Implementation Draft

Examples from Teaching as Leadership Website:

http://www.teachingasleadership.org/sites/default/files/Tools/INV/I-1/Tools/Secondary_Investment_Strategies.pdf

Student Messaging:
1) Post Your Goals

2) Give Reasons for BIG GOALS

VALUE OF ACHIEVEMENT:

1) Using Role Models:

Du Bois:

Sojourner Truth

Krissy Wellington

Team Hoyt

BUILDING STUDENT EXPECTANCY

1) Malleable Intelligence

           Use Malleable Intelligence Power Point to teach students about brain capacity.

2) Tracking Student Progress

Mastery Zone Folders

Academic	Behavioral	Individual	Whole-Class	Absolute	Relative	High-Prep	Low-Prep
X		X		X			X

What it is: Athena and I both used mastery zone folders as a way to invest our students in their progress toward big goals. Mastery zone folders held all of my students’ tests and quizzes (organized by unit), as well as a tracking sheet (see example 1 below). Athena also had her students graph their progress on unit tests and quizzes (see example 2 below). Mastery zone folders were actually “hanging files.” The files were housed in “milk crates.” Standard hanging files (which are usually kept in filing cabinets) fit perfectly into milk crates. I had about 50 students over 5 class periods, so I only needed 2 milk crates for my mastery zone. Athena needed one milk crate for each class period she taught. In my classroom, we went over our quizzes from Friday each Monday morning. We tracked our mastery for each standard at this time as well. Quizzes were then stored in the mastery zone folders for later studying. NOTE: On the following page, you’ll find a hard copy of the tracking sheet I used. You can also e-mail me for the soft copy!

EX -- Student Personal Tracking Sheet

Date:	Quick Quiz Number:	Standard:	Grade Try #1	Grade Try #2	Grade Try #3	Mastered YES or NO	Why?
EXAMPLE: 10-2	EXAMPLE: 1	EXAMPLE: Fact and Opinion	60	80		YES	I went to tutoring to get help.

Louisiana Purchase WEBQUEST

Introduction 

In the beginning of the 1800s, Napoleon Bonepart was fighting a war for France and quickly depleting the treasury of the French government.  Furthermore, the United States was experiencing the struggle for true claims to the territory known as Louisiana.   

Imagine that you are an advisor and friend to the President of the United States, President Thomas Jefferson.  Jefferson knows about Napoleons desire for money and greed and will soon be sending James Monroe and Robert Livingston to France.  It is your job to find all of the information you can about this territory and create a guestimate for how much Napoleon will want to get for this huge plot of land.  

Task 

The President told you that he wants to have a meeting with in two days.  He wants to know your opinion about the Louisiana Territory and whether he should go ahead with his plans to buy it. As this will be a private meeting with the President, you may be able to influence his opinion.   

It is your task to create a presentation for the President using a media of your choice (PPT, Prezi, Inspiration, or SmartBoard).  Remember that this will be a private meeting, so you may want to find out what the president is interested in, what his views on expansion are, and how much the land may be worth to present it to him.  In your presentation, you will need to address the advantages and disadvantages about purchasing this piece of property.  Furthermore, feel free to touch on aspects about the presidents individual interests or information about Napoleon that may help the Presidents decisions. 

Process/Resources 

Manifest Destiny: 

http://www.u-s-history.com/pages/h337.html  

http://www.historyonthenet.com/American_West/manifest_destiny.htm  

Louisiana Territory: 

http://www.landandfreedom.org/ushistory/us6.htm   

www.lewisandclarkheritagedays.com/LP%20HISTORY.html   

http://mappinghistory.uoregon.edu/english/US/US09-01.html 

http://jtlawson.tripod.com/index.html 

http://www.lewis-clark.org/content/content-article.asp?ArticleID=332   

http://www.pbs.org/weta/thewest/resources/archives/one/louispur.htm   

http://www.factmonster.com/ce6/history/A0830420.html   

http://www.pbs.org/teachers/mathline/concepts/president/activity1.shtm   

http://lsm.crt.state.la.us/cabildo/cab4.htm   

Thomas Jefferson: 

http://www.presidentsusa.net/jefferson.html   

http://www.notablebiographies.com/Ho-Jo/Jefferson-Thomas.html   

http://gardenofpraise.com/ibdjeff.htm   

http://www.loc.gov/exhibits/jefferson/jefflife.html   

Napoleon:  

http://www.pbs.org/empires/napoleon/   

http://www.napoleonguide.com/   

http://www.biography.com/articles/Napoleon-I-9420291   

Evaluation/Rubric 

Evaluation of Recommendation  Categories	Exceeds Expectations	Meets Expectations	Towards  Expectations	Not Yet Towards Expectations	Score
Recommendation and Support	Includes evidence that support the recommendation. The writer anticipates the Jefferson’s concerns, biases or arguments and has provided two or more counter-argument.	Includes evidence that supports the recommendation and provides at least one counter-argument.	Includes some evidence to support the recommendation but does provide counter-arguments.	Does not include any evidence to support the recommendation.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Cooperation	The group worked well together with all members contributing significant amounts of quality work.	The group generally worked well together with all members contributing some quality work.	The group worked fairly well together with all members contributing some work.	The group often did not work well together and the game appeared to be the work of only 1-2 students in the group
Audience	Demonstrates a clear understanding of the material and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.	Demonstrates a general understanding of the material and uses vocabulary and arguments appropriate for that audience.	Demonstrates some understanding of the material and uses arguments appropriate for that audience.	It is not clear who the audience is.

Generic Scoring Rubric 

SCORE 5	SCORE 4	SCORE 3	SCORE 2	SCORE 1
The finished WebQuest Exceeds Expectations in all categories.	The finished WebQuest  mostly  Exceeded Expectations	The finished WebQuest mostly Meets Expectations	The finished WebQuest is Mostly Towards Expectations	The finished WebQuest is Not Yet Towards Expectations

Conclusion/Discussion/Reflection 

What have we learned from this activity?  

Why was the Louisiana Purchase important for the United States? 

Who was Napoleon? 

Thomas Jefferson considered the purchase of Louisiana to be his greatest achievement.  He considered this to be his legacy.  Furthermore, with the money given to Napoleon, he was able to fund his war for a longer time, which in all reality stimulated American economy because America was exporting goods to both sides of the war, so a longer war meant more money for America.