Marzano Lesson Reflection

Our Civil War Unit was fabulous. The best part was when the students realized that Robert E. Lee and Ulysses S. Grant had more in common than different. The students enjoyed comparing and contrasting the military leaders and the political leaders. The lessons led to excellent discussions and great insights into the Civil War.

Not 100% Secession

I have always been taught or maybe assumed the ENTIRE South wanted secession. As I am reading the BCOF, I realize that there were multiple opinions. Some wanted to give Lincoln a chance. Some wanted out now. It was a new idea for me.

Killer Angels

As I read about the conversation between Longstreet and Fremantle, I was struck by how much the idea of democracy is foreign to many lands. Fremantle refers to the great experiment in democracy and how it doesn't work it always comes back to class. Fremantle talked about how the way of life in the south was similar to life in Europe and that really the North was the odd ball. It was an interesting perspective to read. I didn't realize how the south appeared to the rest of the world, even as they were trying to gather support from European countries.

Day 1 Killer Angels

I have just been reading about he first day in the battle of Gettysburg and I have been very impressed with how well Shaara describes the characters and makes them come to life. I am particularly impressed with his description of Lee and Longstreet. It is abundantly obvious how dependent they were on J.E.B. Stuart for information and how helpless they felt without it. It is interesting to think about how different the entire battle might have been had Stuart been attending to his job from the outset.

Reflection on lesson plan Todd Ballif

I chose a topic that was beyond the Civil War time period, as that is where I was in the curriculum at the time. It just seemed more practical for me when pressed for time with my my current online Masters program. I presented this year through the use of Venn Diagrams the important distinctions of the varying governmental models of capitalist democracies, fascism and communism. I have always had a struggle with students being able to maintain the important distinctions between totalitarian regimes. The Venn approach allowed them to grasp and hold onto the important differences regarding religion, private property and the profit motive. These concepts help tremendously when teaching the causes of WWII, the Cold War and The Red Scare and McCarthyism. I will definitely be using this next year as I liked the way that students were able to grasp these somewhat abstract concepts and make sense of the impact that they had on our nation's history.

Not a Good idea

Just heard on the news that a Georgia HS history teacher has been put on "paid leave" for allowing four of her history students to dress up in KKK attire. Does georgia still have the CSA battle flag as part of their state flag?

CSA wanting recognition

Reading in the middle of BATTLE CRY.., I did not realize the lengths that the Confederacy went to try and be recognized by other (European) countries. Though cotton was the main reason England wanted to be chummy to CSA, they began buying their cotton from Egypt and India. When France found out that ENGLAND was seeking to recognize, how they-centuries old enemies- be on the same side of the issue? Napolean tried and end around by wanting to-somehow- gain back land in Mexico. I find that England suppying blanket and uniforms for the North while still being neutral in not unlike the US in WWII in its lend-lease aid to England.
I found that when two blockade runners- Mason and Slidell- were held by the North they caleed it "impressment"-hum 1812??

Cool Lession Plan B. Monson

I really like the images that you have pulled together and the journal entry ideas as well. Something you might consider adding is to have them also include what motivated or influenced them to join the war (ie music, family, girlfriend, moral belief, peer pressure, etc)

Machelle Filion Lesson Reflection

I implemented the Visual Venn as described in the lesson plan that I submitted. However, upon reflection I would combine the Visual Venn about Lincoln with visuals that I used during a bell ringer that I did later that term in my Geography class. I posted the famous National Geographic picture of the "Afghan Girl" for a discussion about how a person's environment, hardships, experiences and responsibilities impact aging. Using this image provided a current example for students with something that they could relate to so that their comparison becomes more meaningul. Images of the "Afghan Girl" can be found at the following URL: http://ngm.nationalgeographic.com/2002/04/afghan-girl/index-text

Battle Cry of Freedom

I found it intersting that states enacted laws barring immigration of any "free" or "slave" African American. The book claims it was to "reassure" the slave states that they wouldn't harbor fugitive slaves (Doing their civic duty, I guess)?

Marzano lesson plan reflection

I included my thougths/reflection at the end of my typed lesson, but I thought I'd include them here, too (just to be sure)!

* My lesson utilized the skill of classifying Civil War items. This lesson was a great review before we took our Civil War test. The conversations and class discussion inspired great critical thinking, and it involved all my students. My resource and ESL kids could be just as involved as my higher kids. I was surprised by some of the categories they came up with that held only one or two word cards. For example, one of my groups came up with the category of “bad people.” They place the “KKK” card in this category. Then another group argued that maybe some of the Confederate leaders should have been placed in that category, too. I really try to stop the misconception that the Union consists of the “good guys,” while the Confederacy is the “bad guys.” This activity showed me that this misconception isn’t over yet, and I still have work to do! I think it’s fine if my students think slavery is bad, but I don’t want them to think General Lee is bad – just because he lead the Confederacy. The lesson also took more time than I thought it would, because my kids were having such great discussion about why they felt each word belonged in certain categories. I’ll definitely use this lesson again next year in my Civil War unit. Classifying seems like such a basic skill, but after reading Marzano’s section on classifying, I realized maybe I’ve underestimated its value in the past!

Reflection on my Causes of the Civil War Lesson

I found that as we began our learning about the Civil War, some of students didn't know what Union and Rebels soldiers were. They didn't really understand that the war was between the North and the South and was because of more than slavery.

We actually began my lesson with a KWLM chart. Where they listed what they Know about the Civil War, what they Wanted to know. Then went back and finished it at the end of the unit with what they Learned and what More they want to learn. As we read and discussed the background information, I could see some lights going on in the students' minds. We changed the order a little from my lesson plan and did a double-circle Venn diagram before we worked on some of the other things in the printed lesson. We referred to the Venn diagram and added more things to it as the lesson continued.

I was impressed to see student understanding increase as they were able to see two points of views in the causes of this war, and as we looked at and discussed the advantages for both the north and the south. As we read the National Geographic, Voices from the Past, Blue or Grey (from Davis District's Social Studies program), the students were able to see viewpoints from both sides and just how much this affected the families and how torn they were with some on each side of the war.

There were 0ther parts of this lesson that I felt went well, but the best part was to see their understanding increase as they were able to look at these facts and experiences from both the north and the south's point of view. I feel there is still so much more I could and want to do.

Drama- for deep learning-reflection

I guess I noticed this information on page 131 because it is the area of teaching I'm involved in at the moment...but I've noticed and known this truth since forever. Learning can come through verbal instruction and visual instruction. Deep learning can come through the use of the arts if it is done well. In the chapter about teaching specific types of knowledge, Marzano relates research that shows deep and lasting learning comes by using Dramatic Instruction. This type of teaching is specifically great for teaching details. "This type of instruction has the strongest effects both immediately after instruction and one year later." I have had some experience using drama and more with dance and music. I wonder if they would show equal value with drama...I think so.
I remember a situation where a group of teachers at a workshop became riders on a bus during the civil rights era. All it took was a few rows of chairs. Everything else was in our head. I will never forget the feelings of that experience.
I used the drama connection at the end of my lesson plan because I thought it would be a great way for students to use the information they had gathered and apply it through drama. I gave the option of writing a poem or song lyrics. I think as with other methods, this kind of teaching needs to be done well. I hope to include more drama in my teaching.

Did I Miss Something?

Okay, so honestly, I'm confused! I've seen some posts stating we're supposed to have all of our blog entries (which means all of our reading) done by today. I was under the impression that only our lesson plan was due today. The rubric shows the blog entries due "Before the travel seminar." Please tell me I have another month to finish reading. I just finished a couple of graduate classes and am finally looking forward to digging into these books (I'm sure some of you can relate). I've read Marzano (although I remember receiving an email stating we didn't need blog entries for that one), and have jumped into Battle Cry of Freedom. My mind has been swimming with information from my classes, so I've been looking forward to some uninterupted summer weeks to really get focused on this. Did I miss the boat on due-dates?

In case we're still supposed to post our lesson plan reflections, here's mine:

I actually really enjoyed this lesson. I’ve never explicitly taught analogies before, and when we did discuss them, it was always very simple examples. I had to think about responses to these which meant my students were definitely churning the gears. They actually seemed to enjoy making the comparisons, and I believe they gained a deeper understanding of not only analogies, but of the impact these character traits had on Lincoln as a man.

I believe this lesson was best served in the small group setting we conducted it in. It would have been difficult for many students to come up with comparisons on their own, but by bouncing ideas off each other, they were fairly creative. An example from one of the groups was, “After being defeated so many times in politics, running for U.S. President was to Lincoln as failing math a lot was to Albert Einstein.” Not bad for 5th graders! Granted, I had showed them that Foundation For A Better Life billboard during a community circle earlier in the year (the one that says, “As a student, he was no Einstein.”) during a Community Circle, but I was still impressed with the connection.

Marzano post

In the chapter Reinforcing Effort and Providing Recognition the authors discuss how all types of recognition are not equal. They talk about a study that suggested external rewards are ineffective and often back fire. I have found myself over the years using fewer and fewer external rewards as they provide no real motivation. Candy as an attention grabber does not give me the student's attention any more than asking for it. Rewarding a table with "points" does not get me students working any harder than me simply roaming the room.

I Hear You Tyla- I am just figuring out how to Blog..... and just sending my lesson plan. I certainly have empathy for all those kids who seem to wait until the last minute to get things done. I honestly have done a lot of reading- the internet has wonderful things that are primary source images and entries like The Library of Congress Panoramic Photographs and An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemra. I especially loved reading the journal entries from the Library of Congress American Life Histories: Manuscripts from Federal Writers' Project. It really helped me understand the feelings of some of the real people involved in this historic era. As was said in one of today's blogs we have to remember that although the institution of slavery is 'wrong' the people were often acting on the state of their lives and times. I hope you have time to check out some of these pages if you haven't already. Paula

Where did the title, "Killer Angels," come from?

I'm glad to see that I'm not the only person that is finishing their last entry on the day before it was due! :) I was fascinated by where the author, Michael Shaara, got his title for "Killer Angels." Colonel Chamberlain, a professor of rhetoric at Bowdoin University, is recalling a speech memorized from Shakespeare's "Hamlet" Act II, Scene 2 that he shared with his father when he was in school:

What a piece of work is man! how infinite in faculty!
in form and moving how express and admirable!
in action how like an angel! . . .

After finishing the scene, his father's comment, "Well, boy, if he's an angel, he's sure a murderin' angel."

As I recall Hamlet's soliloquy, isn't he trying to reconcile his belief in the "divine potential of mankind" and his grim surroundings? That seems to have been the message that Chamberlain's father was trying to give him. Thus, Shaara's grim reminder to us all in the title of his book. Isn't it interesting that we have taken that same quote today and have given it a completely negative connotation?? "What a piece of work." I too share Shakespeare and Chamberlain view of humankind!

Wait, Wait, I think I know this one....

After reading the section in Marzano about "wait time" I was reminded, again, about something that I REALLY need to work on. By nature I'm not very patient (I know, some might think I chose the wrong occupation) so when I throw a question out I expect an immediate answer...WRONG! It is a constant battle for me to remember to wait but as I reflect on my days as a student I needed that time to articulate my thoughts and retrieve information from my memory before I could comment. The other problem that I find with not allowing enough time to wait is that I select the same 2 students everytime because they are quick wipper snappers and are always ready for a comment. This does not give other students the opportunity to respond - my bad!

So I really learned a lesson when Marzano suggests to ask the questions before the learning experience. I have written the critical questions on the board, and then after the "learning experience" I have turned back to the class and asked them to respond, of course giving them a little time to think. I found that once students knew what I was going to ask it focused their attention more and gave them time to articulate their comments.

Some good ol' fashioned reminders that I always need to revisit.

Marzano's Chapter 4

After a long year of reading essays for my A.P. History class, I get so tired! This chapter gave me affirmation of the importance of feedback to my students. I've had so many teachers tell me that they just put a number on the papers from the rubric. I have a very difficult time doing that, because the students need to learn from their writings! A comment on how to strengthen the weak thesis, goes so much further then just giving them a score! Thanks to Marzano's chapter and a summer to recoup, next year I'll continue to grade their papers with all sorts of constructive criticism!

Reflection on Marzano Lesson Plan

Sorry that you are getting all of my Marzano posts at the same time but I'm not very good with all of these new possibilities on Google and it has taken me this long to figure out how to post my
comments.

I had my AP students make Top 10 lists as a review activity for the AP exam. I broke U.S. history down into chronological sections and then had students work in groups to select the top events for each era. This activity involved summarizing events, evaluating their importance, working in a group to make the selections, and then I had students make graphic webs so they could study the material. In a normal class period, this would take a couple of days but it was one of my Saturday review sessions so I had a 2 1/2 hour block.

The discussion within the groups of students was far above what I had expected. They really debated the events to achieve their Top 10s. In addition, when we debriefed and compiled a list from all of the groups, we discovered that nearly every group had the same events, people, or inventions. It worked so well that I will always use this activity for one of my review sessions to help students prepare for the AP Exam.

When my students filled out their yearly evaluation of my class: what worked? what didn't? etc., every student who attended that review session indicated that it was one of the best activities we did. Not only does this tell me it helped them study for the test but that I need to create more opportunities for them to work together in this type of activity.

I assume Tim will forward my lesson plan through e-mail so you can take a look at it.

Reflection on Feedback--Marzano

Note to Brenda: I responded to one of your posts from March or April (an early one) and I think you might find my input helpful. I didn't know how to get individual messages to people so my apologies to everyone else.

By the time I got to the section in Marzano about feedback, I had already decided that this was a book I should read every year in August as I was finalizing the plans for the next school year. True, I had read it before. True, I already use some of the strategies in my classes. However, I also realized that I had forgotten some of the really important elements as far as my students learning is involved. One of the things I have become lax about was providing really valuable feedback so that it becomes a learning tool. On page 96 there was a statement that particularly impressed me--that feedback should tell students what they are doing right as well as what they need to change. I think we so often get caught up in having to create scores so that a grade is generated that we forget how important feedback is as a learning tool. Ideas like this are why I think Marzano should be a yearly read.

Marzano the Second Time Around

I was first introduced to the Marzano book a few years ago in a methods class offered by the State Board of Ed. I thought I had done a pretty good job incorporating the methods into my classroom. However, after reading it again, I found that it supplied answers to some problems that had been nagging at me recently.

I teach AP U.S. History and have been struggling with the lack of recognition that effort equals achievement. They seem to think that all that is needed to achieve great grades and pass the national exam given in May is to put in the seat time. I read the book as I was traveling on an airplane and I nearly jumped up and down out of my seat when I ran across the Effort and Achievement Rubrics offered in Chapter 4. I plan to incorporate these rubrics into the unit work I use with these students as a way to impress upon them that they are accountable for their own effort and progress.

As I read further, I decided that I wanted to incorporate this idea combined with ideas presented in Chapter 8 about students setting their own objectives (like in the example). I don't know exactly how this will look yet, but I feel that the idea is sound and will work to my students' advantage.

Cooperative Quagmire

I just finished a group project with my 11th grade U.S. History classes. I allowed my students to choose their own groups. I usually randomly choose the groups, but this is our largest project of the semester. If a student does not present their project, it could take an "A" student to a "B- to C+" range.

The presentation grades spanned from A's to C's of they presented. If they didn't present or get research to their team they flunked. I'm in the process of calling parents back and confirming the convient "doctor's appointments" or "grandma's heart attack," but my question is, what is the best way to create groups? Do I pair an "A" student who just happen to show up for class or the princess whose mommy will excuse that particular period that day? The book gives multiple solutions with negatives attached. Please blog back your view.

Finished BCOF!!!

I finally finished!!! The last 100 pages or so were really hard for me to read, mainly because I was tired of reading about all the killing etc. I was however very impressed with the way the two leaders from both sides showed respect to each other. On page 850 it stated, "These enemies in many a bloody battle ended the war not with shame on one side and exultation on the other side, but with a soldier's mutual salutation and farewell." Wouldn't it be great if all people had the respect for each other as these to great leaders demonstrated?

Marzano

After looking at Jeri's post I went back and reviewed chapter 8 "Setting Objectives and Providing Feedback In Marzano's book. When we give a lesson if we don't start with an objective and then provide follow up feedback our lessen can come out worse than if we hadn't taught it as In Jeri's example. Starting out with a KWL chart is often effective as the section titled Classroom Practice in Goal Setting states. Ending the lesson with student-led feedback (see the section in the chapter titled the same) seems to be the best way to avoid misconceptions. The students will often volunteer information showing any misunderstanding.

Battle Cry of Freedom

The South was concerned that the "Black Republican Party" was trying to allow the blacks to be able to own land and have whites be their slaves. The South was preaching that slavery was not bad. They praised all the benefits of being a slave. Why then were they so concerned?
They were trying to pretend that what they were doing was wonderful and for the betterment of the blacks. Did they really believe that?
When I read that the one slave that had found freedom and then after 20 years was being returned to her slave owner, was willing to slit the throat of her own daughter, so that she would not be subjected to slavery, I wondered how long the south could be blind to their own actions.

Brigade, Battalions, Unit, Regiment???

Can someone please tell me the difference?

My (African American) son was in second grade, when he came home crying from school. He was told by two classmates that he could no longer use the "white" drinking fountain. Of course, I'm not an alarmist, but certainly needed to find out about the school's new drinking fountain policy. :) His class had watched a documentary on segregation, the student's obviously didn't understand the message. Do we understand the message? In McPherson's, "Battle Cry for Freedom," one month before dying, Stephen Douglas was quoted saying, "Every man must be for the United States or against it. There can be no neutrals in this war, only patriots--or traitors." Texas removing Jefferson from textbooks, Arizona's poor attempt to solve a problem by using racial profiling, and militiamen talking of overthrowing our government doesn't seem like we are getting the message either!

"As he died to make men holy, Let us die to make men free.

"Tom was a Christ figure. Like Jesus he suffered agony inflicted by evil secular power. Like Jesus he died for the sins of humankind in order to save the oppressors as well as his own people. Stowe's readers lived in an age that understood this message better than ours." After reading those sentences by McPherson, I better understood why Stowe wrote "Uncle Tom's Cabin" to fight the Fugitive Slave Law. She understood her responsibility, we need to better understand ours!

Love/Hate Relationship With The Book

My reading of McPherson's book has been a roller coaster ride! I loved the historical background, the Antebellum period, was enthralled by the ending, but was completely lost during the four years of specific battle sequences. This is probably sexist, but I hate war, death and dying. I want to find out why we killed each other, not how. I loved reading the why chapters, hated reading the how chapters.

Dependent Upon the North

I found it interesting in BCOF how the south was so reliant on the north for their goods. On pg. 92 it mentions that they were financially "more enslaved" than their negroes. Their luxuries, clothing, supplies, and equipment were all from the north, which left them in the middle of an awkward can't-live-with-them-can't-live-without-them situation. Meanwhile, the wealth of the south was reinvested in the cotton fields. As stated on pg. 97, they would sell cotton in order to buy more slaves, in order to grow more cotton, in order to make more money, in order to buy more slaves, in order to grow more cotton, etc. Cotton definitely was king. Sounds like it was quite an oppressive one, at that . . . in more ways than one.

My Marzano Lesson Reflection

Marzano Lesson Strategy Reflecton

Well I must say this was an experience! I created a comparison matrix and placed it in my lesson on capabilities of the North and South . In the past, I simply showed a power point that highlighted the differences in the North and South at the onset of the Civil War. This Power point also went over resources and capacities to wage war. (Core Content U.S. Hist #6120) After creating a new lesson based on this content & incorporating the Matrix, I then added this to a game format. The students now use the matrix and play the game which was designed to help them gain understanding of the factors that affected the course of the Civil War and helped to contribute to a Union victory.This was a smash Hit! I also have two other variations of this game (presented in my Marzano Lesson). In addition, I went to the D.I. got some game pieces from a Monopoly Game and an Old Risk Game .. We use them in this lesson. We have factories, cannon, armies, Money, railroads, etc. This was used as an Non-linguistic illustration set out according to the matrix informational chart! It was so cool! The students came to understand far more through this teaching strategy. I should learn by this! Doug

Footnotes?

As I get further into BCOF, I found the author referring back to events and ideas that he has mentioned before. I keep thinking how nice it would be to have footnotes with the text so it would be easier to refer back to the specific ideas and events he is discussing.

Lincoln's reelection (BCOF)

I was amazed at how close an election Lincoln's 2nd term had been. So much subterfuge, politics, dishonesty, mudslinging, trash-talking, and just plain out treason there was. If Sherman had not been successful Lincoln most likely would have lost and the Current U.S.A. would probably look more like Europe and human rights would have been irrevocably set back. The battlefield of politics was every bit as important. I think this idea more than any other is glossed over.

Homework

I was particularly interested in the chapter about Homework and Practice. I was struck by the section that discussed the homework load. I teach High School so it is fair game for me to pile on more homework ;-) However in my general classes (not honors) when I assign homework, the rate of return is alarmingly low. I am wondering what the trends are among other teachers? I think that Marzano offers so many great strategies in fostering skills in our students that would aid them in completing their homework but feel like part of the problem is that once kids reach the upper grades, the parental involvement and support in homework wanes. I would be interested in what other teachers encounter in homework trends...

One of the practices that I am going to take to heart next year is establishing communication at home. I will collect parent e-mails and at the first of the year send home a homework policy for parents nearly identical to the one found in the Marzano book. Then I will send homework updates via e-mail throughout the school year. Maybe if they are being questioned about their homework at home I will see a higher rate of return.

And lastly, I add my testimonial about commenting on homework. When I return papers (granted this is an honors class) my students always look through the assignment and look for my comments and if I fail to make a comment they let me know. They look forward to the feedback and it helps them to know that what they are turning in is valid and important, not something that I breeze through and throw a score on.

Information Overload

I enjoyed "Battle Cry of Freedom" but in some cases I almost fell asleep because of all the numbers the author talked about. I enjoy books that give a good story while talking about facts and this book had all the good facts but lacked on a good story. When it came to the battles it was brief and to the point but it did not talk about the personal side of many of the people involved. I know I will get criticized for feeling this way but don't get me wrong, it is an excellent book for us history teachers because we should know the numbers. I just would not want to read it again unless I needed to do some research.

Lee's Blunder

I know that Lee was a great General but he should have listened to Longstreet on more than one occasion. Longstreet was very cautious but for a good reason. He knew that it was a losing battle when Pickett made his famous charge. The distance was to far and to open for breaking the Union lines. It seemed like Lee was desperate...maybe he was.

Confederacy Perspective

After reading "Killer Angels" it seems like it was following the Confederacy perspective rather than a Union viewpoint. I know both sides were represented but there were more stories from the southern side. I am not disappointed because I know the story of the north more than the south so the book was a great experience for me. "Killer Angels" gives me information that I never realized about the south.

Chamberlain

Only a teacher could get the rebellious ("the hard cases from the Second Maine") soldiers to fight!

BCOF

Reading "Battle Cry of Freedom" has been great! I loaded this book onto my Kindle and so it has been a lot less "wieldy" Haha! The events leading up to the Civil War was every bit as interesting (if not more so) than the Civil War itself! How each President had grappled with slavery and saving the union. I gained a new respect for Jackson and how he managed to save the Union!

Both texts!

Now that I'm nearly done with "Battle Cry of Freedom" and having already read "The Killer Angels". I think I need to go back and re-read "The Killer Angels". I feel like "Battle Cry of Freedom" should have been read first to give better perspective.

Buford in "Killer Angels"

It just seemed to me that Buford deserved more credit because of the "good ground" he choose. He stuck through it all. I was impressed and then in the afterward, it stated that Buford never did anything great after the war. He made a pivotal decision during the battle. Even Lee said they needed to get that ground. But Buford kept it for the Union. I really think he deserved a huge amount of credit. He stood his ground and he was against great odds. But I have never heard of him before. It just proves that ordinary men can do extraordinary things in extraordinary circumstances.

Where's the humanity?

One thing that has bothered me throughout the book BCOF is the careless way in which casualties are mentioned. Then again on page 745 it states that "...Sherman had advanced halfway to Atlanta at a cost of only four or five thousand casualties on each side." ONLY! I know that compared to other battles in the Civil War, 4-5 thousand casualties is like a "drop in the bucket," but these are human lives they're talking about. Where is the humanity when expressing the number of people killed!?

William Walker

I was able to connect to the dealings of William Walker in Battle Cry of Freedom. When I was in Costa Rica I was taken to look at a statue of a hero for Costa Rica. It is of a young boy name Juan Santamaria. He is credited for having pushed fillibuster William Walker out of the Central American country. They were very proud as they told of the story and the triumph of the small country.

From Wikipedia, the free encyclopedia

Jump to: navigation, search

Juan Santamaría statue, Alajuela, Costa Rica

Santamaría was born in the city of Alajuela. When U.S. filibuster William Walker overthrew the government of Nicaragua and attempted to conquer the other nations in Central America, including Costa Rica, in order to form a private slave-holding empire, Costa Rican president Juan Rafael Mora Porras called upon the general population to take up arms and march north to Nicaragua to fight against the foreign invader. Santamaría, a poor laborer and the illegitimate son of a single mother, joined the army as a drummer boy. The troops nicknamed him "el erizo" ("the Porcupine") on account of his spiked hair.

After routing a small contingent of Walker's soldiers at Santa Rosa, Guanacaste, the Costa Rican troops continued marching north and reached the city of Rivas, Nicaragua, on April 8, 1856. The battle that ensued is known as the Second Battle of Rivas. Combat was fierce and the Costa Ricans were not able to drive Walker's men out of a hostel near the town center from which they commanded an advantageous firing position.

MARZANO -Entry

Although I have read this book in the past , I have decided that I really should read this book each summer prior to the new year! It is of the best and has great examples too. After review ing the section on the "Research and Theory on Vocabulary" I understood how I have needed to underscore vocabulary development. I simply Incorporated a small change that has worked well. We often have the students complete journal entries that would place them within the historical setting of our study, but now I have begun to list 5-10 vocabulary words on the board for the students to add to the journal. This has been a great way to increase their use and within context as well. The students have been having fun with this challenge. We are now doing better at encountering words in context more than once! I should have been doing this years ago.

Stretching the Constitution

On page 596, BCOF "the Constitution must be stretched in order to save constitutional government from destruction by the rebellion." This quote struck me when I read it. How many times has the Constitution been "stretched" to save one thing or another. Teaching the Bill of Rights, I stressed the importance of the first amendment and how American's have the right to protest. As my students have been reading about the Civil Rights Movement and the Women's Right to Vote movement in guided reading, several of my groups have had the discussion of how unfair it it that these protesters were arrested and thrown in jail, when the Constitution says they have the right to protest. Hearing these discussions keeps the phrase "stretching the Constitution" running through my mind.

Thoughts on Battle Cry Of Freedom

Battle Cry of Freedom:One subject I have really enjoyed reading about in the book is the justifications put forth from the Southern perspective for secession. I also learned quite a bit about Ft. Sumter and Pres. Lincolns options in respect to the advice he had received from others concerning the resupply of the fort. I think i will get a set of those old "Rock' em Sock'em Robots and have the students play with them a bit and draw some parallel to the idea of strategies used to draw FIRST BLOOD!I could also use them in respect to Pres. Lincolns' desire for finding a general that could actually deliver a KNOCKOUT BLOW for the North!! It might make for a good tie to comparing McClellan and Lee . I found the struggle over finding capable generals quite interesting and informative. James McPherson has helped me with great quotes and information to use in the classroom!
Posted by Doug Snow at 2:58 PM 0 comments

Strength of Virginia

I knew that for sentemental reasons ( Washington, Jefferson, Madison) Virginia was the darling of the South, but according to McPherson, it brought alot of the resources to the South: largest population, greatest industrial strength-as great as 7 original Confederate states combined, only iron works capable of heavy ordnance -I did not know that. Perhaps the greatest asset of all -Robert E. Lee.

Marzano Strategies

As I have begun reading Marzano's book I have been impressed by how engaging and effective the different teaching strategies are. I have used several in my teaching and the students seem to really enjoy them a lot more than they do some of the other teaching strategies that I use. I can't help but wonder, where these strategies were when I was the student. I think I would have enjoyed school a lot more if my teachers had used some of Marzano's ideas.

A new perspective

Maybe I just didn't know anything about history, but I have a totally new view on the Civil War since reading Battle Cry of Freedom. On pg. 310 it states, "Both sides believed they were fighting to preserve the heritage of republican liberty." On pg. 311, "For reasons of their own most northerners initially agreed that the war had nothing to do with slavery."

The war was about rights. The rights of the state or the rights of the individual. This is definitley something I want to talk with my class about. Before it just seemed like the "good guys" vs. the "bad guys". I always knew it wasn't that easy, but I didn't understand the other side until now.