Labs in History? You Bet!

Exciting and engaging inquiry is not only for the Science room.  I try to set up History inquiry "labs" whenever possible.  One of my favorite "labs" involves the 6th grade study of archaeology and ancient peoples.  For the past several years, I have collaborated on an engaging inquiry with the 6th grade English teacher at my school, for my 6th grade Ancient History students.  We got the idea from the Archaeological Institute of America:  the Mystery Cemetery

Not Your Parent's Sick Day

We've all been there: We are still a bit sick, but not completely bed-ridden, and probably contagious, so we have to stay home.  Even though we are on the road to recovery, it still takes a lot out of us to spend the whole day at work or at school, so we stay home to rest and recover strength.  We have to take a sick day.

Compromise Leads to War

In American History this week, students shared and presented their findings from  investigations they were immersed in the previous week.  All groups were investigating the cost of Compromise on U.S. politics, the economy and society during the mid-19th century.  Each group was tasked with becoming an expert on specific topics and years. After each group's separate investigations, we reconvened to share what we discovered.  The only requirement that I gave the students for their presentations work was that they could not use a power point.  I demand something new!

History Inquiry in the New Year

This week was rough as we were some of the few, but mighty, to get back to work.  As much as I would have preferred to relax for a few days longer, the History room was buzzing with more creative energy in the New Year on our first days back from vacation.

All You Need is Enthusiasm, Part II

Some time ago, I wrote about being inspired in the classroom, teaching with renewed vigor so that the students would be more engaged in their learning and in their work.  I wanted to take a moment to revisit that original project that I was talking about with my 7th graders.  On that particular day, I had introduced a project to close our study of the Northumbrian Renaissance.  Since I was so excited about all the possibilities for learning and creation, my students were, as well. Actually, I think they left even more enthused than I was.

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