be ready to adapt to deal with a changing economy and the potential* Zombocalypse.

And now for how all of the work that we (educators) do will delay the Zombie Apocalypse! The current Zombocalypse theory is that either a virus will be released into the air or that someone infected in a laboratory somewhere will be accidentally released into the world. As zombism rapidly spreads throughout the population, it will be our students who will be working quickly with a large number of variables to develop the cure. If they are simply taught how to memorize and regurgitate, humanity may be doomed.  If they are taught effective critical thinking, they will be more adept at coming up with possible solutions to this catastrophic event. They will save humanity (for now)!

That is why I teach – to stop the Zombocalypse.

As an aside, while I am trusting of the future generations, I still plan to keep in shape just in case I have to run from Zombies. I think it was Ronald Reagan who said, “Trust, but be ready for the Zombie Apocalypse.” Truer words were never spoken.

Oh, for a good run for you iPhone users, check out the Zombies, Run! app. It is the best way to start your morning.

* Some may say eventual.

Posted in Reflection | Tagged , , , | 3 Comments

My Idea: Making Teacher Prep More Like Scrubs

Posted on March 14, 2012 by Michael K. Milton

Imagine if Teacher Prep programs were more like the hit TV Show Scrubs!

While I have been accused of having ridiculous fantasies, I actually think this idea has some merit.

I mean, doctors have “Teaching Hospitals” (as seen on ER, Scrubs, and House), why don’t we have “Teaching Schools”*? A place where first years (new teachers) walk around the school with department heads discussing what they see in the classroom and how it can be improved.

It would probably look something like this…

The following scene takes place in a school with classes behind two-way mirrors (like ones that can be found in interrogation rooms on TV shows). The Department Head leads a group of first years around the school.

Department Head: “Milton! Tell me what you see here.”

Me: “A class, sir.”

Department Head: “If I wanted an answer that vague, I’d ask a politician!” (To make this feel more sitcom-ish, I made the department head sardonic. For the overall storyline, this is a necessity.)

Me: “A class of students watching the teacher give a lecture. From the look of the drool on that student’s notebook, this has been going on for 30 minutes.”

Department Head: “How do you propose to fix this?”

Me: “Interaction, sir. I would begin class with an introductory activity bridging prior learning to what we’ll cover today, move into a short lecture, begin an activity that demonstrates the principles of the lecture, and, finally, debrief it with the class. In general, I would recommend switching gears every 20 or so minutes.”

The scene continues with clever wit, discussion, and music by The Fray.

OK, so this may not be the ideal situation. There do seem to be a few problems. First, I imagine few teachers would actually want to teach at said school. Second, parents may object to 2-way mirrors being installed into their community. Third, I haven’t actually heard The Fray’s new albums so maybe we should use Of Monsters and Men instead.

I realize that in order to teach, we go through an education program, student teaching, and eventually, at least in Massachusetts, an induction program.

But a little of me just wants to be on Scrubs.

*When I typed “Teaching Schools” I chuckled a bit. I am fairly certain that every school really is a “Teaching School.”

A note about the title: Scrubs devotees will understand.

Posted in Reflection | Tagged , , , , | 2 Comments

Connecting Lessons to Common Core: Enlightenment – Declaration of Independence

Posted on March 14, 2012 by Michael K. Milton

As I said before, my Social Studies department is meeting next week to discuss activities and lessons that align with the Common Core Standards for History/Social Studies. As I am a fairly new teacher, I am using this as an opportunity to reflect upon past lessons so that I can develop into a great teacher one day.

As I was looking through my World History Dropbox folder today, I came across an activity I developed in which students examined the Declaration of Independence and identified Enlightenment principles embedded within the document.

This activity addressed the below standard:

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

At our school the American Revolution is covered Freshmen year. For a “Do Now” I asked my Juniors to list everything they knew about what led to the Revolutionary War. Some students definitely needed the refresher, while other students had this information stored away like I imagine squirrels do with food during the winter.

To complete this activity, students used their textbooks, notes, or the “Enlightened Graphic Organizer”* that they had completed.

After about 20 minutes, we came together and I projected a copy of the Declaration of Independence on my whiteboard. Students took turns circling the Enlightenment phrases and ideas. As a group, our discussion began to include the US Constitution and students identified how Beccaria and Montesquieu influence can be seen.

Overall, I feel that this lesson went well and addresses the standard above.

I’d love to hear how others are adjusting to the Common Core (particularly in History/Social Studies).

*I occasionally name things ridiculously. However, while there was nothing truly enlightening about the graphic organizer itself, I like to imagine that the information that filled it in was truly enlightening.

 
For more on my Connecting Lessons to Common Core series click the links below:
Connecting Lessons to Common Core: Nationalistic Travel Brochures
Connecting Lessons to Common Core: Imperialism and Star Wars
Connecting Lessons to Common Core: Extra Extra! Primary Documents to News Articles!
Connecting Lessons to Common Core: Bill and Ted’s Excellent Assignment
Connecting Lessons to Common Core: Personal Journals during the French Revolution
Connecting Lessons to Common Core: Your Own Personal Latin American Revolution
Connecting Lessons to Common Core: Enlightenment – Declaration of Independence
Connecting Lessons to Common Core: A Missed Opportunity (Political Philosophies ~ Conservative, Liberal, Radical)

Posted in Common Core, History | Tagged , , , | 8 Comments

Connecting Lessons to Common Core: A Missed Opportunity

Posted on March 13, 2012 by Michael K. Milton

In a few weeks, I am sitting down with my Social Studies department to discuss the Common Core standards for History/Social Studies and identify lessons and activities that meet them. The idea of this meeting really excites me because I love hearing what my colleagues are doing in the classroom. We rarely find the time to sit together and discuss ideas (which is partially why I love #sschat because it’s a group of educators working to develop and meet the needs of our students who are growing up in a rapidly adapting environment).

As I was trying to find lessons that aligned, I came across one about bias that I really enjoyed and with tweaking could be a really great lesson.

Here is the standard that I am going to address:

WHST.11-12.1. Write arguments focused on discipline-specific content. 

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

After learning about the 19th century definitions of liberal, conservative, and radical I had students take a look at one of the following events (Charles X of France trying to establish an absolute government, Paris mobs overthrowing the monarchy of Louis Phillippe, and the reign of Napoleon III) and rewrite the section of the textbook in an extremely biased way for each of the three newly-developed political philosophies. In groups, students then shared their interpretations with the class.

The purpose of the activity was to critique the events by using different lenses. And while it was successful and students had a decent understanding of the difference between the three political philosophies, it is an incomplete activity! A lost opportunity.

This should have been an introduction to a larger activity in which students created webpages (or newspapers) to examine primary documents and assess their bias. We could have had competing websites with students covering the events, speeches, and actions from their particular perspective.

This would have also covered the below standard!

RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

This could have, almost organically, led to an amazing discussion about today’s media and how as individuals we must challenge ourselves to listen to many points of view until we formulate an opinion.

But alas, I did not do that. I did not see it then. Which is why, I am glad that I am taking this time to reflect upon my past lessons. Next time, I will do better. And I will work to hard accomplish the two standards mentioned above with my classes this year.

I think it was Socrates who (may have) said, “An unexamined lesson isn’t worth reteaching.” Wise words, Great One. You really captured the sentiment of this blog post.

 
For more on my Connecting Lessons to Common Core series click the links below:
Connecting Lessons to Common Core: Nationalistic Travel Brochures
Connecting Lessons to Common Core: Imperialism and Star Wars
Connecting Lessons to Common Core: Extra Extra! Primary Documents to News Articles!
Connecting Lessons to Common Core: Bill and Ted’s Excellent Assignment
Connecting Lessons to Common Core: Personal Journals during the French Revolution
Connecting Lessons to Common Core: Your Own Personal Latin American Revolution
Connecting Lessons to Common Core: Enlightenment – Declaration of Independence
Connecting Lessons to Common Core: A Missed Opportunity (Political Philosophies ~ Conservative, Liberal, Radical)

Posted in Common Core, History, Reflection | Tagged , , | 9 Comments

Personalizing History: The Industrial Revolution

Posted on March 12, 2012 by Michael K. Milton

As a review of the Industrial Revolution, I wanted my students to interact with the text, rather than simply regurgitating it. I decided to have my students take on the persona of someone who’s life was turned upside down due to the Industrial Revolution. I felt that this would be a great way to review the material AND it would provide a fun study guide for them to use (all of the projects were posted on our Edmodo page for sharing).

In groups, students had the option of using any “podcasting-type” platform of their choosing – Audioboo, iPad Caster, Showme Interactive Whiteboard, Puppet Pals HD (the majority of these choices I learned about from my PLN on Twitter). As my students experience with the different platforms varies, I am fine with them using anything they would like (as long as it is easily shared).

The results were a lot of fun – and felt more like Forrest Gump than a traditional History book. After reflecting upon this activity, I remembered that my 10th grade World History teacher gave us a similar project to be done on an audiotape. If only Mr. Gurry could see me now (he’s spending his retirement golfing in Florida).

Here is an example of a group who used Showme.

http://smr.showme.com/sma/embed/?s=pvp9SaG

Posted in History | Tagged , , , | 1 Comment

Book Review – World War Z: An Oral History of the Zombie War

Posted on March 11, 2012 by Michael K. Milton

World War Z: An Oral History of the Zombie War by Max Brooks

Let me start off by declaring my complete and utter hatred of zombies. Zombies are shortsighted cannibals who turn their victims into zombies. I will never understand people’s fascination this year with growing zombies in a garden (Plants vs. Zombies) or people’s desire to wear stickers that declare “I Heart Zombies.” In a zombie apocalypse, these would be the first people to go (and subsequently turn into zombies).

Last year after discovering The Walking Dead (an AMC TV program based on a graphic novel), I picked up the book World War Z:  An Oral History of the Zombie War by Max Brooks. Set up as a series of interviews, Brooks examines the “zombie apocalypse” from its point of outbreak to the rebuilding that happens after. The story is well thought out and pushes the reader to reflect on the following question, “Is this plausible?” I’ll admit, I was frightened by my answer to that question.

What made this book spectacular was not the zombies. Let’s be frank, zombies put no forethought into their actions. They want brains, preferably, now (cue musical interlude – Jonathan Coulton’s Re: Your Brains). What was compelling about World War Z was how different governments and individuals handled the crisis. Some governments chose to ignore the problem or to not fund the zombie war efforts as they should have. Some individuals chose to profit off the zombie apocalypse in a variety of ways (including a “reality show”). All of this made was designed to push the reader to think, “Would this happen?”

If you are looking for a light read on the beach this summer, do not pick up this book. But, if you want a book that will make you think about the nature of humanity and what would actually happen if we were confronted with the zombie apocalypse, read it. Twice.

Posted in Books | Tagged , , | 1 Comment

The West Wing Model: A Reflection on Teaching and the Role of the Teacher in the Classroom

Posted on March 11, 2012 by Michael K. Milton

Below is an adapted response to a question from my PLP (Powerful Learning Practices) coach on the question “What did you learn this week?”.

We had vacation last week and I spent a great deal of time watching the hit television show The West Wing. In the classroom, I feel that we should be more like President Bartlet – setting the agenda and allowing our students (his staff) to take the reins. Today, in class I was more Bartlet in this West Wing Model (a term that I have coined for this reflection) with my junior World History classes. After a warm up (designed to review prior material and shed light onto new topic),  students, in groups, were given a task to make a presentation on a small aspect of China and their resistance to outside influence. With guiding questions and primary documents and the knowledge that they were responsible for making a multi-media presentation the following day, students began to prepare. My role was to clarify and cheerlead (and occasionally, gently guide them through the primary document).

Events such as these challenge me to reflect upon my role as a teacher. Forcing me to question the proper balance between my inner Bartlet (big picture focused) and inner Leo (Bartlet’s Chief of Staff – focused on details, lecturer). Should  the competing roles be varied throughout the year? Or should they stay stagnant? If you are all Leo, are the students really learning skills or just memorizing facts they will, likely soon, forget? If you are all Bartlet, can you do this from home?

I created this poorly-drawn graph (on the iPad app Educreations, the quality issue is my own, not the app which offers a pleasant experience) to demonstrate how I believe a year should progress using this West Wing Model. It is designed to show how the teacher’s direct instruction role should diminish over time. I’ve also based this graph off of my interpretation of Ken Blanchard’s Situational Leadership II (which I utilized when I led AmeriCorps teams). I imagine that some teachers, particularly those who are involved in a problem-based learning would disagree with that graph. What would your graph look like?

And what about my students? Some of them are self-starters…Josh Lyman-like. While others are in need of more guidance…Donna from Seasons 1-4. Donna, in my opinion, is the ideal student. While she started off relatively light on experience, she developed into a great leader (becoming the First Lady’s Chief of Staff). I could go on here about how inspirational her growth was and how I yearn for my students to have similar growth. But I will stop and revisit this another time.

Posted in Reflection | Tagged , , | 2 Comments

The Enlightenment Meets Social Media

Posted on March 11, 2012 by Michael K. Milton

What better way to make the Enlightenment come alive than to have my World History students create Blogger sites and set up a conversation on Twitter!

In our activity, students were hired by a consulting firm to bring the ideas of the Enlightenment to a modern “tech-savvy” audience. In small groups, they assumed the identities of various philosophers (Voltaire, the Baron De Montesquieu, John Locke, Thomas Hobbes, Mary Wollstonecraft, and Jean Jacques Rousseau) and wrote a blog post to reintroduce themselves to the world and to discuss how their ideas were incorporated into the United States of America. The posts were then shared under a common hashtag and students, as the philosophers, began interacting with one another.

For the next step, I wanted students to extrapolate the ideas of their philosophers into other historical situations. For instance, a question for Rousseau might be, “What are your views on communism and how it worked in Russia during the reign of Stalin?” To answer this question, students not only have to research communism, specifically communism under Stalin, but they also have to figure out how Rousseau would view both. Now, I could have simply asked the questions myself, but I felt that my students would get more excited to do this research if they were answering to a larger audience. I shared this assignment with my colleagues and my PLN (who then shared it with their PLN’s).

My students really got into the activity, particularly when they realized that they were playing for a larger audience. For 83 minutes (a long block) my students were in research and publication mode. Engaging with those outside of the classroom, as well as each other. I played the role of the facilitator ensuring that all students were engaged.

Overall, my students were able to form a deeper understanding of the philosophers of the Enlightenment and were introduced to both Twitter and Blogger.

Lesson Plan

Objectives           

Students will be able to:

  • articulate the ideas of Enlightenment philosophers and reflect upon their modern day relevance
  • conduct targeted research to answer questions about modern society
  • extrapolate the ideas of philosophers into other modern situations

Common Core State Standards

  1. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  2. CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  3. CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  4. CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  5. CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

 Instructional Materials and Resources           

    • iPad/Computer
    • Primary Documents
    • Blogger/Blogging Site
    • Twitter 

Instructional activities and tasks

Setup

“You have been recently been hired by a consultant firm to bring the ideas of the Enlightenment to reach the modern “tech savvy” audience of the 21st century. While this is a rather large job, you have been put on a team to complete this task. Your job is to create a blog for a specific Enlightenment thinker and enter into a discussion via Blogger and Twitter with other Enlightenment thinkers educate the public on the views of the Enlightenment. While this technological aspect may be new or seem daunting, you will not be alone ~ you will be guided by Mr Milton throughout the process.”

Part I: The Initial Blog Post and Twitter After familiarizing yourself with Twitter and Blogger, you are first tasked with creating an initial blog post written from the perspective of your philosopher. First start with some background – where you are from, when you lived, major works that you have composed, and notable life events. Then outline your beliefs and how they came to be. Finally, write about how your views have impacted the modern world. Make sure to provide sources for all of your information!

Your group will also be required to create a Twitter account for the Enlightenment Thinker. Please personalize it. Send out some introductory posts using our #MrMHWH hashtag! Tell everyone who you are and how you feel about the world today.

Once this is complete, share your blog post on Twitter using the hashtag #MrMHWH. This should be posted by the end of the first day.

 Part II: The Discussion Go ahead and read the profiles of the other Enlightenment thinkers. Agree with someone, respond to their post! Disagree with someone, do the same. You should respond to at least three posts.

Now we are going to expand the walls a bit! You will begin to field questions from other teachers and historians not only from our school, but around the US (and potentially the world). People will ask you specific questions about how your philosopher would feel about recent world events. For instance, Voltaire may be asked about hate speech, or Rousseau may be asked about Communism under Stalin. To answer these questions, you must do research on the questions premise (and learn more about your Enlightenment thinker.  After a question is asked (via the Twitter hashtag #MrMHWH) you will write a response on your blog (sharing your post via Twitter). Each group will respond to at least two questions. You will then read and respond to the other philosophers at least two of the other philosophers (either as a response on their blog or directly through Twitter). As this is an intensive activity, we may spend a few classes in this discussion.

Part III: The Reflection Following this discussion, you will write a one page reflection discussing what you have learned about your Enlightenment thinker, the other “participants”, as well as how their ideas are or are not present today.

Assessment

15 Points – Initial Blog Post (the post should be free of spelling/punctuation errors and address the prompts fully and clearly)

25 Points – The Discussion (posts and response tweets should be well thought out and accurately reflect the ideals of your Enlightenment thinker. You are required to use at least two sources per question answered.)

10 Points – The Reflection (should be free of spelling/punctuation errors and address the prompts fully and clearly).

50 Points – Total

This post can also be found on http://bhsplp.wordpress.com/.

Posted in History | Tagged , , , , | 5 Comments