GUERRILLAS REFUGEES AND

Missouri’s Civil War

@theshoe_CMS

Clinton middle school

MATT SHOMAKER

TODAY’S GOALS Connect historical and

current events

Introduce controversial

issues to the classroom

Teach historical thinking

Integrate multiple digital

tools into a unit

HISTORIAN’S TOOL BOX

HISTORIAN’S TOOL BOX

HISTORIAN’S TOOL BOX

CONTENT

COLLABORATION

CREATION

IN MY ROOM

sourcing Contextualization

Close-reading

corroboration

BLEEDING KANSAS

THE MISSOURI

COMPROMISE

WHAT DO STUDENTS ALREADY KNOW?

By Darron Birgenheier from Reno, NV, USA - Donald Trump in Reno, Nevada, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=46705158

What do these images have in common?

What do these images

have in common?

JIGSAW Q’S For what reasons might a

group of people relocate?

Did the people in the

photos relocate

voluntarily? Explain.

Why might people fear

the arrival of immigrants

or relocated groups?

THINK ABOUT IT What rights to all individuals

possess?

Do those rights still exist in a

time of war or national

emergency? Explain.

How does war affect civilians?

ESSENTIAL Q’S EQ1. How does war affect

civilians?

EQ2. Do human rights exist

during war or threat of war?

GUERRILLA

WAR IN

MISSOURI

SIMULATION Roleplaying simulation

“How do we solve the

crisis in Missouri?”

Students are assigned

character cards and

research their character to

produce an historically-

plausible solution

Simulation cards

are “stacked” so

someone usually

offers loyalty oaths

as an option

Lesson involves

multiple primary

sources with varied

perspectives

PWIM PICTURE WORD INDUCTIVE MODEL

Vocab. is introduced

after PWIM

-Refugee

-Scorched Earth

-Red Legs

-Confiscate

-Flee

Students identify

and then describe

Students discuss

the necessity of

General Order 11

Students read and

write about the

order’s

historiography

Socratic seminar

over both

Extension possibility

LEARNING MODS Online modules over

related content allows for

pacing and differentiation

Three or four learning

mods: -WWII & Japanese Internment

-Vietnam & the Vietcong

-The Bosnian War

-Syrian Refugees & Fear of

Muslim Terrorists

LEARNING MODS Each mod contains: -Primary sources

-Secondary sources

-Video, image, and text-based

content

-Questions answered through

blogging

Everything relates back to

the unit EQ’s

http://bit.ly/24tGYTL

Presentation on free

primary and secondary

sources online

WWII & Japanese-American Internment Mod

http://bit.ly/1oNFpQH

CLASSMATES #1, 2007 Roger Shimomura

SHADOW OF THE ENEMY, 2007 Roger Shimomura

Gamification of the

Socratic Seminar

Teacher chooses

how students earn

points

I keep a running

total and award

prizes at quarter or

semester

How do we

to the now? CONNECT

MENTOR TEXTS Regardless of final product,

all students write

Extended essays, blog

posts, or tweets @ 140

characters

First, we identify good

writing and try to emulate

Kara Walker

PROJECT-BASED LEARNING

http://www.teachthought.com/wp-content/uploads/2015/12/TeachThought-PBL-Model.png

QUESTIONS

THANK YOU

Presentation ONLINE:

@theshoe_CMS

SOURCE LINKS:

http://bit.ly/211wd6Q

http://bit.ly/1oFTBu7