My+Wiki+Help+Page

=My Wiki Help Page=

Some of you have joined me in Elluminate sessions and have checked back here for information,while others may be browsing this wiki and found this page on your own. Feel free to ask questions at the discussion tab at the top of this page and I'll be happy to get back with you. [|Elluminate Session] for Wikispaces on May 5, 2009 - click to find the recording. Download and listen!

Frequently Asked Questions and My Responses...
1. //**How's this wiki different than a regular webpage?**// Simply put, all of my students are members of this protected wiki and can add content. I want this to be "our" web space, not "my" web page. If it belongs to them, they will care more about the work that goes into it. 2. //**Do you have problems with students posting inappropriate things?**// No. I speak about this often to them, but I lay out my expectations clearly and explain that the consequences for inappropriate posts and edits are no different than if they said that to me face to face. Wikispaces makes it very easy to see most recent edit and posts, so it's not hard to keep a check quickly and easily. 3. //**How do you grade the things you assign for students on this wiki?**// I'm not in a school with a computer available at all times to my students. I have to be very flexible. I give plenty of time for assignments and make sure my students can get to a computer (in my class, the lab, during a free period, etc.) to post or edit. But I do require posts and edits for a grade and I stick to deadlines (with the same reasonable methods as for other assignments). I have four computers in my classroom (old, but internet connection usually works) and we rotate during a portion of the class, taking turns to let everyone get their assigned work posted/edited. I don't require posts or edits every day (sometimes not every week), but do it often enough that they stay connected to the space so that they can stay connected to my class. My class is no longer 48 minutes; it can lasts 24/7 if we use the wiki often enough to let it. 4. //**How long did it take for you to learn all of this stuff and get this stuff on this wiki?**// I started this wiki in October 2006 and it grows every day. There was a huge learning curve early on requiring some of my own time (a lot at first) to master web 2.0 tools. Now, it's very easy. Most everything on the web that I use in my classroom works basically the same way. Be patient early on and ask for help when you get stumped. The world of educational technology is full of people ready to help you. 5. //**Where should I start?**// My advice is to explore lots of wikis and see how other teachers seem to be using them to see how it might best fit you. Go to this page (listing tons of wikis) or this other page(listing a few wikis in my own school district - Talladega County) 6. //**What has been your student response?**// This is always funny for me to explain. Kids expect to use these types of tools, so don't be disappointed when they don't dance a jig over it. Remember: it's new to us - not them. They might not have used a wiki before, but using web tools comes naturally and easily to them. In the end, you'll see that you are teaching them in their native language. And everyone likes it when we understand each other better. 7. //**What are the most beneficial uses of a wiki for the average classroom?**// I love this question. I see this wiki in many ways: a toolbox, file cabinet, fax machine, cell phone, pen and paper, conference call system, bulletin board, chat room, party host, and playground. I use it to extend class discussion. Together, we post class lecture notes in history, links to other important sites, videos, pictures and other media relating to what we are studying. We embed all sorts of other stuff into the wiki. (I think of it as a class treasure chest that I want them to thumb through!) It's also a wonderful tool for communication and collaboration. We host their work from loads of other sites to see what everyone has produced. It's a class bulletin board and information center. It's a place to play games, explore, and chat with other students. It's safe, and yet very public. Parents (and the world, for that matter) are encouraged to look in on us. And they do! Basically, this web space expands the walls of my classroom. Now, the walls are wherever we want them to be. How cool is that?! = = Below is a specific unit plan incorporating technology into instruction on World War II shared on a recent Elluminate session.

**World War II Unit Plan** Jennifer Barnett – jbarnett@tcboe.org http://fhswolvesden.wikispaces.com Focus: Integrating Technology **Unit Objectives**: AHSGE: VII-2 (Analyze America’s involvement in World War II); COS: 11: 7 (Explain the entry by the United States into World War II and major military campaigns in the European and Pacific Theaters.) This unite should take approximately 12 days or 2 ½ weeks to complete.

**Orienting Activities**: //3-4 days// **__Voicethread__** – Students will create a [|Voicethread] in groups of two on a specific topic/section of notes on the unit. To see the criteria and information about this project, visit my wiki here. To see examples of these projects, go to the student page here. Interactive Lecture (using class **wikispace** for notes, pictures, short video clips); Show each groups **Voicethread** as each topic is covered; **Brain Pop –** These are great 6-8 minute clips that students can watch independently and take a quiz or can be done as whole group. (Good Brain Pop clips include World War II, Adolf Hitler, Holocaust, and War. Brain Pop is a subscription service.) Another good video service, which is free, is **Hippocampus**. These videos are also short and loaded with information. (Go to [|www.hippocampus.org] )
 * __United Streaming__ –**Overview of the war; Show students how to download videos to use in other projects.
 * Lesson Presentation**: //6 days//

Ration Journal// – Create a journal for how you might use red coupons (meats, fats, oils) and blue coupons (processed foods) for a month. Also, outline a plan for carpooling, planting a garden, and donating any scrap available at your home. You may use any one of a variety of web tools for this. Try a blog, wiki, Zoho Suite, Microsoft Office Suite, Google Document (especially if a group effort), etc. //Create Recruitment Poster// – Use BigHugeLabs or other comic strip site to create a recruiting poster for the army, air service, navy or marines. Discuss Brokaw’s assertions about World War II veterans in his book, //The Greatest Generation// – Use **wiki discussion tab** to post comments. **Close/Assessment**: //2 days//
 * Practice Activities**: //Throughout lesson- homework
 * CPS Review** (use Classroom Response System); **Mindjogger** video quiz game; **Unit test** (may take the test online)

//If time allows//: Use the WWII videos from **United Streaming** to make a music video of World War II by subject area using **Movie Maker** or **Photo Story**. For example have one group create a video of battles, another create one on war production, and another create one on rationing and daily life during the war. Research and add appropriate 30 second music clips. **Soundzabound** is great for this. __ A note about this plan: __ There are many wonderful ways to extend this unit to make it truly meaningful for students. Guest speakers (via skype, even) would add so much to this unit. Yet, I’ve tried to present as practical a lesson as possible. I do not have access to 25 computers every day. I am able to reserve our lab for a few days at a time for special projects. Much of the rest of what I do has to be done whole group. //Jennifer Barnett//

download plan - [|World War II Lesson Plan.docx]

Engaging Students to Learn Modern U. S. History **
 * Jennifer L. Barnett ****

Eat buffalo meat Gold Rush (scavenger hunt in school to find metal elements, take photo) Ghost Dance 10 min of a //Bonanza// episode 10 min of movie, //Far and Away// Create Foldables || Create Charts using guiding questions – Group activity Identify potential monopolies in today’s economy Play Monopoly Bring a picture of the largest house you can find || Stage Ellis Island and recreate the experience of immigration for younger students Listen to ragtime music (guessing game for Joplin’s music) || Yellow Journalism (review today’s examples- //Star//; //Enquirer//) Celebrate a Teddy Roosevelt Day (bring teddy bears to donate; eat; watch some of //Rough Riders//) Panama Canal – create a model of the canal ||
 * ** Settling the West ** || ** Industrialization ** || ** Urban America ** || ** Becoming a World Power ** ||
 * ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** ||
 * Branding competition
 * ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** ||
 * Post Brands on wiki

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Skype my friend Angela at the Biltmore Estate

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Voicethread (Analyze the Ellis Island experience) Virtual online tour of old NYC tenement apartment building Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Post Teddy pictures to wiki

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Games: Who’s Who? & Twenty Questions. Muckrakers – write an expose on a school problem/issue Woodrow Wilson – study of higher education; dissertations, etc. || World War I artifacts in “Warseum” display Kleenex article – give everyone a Kleenex; write response to how products can be developed Contraband activity (check purse, locker, wallet, etc. – what could be contraband and where? //Sergeant York//; //The Lost Battalion//; //Lusitania// movies Foldables || Dance & Music (Charleston; Jazz) Read //The Great Gatsby// (English) Foldables Build a Model T car Semantic Map – Auto’s influence Shoebox display of scene from 20s Women’s History book - voting || Create a “Hobo message” to other hobos Interpret how //Snow White and the Seven Dwarfs// relates to the various elements of the Depression Book- //The Grapes of Wrath// //Gone With the Wind –// big movie era Music – Woody Guthrie Serve soup/ Have a Food Drive (in line with soup kitchens of the day) ||
 * ** Progressive Era ** || ** World War I ** || ** 1920s ** || ** The Great Depression ** ||
 * ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** ||
 * What’s in the Box? Game (artifacts symbolizing elements of this era – relate items)
 * ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** ||
 * Webquest

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Webquest on WWI Trench Warfare video game

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Webquest on 1920s Movie Maker – commercials of new products

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Post activities to website

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Shoebox Displays of the New Deal agencies “Field trip” to the auditorium – built by the PWA || “Warseum” Display of World War II artifacts, information Movies: Narnia (B of Britain); Pearl Harbor; Saving Private Ryan (D-Day – beginning only) Create a recruitment poster Create a Ration Plan journal – how can you survive on the red and blue ration coupons? USO music/ shows || Refer to reading of //The Crucible// in English Hang “Iron Curtain” in middle of class and divide into non- and communist countries with ID cards to wear each day Watch the bomb shelter episode from //Happy Days// || Watch episodes from //Happy Days; Ozzie & Harriet; I Love Lucy//, etc. Dress up in 1950s style clothing James Dean – //Rebel Without a Cause// Listen to Elvis; Chuck Berry, Little Richard, etc. Write a “Beatnik” style poem; present Watch Ed Sullivan Learn the Interstate Highways in the south- use map with lines (no numbers) have someone “drive” us from point A to point B. ||
 * ** The New Deal ** || ** World War II ** || ** The Cold War ** || ** 1950s ** ||
 * ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** || ** Activities to Engage in Unit ** ||
 * Interview Model for the New Deal programs
 * ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** || ** Using Technology to Teach ** ||

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || || Watch McCarthy hearings

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Use internet to access sample of these shows, music, etc.

Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz

|| 1960s court cases and Great Society programs – use Interview Model to “exchange” information Watch NASA’s first launch Clips from movie about the Cuban Missile Crisis || Protest Music – Lyrics, analysis, listen, respond to discussion question online Class Discussions: Napalm use, “draft dodgers”, legacy of Vietnam, 1968 Interview a teenager of the 1960s Hippie dress up day Scavenger Hunt for music mentioning events from 1960s – present to class info about the event and song //Letters Home from Vietnam// video || Court Cases – foldable Newspapers from Montgomery Bus Boycott Stage a sit-in Watch MLK speeches Interview someone who went to a segregated school that was integrated || Discussion: Watergate; “the pardon” Forrest Gump – review huge era of time – Carter-Bush II Find Made in China tags – relate to opening of relations with China in early 70s || Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz || Wikispaces – notes Quizlet – vocabulary practice Glencoe Interactive activities Brain Pop Hippocampus (videos) United Streaming (videos, docs) CPS (clickers) Mindjogger video quiz ||
 * JFK/LBJ Era || Vietnam Era || Civil Rights Movement || Modern History “Watergate” ||
 * Activities to Engage in Unit || Activities to Engage in Unit || Activities to Engage in Unit || Activities to Engage in Unit ||
 * JFK Display of artifacts
 * Using Technology to Teach || Using Technology to Teach || Using Technology to Teach || Using Technology to Teach ** ||
 * Wikispaces – notes