Strategy+2+-+Synthesis

2. Utilize differentiation when it comes to the manner in which the course material is presented. 3. Utilize performance-based assessments. 4. The use of Blue Book assessment in Honors' courses. (Just come on down to see the questions.) For instance, the question I created for my Age of Revolutions Unit reads as follows:
 * < Jim Brady ||< * Cause and effect charts/graphic organizers; i.e- Causes of World War I and its effects. Could be expanded to determine WWII's causes
 * Students will explain how a bill becomes a law by using an issue such as health care. To further synthesize, they will determine whether the bill will pass or not.
 * KWL- List what you already KNOW about a topic, What you WANT to know and what you LEARNED.
 * Cornell Note Taking- Write down questions before reading a text or article, then answer the questions when you are finished reading. ||
 * < Sarah Buettner ||< * Students create symbols/slogans for each of their vocabulary terms/concepts to help them remember the idenitfication,purpose, and lasting impact of each unit.
 * Student-led class discussions where they come up with the guiding questions, devil's advocate questions, and extension questions while they are the moderator
 * 2CN (2 column notes/Cornell Notetaking) - Students complete their typical notes while reading an article, primary source, or textbook excerpt and then add in a ?, comment or connection for each sub-section or have a target number of ?/C/C to repond to while reading to increase the level of interaction with the text by reading to track thinking patterns and thought processes during the reading experience to enhance dialogue, understanding, and class discussions following the reading.
 * Short reaction response reflections
 * Renaissance Project - Students represent themselves and their lives in a 3-D format including symbolizism for their lives through the five themes of the Renaissance period (literature, art, religion/conflict, social issues, exploration/colonization) answering the question: How Renaissance Are You?
 * Enlightenment "Philosophe Facebook" Poster project - Students select one of the Enlightened Philosophes and create a poster replica of a facebook page including a profile, pictures, five additional philosophes/historical figures they believe their philosophe would have been friends with and why, five modern day songs reflecting themese of their individual philosophe's contributions - including the lyrics and rationale/connection, and a blog of a philosophe debate revealing the overarching personal contribution and ripple effect impacts of the Enlightenment.
 * Comparative Gov't/Econ - Students apply their knowlege of the six major forms of governments and the four economic systems and select their preference for the best forms of each to create their own country including a geographical location, national flag, leader, cabinet/advisors as applicable, national anthem, and collection of laws/constitutions.
 * French Revolution - American Revolution compare/contrast and lasting impact writing pieces
 * Industrial Revolution - Students examine the inventions of the time period and create an improvement to one invention with a tangible prototype and commercial advertisement showing how it would have improved the quality of life/production for individuals during American Industrial Revolution
 * Immigration - Write-Chats, discussions, and parallel investigations as to the geography, motives, similarities, differences, advantages, and disadvantages of immigration themes during the turn of the 20th century with the 21st century concluding with a student-created immigration plan for the future
 * Imperialism - Students write song lyrics to explain the 5 motives of imperialism with examples of implementation of imperialism practices ||
 * < T.D. Denney ||< * Pre-Tests and KWL's to find ut what students already know about topics and how they are related to what we are about to learn.
 * Tie-in information regarding Enlightenment ideas and how they had an impact on the break-out of the Revolutionary War as well as the creation of our Constitution. Project: Match the principles in the Constitution to the key figures of the Enlightenment who laid the foundation for the principles to become reality.
 * Compare the American and French Revolutions to see how the ideas that drove the American colonists to revolt (led by the Enlightenment) caused the overthrow of the monarchy in France. ||
 * < Scott Gray ||< * Essay writng on issue such as Civil Rights, tie in to the unit we are covering: i.e 20's and 50's, King, The Klan ans Rosa Parks.
 * Time-line projects utilizing information from unit covered. i.e- Cold War or 1960's and Vietnam.
 * Seminar discussions with expert guest speakers i.e. social workers, mental health counselors discussing a topic such as depression.
 * Research acitvity-Entrepreneurs of the 20th Century and focus on their impact on society.i.e Bill Gates and the computer revolution. ||
 * < Lane Halterman ||< * Lots of class discussion so students hear different points of view, not just what was presented by the teacher / reading
 * Reaction papers on ideas discussed in class
 * Having students apply government principles to multiple topics to ensure synthesis
 * Standard based grading ||
 * < Ben Hartnell ||< 1. Utilize standard-based grading/GLI-classroom, coupled with re-assessment opportunities for every course I teach.

// The **American Revolution** (1775-1783) established the independence of the 13 North American colonies from Great Britain and created the republic of the United States of America. The **French Revolution** (1789-1799) is often associated with the rise of the middle class and the downfall of the aristocracy and did much to create modern European and Western society. The **Latin American Revolutions** (1807-1824) ended colonial rule by Spain and Portugal and gave birth to the modern independent nations of Latin America. The **Revolutions of 1848** (1848), while initially failures, ultimately helped to undermine the concept of absolute monarchy and established the grounds for the rise of liberalism and socialism throughout Europe. The **Russian** **Revolution** (1917) overthrew the Russian monarchy and created the world’s first Communist state. A host of revolutions all over the world claim many of these as their ancestors or models. Therefore, considerable debate revolves around the issue of how and in what ways revolutions like these are similar. Do they have similar causes? Do they follow similar patterns? Do they lead to similar types of social and political changes? If they are similar, can society predict revolutions… and once started, project probable results? Is it possible to influence events ahead of time in effort to prevent the brutality practiced by extreme revolutionary leaders who appear in some, but not all, revolutionary situations? Demonstrate your knowledge of the causes, events, and results of the American, French, Latin American, 1848, and Russian Revolutions by addressing these questions. //

5. The use of ACT, SAT, and OGT-styled assessments (multiple choice) in Honors' courses. 6. The use of OGT-styled assessments (multiple choice, short-answer, extended-response) in non-Honors' courses. 7. Honors' Final Blue Book Exam (used since 2003-2004 school year) asks students the following:

// Today, the United States is home to the most powerful economy in the world. However, the economic history of the United States is immensely linked to the development of Western civilization. The American colonies progressed from marginally successful colonial economies to a small, independent farming economy, which in 1776 became the United States of America. Over the course of those years, the United States grew from 13 British colonies with distinct economies and institutions to a large, integrated, industrialized economy. Still, if it had not been for the economic domination of its mother country England, things might have played out quite differently. After all, American economics takes root in the quest of European settlers for economic gain in the 16th, 17th, and 18th Centuries. This colonial drive is traced to the economic growth of Europe during the Renaissance, which was, in actuality, a “rebirth” of the economic prosperity enjoyed prior to the economic stagnation of the Middle Ages. Such Medieval economic decline was the result of the collapse of the Roman Empire, whose economy had grown entirely too big due to its vast military exploits. Still, Rome’s economic domination was based on a financial blueprint first established by the Ancient Greeks, Indians, Chinese, and Egyptians. Trace the role played by economics in the development, prosperity, decline, destruction, and warfare of civilizations from Ancient History until 1900, when the United States began asserting itself in world affairs. //

8. The use of my "This Day in History" presentation during first 5-8 minutes of class to get students in the mindframe of thinking about history. 9. The use of my uniforms and costumes to present the material "as" the historical character, to deliver the material, or to lead discussions. 10. In USG4, the use of decade music from the 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s to make connections between the people and their music - analyze lyrics, etc. 11. A research project on Native Americans for Honors' and non-Honors' courses. 12. In the spirit of Martin Luther's //95 Theses//, students list off as many issues they have with education/Westerville North on a giant sheet of paper (dressed as a monk, I write them down). Then, I "nail" it to Mr. Yancey's door (or place it gently on his desk). Use activity to discuss Protestant Reformation. 13. Read Dante's //Inferno// in Honors' and non-Honors' and use it to discuss concepts of Heaven and Hell and the transition from Medieval to Renaissance writing. 14. Have USG3 students take the actual U.S. Immigration Entrance Exam and discuss why just about everyone fails it; springboard into discussion of immigration, etc. 15. My //"Great Depression Day"// - have students form soup lines to eat SPAM, hard-tack roll, 1930s-fashioned peanut butter, luke-warm black coffee; complete with fake fireplace in room, candle light, and 1930s-era radio playing FDR's "Fireside Chats". 16. Twice during the year I take topics that are difficult and ask students to write a children's book, using key people and events - but in a style that children might understand. After all, if you can take something you've just learned and teach someone else... you've got it. The two topics are //The Great Depression/Economics// and //Watergate//. Perhaps the best example I ever had a student turn in was "Green Eggs & SPAM". Priceless. Written in the same fashion as Dr. Seuss. Very informative and creative. 17. The use of political cartoons - especially those drawn by Dr. Seuss during World War II. Very interesting to see someone everyone knows drawing very serious (and, at times, racist) cartoons. 18. My //"Who's Who?"// of the Renaissance game. 19. Yearly Civil War battle re-enactment in the spring that gives students a taste of linear warfare; complete with speakers, presentations, cannon demonstrations, etc. 20. Students write their own //Declaration of Independence// or //Constitution// (to declare themselves "free" from their parents or whatever or to reform an organization or whatever via a new Constitution). Their documents follow the set-up and structure of the real ones. 21. Utilize Socratic Seminars to "digest" course material further; as a review tool. 22. Hollywood vs. History discussions to dissect movie clips and to see "what Hollywood got right/wrong". 23. My //"Presidential Fight Club"///research project that pits all U.S. Presidents against each other to see "who's the best". 24. My //"Over the Top!"// World War I classroom simulation game. 25. My //"Presidential War Room"// U.S. Election simulation game. 26. My //"Best Decade... EVER!"// USG4 classroom debate; project where they examine each decade since 1950s (music, life, fads, fashion, prices, events, leaders, etc.) and argue/debate which one was the "best". Concludes with classwide presentation of Decade of 2000s. 27. My //"Who Killed Kennedy"// USG4 classroom project. Students are instructed that they must do a classwide presentation on the death of JFK; given 1 week; no other instructions. Class must figure out leaders, assign tasks, etc. Very interesting to see them struggle before they catch on and make it work. 28. A common thread through all of my classes are: human conflict/war, economics, and history as "one big lie" - students are asked to address these at the end of every unit; time permitting, students complete a mini-book called //"Lies My 3rd Grade Teacher Taught Me"//. 29. Students take famous people or events from history and use them in an advertising campaign to sell an item that best fits said person/event (i.e. Joan of Arc selling "stake" sauce; Paul Revere advertising Road Runner or tMobile; Al Capone advertising H&R Block; Napoleon selling booster seats; Henry VIII selling Viagra or eHarmony; Queen "Bloody" Mary selling Mydol; Abraham Lincoln selling Migrane Medicine - the lists goes on and on; I have saved hundreds of examples over the years - available upon request). 30. For a unit-by-unit breakdown, please contact me at hartnelb@wcsoh.org or visit [|www.hartnellhistory.eboard.com] ||
 * < Harding Kirchhoff ||<  ||
 * < Damon Mollenkopf ||< * A scrapbook project as a semester or final assessment in which the students must create a scrapbook chronicling the topics they've learned throughout the year. Students are encouraged to be as creative as they wish in finding ways to show mastery of a particular topic. Ways students have shown this creativity in the past include: drawings, poems, short stories, collages, videos/skits/commercials, resumes of historical figures, created newspaper articles, etc. Many times the kids will synthesis the historical information into modern applications.
 * A Freshman-team wide Enlightenment Fair. Essentially a Science Fair, only the topics come from the Enlightenment Period, and are drawn from the worlds of science, literature, cultural movements, etc. The project is less about the final product as it is about bringing together all the Skills and Methods GLI's that are strongly focused on during 1st quarter. ||
 * < Tom Peet ||< * **AP Government:**
 * Frequent seminar discussions over the two to three articles on the unit topic which are assigned each week in addition to the reading in their major text.
 * Each student will write two or three summaries and/or critical reviews each week on the reading articles which are assigned in addition to their major text. Topics vary according to the unit. Each student will write approximately 65 essays during the year.
 * Each unit exam contains two synthesizing essays which mimic those found on the College Board examinaiton.
 * Each student will read a book for their semester exam and write an 8-10 page paper which requires them to summarize, analyze, and critique the author's position on a significant issue in American Government. Papers will be presented on the Semester Exam day in January.
 * **Government 1 and 2**
 * Lots of class discussion so students hear different points of view, not just what was presented by the teacher / reading
 * Reaction papers on ideas discussed in class
 * Having students apply government principles to multiple topics to ensure synthesis
 * Synthesizing essay questions on each unit test.
 * One poster project each semester which requires students to assemble, manipulate, evaluate, and present information on a) The Three Branches of Government; and b) The type of government found in a foreign country of their choice.
 * **United States and Global History 3**
 * Frequent writing assignments corrolated to their daily reading.
 * Two poster projects which ask students to teach a topic to their fellow students via a classroom presentation and a poster located in the hallway outside room 132. The current poster project on the Harlem Renaissance will finish on Friday, November 13.
 * Frequent classroom discussions to assess learning and understanding. ||
 * < Sean Ring ||< * What if questions that ask students to take information covered and apply it to possible real life situations.
 * Skits, ask students to use vocabulary and content properly in a performance.
 * Opinion/reactionary essays based off various contraverisal topics.
 * Entrance Slips and Exit Slips to assess learning and growth throughout the unit of study.
 * Draw on information learned in other classes as often as possible. ||
 * < Tim Smith ||< * Article critiques, in A.P. World History. We do these fairly regularly. Higher level, synthesis thinking.
 * Essays and extende response questions, at all levels, depending on the content, can target synthesis thinking.
 * Regular classroom discussion, making connections, Socratically getting students to examine their own thinking, is of course sythesis thinking.
 * Using skits, like for Unit review, can be fun and also synthesis level thinking.
 * I use a "reminder game" at the end of Unit 2 with A.P. World History. The students must make connections across vast distances of time, and among all the great civilizations in various geographic regions, focusing especially on themes of human life, organization, expression, etc. ||