BASIC TRAINING MANUAL

American History & World History

Mr. Thomas

Basic Training Manual – American History

TABLE OF CONTENTS
TABLE OF CONTENTS.................................................................................................... 2 DAY ONE: Syllabus / ISN / Learning Styles / Rules of the Road ..................................... 3 DAY TWO: Icebreaker / Syllabus Check / ISN Set-Up / Attendance / Review Rules ...... 4 DAY THREE: ISN Triage / Multiple Intelligence Test ..................................................... 5 DAY FOUR: Multiple Intelligence Bingo.......................................................................... 6 DAY FIVE: Desk Olympics ............................................................................................... 7 DAY SIX: Cooperative Skills............................................................................................. 8 DAY SEVEN: Assessment of Basic Training .................................................................... 9 Interactive Student Notebook – Right Side, Left Side Orientation .................................. 10 Clock Buddy Appointment Clock..................................................................................... 11 WRITING RUBRIC ......................................................................................................... 12 WEEKLY INTERACTIVE NOTEBOOK CHECK SHEET ........................................... 13 SYLLABUS FOR THE 2002-03 SCHOOL YEAR ......................................................... 14

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Basic Training Manual – American History

DAY ONE: Syllabus / ISN / Learning Styles / Rules of the Road
PREVIEW Have them shake hands and introduce themselves doing an autograph activity Have them fill out a nametag with their first name, last name, and what they did fun this summer. THREE BASIC RULES Explain to the students the three basic rules governing a cooperative, tolerant classroom: Everyone, including the teacher, will be treated with respect Put-downs or purposely hurtful comments or actions will not be tolerated No one will be allowed to disrupt the learning process of others • Explain and give examples of good and bad behavior • Explain why it is important to have a cooperative, tolerant class • We will review these each day of the first week INTERACTIVE STUDENT NOTEBOOK • Explain to students that they are to bring with them on day two a spiral notebook that is at least 70 pages, college-ruled, and non-perforated. • Tell the students that we will be placing the autograph sheet that they did today as well as any other important paper in this. Tell them there will be no need for a folder if they are neat and organized setting their ISN up. • Show examples and pass around. PROCESS • Students will create a cover for their notebook. Use the overhead to show the directions and show mine as an example. The overhead must have their name, initials, information about their hobbies and interests on their.

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Basic Training Manual – American History

DAY TWO: Icebreaker / Syllabus Check / ISN Set-Up / Attendance / Review Rules
I. PREVIEW • Have students take a name-tag again with their first name, last name, and favorite movie actor/actress and favorite movie • Stamp the syllabus for those that have theirs signed and collect them, while passing out the clock buddy activity. • Go over the attendance procedures, emergency procedures, end of class procedures. (Harry Wong) ICEBREAKER ACTIVITY • Have students move around and get signatures from others for each hour on the clock. They may not repeat partners. • Before getting a signature, students must introduce themselves and their favorite movie. • Do this until most of the students have them all signed. • Discuss what we will do with the clock and what happens if the student does not have a signature for a certain hour. ISN ACTIVITY • Direct students to get their spiral notebook out. • Have students number ALL the pages in their notebook starting with the inside right page as one (right side) and continuing on so that even numbers are on the left and odd on the right. • Have the students label the table of contents at the top of page one. Have them draw a line down the middle of the page so that they will have enough room for all 70 pages of content to be on there. • Glue in: Clock onto left inside cover. Syllabus on page two. “Get an autograph…” on page three. • Make sure they know that each time we put an asterick (*) by a page number, it means that there is a glue-in on that page. PROCESS • Have students put their spiral in the appropriate container for their class. • Explain that these will stay in class for the most part • They should pick up their notebook as they enter class and drop off when leaving. (THIS IS THE ATTENDANCE PROCEDURE) • Have students review the rules of the road

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Basic Training Manual – American History

DAY THREE: ISN Triage / Multiple Intelligence Test
I. PREVIEW Have the students respond to the following prompt on the top of page four: “What is your greatest challenge as a student? What do you think would help make the situation better?” (Explain that this could be things like organization, study habits, concentration, interest in subject, etc.) ISN SETUP • Explain to students that they will be allowed to use their ISN on every test, so they need to make sure it is complete and accurate. • Explain that if they miss a day(s), it is their responsibility to get their make up work by going to the make up file up front. • Tell the students that a notebook check will happen every couple of weeks. I will be grading based on completeness, accuracy, and neatness. • Tell the students that the notebook checks will count as 1/4 of the overall grade for the quarter. • Have students take the handout, “ISN – Right Side/Left Side” and cut out and show them how to glue into the inside cover on the left side under their clock. MULTIPLE INTELLIGENCE ASSESSMENT • Explain to students that we all learn differently • Explain that they will now find out how they best learn and what their individual strengths are by taking a test. There are no right or wrong answers. • Pass out Identifying Your Multiple Intelligences: Assessment One • Give students five to ten minutes to take the test. • When finished, students are to flip their test over and follow the directions to score their assessment. • Reveal how to figure out their intelligence scores. Post sign up sheets at the front of class that students are to place their name under their top two. PRINT THEIR NAME! • They are to glue the MI onto page five. Show them how. PROCESS • Ask the students to write their response to this question on the inside cover below their glue-in: “It is important to organize my notebook because…”

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Basic Training Manual – American History

DAY FOUR: Multiple Intelligence Bingo
I. PREVIEW • Greet students at the door • Have them pick up papers & ISN and to sit with their 2:00 apppointment • On the overhead, place the following prompt: “At the top of page six, write preview on the top line, then answer this question in writing or a simple drawing. (Be prepared to share your response.) Which way do you learn best? Seeing, Doing, Feeling, Listening, Talking, or Writing? Why?” TEAM BUILDER-BINGO ACTIVITY • Pass out MI Bingo sheet face down. • Tell the students that they are going to play Bingo. Review the rules: Horizontal, Vertical, or Diagonal. Students may only get one signature per student. When they have Bingo they must yell “BINGO!” • The first five students get candy. • Have them flip the paper over and begin • After the first five are completed, have the students go back to their seats. • Debrief the activity by asking who some people got to sign and what did they sign up for. PROCESS • Have students write PROCESS a couple of lines under the RAP on page eight. • Process: “Write down the top two intelligences you scored highest in with a simple picture to show what they mean above them.” • Explain to students that this will be homework if the bell rings. They may take their ISN home with them to add color or to finish if needed. This will be checked on day five.

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Basic Training Manual – American History

DAY FIVE: Desk Olympics
I. PREVIEW • Greet each student with High Five, have them sit with their 3:00 appointment. • On the overhead: “On page ten, write PREVIEW on the top line, followed by the prompt below it. Skip a line and respond to the prompt. Make a chart as the diagram shows and write as many under each box as you can.” • Have students share their responses with their 3:00 appointment first. • While students do the PROCESS, go around and stamp yesterday’s process activity DESK OLYMPICS • Inform the students that they will now be participating in the Olympics • Have the students be with a partner and exit the room only to re-enter it to music. They are to wave at the audience as they circle the room, then have them return to their seat. • Tell students that they will be competing against your other classes for world records. • Give each students an index card that has: 1) A new appointment time – 4:00 & 5:00 (Pair activity) 2) A cartoon name (Group of 3 activity) 3) A color (Group of 4 activity) *Because some classes have odd/even numbers, not every group in each class will necessarily have the perfect number, but it should be close. • Go through each event twice. Post times up front on the overhead, noting records. Make sure they take everything with them. They should record their best time as a class. • After finished, explain that though this may have seemed silly to some, it is important to do to be certain that we waste little time moving so that we maximize our learning. PROCESS • Ask students to finish the statement below their PREVIEW, “Moving into groups quickly is important because…” • Have students glue the Desk Olympics page to page eleven

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Basic Training Manual – American History

DAY SIX: Cooperative Skills
I. PREVIEW • Greet the students and have them sit with their 6:00 appointment • Overhead: “On page twelve your Preview is to draw four faces of students who have been working in a group. Out of a thought bubble for each, write a frustration or problem people experience working in groups.” • While students do this, walk around and stamp yesterday’s activities. • Ask for four volunteers who don’t mind being in front of the class for the next activity. Give them their role cards and ask if they have any questions. COOPERATIVE SKILLS • Explain to students that we will examine the do’s and don’ts of group work. Ask the four volunteers to join me in helping dramatize the skits • Put up overhead “Standards for Cooperative Interaction.” Have the students write exactly what is on this sheet to page thirteen of the ISN. • Begin first role play by saying, “I want each group to make a Summerian Headdress. You have to have it ready at the end of the period.” While students are watching, they should t-chart what they saw and what they heard. • After discussion, review the first five cooperative skills: 1) Break the tension and be friendly 2) Learn and use names 3) Arrange desks / seats / tables properly 4) Use positive body language 5) Be aware of eye contact 6) Listen to others and take turns giving ideas 7) Use positive comments, encourage, and express appreciation 8) Be helpful and assist each other 9) Disagree in an agreeable way 10) Stay on task • Have class applaud volunteers. PROCESS • Have students make a pictoword for the “cooperation” under the PREVIEW on page twelve • Explain to students that a pictogram is a symbolic representation of words or phrases that show their meaning – to help define difficult concepts • Show example of Escalation

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Basic Training Manual – American History

DAY SEVEN: Assessment of Basic Training
I. PREVIEW Greet students and have them sit with their 7:00 appointment On the overhead, place the following prompt: “Open your ISN to page fourteen. For your PREVIEW, write down what your expectations for class this year.” ASSESSMENT • Tell the students that they will be taking their basic training test today. • Pass out Basic Training Test and allow students fifteen minutes to finish. • Go over the answers in class. IV. PROCESS • Have students open their ISN back up to pages 12 and 13. • Have them glue in the quiz to page 13. Show them how. • Instruct the students that we will begin learning Early American History (8th) or World History (7th) starting the next school day. • For the process, students are to write a paragraph telling me what they now expect class to be like.

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Interactive Student Notebook – Right Side, Left Side Orientation

LEFT SIDE
Student Processing “Output” • Students process new ideas • Students use illustrations, diagrams, flow charts, poetry, colors, matrices, cartoons, and the like to understand new content. • Students explore opinions, clarify values, wonder “what if,” and ask questions about new ideas • Students express feelings and reactions • Students review what they have learned and preview what they will be learning

RIGHT SIDE
Teacher Directed “Input” • Students take notes during lectures or class discussions • Students record reading notes from their textbook, literature, or primary sources • This information should be structured so that key ideas and concepts are clear and accurate.

Basic Training Manual – American History

Buddy Appointment Clock

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Writing Rubric Audience and Purpose
You demonstrated a thorough understanding of your audience and purpose. You demonstrated a good understanding of your audience or purpose. You demonstrated an adequate understanding of your audience and your purpose.

4

3

2

1
You demonstrated partial understanding of your audience and purpose

Planning and Organization

You developed a logical plan. Your writing was well organized. You used coherent, creative ideas. You wrote a strong introduction, used paragraphing relative to the topic, and wrote a definite ending.

You developed the topic. You used logical organization and planning.

You developed the topic. You showed evidence of organization and paragraphing.

You minimally addressed the topic. Your writing lacked a plan of organization.

Idea Development and Support

You developed your ideas fully. You used support material that was complete. You used examples, reasons, details, or explanations that were relevant and appropriate.

You developed your ideas and enhanced them through the use of relevant support material.

You developed your ideas and used support material.

You showed a weakness in your development of ideas. You had little support material.

WRITING RUBRIC

Sentence Structure

You showed skillful use of transitions and sentence variety.

You showed sentence structure variety and used transitional words and phrases.

You wrote complete sentences. You used transitional words and phrases.

Your ideas were not always expressed in complete sentences. You need to use transitional words and phrases. You often used specific, vivid language appropriate to the task. You sometimes used incorrect or inappropriate language. Your sentences lacked specific, vivid language. You used inappropriate or incorrect language. You lacked specific vivid language.

Basic Training Manual – American History

Vocabulary

You used specific, vivid language appropriate to the task. You consistently used precise vocabulary.

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Mechanics

You made no mechanical errors; therefore, your overall communication was enhanced.

You made a few mechanical errors. These errors did not interfere with communication.

You made mechanical errors. These errors did not interfere with communication.

You made mechanical errors. These errors interfered with communication.

Basic Training Manual – American History

INTERACTIVE NOTEBOOK CHECK SHEET
NAME: _____________________ DATE: ___________ Quality and Completeness All class notes and right-side work are completed and of high quality, even for days when you are absent All left-side work is completed and of high quality 20 25 Needs Improvement 30 35 Fair 40 Good ____
Student Evaluation

45 Excellent ____
Teacher Evaluation

Visual Appearance Left and right-side work is organized and neat Effective highlighting and use of color 20 25 Needs Improvement 30 35 Fair 40 Good ____
Student Evaluation

45 Excellent ____
Teacher Evaluation

Accuracy Right side notes are accurate and clear Left side assignments use support material that is accurate and clear 0 2 Needs Improvement 4 6 Fair 8 Good ____
Student Evaluation

10 Excellent ____
Teacher Evaluation

TOTAL Student Comments: Write a one sentence defense of your grade

Teacher Comments:

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American & World History Syllabus

SYLLABUS FOR THE 2004-05 SCHOOL YEAR
ABOUT ME This is my twelfth year teaching history, all in Lakota. I am 34 years old, married, two kids…#3 on the way, with two wonderful dogs....Telles & Maggie. I hope to post pictures of my family on the website throughout the year. My undergraduate degree is from Miami University, Oxford, Ohio. I am currently a quarter shy of my masters in Education Administration from the University of Cincinnati. In the summer, I travel the country and train social studies teachers on materials made by a company called Teachers Curriculum Institute. I have also been the Athletic Director at Lakota Ridge for the past six years. My hobbies and interests include: exercise, fishing, travel, reading historical fiction, motivational speaking, and listening to music. ABOUT THIS YEAR Students in my eighth grade classes this year will be learning American History. Our study will begin with the founding of the Jamestown colony in 1607 and will end with a study of Reconstruction after the Civil War. Students in my seventh grade classes this year will be learning ancient world history through modern day for several regions around the world: Latin America, Europe, Africa, India, China, and the Pacific Rim. Our class will be exciting, filled with many activities that are based on three beliefs: 1. Students have different learning styles. 2. Cooperative interaction increases learning and improves social skills. 3. ALL STUDENTS CAN AND WILL LEARN TEACHING STRATEGIES I plan to use many teaching strategies to engage the students. These activities will include: interactive slide lectures which incorporate act-it-out skits involving students, skill building activities like reading & analyzing maps , experiential exercises where students get a feel of history, writing for understanding activities intended to build on students content knowledge, response groups for discussion, and problem solving group work meant to complete complex tasks cooperatively. GRADING PROCEDURES Student’s grades in my class will be based on the following breakdown: 1) Interactive Student Notebook - 30% 2) Classwork - 30% 3) Assessments - 30% 4) Participation - 10% Students will get an update each week of their grade on the first day of the week. Please ask your son/daughter for their current grade. From time to time, I will be asking for your initials in their Interactive Student Notebook to show that the student has informed you and asked for comment. INTERACTIVE STUDENT NOTEBOOK GUIDELINES What is the purpose of the notebook? The purpose of the interactive notebook is to enable the student to be a creative, independent thinker and writer. Interactive notebooks will be used for class notes as well as other activities where students will be asked to express their own ideas and process the information presented by this class. What materials will the student need? *Spiral Notebook:
• • • • Spiral bound, College bound preferable 70 sheets to 100 11 x 8 ½ in. Three holed punched

*Highlighters *Blue or Black Pens, Pencil, Colored Pencils or Crayons *Glue-sticks How should the notebook be organized?

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American & World History Syllabus
Students will get detailed instructions in class the first week of school, but what follows is the basic premise. The notebook will be organized into a left side and a right side. What goes on the Right Side of the Interactive Student Notebook? The right side of the ISN is for class and reading notes. As students take notes, they will structure them so that key ideas are clear and supported by examples from class instruction, discussions, or reading assignments. What goes on the Left Side of the Interactive Student Notebook? The left side of the ISN will be used for a variety of different activities, including homework. This side should be the place where all of the creative and artistic inklings come busting out! Left side activities will ask the student to demonstrate understanding of new ideas. The kinds of new activities for the left side are listed as follows: “PREVIEW”: is an activity where the student will be asked to preview new material that will tie into the content of the lesson. This activity relies on students’ prior knowledge and is meant to be something that EVERY student can answer. “PROCESS”: an activity in which the student will be asked to present new ideas they learned from the lesson in a way that is meaningful. For example, a student my show their understanding of new ideas by writing a poem or a story, drawing pictures, making diagrams, drawing political cartoons, or writing a eulogy. How will it be possible to earn an “A” on the Interactive Student Notebook? A student who expects to receive an A- or higher grade on their notebook will be one who has taken the time to consistently include thorough, neat, accurate, and colorful work. How will the Interactive Student Notebook be graded? Notebooks will be checked quarterly for neatness, accuracy, and completeness. All class notes and notebook assignments should be included, even for days in which the student is absent. Students are personally responsible to check the MASTER ISN I keep or MYSELF for work. Students can expect to have their notebooks checked twice first quarter and once a quarter thereafter. Where will the ISN be kept? For the most part, the ISN will never leave the classroom. Only on days where there is an extended Process activity for homework. A box to hold ISN’s for each period of American History will be left in the classroom. What happens when the 70 page notebook runs out of paper? Students will use one notebook per quarter. This eliminates the cumulative damage from day to day use over time. HOMEWORK: Homework activities could be readings from a text or handout, or might be process activities in the Interactive Student Notebook. I give homework twice a week on average. Homework will be checked for completeness, but it is the student’s responsibility to check accuracy and edit accordingly to study for assessments. Accuracy will be checked later during the assessment of the notebook. Homework that is completed honestly will be scored 100%. Late work, outside of absence or emergency, will be handled with half credit or zero credit depending on how much time has passed. ASSESSMENTS: Students may expect that they will be assessed (tested) from time to time. This may involve informal assessments such as a class discussion or it may be a formal assessment done with paper and pen. Students should expect the tests to be varied in their approach. Though there will be plenty of true and false, multiple choice, fill-in-the-blank, and other traditional test items; students will also from time to time draw, diagram, map, and write, etc. for the test. All tests are OPEN NOTEBOOK. I believe this encourages students to do accurate, complete, and neat work. Provided that an honest attempt is made on a test, I will always let students take a test over to improve their score. I also believe that projects are an excellent opportunity for students to extend or show the depth of how much they have learned. As such, from time to time, there will be a problem solving group project that the students work towards. PARTICIPATION:

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American & World History Syllabus
Since the class is so interactive, I do expect students to get involved. I will be assessing students participation in the day to day activities in class. This includes activities such as scored discussions and peer / teacher assessment of group-work. CLASSROOM RULES: My classroom will be based on the following rules: 1) Everyone, including the teacher, will be treated with respect. 2) Put-downs or purposely hurtful comments or actions will not be tolerated. 3) No one will be allowed to disrupt the learning process of others. Our class will be busy, with a lot going on. It is vital that students remain focused and engaged. If students show inappropriate behavior such as being tardy, cheating, being off-task, etc., then I reserve the right to speak after class with the student, call home, or refer the student to the office if necessary. EXPECTATIONS: I expect students to have a tremendous year learning more about our nation’s past. With hard work and an enthusiastic atmosphere, history can become the student’s favorite class. CONTACTING ME: For any reason, feel free to email me anytime. I will do the very best that I can to respond back within 24 hours. My email is brian.thomas@lakotaonline.com. You may also contact me via the phone after 1 pm daily. The school phone is 513-777-0552 ext. 14521. I do have voice mail if not available.

I have read and understand that if I have any questions about the material on this syllabus, that I will personally contact Mr. Thomas by speaking, emailing, or contacting him. ____________________________ Student Signature ____________________________ Parent/Guardian Signature

____________________________ Parent/Guardian Email (print please)

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American & World History Syllabus

Rules for Civil Discussion Response Group Transparency You must stand and let the class know what group number you represent. You must begin with the statement, “_____________ (previous group), our group agrees/disagrees with your groups ideas because…” You must base your argument on evidence or information from the lesson, reading, or notes. You must ask the remaining groups’ presenters to raise their hand. You must call on the next presenter by name. You must sit and listen to the remaining groups. The role of the presenter must rotate until every person in the group has presented.

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