Am I the only one who can't stand McClellan?

Well, chapter 17 didn’t do anything to make me like McClellan any more. Again he proved to be an incompetent wus. I definitely would NOT have had the patience Lincoln did, which is why I wasn’t meant to fill those shoes. Lincoln had that uncanny ability to ignore the urges he must have been feeling. It goes back to his desire to win the war vs. win the argument. Lincoln was able to recognize McClellan’s strengths. "If he can't fight himself, he excels in making others ready to fight." But after listening to McClellan tell his wife how he saved the country yet again, I can’t help but hope Lincoln will take him down a few notches in future chapters.

Lincoln's Words

I went back and forth between admiration and confusion in regards to Lincoln before reading BCOF. But I now have nothing but admiration for the man. To do what he did ... I'm in awe. I can't imagine playing chess against the man. He juggled politics, war, personalities, heartache ... and he did it masterfully. I loved this quote:

“If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone, I would also do that. My paramount object in the struggle is to save the Union, and is not either to save or to destroy slavery.”

This letter to the editor was an attempt to pacify the Democrats, subdue his detractors, encourage abolitionists, sway the public, embolden his troops ... he was a master.

Killer Angels: What are we fighting for?

Page 179-181 really opened my mind to the different opinions regarding the purpose of the war. As Chamberlain meets a colored man, and listens to and observes him, he contemplates how he feels about the man, the race, and feels ashamed. The man, different almost alien to him yet realizing that it was only skin, he asks himself, "Even I, an educated man feel this way...what was in God's mind?" And then further on the men discuss the rebel prisoners. The union soldiers, assuming they fight for slavery is surprised to learn that they are fighting for their "rights." Yet these men truly don't know what rights they were fighting for. And then Chamberlain makes the statement, thinking again of this colored man beneath him, "What could this man know of borders and states' rights and the Constitution and Dred Scott? What did he know of the war? And yet he was truly what it was all about." And to Chamberlain, the cause of the war was suddenly brutally clear.

What was the cause of the civil war? This to me is still not clear. It seems that it's almost a bad word in today's historical discussions to say that slavery is the cause. Many a fellow teacher has let me know that, "We don't say that slavery is the cause of the Civil war anymore." BUT, the more I read and study, the more I tend to disagree with today's historians. It seems to me that slavery is behind it all. "States rights" isn't that just a mask to say, you can't take away our rights to own slaves. The powerful and rich slave owners did not want their rights to own and keep their property (slaves) taken away. It seemed to me that the issue of slavery and succession, popped up in every congressional vote before the war. Non slave owners, especially in the north did not want slavery to extend into the new territories. Many felt it a sin, and felt that eventually it would destroy the country, which it almost did. The two strong opinions eventually went to war, but wasn't the initial cause slavery? Just my thoughts!

Marzano 3

In regards to Marzano's Chapter 7, Cooperative Learning, I am a believer. As I frequently encounter and engage in conversations with my colleagues, the #1 question ( and complaint, to be truthful) each has in regards to CL refers in some way to the following challenge: "How do I get the students to do their own work, and not just copy the work of someone else in their group? Every time I use CL in class I either get calls from parents who complain about their child doing all the work, or I get complaints from students to the same effect. What do I do to solve this dilemma?" The key can be found in the third characteristic that defines CL, which is Individual and Group Accountability. In my experience, teachers who face the above mentioned challenges have not spent sufficient time thinking through the "accountability" issue. A good question to ask oneself when developing CL activities is, "Will the way I have this activity structured help individual students master the intended concepts?" If the answer is yes, then you are well on your way to developing an activity which will address the aforementioned problems. If the answer is no, then either there is a need for additional parameters, or possibly different parameters until the answer comes back yes. Whenever I have been able to answer this question in the affirmative, the activity I used was successful, and the issue of accountability was a non-factor. Hopefully, there will more teachers who are willing to implement CL activities into their classroom, and hopefully they will experience sufficient success to keep them using CL on a regular basis. As I said at the beginning, I am a believer!!

Marzano 2

In our high school, we have been using Marzano's Classroom Instruction that Works for several years. I have used this historical seminar as an excuse to re-visit Marzano's book, even though I have developed - and use in my classroom - many strategies and activities based on his writings. As I was reading Chapter 1 again, which introduces the reasoning and the research that precipitated the development of the book, I reflected on my own experience in previously struggling to absorb and adapt my teaching practices to reflect the research found in its various chapters. To be candid, it was extremely difficult to first, identify personal weakness in my teaching practices, and second, to figure out what I was going to to to improve. Even when faced with the findings of the research, and even when everything was explained clearly for all to understand I still found it difficult to incorporate the research-based principles into my classroom. There were many days when I felt discouraged to the point of abandoning my efforts, and reverting to the "tried-and-true" traditional strategies I had employed for the first 15 years of my career. Fortunately, I persevered, and today, I no longer fear the change that comes when one begins to look more closely at oneself. My classroom has become a research lab in which I experiment with various ideas. There is only one thing these ideas share in common: each is based upon research that was first identified within the pages of Marzano's book. I would encourage all teachers to become more familiar with this effective tool for developing successful teaching practices. It has proved to be a wonderful, valuable asset to me!

Marzano 1

Marzano, in Chapter 11 Teaching Specific Types of Knowledge, stresses the importance of teaching vocabulary to students even though there seems to be resistance to that idea. I, for one, adamantly agree with him, especially when it involves the study of history. The study of history is, essentially, the study of words - words that describe events, emotions, and thoughts. If we do not have an understanding of how words and phrases are used then we we be severely limited in our attempts to understand the written thoughts and recordings of those who have gone before us. This is why I include activities which develop vocabulary for my students in every unit of instruction. Each set of vocabulary words - as well as the vocabulary activities - is time period-sensitive, and the glossary I am developing includes the varied uses of each word in that glossary. The feedback I have received from students has been very positive, influencing me to continue - and enhance - my efforts in this area. I feel strongly enough about this to encourage all of you, my colleagues and peers, to do something of the same nature for your students.

Battle Cry of Freedom 3

In Chapters 13 and 15, McPherson includes some maps that greatly enhanced my understanding of the war events taking place in those spots. The maps on pages 399 (The Kentucky-Tennessee Theatre, Winter-Spring 1862) and 411 (The Battle of Shiloh April 6-7, 1862) give greater perspective as to what occurred on a larger basis (the former map) and also specifically (the latter map). The war events out West which occurred in this time frame are important because it brings U.S. Grant to the attention of the president and the public for both good and ill (good, because he was winning while forcing the action; and bad, because of the rising casualties that was the natural result of the offensive mindset that was Grant’s signature methodology for prosecuting the war). These maps really increase the insight the reader can acquire as he absorbs the written text. Understanding the geography of a place always enhances the capacity to understand why decisions were made the way they were. One enduring understanding related to history which I believe is important for students to understand is that geography will always affect the how, where, when, what, and many times why things are done that are done. Using these maps certainly assisted my own knowledge and understanding.

Battle Cry of Freedom 2

I believe the primary reason for McPherson’s amazing success in painting an accurate picture of the Civil War in the minds of his readers is his thorough research of as many sources as was possible (McPherson refers to additional scholarship completed since the completion of Battle Cry of Freedom in his Afterword (page 864). For example, McPherson cites 9 different sources for his conclusions on page 242 (Chapter 8) alone. How does one obtain a truly accurate understanding of what happened when only a small piece is examined? It reminds me of the story of the blind men who come upon an elephant. Each blind man examines a different part of the elephant and each, accordingly, reaches a different conclusion as to what an elephant looks like. McPherson skillfully avoids this pitfall, which is why, in my humble opinion, he succeeds so well! Students would be well-advised to learn two things from this: 1st, that it takes the examination of many different points of view to reach accuracy in conclusion; and 2nd, the types of sources matter, too. In other words, both the quantity of different viewpoints and the quality of those varied viewpoints will determine whether or not a conclusion reached will have lasting validity.

Battle Cry of Freedom 1

McPherson cites the transportation revolution as a critical aspect of antebellum development in the U.S. (pages 11-13). He concludes that “the transportation revolution refashioned” the growing nation’s economy—and therefore its growth both culturally and politically. I agree with him. Furthermore, I believe that in all ages—especially today—how people get around will largely determine (or at least significantly influence) what choices they will make both individually and collectively. Our students today need to understand to what degree their current modes of transportation determine the direction their own lives will take—both metaphorically and literally. They also need to recognize that the development of new forms of transportations over recent centuries has connected the known world, and made it a “small world after all”, to quote Walt Disney. We live in a connected world, which means we will be interacting with many different cultures. Learning social skills that will enhance our relationships with these different cultures are vital to the continuing success as individuals and as a nation!

Reflection on Tyla Walton's Lesson Plan

Tyla drew from strategies that I use frequently in my classroom: summarizing, non-linguistic representations, and cooperative learning. I, too have found these strategies to be extremely valuable, even though I work with "regular" students. One application I will take from Tyla will be to use more graphic organizers to add to the other non-linguistic representations I already use. I believe Tyla's use of a "Top Ten" list is current (seeing that these are a mainstay for David Letterman), and helps students develop critical thinking skills so vital for success in today's real world. Tyla's inclusion of cooperative/collaborative interaction between her students in this activity reflects (from my viewpoint) an important understanding of the need to assist students in developing social skills that are also directly linked to critical thinking skills. Her lesson plan combines important aspects which have real-world significance. Thanks, Tyla, for opening up my mind to new ideas as to how to serve and better prepare my students!!

Killer Angels take two

While I really enjoyed reading Killer Angels, I feel I missed out on a lot of the interesting parts because I was always on the hunt for learning log info. Which led me to do what anyone of my millennial generation would do, get it on CD to listen to again! Didn't have energy to read it again while I was trying to mull through the encyclopedia called BCoF. But I am about done listening to it myself, I could probably make a few copies if anyone is really interested and doesn't want to wait to check it out from the SLC Library. Let me know, and then I'll check back to you if there is some unexpected issue with duplication.

Stacy's Lesson Fight or Flight

I am done with my reading and started to download lesson plans from email. There are some real goods one that I am excited to use. Stacy's fight or flight lesson plan is one I really am excited to use next year. I teach about both John Brown and Harriet Tubman but had not thought of comparing them. Great idea Stacy! Thanks.

BCoF Women of Strength!

I am haunted by the accounts of men ravaged by war after the Seven Days' battle. I once saw a dead cow by Goblin Valley. Its body was swollen and stiff. The image has stayed with me for years. Now, the words of officers on Malvern Hill have come to haunt me. One officer tells of men swollen double their actual size by foul gases. I can't even begin to imagine how difficult it would be to see thousands of men bleeding, wounded, dying and/or dead. The emotional pain must have been inconceivable.

I stand in awe of the unsung heroes...the women...who volunteered on both sides to help the sick and wounded. They were women of strength and courage. They broke prejudicial barriers by going on the fields, in churches, hotels, warehouses, shops, barns, homes and hospitals to give their heroic service. I am amazed at all the sacrifice the people on both sides gave.

Stephen Douglas

I was really impressed with Stephen Douglas during this time. While I obviously didn’t appreciate many of his views, I appreciated the results of his character when the country found itself in crisis. He didn’t agree with Lincoln's view on many issues, he didn’t like Lincoln, but when it came time to choose a side he never wavered in his support of the Union. It must have been so difficult for him to put aside his contempt and stand behind Lincoln. Douglas said he would “hang every man higher than Haman who would attempt … to break up the Union by resistance to its laws.” And later, “Mr. Lincoln is the next President. We must try to save the Union. I will go South.” He showed the same backbone when he fought against the Lecompton Constitution, despite the fact that it's passage would have supported the Democratic position.

In many ways he was your typical politician ... but in these moments he was an American.

Trying to collect my thoughts

I'll be honest, that's a lot of information to devour! 200 pages of BCOF feels like the equivalent of 24 straight hours of the history channel. The one thought that came up time and time again during my reading was, "Wow." It was so difficult for me to imagine the described events taking place. Watching the progression of north vs. south tension was frustrating. I wanted to jump through time and smack some people around! The blatant disregard for laws, rights, morals ... ugh. I can't believe how many times people were let off the hook by judges or juries simply because they agreed with the actions of the defendants. On both sides! At one point there was a quote from a southerner that said something like, "Public opinion is higher than any law." What a frightening time to live. Not knowing whether you'd be protected or scorned. Imagine living in Kansas trying to fight against the Lecompton Constitution without any hope of a fair election or referendum. The hypocrisy of some of these groups is mind-numbing. I loved Lincoln's quote about the Know-Nothings. He was talking specifically about them, but I believe it applies to so many of the people we've been reading about. "I think little better than I do of the slavery extensionists ... Our progress in degeneracy appears to me to be pretty rapid. As a nation, we began by declaring that 'all men are created equal.' We now practically read it 'all men are created equal, except negroes.' When the Know-Nothings get control, it will read 'all men are created equal, except negroes, and foreigners, and catholics.' When it comes to this I should prefer emigrating to some country where they make no pretence of loving liberty -- to Russia, for instance, where despotism can be taken pure, and without the base alloy of hypocrisy."

Killer Angels Characterization

It is interesting to be able to get inside the heads of these great men. Although semi-fictional, I have loved hearing about their emotions at this great battle. Chamberlain, a man I am continually fascinated with, shares his feelings as he is given command of a rag-tag group of mutineers, and then again as he continues an endless march toward Gettysburg he describes the heat and endless tiredness he feels through the long march, and yet, he continues to pray for his boys. I am amazed at the thoughts Lee is facing as his orders are disregarded by Ewell causing them to loose the higher ground and to face an almost impossible battle ahead. I marvel at the weight of the next day's battle as he asks himself after midnight, "What will you do tomorrow?" A position that I definitely wouldn't want nor can I totally understand! Amazing writing and characterization, I can't wait to read on!

Papers

The one/two page papers on your historical figure are to be three hole punched and ready to distribute to the other participants (43 copies). They are not required to be any style or form. That is only for the graduate credit paper that you are doing for Dr. Sessions if you signed up for the 6000 credit class. If you are working with Dr. Sessions on that paper, you need only one copy and that is for him in the style he requested.

What did it mean to be conservative?

This may be an off-the-wall question, but what did it mean to be "conservative" during this time period? I'm in the middle of BCOF and they keep quoting "conservative" journals and papers. For example, one of the conservative papers declared the saving of the captured fugative slave Shadrach "an outrage." It seems like most of the conservative papers they quote were pro-slavery. I consider myself a conservative in today's political climate, and I'm obviously against the institution of slavery, so it kind-of rubs me the wrong way when it seems conservatives of the time were fighting for what I believe to be wrong. It's not really a big deal, just a thought that keeps coming up as I read.

BCOF THE END!

Because of school, family and life, I really struggled to find time to read more than a page or two a day from BCOF, so it really felt to me like I'd never finish. I want to share a few of my feelings as I read the final chapters of this book. Maybe I'm a bit more emotional than most, but some authors seem to stir my deepest emotions. I really struggled to keep track of the various battles, the endless amounts of geographical information, battle tactics and who was who. But in the end, I can honestly say that I might have felt a tiny bit of what it must have been like to experience the war's end. As Lee told us that he "would rather die a thousand deaths" than go see General Grant. I felt sorry for this wise, loyal, honest man. I felt relief in the sentence,"The bleeding and dying were over..." And I felt proud to be an American in Ely Parker's statement, "We are all Americans." And, in the merciful behavior of Grant as he sent food to the 35,000 starving men across the line and watched in my head as the Union soldiers allowed them to carry arms and receive "the salute of honor," allowing them to end the war with a "soldier's mutual salutation and farewell." "National victory was at last secured!" A great ending for me. A great learning experience, that I hope to extend and better understand on location!

Battle Cry of Freedom-Reporting on the War

I have been surprised at how influential newspapers and reporters seemed to have been before and during the war. I don't know what any of the circulation numbers were, but one or more of the papers seems to have reported on everything from election results and secession to battle outcomes and recommended strategies. With reporters even attaching themselves to troops to capture the action, much like we see today, I'm sure some leaders were influenced by knowing that every move they made would be documented.
Lincoln and Davis both must have felt like they were fighting the war on the battlefield and also the war of public opinion. I have definitely seen Bush and Obama doing the same thing as they try to lead us through difficult times. I can see a great conversation with my 5th graders about how hard it would be to lead a country while trying to keep popular support for your ideas. I would definitely make them compare and contrast the difficulties faced by the 'presidents' in the 1860's vs. modern day presidents.

Killer Angels Post 2

I couldn't help but wonder why Longstreet did not fight Lee more actively over his battle strategy. I can't help but think that the battle would have gone differently if Longstreet had his way. Shaara portrayed Longstreet's character (in my opinion) as very practical and level headed, but we know that Lee was a military genius... I guess that it is true what they say hindsight is 20/20 so of course we know that Lee should have listened more to Longstreet.

Killer Angels 3

On page 202, Gen. Lee says, “Soldiering has one great trap.” He then continues, “To be a good soldier you must love the army. But to be a good officer you must be willing to order the death of the thing you love. That is . . . a very hard thing to do. No other profession requires it. That is one reason why there are so very few good officers. Although there are many good men.” I have often pondered on the ability of generals—particularly U.S. Grant—to send their men to their deaths in such great masses. In the case of Grant, I am thinking of Shiloh, Cold Harbor, and many others, where Grant orders attacks and counter-attacks with the certain knowledge that massive numbers of casualties will be the result. How does one keep the overall objective in mind when the loss of life is mounting in incredulous ways? What happens when the public turns against the cause? In my opinion, we are seeing similar issues today in Afghanistan and Iraq. Certainly, this was an issue during Vietnam!

BCoF

After Lincoln got the Republican nomination the book said there was an unprecedented excitement in American politics. Thousands swarmed the galleries for Lincoln. I couldn't help but think of Obama's win over Hillary Clinton and the energy it brought to the Democratic party.

I Can See the Light!

Woohooo! Within 200 pages of being finished! Does it take anyone else as long to read just ONE chapter of BCoF as it takes me? I am going about 2 hours per chapter by the time I take notes and go back and re-look at information to make sure I "get it". I felt pretty bad for the southern civilians especially, for the hardships they were suffering during the war. By March of 1863, Lee's army was reduced to half rations, competing with civilians for those dwindling stocks (p 617). When prices skyrocketed, families forced into starvation rioted. Scarlett O'Hara and "Tara" just don't do justice to what was happening to the poorer farmers' families does it?

Mudsills

"Your whole hireling class of manual laborers and 'operatives' as you call them, are essentially slaves. The difference between us is, that our slaves are hired for life and well compensated... yours are hired by the day, not cared for, and scantily compensated." (BCOF PG. 196)


I WONDER... if they could see teacher's wages in Utah today, and the numbers in our classes.......
Would we fit into that catagory???????

Killer Angels 2

As I read the account of Chamberlain dealing with the soldiers from Maine who were rebellious, I was impressed that he was willing to listen to their grievances. This willingness to listen, coupled with his lack of desire to punish any of the soldiers in questions, opened the door for pride to dissipate among the rebellious. Chamberlain understood that they were tired, discouraged - and even more important - filled with dispair and apathy. Rather than focusing on threats of punishment as a method for motivating them, Chamberlain offered instead an appeal (pages 31-33) to their character and integrity. This approach was far more effective in reaching the hearts and minds of these men than any other would have been. The proof was in the response of these men. They had found a commander that they could trust to treat them with dignity and respect. Chamberlain was someone they could - and would - fight with and for. Two days later, Chamberlain's style of commanding would pay eternal dividends: his men fought in overwhelming conditions but remained undaunted, even when ordered to charge the enemy with bayonets. I believe they were willing to do this because of the manner in which Chamberlain treated his men. I personally have reflected upon the difference a similar approach would have today if used with recalcitrant or sullen, or apathetical, or angry students. Food for thought!

Great Help in citing references for our papers!!! :)

I ran across a site that makes citing our references about our Civil War People much easier for the papers that we are supposed to write. I am referring to the ones that we make 43 copies of. We were told to do them in Turabian Style format. This site creates the bibliography entries and footnotes for you. :) Then you just need to copy/paste into your paper for the reference.

Hope it helps :)

http://www.eturabian.com/turabian/index.html

War Economy and Finances (BCOF)

The discussion of the of monetary policy in both the North and South was very informative and detailed. The inflationary impact that wars often have upon a society is often gut-wrenching. As an example, the Southern woman who wrote a letter lamenting the fact that should her husband die in service of the Confederacy while his family starved was quite profound. Inflationary times really do have the most impact upon the poor. The impact the war had also upon labor set the stages for the developing labor movement as well. The war certainly stimulated and transformed the economy toward era of big business and growing industrialization.

What is is all about - in my opinion.

For what it's worth, while I think Battle Cry is so interesting and I learned so much, I think it really earns its money in the early chapters. After reading those chapters it was hard to go away thinking the war wasn't actually caused by slavery. The most shocking portion to me was when MacPherson detailed how planters were actually plotting to erect an empire based on slavery stretching into South America and beyond. That whole section gave me a cold chill, because I think it really outlines what was at stake.

Also comparing it with some of the dialogue in Killer Angels, after capturing some of the Rebel soldiers, Thomas Chamberlain was shocked that the Reb soldiers denied they were fighting to keep slavery but rather for their "rats" (aka rights). This is brought up on a couple of occasions but from the points of view of the Chamberlain brothers they truly believed that it all boiled down to slavery. So even thought they may have been fighting for their "rats" (I thought that part was funny), the big argument was their right to expand and protect their way of life which was slavery.

I tell my students that to say the war was about slavery is an elementary answer (no offense) but when you detail all the factors and issues, to me it returns to the elementary answer. Just my thoughts.

Killer Angels Wins

I enjoyed Killer Angels more than BCOF because I feel as though I can walk the grounds at Gettysburg and know what happened when and where. I have a fairly complete understanding of the three days and look forward to learning more while we are on our trip. BCOF is a completely different type of text in which I still found interesting but did not make me feel like I could not put down like Killer Angels.

Putting myself there. Killer Angels.

Sometimes when we teach our students we want them to try to put themselves in the circumstance or situation to feel a little more, to have empathy or to get a better grasp of the situation, in the Killer Angels I found this passage particularly effective at putting me on the battlefield (p. 329-330):

[Chamberlain] became aware for the first time of the incredible variety of sound. The great roar was composed

of a thousand different rips and whispers, most incredible noise he had ever heard or imagined, like a great

orchestra of death: the whicker whicker of certain shells, the weird thin scream of others, the truly frightful

sound made by one strange species that came every few moments, an incredible keening, like old Death as a

woman gone mad and a-hunting you, screaming, that would be the Whitworth, new English cannon the Rebs

had. Then there were the sounds of the bursts, flat splats in the air, deeper bursts in ground, brutal smash and

crack of shot into rock, shot splattering dirt and whining off, whispers of rock fragments and dirt fragments

and small bits of metal and horse and man rippling the air, spraying the ground, humming the air, and the

Union cannon braying away one after another, and an occasional scream, sometimes even joy, some of the

cannoneers screaming with joy at hitting something as when they saw a caisson blow up across the way.

If I close my eyes and really try to visualize the situation and use Shaara's words I get a small sense of being there. Does anybody else have a passage that made an impact on them?

Civil War and Revolutionary War

After reading BCOF I am amazed at the numbers of casualties compared to the Revolutionary War. Washington barely had more than 10,000 men at any of his battles while at many Civil War battles there were upwards of 100,000 men who fought for the Federal Army and about 60,000 men fighting for the Confederates. (At Cold Harbor, page 733) At this battle there were about 69,000 casualties between both sides. Wow! I wonder what it would have been like if they had the mass media back then like we have it today. Would there have been an outrage about the loss of life? Would the general population demand an end to the war? Would the north or south concede in any way?

John Brown

Many students are interested in learning about John Brown because he stood up against the evils of slavery and BCoF gives us some good information about his raid at Harper's Ferry. I tell my students to research John Brown and his men and the Border Ruffians and have them give me the similarities and differences between the two groups. Of course most come back saying they would side with Brown because they cannot relate to slavery and what it was like during this time period. I see that we will be visiting Harper's Ferry on July 10th, I am really looking forward to seeing this place first hand so I can get a better feel for it when I teach my students about this important topic in American history.

BCOF/John Brown

I knew a bit about John Brown before I read the BCOF, but I never knew so many details. I think that there could be some very valuable character education lessons taught in the classroom by exploring this man and his experiences. There are many connections that could be made from his experiences to situations that happen today. John Brown felt passionate about the moral injustice of slavery. Was he wrong to feel this way? Did it have the outcome that was hoped for? Did he go about trying to solve the problem that he struggled with in the right way? Do we have groups of people who want to put an end to what they feel is wrong in a violent way today? Could there have been other alternatives? I believe that the Harper Ferry type of situation even happens among our youth today, on the play ground and perhaps even in the forming of some gangs. This could be an excellent class discussion, even among fifth graders.

Setting Objectives and Providing Feedback HELP!

I would love to hear from expert teachers that use individual goal setting in their classrooms. I really want to use this Marzano strategy more in my classroom, but have struggled in the past with finding the time to meet individually with my students. I have set classroom objectives, but would really like to have my students set individual learning goals that they can personally work on throughout the year, put forth effort, receive constructive, appropriate feedback from me, and then see that they have accomplished their goal, and set a new one. Do you have students set personal learning goals for every subject? How do you keep track of the goals of 30+ students? And, how do you find the time to meet with them often to review and give feedback on their goals?

Ironclads

I have always been fascinated with these massive metal battering rams. I can't imagine what a crew member might feel like heading into a battle, completely under water. How claustrophobic it must have been. And, it didn't really mention it in BCOF, but what would a hit from incoming fire sound like inside this metal conductor? I recently read, Iron Thunder, by Avi which really sparked my interest in the engineering genius and use of these in the war. After reading it, I suggested it to a young man in my class. He finished it in a day, and then decided to become my resident expert on Ironclads. He taught us more than I ever could have from his research. I'd love to see one on our trip.

BCOF/Ralph Waldo Emerson

I thought it was very interesting the prophecy of Ralph Waldo Emerson, "the United States will conquer Mexico, but it will be as the man swallows the arsenic. Mexico will poison us." How right he seemed to be. The acquisition of Mexico also brought more slave states--adding to the slave power--which became the poison of choice. I think that this would be a great opportunity to discuss with my class that sometimes things that appear to be a good can actually back fire and cause more problems-poison. The larger the United States became the harder it was to manage all of the differences--mostly political. This has been a big eye opener to me as to all that led up to the Civil War. Perhaps the Manifest Destiny happened so quickly that our nation wasn't adequately ready to deal with all the cultural and political differences. This could be a great lesson.

BCoF, the ongoing process

So I am done with all my assignments, save one. For reasons I'm sure some of you share, my learning logs for BCoF is going slower then I hoped. I am finding the book is full of useful and insightful information. Point of fact I think it's crammed quite full of them...almost excessively so. At points it seems to get caught up in relaying so much information that it comes across extremely monotone and dry; almost as if I were reading an encyclopedia on the topic. Let me know if I am the only one that has run into this issue or if my fellow history teachers agree. Thanks, and look forward to seeing you all on the seminar.

Did the blockade aid? McPherson teaches us.

Yes, and surprisingly no. Does history only record what the winning side says? I had no idea that that many ships were able to get through the blockade. I have been teaching my students that it was a big factor in the North's win. How many other facts have been slanted? I really need to teach the students to look deeply at all sides of the issues. This would be a good lesson to take into life. It applies to all that we hear on the news or read in the newspapers. I have a lot to change in my history curriculum.

Horrors Of War

I am constantly amazed and horrified at some of the descriptions of war that I am reading as I learn more about the Civil War. I find myself constantly questioning why people must slaughter each other to solve political problems. The death rates of these men are staggering at each new battle I read about. I particularly remember the battle of Malvern Hill with descriptions of the sounds of "agonizing cries from thousands," where their eyes view the dead and wounded of over five thousand "moving as to give the field a singular crawling effect." Where they see dead "corpses swollen to twice their original size, some of them burst asunder with the pressure of foul gasses." Where the lucky that day, smell "odors so nauseating and so deadly that in a short time we are all sickened and most of us vomiting profusely." Why are we so often sheltered from these images in modern history books? Should we teach these images of war to students? Should we show them the horrors along with the victories?

I have to confess that a lot of this deep information on the Civil war is new to me, but I am very excited with the information I am learning daily, and excited to continue in Washington. I have a question that someone might be able to clear up for me. What is the significance of the word "theater" as used in "The Eastern Theater." Why do they use that term? Where did it come from?

Summarizing and Note Taking with Nonlinguistic Representations

As part of my American History and science units, I have my students complete concept maps to help them organize the information they have learned in the unit. The maps create an easy to follow nonlinguistic representation for the key concepts in the unit. I then have my students use these concept maps to write a unit summary. I have found that having my students complete this, causes them to deeply analyze the information, throw out trivial nonessential information and really focus on the important concepts. The concept map also provides me as a teacher a great map to follow from the beginning of the unit to make sure that I cover and reinforce the key concepts and ideas. This strategy seems to be reinforced in Marzano's book, and I am excited about that, as I can testify that it works for my students in the classroom. Marzano states that teachers should provided expected formats and modeling, that they should be a work in progress, and should be used as study guides for tests. I do a lot of modeling with this for the first half of the year, and provide the specific format of the concept map, and help them develop their summaries from the map as a class, then in small groups and finally individually. We use these as our study guides for unit tests as well as end of level testing. Toward the end of the year, they are able to create their own maps, as we go along using important key ideas, and can then write their own summaries. I can only hope that they will take this very effective strategy with them throughout their lives, as we have spent so much time working on it in 5th grade.

Marzano - reinforcing effort

I liked the section on Reinforcing effort. I don't think my students see the relationship between their effort and achievement. I am thinking that at the beginning of the year as part of my get to know you activities I will use the suggestions given in the book for teaching about effort and the relationship with achievemenet. Then follow up with a rubric to keep track of student effort and achievement and a reflection on the experience.

Marzano-Nonlinguistic representations

The more I think about this idea the more I like it. Over the past year or so, I have started to incorporate more art into my classroom, as a way to demonstrate learning. The students have really liked using art as a way to summarize their reading. This concept reminds me a lot of ideas from the book Worksheets Don't Build Dendrites by Marcia Tate. I first started using art after reading her book. I have been pleasantly surprised how much Ms. Tate's book reinforces the things discussed by Marzano in his book.

Marzano--summarizing

Marzano has some great suggestions on summarizing. I also have some bookmarks that have some reading strategies on them. When I have my students partner/pair, they will follow the clues from one of the reading strategies. One clue is: at the end of each page the person not reading will summarize what his/her partner has just read.

The Killer Angels

I have really enjoyed reading this book. I found that at the beginning I had to keep going back and forth between between the maps, character summaries and what was currently happening in the book. However, I have found it very interesting. I keep wanting to cheer for the side I am reading about as I hear about their own personal emotions, etc. It is very interesting how both side felt that it was right and that God was on their side...and it was in His hands. War is hard.

Key Historical Figures (BCOF)

In reading the BCOF I am reminded of the importance of certain key historical figures and the impact that they have upon events. Often times the actions they take are important, but also the symbolic nature of what they themselves represent is just as important. Two figures come to mind with these characteristics John Brown and Abraham Lincoln. Each took concrete actions one more radical and the other moderate to begin with, who sort of evolved or grew into his position. John Brown's actions appear to have narrowed the focus of the slavery debate and Lincoln represented a commitment to stop slavery's expansion and preserve or maintain the Union. Lincoln's election and re-election demonstrate that the country was committed to the goals that he espoused. When I read Team of Rivals two summers my family accused me of having a "man crush" upon President Lincoln. His greatness as a person who rose from relative obscurity to lead the country through its darkest hour is truly remarkable. Again the symbolic nature of certain figures is a large part of the historical story.

Marzano-vocab

Teaching vocabulary terms and phrases is an area I need to work on. I found this section had some great suggestions. I really like the nonlunguistic representation of the term or phrase. I have a worksheet that I am going to use next year that has a colum for the term or phrase, a column for the explanation or description then a column for the student to draw a visual representation of the term or phrase. May students are to lazy to reread the description but they hopefully will look at the drawing and then it will click with them.

Marzano-summarizing

I like the chapter on summarizing and taking notes. I was not sure how to help the students to learn to summarize and this gave me some useful ideas to use. One things I started to do at the end of the year when I had them summarize something was to tell them they had to pick the thing they thought was the most important part and explain it in one sentence of about 10 words. It seemed to work and they were more willing to be the spokesman for their group when reporting orally because they didn't have to say alot.

BCOF

I found it interesting to read about the advances in ships and weapons. I didn't know the Confederate had used mines. The use of the rifle and and how it took awhile for battle tactics to change to the improved technology.
The part about women and helping with bandages and nursing was good and I will use the information in class next year. I always thought it wasn't fair that women could not go into the medical field, but when I read that they felt they were saving them from the terrible sights that you see when people are wounded I grew to understand that wasn't the case. As women performed their duties the respect they earned was great. I think they were able to help save lives with their efforts on and off the battle field. I was not aware that there were hospital trains and ships during the Civil War.

I'm finally in the right spot!

I just finished reading Monday, June 29, 1863 and Wednesday, July 1, 1863—The First Day. Right now I am a little lost. I have to keep turning back to the Forward where the author, Michael Shaara, wrote a brief biographical sketch of the main leaders at the Battle of Gettysburg. Thank goodness for the forward. I’m amazed at how these men respected and regarded one another, no matter which side they fought for. I’ve never really thought about that because most wars involve another country and so the military leaders have been trained in different places. But during the Civil War, both sides had leaders trained at West Point.
During this part of the reading I’m amazed at how many “I didn’t know that!” moments I have had. For example, I had to look up information on Stonewall Jackson. He was mentioned many times during this part, and I found myself wanting to know more about why the leaders thought of him as a great leader. I wanted to find out the circumstances of his death, also. Jackson was accidentally shot by friendly fire in 1862. He had to have his arm amputated. Several days later, he got pneumonia and died. I know that I have seen a children’s book on Stonewall Jackson in my school’s book room. I’ll have to have my kids read it.
Another thing that I had an “I didn’t know that” moment about was that Taps was written during this war. I’m sure that this is a “duh” for many people, but I didn’t know that. It’s a good thing that I’m going on this tour.

BCOF

I was in a class last month and the Professor said that 11 states seceded from the Union but in Texas they say 13 states seceded. On their monument in Texas to the Confederacy, they include Missouri and Kentucky. He wasn't sure why they were included. As I read on pg 293 about "Claiborne Jackson calling the pro-southern legislature into sesseion" and on November 3, 1861 they enacted an ordinance of session. Then the Confederacy admitted Missouri as the 12 Confederate state. This explained to me why Missouri was on the monument.
The reading on pg 297 explained Kentucky. While the Kentucky legistator was solid union, Gov. Magoffin and Sen. Breckinridge and others wanted to go with the Confederate. They held a convention and also passed a ordinance of secession and formed a provisional government that the Confederate admitted as the 13th Confederate State.
Thus the monument in Texas was correct, there were 13 states of the Confederacy however the Union did not recognize them and are considered part of the Union.

BCOF

I didn't realize that southerners wanted to annex Cuba to extend Manifest Destiny. I thought Manifest Destiny was just to expand to the west. A question I had was, Why did the Polk go to war against Mexico to expand west, but not with Britan to expand north? Was it because he saw Mexico had more land for the taking and was less of a threat?
The other thing that I didn't know was that transporting slaves through free territory or states was an issue.

Antebellum South (BCOF)

I was very pleased with the amount of detail that the book offered on the South's attempt to justify or rationalize the peculiar institution. The Southern way of life is defended with great passion and skilled debate, but in the end they were on the the wrong side of "the higher law" and moral progress. I find the whole debate very intriguing as various factions and interests attempt to have their concerns heard in a republican form of government. Political power and compromise could not keep this divided house functioning, as it became necessary to sort out this moral injustice and inconsistency with our stated national ideals. I have to admit I have always felt sympathetic to the courage and valor of the Southerner's defense of their homeland. But ultimately their support of a system of slavery that would attempt to justify its existence by contrasting the exploitation of wage laborers in the capitalist North is too much for me. It appears many chose economic self-interest and racial fear over doing the right thing. I'm sure that such works as The Impending Crisis got them fired up.

Amazing Research - BCF

The beginning of Battle Cry gives such a comprehensive overview of precivil war conditions! I am going to stop using my history book and use this information. I am amazed at the details and research that McPherson offers. So many different things contributed. I am beginning to feel qualified as a history teacher!

Battle Cry of Freedom - and pirates!

In chapter 10 of Battle Cry of Freedom, it talks about the Confederacy's Naval strategies.  Where have I been?  I really hadn't thought much about the war being fought on sea.  I knew part of Winfield Scott's Anaconda plan was for the Union to cut off the Confederacy's southern ports, but I'd never really thought the Navy played much of a role in the Civil War.  And then we bring pirates into it?!?  I'm sure my students would be so interested to learn that President Lincoln planned to hang certain members of the Confederacy for acts of piracy!  I feel like this is just one more reason my kids will be excited to learn about the Civil War!

July 3

I was amazed at the loyalty they had to each other. Longstreet was amazing. Even though he new Lee's plan wouldn't work he still followed through. He couldn't resign and leave Lee to fight without him or leave his men for someone else to lead. You don'e see this kind of loyalty today. I was also impressed after the battle when Lee and Longstreet meet, that even though Longstreet said he would never forgive Lee, he still stood to greet Lee out of respect for him.
Lee admitted that he was wrong to Longstreet in carrying out the battle. Usually leaders don't take the blame they look for others to take it. Maybe that is why Lee gain the loyalty of his men.
I really enjoyed the book and had to watch the movie after finishing the book to see the differences.

Killer Angels July 2

My first reaction to this reading was that war sucks. Especially when your fighting against family and friends.
I found it interesting the various reasons that were given for fighting in the war.
Kilran is fighting for the right to prove he is a better man. He feels that the south wants to keep the poor poor. I liked the part when he said that we have a country where the past cannot keep a good man in chains. "No matter what race a person is or who their parents are you can chose what kind of person you want to be because of freedom (pg189).
I am thinking I want to use this quote and have student analysis it to see if they feel it was accurate for the time it was written and then compare it to see if it is accurate for today.
I also found Fremantle's view of the Southerners interesting.

Killer Angels July1

I think it would be good to have students make a comparison of the leaders of the North and South for the battle of Gettysburg. Start by having students brain storm what characteristics makes a good leader. Then using excerpts from the book compare leaders from the North and South at Gettysburg.
It seems to me that the North is having a hard time finding a good leader that can do the job that is needed to be done. General Mead wanted to run from the fight asking his Generals to vote as to whether to stay or retreat. He only stayed because this Generals wanted to. The South on the other hand seemed to have some good leaders that were well trained and had the respect of their soldiers. General Lee had soldiers and Generals that would fight for him no matter what.

Marzano and vocabulary

Every year I make a goal to be better at teaching vocabulary, and since it is a goal every year, obviously I haven't accomplished it yet! Reading about how to teach vocabulary I got excited about how to teach it-especially incorporating content words in science and social studies. Pages 128-129 give explicit steps in teaching vocabulary that seem reasonable and would help students learn the words and their meanings. I have started thinking and writing down ideas for the words my students need to learn. Here's to this being the year that my goal is accomplished!

Marzano and feedback

I really liked the chapter about the importance of feedback. I am not very good at providing feedback all the time. It takes so long to read, grade and write comments that I get overwhelmed and stop writing comments. One year, several years ago, I had my students write letters to me about what they were reading and then I wrote back to them-every single week. It took a long time to write those letters, but I enjoyed seeing their faces when my students read what I had written to them. Many suggestions I have read about suggest using rubrics for grading and comments. I am slightly confused how to use rubrics for feedback. If anyone has ideas how to implement this idea let me know!

BCOF

As I read, I continue to become more curious about Robert E. Lee. On page 281, it states, "Lee had made it clear his dislike of slavery, which he described in 1856 as 'a moral and political evil.' Until the day Virginia left the Union he had also spoken against secession." I wonder about him and what he went through personally. In BCOF, it states that Lee said, "I cannot raise my hand against my birthplace, my home, my children." That is why he choose the South. All I really can say is I am more intrigued with him the more I learn. I want to learn more!

Marzano Experimental Inquiry

In June during our Field Day, an interesting occurance happened. High in the sky was the most interesting, different rainbow that I've ever seen! It was linear and twisted like a rope. It was a great teaching moment! I had the kids describe what they were looking at, try to explain why this was happening, and generate a hypothesis of how it had occured.
What we knew: fine mist had been falling since early morning, thereby creating the rainbow.
What we didn't know: why the rainbow was in a twisted, linear configuration.
This created a lot of discussion (some thoughts not well thought out!), but good discussion and hypotheses. We later found out that a jet from Hill Field had crossed the path of the rainbow and distorted the clouds which made the rope-like appearance! Way cool, and a being-there experience!

Ch. 11 BCF

If Lincoln had known before he had appointed McClellan what a piece of work he was, do you think he would have had him in such an important position? The evening when McClellan chooses to go to bed instead of meeting with the president and Lincoln says that he "will hold McClellan's horse if he will only bring us success," I think he sent that message quite clearly! McClellan used his arrogance to disguise his fear of losing battles! He missed so many opportunities to win battles that it was shameful.
I really liked reading about Lincoln reading military books on battle strategies! Exactly! How are you going to know if the people you've put in charge are really doing a good job? Cram the books!! Ask questions! Then he put his own political knowledge together with military knowledge, and was probably better able to direct, correct or confer with his military leaders. Lincoln was a very wise man that waited patiently for his day.

Ch. 9 BCF

I did not realize the facts that surrounded West Virginia's statehood. A good lesson for government to learn...share the wealth! The WVa folks were getting more benefits from Ohio and Pennsylvania than they were getting from their own state of Virginia. Surprising that the state of Va didn't do more to build roads and better transportation for their citizens to the west. I wonder how really shocked the Virginians were when they found out what the westerners had done! I wonder how much they cared, and how hard did they try to bring the state back together.
It also surprised me that so many upper South states had split decisions on secession. With some states having 2 political conventions and 2 separate law-making politicial machines, must have been difficult for Washington to keep straight! Who was Union, who was Confederate?
I also found it sad that when war was announced, both northerners and southerners were reported to be dancing and cheering in the streets. They were celebrating! The American Revolutionary War had left its sting many years previous, and their memories of sacrifice and loss of human life had diminished. I'm sure as I complete this book there will be reports quite opposite from this.

Battle Cry of Freedom

Once again, learning new things has made me more aware than ever that I don't know very much! I'm amazed by how much information is presented in this book, almost all of which I never knew. Like others have mentioned, I always thought the ultimate cause of the the Civil War was slavery. While this was obviously a big deal, this book is helping me understand that so many factors went into this conflict. There was so much tension in our country at the time. So much more than I ever realized! I'm sure I have contributed to student misconception that the only thing the war was fought over was slavery. I'll have to be sure to fix that for next year!

Lesson Plan

When I turned in my Marzano-based lesson plan, I neglected to write a reflective blog on its purpose, makeup, and implementation. So here goes! I was having some challenges with my students remembering the general concepts of history. As I read in Marzano's book, I was impressed with the section on summarizing, as well as the section on non-linguistic representations (or picture maps). I decided to combine the two strategies into one with the intent to not only assist students in retaining underastanding of the major concepts, but also in providing students who are visual learners with a medium for better retention. The results? I am very pleased with how students generally have improved their understanding and retion of the primary concepts of history in my class. Furthermore, I discovered that while the visual-learning students were were helped when using this exercise (as expected), many other students also used the picture-map portion of the strategy with enhanced success. The general success of this has encouraged me to develop additional non-linguistic-based activities for my students.

Information Overload!

BC of F .....wow....I haven't tried to remember so many people, events, dates, provisos, purchases, inventions, political uprisings, etc. since AP American and AP European history classes in high school. I do have to say, though, that it is really interesting to go back and be able to "dissect" early America and its development both politically and defensively.

In Chapter 11, Amateurs Go to War, it shows how many of the southerners, even the non-slave holders were fighting "just because the northerners were there". It wasn't the fact that they were defending slavery really, but that they were defending their liberty and their way of life, their land, and their families and traditions. These southern soldiers were farmers, not trained cavalry. I have also learned more about artillery and weapons in my reading of this book and watching History Channel's America the Story of Us. I now now the difference between smoothbore and rifled muskets, and see how the evolution of the weapons greatly changed the dynamics and strategies of the fighting in the civil war; bringing about an entirely new way of combat.....and unfortunately numbers of casualties. All very interesting, I have to say....but my brain is really on overload about now!

Excitement of a 10 year old!

While I have been reading BCoF, my 10 year old has picked up my Killer Angels book and is completely devouring it. He is carefully following all the strategies, maps, and timelines. He is asking so many questions and having so many great insights. It is really exciting for me to see that spark of excitement in someone of that age. I told him that next year he can be the resident expert about Gettysburg and the Civil War for his class. It makes me very excited to go into more detail than I have in the past now that I, myself, am learning more also. Way to go Braeden!!

Homework - Marzano

I have thought a lot about the homework and practice chapter. When I read that homework with help from parents should be kept to a minimum, I thought, "Interesting." Even, when I taught first grade, the parents were involved. Granted it was only five minutes a night ideally, sometimes with students that struggle, it took longer. Hmm . . . While I agree that students should be able to do homework with minimal parent involvement, I am trying to figure out the how it is all going to work. I just finished my first year of fifth grade. I am "processing" this idea. I want my homework to have purpose and expectations. Still thinking . . . . how is it going to work?

Marzano Plan

When we did the graphic organizer about the battles and listing the number of wounded, killed, and missing, the students automatically assumed the greatest numbers would be for the south. They were surprised that most of the battles the Union took the biggest hits, especially at the beginning of the war. The graphic organizer was a great way for the students to be able to write the statistics in a meaningful manner. I see great value in all the graphic organizers I used during the Civil War unit. It was insightful to use the Venn Diagrams in comparing the different leaders such as Abraham Lincoln with Jefferson Davis and Ulysses S. Grant with Robert E. Lee. Students quickly learned that they had many differences but also shared many qualities.

Afterward in Killer Angels - Very Informative

I was so impressed with Chamberlain's actions at the surrender of Robert E. Lee because he showed such a respect to the South and for the valor in fighting the war. They had fought a good fight. He was an amazing person. I was the most impressed with his integrity. I learned about Chamberlain. He was so interesting because he taught at a university before the war. After the war, he ended up a governor and a brigadier general. It shows that not all leaders are made at West Point. For someone who played a critical role for the North, I haven't heard much about him before.

Killer Angels - July 3rd, 1863

Lee's plan to go right up the center was not received well by Longstreet. How do you carry out orders that will be a mistake? I know that is how the military works. But as their leader, how was Longstreet able to get his men inspired to do something that he knew was going to result in a such a great loss of life? I can't imagine the personal struggle and anguish that Longstreet experienced to lead his men into a fight knowing they had taken the wrong course of action.

BCF - Ch. 8

This chapter really reminded me when Obama selected HIS cabinet. I had heard on the news that he was a big Lincoln fan, but didn't realize how much he had internalized of how Lincoln worked. I think it really worked for Lincoln, and from where my view is, seems to be working for him. However, how much distrust do you think Obama has concerning his cabinet? Lincoln got caught with Seward going behind his back. Luckily, he caught it before damage was done.
Lincoln is showing himself to be a listener, and slow to react. I don't think too slow (from what I'm reading), but very carefully weighs all sides. He stands for principle, not wanting to go back on what he declares to the country in his inaugral speech. His actions and speech continue to tread softly, but firm, and with a conviction to do all he can to keep the union whole.
I think I would like my class to compare Lincoln's choosing of a cabinet to Obama's choosing for his cabinet. They would need to research what each person stood for, and learn why this person would be an asset to their respective president. I believe this would be a good lesson for kids to see how history does repeat itself. Perhaps the question: Was this a good/beneficial decision that both presidents made? I feel a persuasive essay as the next step! Debate would be good too!

Marzano - feedback

I enjoyed the section on feedback in the Marzano book. I loved this quote: "The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback." I thought one of the most important things mentioned was that feedback should be timely. I think most of us are pretty good at giving timely feedback for behavior, but sometimes I find myself waiting way too long to get assignments back to my kids after correcting them. I remember hating it when college professors waited a long time to return my work. I should probably remember that when dealing with my students' work as well!

Marzano - homework

Homework seems to be the age old controversy in education. I myself have changed my philosophies about homework quite a bit from the beginning of my teaching career until now. I thought it was interesting how the Marzano book indicates that "parent involvement in homework should be kept to a minimum." How often do teachers gripe about parents' lack of involvement with homework? It seems to come up all the time in my school's faculty room. Obviously we want parents to provide an environment for students to complete homework, but beyond that, it should be the responsibility of the student. Some of my students have a hard time with this! I was also interested in the philosophy that, "If homework is assigned, it should be commented on." This one made me feel guilty! I seem to go through spurts where I'm really good at this, and then I do awful. It's definitely something I need to do better with!

Reflective Learning Logs

Marzano's suggestion in Chapter 12 to employ learning logs and having students self evaluate how well they met the unit and personal learning goals is a great way to reinforce the backward design model of planning. This practice makes students active participants in the ownership of their own learning and they can learn from this strategy or practice in assessing their own progress. This is something I have not yet employed but plan to in the coming school year. I have utilized learning journals but have not included the unit objectives ahead of time and had student then assess their own progress or success.

Reinforcing Effort and Providing Recognition- Marzano

Marzano's (Chapter4)discussion on effort and achievement got me to thinking on just exactly how we evaluate students. I had a recently arrived immigrant (Burmese) student this year in class who came with very limited skills. However, with diligence, the help of supportive foster parents and remaining flexible as to how I evaluated her performance she made tremendous progress over the course of the year. As a senior she wrote an essay on her favorite teacher (a copy was shared with me by the English teacher) and in her limited English stated that I was the best teacher she had ever had. This was largely due to the fact that I always smiled and acknowledged her every day she arrived to my class (first student there after lunch)and constantly checked with her for understanding on assignments and expectations. Her progress was significant over the course of the year and I have to say that had I simply ignored her effort and focused just upon the achievement level alone, her confidence level and achievement would have been much less noteworthy.

Marzano - Identifying Similarities and Differences

I really appreciate the emphasis Marzano (Chapter 2)gives to the teacher tried and tested methods for organizing and understanding content. Incorporating and using these strategies has made a difference in my teaching content and provides a conceptual framework that my students have been able to build upon in their understanding of U.S. History. The realization that these strategies are workable models comes with the need to try and test what works best in various lesson plans.

Marzano and effort

As I was driving home from school the other day I was talking to a fellow teacher complaining that our kids are being assessed to death and they really don't care how they do on the assessments. (I had just given the math benchmark 3 after 2 weeks of CRTs, Fountas and Pinnell, and then SRIs) I was assessed to death! Anyway, my question for her was, "How do we make them care about the tests they are taking?" And then I read chapter 4 in Marzano about effort and the direct relationship towards effort and achievement. This chapter talks about the importance of teaching about the relationship between effort and achievement and the more effort you put towards anything, the greater achievement you will have. Chapter 4 came complete with an Effort/Achievement Rubric and the outline of how to track this information. I called my friend excitedly and told her I had solved the problem of how to make our kids care. I am going to use the Effort/Achievement Rubric next year and have the data for parents at parent teacher conferences. I am also going to talk to my principal and see if maybe we could change principal visit notes to Effort Certificates. Same concept, but recognizing effort as well as the other positives. Can't wait to share my ideas with my team at team meeting!

Marzano - Homework and Practice

As I have had some time to reflect on this chapter, I like the overall theme. One method I want to change next year in teaching my students, is how I approach homework.
I have not liked giving "homework" for the sake of giving "homework". That attitude formed because of the lack of support I received from too many parents. Some of my students always returned the next day, ready to correct their work. But the students who little support at home usually came without the work completed. Sometimes it was because they forgot, but many times they needed support from a parent that wasn't present. In light of that realization, I stopped giving homework, but any classwork that wasn't finished in class, I had them take that home for homework. Same problem...no support from the parents.
This coming year my plan is to give an assignment in math; student has the choice to complete the assignment or not because I am not attaching a grade to class work. What I WILL grade is the "bell quiz" the next morning following any discussion or clarity that needs to proceed the quiz. The purpose is to learn the concept. However, if the concept isn't learned, homework resumes, but with a loftier goal in mind...accountability. It will also allow me to comment immediately and directly to the student. Right now this sounds great on paper. I'm sure I will get to tweak it some more as I work with it.

Marzano - Homework and Practice

Battle Cry of Freedom

I have especially enjoyed reading this book! I have taught about the Civil War for years, and through reading this book, I have found out many more substantial facts of what preceded the war. A very complex situation that sprawls many decades with so very many perspectives, it is no wonder that with their communication at that time that war would result.
I found it sad that when the southern plantation owners figured out why the north was "richer" than the south and tried to emulate the industrialization that had taken place in the north, that it was already too late for them to catch up. I really think that the south should have figured this out earlier based on how much cotton they actually kept for themselves! I'm thinking that the lack of communication played into this late realization.
I liked a particular section in the book where it talks about Thomas Jefferson and his philosophies concerning "the essence of liberty is independence, which required the ownership of productive property; that a man dependent on others for a living could never be truly free, nor could a dependent class constitute the basis of a republican government". Yet interestingly enough, Jefferson himself not only had slaves, but was dependent upon them for his living! I would like to study more about Jefferson, and why he continued to live as a slave owner. Why didn't he have a burning conviction to free his slaves and work his own fields with his family? Again, the backlash of greed.
As a teacher, I have always had my students take a role of northerner or southerner, and debate why slaves were required/not required, and why slavery continued in a "God fearing" land.
Now, as I teach the many varied reasons that concluded with war among the states, I will teach a broader, more indepth history of the tensions that existed for too long.

Day 3-the end

I loved reading Killer Angels. I didn't realize the amount of destruction the South received. As I read the final day, I kept seeing this battle over and over in my head and kept asking myself, "What was Lee thinking?" "How did he ever expect to win?" When Lee rode into camp and proclaimed that all was his fault, I agreed, but it didn't change the fact that he didn't listen to Longstreet.
This book has also made me realize that I need to do a better job teaching about the men who led the armies and the battles they fought in. Lee, Longstreet, Pickett, Chamberlain, all have lasting legacies and I need make sure that my students learn about these legacies. I am getting more and more excited for July!

Lee and Longstreet

I too have noticed the relationship between Lee and Longstreet being strained. I know that it is easy to look back and see that Lee should have listened to Longstreet and perhaps the outcome of the war could have been totally different. But I have to give Longstreet credit. Although he was against going into battle the third day, and considered resigning his post, he did what he was asked/commanded to do. That is why I would not be a good member of the military. I speak my mind (to my detriment) too often.

Lee and Longsreet

As I have been reading Killer Angels, I have sensed a conflict in Longstreet as it pertains to his relationship with Lee. He holds Lee in the highest regards, but he is extremely frustrated when Lee doesn't listen to his advice and suggestions. Lee's ability to forgive Stuart and to proclaim the second day of Gettysburg as a near victory, in spite of the high numbers of losses, seem almost inconsistent with the military genius that is nearly worshiped by the South. I sense a twinge of jealous in Longstreet, but a fear of ever making it known (even to himself) because of the deep respect and admiration that he also holds for Lee.
I love the complexity of characters that Shaara has been able to create in his book. It gives the book a sense of realism.

Killer Angels Picketts Analogy

I was thinking it might be interesting to have the students read Pickett's analogy about joining a gentlemen's club on pg 71. Have them answer the following questions: What gentlemen's club did they join? Why does he think the members are sticking their noses into their private lives? Why would they not have the right to resign from the club? I think it could make for a good discussion.

Marzano - note taking

I was reading through Marzano's thoughts on note taking. It's a little ironic to read that verbatim note taking is the least effective way to take notes. When I reflect back in my experiences in middle school and high school, I spent a lot of time (and paper) copying notes word for word from the board. I remember very little of what I wrote...and I don't remember referring back to the notes at all. What a waste! I try to teach my kids (5th graders) note taking strategies during social studies time. It's an important skill to be able to sort through info and take useful notes...but it's sometimes hard for them! The Marzano book also mentioned that although some feel "less is more," but students are actually more successful when the take more notes. Sometimes I've had students try to write brief notes (just bulleted points), but a few weeks later they have trouble really remembering any details. It's something to ponder on more for next year!

Lee and Longstreet - Killer Angels

I was surprised by the interaction between Lee and Longstreet leading to the final attack. It was interesting that he even thought about resigning, but felt he couldn't leave General Lee. I can't imagine the inner struggle leading men to battle, but honestly believing the fight was one that couldn't be won. Some of his words to General Lee really hit me. "I don't know if I an go on leading them. To die. For nothing." It's easy to read facts in the social studies book about casualties and battles - and overlook what it was really like for those fighting. Such courage! Such a heart breaking thing!

Chamberlain - Killer Angels

I've been impressed with Lawrence Chamberlain throughout the book. He, like many of the men in this book is fairly unknown to me. It's been great to get to know more background about more of these brave men. I loved his words to the prisoners left in his care in the 20th Maine at the first of the book. "I never saw dirt I'd die for, but I'm not asking you to come join us and fight for dirt. What we're all fighting for, in the end, is each other." Such a great thought! His tactics at the Battle of Little Round Top were impressive, to say the least. I think I'll do some more research on him before I teach Civil War next year!

It finally ended!

Sure, wars are always going to be taxing on the nerves, but I found it interesting how both the Union and the Confederacy had such highs and lows for the 4 long years of the Civil War. As I was nearing the end of the book, I found myself thinking, "Just be OVER already!" (This was in reference to both the book as well as to Grant and Lee's efforts. :) ) They just kept going and going and trying and trying! Finally, when Lee realized that he was pretty much in checkmate, he surrendered . . . in someone's living room? I always thought it happened IN the court house. Weird. Reading this book helped me to get a better picture of what happened in the war. I'm getting antsy . . . can we just get on the plane, already?! See you all soon!

Longstreet's plan

The further into Killer Angels I get, and at the moment I am only beginning the second day's battles, the more I have to think that Longstreet had the best battle plan for the confederacy. Once the Union became entrenched the best thing for the Confederacy would have been to circle around and get between them Union Corps and Washington. The Confederacy, especially in the South, had been very successful when they stuck to their strong defensive strategies. I am not sure I completely understand or agree with moving away from what had made them so successful.

Just starting into BCoF

Ok, so school is now over and I actually am trying to get some time to catch up on a few things...one of which is this daunting 900 page book.... ahhhh. Anyhow, I just started it today and figure if I can get through a chapter a day, I ought to finish before end of June. Some thoughts on today's reading though....interesting. It took me back to my AP American History class from high school with Claudia Wright (yes, Democratic candidate for Utah). At any rate, I remember talking all about the rise of the US as a power in the mid 1800s....with northern factories, railroads, education, population growth, etc. Wow, good review of that all. What I did think was interesting though, that I hadn't really thought about was Thomas Jefferson's views about the essence of liberty as independence...and that a man dependent on others for a living could never be truly free, nor could a dependent class constitute the basis of a republican government. Hmmmm....That is why Jefferson feared the development of industrial capitalism. Isn't it ironic that all of us going on this seminar are dependent on others for our employment, and therefore are not really free, yet with that employment (thank goodness I still have mine in this economy) I have my freedoms and opportunities. ?? Maybe that is a simple-minded or maybe even confused thought/perspective....but I had never really thought about it until reading his view. Just a thought anyhow......

Prisoners

In BCOF it talks about how the prisoners were treated poorly in the South. There was some debate on if the mistreatment was deliberate. It was interesting to find out that their mistreatments was probably NOT deliberate, but the South could not even feed their own soldiers or civilians. How could they even think about feeding their prisoners? I don't know why, but this was interesting to me. It gave me more perspective on the whole war. It also helped me see the 'other point of view' a little better.

Disease

In chapter 15 of Battle Cry of Freedom it mentions how disease was a bigger health threat than enemy weapons. I didn't realize that it was so bad! I guess when I picture battles, I imagine a "movie-style" setting in which there are nothing but healthy men who are geared up and ready to fight. You don't think about the large number of soldiers who are left back at camp suffering from diarrhea, typhoid, or pneumonia. I guess it makes sense, given their lack of adequate knowledge about harmful microorganisms and sanitation. I was surprised at the line on pg. 485 that said that "twice as many Civil War soldiers died of disease as were killed and mortally wounded in combat." No wonder people were hiring substitutes to go to war for them!

Anyone see MOCKumentary "CSA"

I have just finished "Battle Cry" and completed the last assignment. I watched a MOCKumentary early in March, I believe, that goes into a scenario What if the South had won the War? After having so much insight, now, from all the reading, and seeing the lengths and extremes the CSA went to to win, gain recognition, and keep their way of life, this film was really poignant-exploring all aspects of society from after the victory to current times. Even the commercials are racial oriented- to include the "Coon Chicken Inn" that was operating outside of Draper area till the mid '60's, I believe. Has anyone else seen this? It was on an independent (cable) network, but may be available through other outlets. If I mentioned this previously, sorry,35 years of teaching will lead you to repetition.