Daily Goals

I am really really trying to finish my bench marks today. Hopefully if we finish we will be able to send it to an expert.

DAILY goals relections

5. End of the day on your professional blog:

• Did you achieve all of your goals today? I achieved some of my goals today.
• What did you learn about yourself as a learner today? I was not focusing as much in the afternoon. I focused more in the morning.

Daily Goals

I am going to try and finish my benchmarks.

I think this information will be useful to other kids who need to learn about this topic. Or other teachers if they need to use it to teach there students. I think students could use this to help on their homework. I think OHpedia will be very helpful to a lot of people some day.

today's reflection

Today I completed 2 bench marks. I think we will be done soon. I am going to do some more when I get home. I will try and focus more on Wednesday to get my daily goals done. I think I need to just do more work in the morning.

Daily Goals

I plan on trying to finish my standards today.

1/21/11

Today I did bench marks. I didn't finish all of my bench marks. I completed all of my weekly goals.

I didn't do that much school in the morning but I did a lot more in the afternoon.

I feel okay in my project. I think we need to focus more next week.

Daily Goals

My daily goal is to complete the first part of the project.

Project Planning form

Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. ‘

How do students know what state standards they are expected to learn and are they able to demonstrate knowledge of the standards and reflect on their knowledge?

SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://www.puhsd.k12.ca.us/chana/staffpages/eichman/Adult_School/world/fall/industrial/1/change.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

http://www.ushistory.org/us/22a.asp

» SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://www.puhsd.k12.ca.us/chana/staffpages/eichman/Adult_School/world/fall/industrial/1/change.htm

http://www.ushistory.org/us/22a.asp

» SS.912.A.3.3: Compare the first and second Industrial Revolutions in the United States.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information »

http://www.ushistory.org/us/22a.asp

http://history-world.org/Industrial%20Intro.htm

» SS.912.A.3.4: Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://history-world.org/Industrial%20Intro.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.5: Identify significant inventors of the Industrial Revolution including African Americans and women.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://history-world.org/Industrial%20Intro.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://americanhistory.about.com/od/industrialrev/Industrial_Revolution.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.7: Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://en.wikipedia.org/wiki/Industrial_Revolution

http://www.ushistory.org/us/22a.asp

» SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://en.wikipedia.org/wiki/Industrial_Revolution

http://www.ushistory.org/us/22a.asp

» SS.912.A.3.10: Review different economic and philosophic ideologies.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://americanhistory.about.com/od/industrialrev/a/indrevoverview.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.12: Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » https://www.msu.edu/user/brownlow/indrev.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

» SS.912.A.3.13: Examine key events and peoples in Florida history as they relate to United States history.

Depth of Knowledge: N/A l Date Adopted or Revised: 12/08

This benchmark belongs to: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

More Information » http://en.wikipedia.org/wiki/Industrial_Revolution

http://www.ushistory.org/us/22a.asp

Larry G. Gerber

http://media.cla.auburn.edu/history/people/display.cfm?PersonID=2209 (334) 844-6646

Jeremy Adelman

adelman@princeton.edu http://www.princeton.edu/history/people/display_person.xml?netid=adelman

http://www.columbia.edu/cu/history/fac-bios/Foner/faculty.html

Eric Foner http://www.ericfoner.com/ +1 212 854 5253

Moodle, wiki, jing, power point.

http://americanhistory.about.com/od/industrialrev/a/indrevoverview.htm

http://en.wikipedia.org/wiki/Industrial_Revolution

http://history-world.org/Industrial%20Intro.htm

http://www.wsu.edu/~dee/ENLIGHT/INDUSTRY.HTM

http://americanhistory.about.com/od/industrialrev/Industrial_Revolution.htm

1/19/11

• Did I achieve my goals? Why or why not? Yes because I was focused and went in the little room.
• What did I notice about myself as a learner today? I was very focused.
• What went well today? Finishing my spanish test.
• What do I need to change next time I work on PBL? Come to school earlier.
• What do I need help with on Friday (from facilitators)? Researching.
  
• How would I rate myself as a group member today (HS only) 4. I did flvs most of the day.

Daily Goals

Today I finished my Project planning form. Now I am going to work on my FLVS spreadsheet and then finish Spanish. Mckenzie isn't here today.

Daily Goals Check Out

Did you achieve your daily goals? I did achieve my daily goals. I was more focused and I finished the project planning form. I finished everything I was supposed to.

Why or why not? I was more focused today because I didn't have as many distractions. There were no visitors today so I got more work done.

What did you notice about yourself as a learner today? I noticed that I got more work done today. Also I did more work in the morning. I noticed that I didn't talk as much.

Daily goalso

My daily goals are going to be to research on our project and figure out what we are going use for our module. Also I am going to do the OHpedia.

Work habits

My work habits during PBL were pretty focused, but I did get a little flustered because I couldn't find any experts. I got off task on Friday because we had a lot of visitors and we were preparing for the concert.

My work habits this week will be more focused because we won't have as much interruptions. I will try and be more focused because I will stay on task more.

Standard 3

Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

The industrial revolution was changing from manufacturing things at home to manufacturing in factories. Things started getting manufactured much faster and more efficiently. Children were working in factories and treated badly.

1/12/11

Today we did pbl and accomplished a lot with the rubric, and planning the project. I am feeling pretty good about today's work because we got a lot accomplished. Now I will finish my project planning form. Now McKenzie and I have to find some experts.

Metacognition

What is meta cognition? Meta cognition is awareness or analysis of one's own learning or thinking processes. http://www.merriam-webster.com/dictionary/metacognition

So metacognition is thinking about thinking.

To be metacognitive means you understand how you learn and how you think.

OHpedia rubric

McKenzie Johnston and I were creating a rubric for online learning. The components below describes what we thought would be helpful for a website for online learning. Our school got together and created a google doc of what we thought would be a good online rubric for online learning.

Graphics

• pictures

Media:

• videos
• games
• music

Written information

• bold titles
• shorter lessons: Only put the information that is important

• colors
• real world examples: give examples of it happening in the real world
• fun facts: Put facts that are short and make them fun and exciting
• recap: have a lesson summary

Civil War Project

I did my Civil War Project with Hunter. Our essentially question was: How did Abraham Lincoln's decision to change his views on slavery affect the outcome of the war?

I will always remember this project because it was fun to do. Hunter and I interviewed Jordin as Abraham Lincoln. Jordin didn't really practice his lines so I will always remember us redoing the interview 50 times. I also will remember the fun facts in the interview. I will always remember learning about Abraham Lincoln.

I will always remember the process it took us to do the interview with Jordin and Hunter. We probably filmed each question 4 or 5 times because we didn't give Jordin any time to practice his lines, so he just read them from a wall. We had to stop in between each question because we would be laughing from either Hunter, Jordin or I messing up. I also learned about the video editing process. Which took a long time.

I will also always remember doing the fun facts. The fun facts were little facts about Abraham Lincoln's life. Hunter filmed me doing crazy things like jumping, running, or going up in the elevator while saying these facts about Abraham Lincoln. An example is fun fact; Abraham Lincoln was the first president to have a beard. We would put these facts in between slow points of the interview.

Lastly I will always remember the whole process of learning about Abraham Lincoln. I learned so much by recreating an interview of Abraham Lincolns changing views on slavery. Because the project was fun to do I thought that the facts and learning about him really stuck with me.

I really liked doing an interview on Abraham Lincoln because I felt like I learned a lot more because it was fun doing it. I also had fun doing the fun facts to kind of make the interview more exciting. I think I will always remember the whole process of doing this project.