Unit 2 Exam 2, HIST 1301

Today, I gave the second exam. There were 10 questions, all of them directly related to major historical events and concepts related the the early republic, the years spent between the Revolution and the Constitution, wherein the central government was organized under the Articles of Confederation.

Topics covered on the exam included:

• The post-Revolutionary Blues
• Loss of trading position in the British empire
• Debt
• Destruction of property/loss of slave property
• Loss of the Right of Deposit in New Orleans
• The French Revolution
• The Whiskey Rebellion
• Shay's Rebellion
• The French Revolution
• The Great Compromise
• The Three-Fifths Compromise

L.A.S.O. secretary Emanuel Paredes gave a presentation about L.A.S.O. that also contained an extra credit opportunity for students who participate in tomorrow night's event. Extra credit will consist of 10 points added to each participant's Unit 2 exam score. Emanuel will give me a sign-in sheet with the participants' names.

The Most Dangerous Man in America

I watched The Most Dangerous Man in America last night. It brought together the Vietnam War, the Pentagon Papers and Watergate in a very artful and understandable documentary. I want to use it in class. It's longer than what we normally show in class or assign online, but it would fit into a full spring or fall semester, and I think it's worth it.

Overworked America

Overworked America

A graph from Rachel Maddow's blog.

Conquest of Mexico, Writing Workshop

1. We watched the FOD video, "Conquest of Mexico"
2. Students wrote a paragraph in class (20 minute exersize). 
3. Established groups of 4 or 5.
4. Each student passed her paragraph to the student at her left.
5. This student evaluated the paragraph, using the star method.
6. The evaluator then reflected back to the writer what the paragraph said (5 minutes).
7. The evaluator explained his evaluation, using the sandwich approach (10 minutes).

The students responded well to the exercise, and I believe it will become a helpful component of the course. It is my hope that, beyond improving their writing, this assignment will help students learn to read, explain, listen to, and evaluate the ideas of others as well as their own. This should elevate their professionalism and help make them more valuable members of any team, in the public or private sector. "Yes" men and women are a dime a dozen. A professional who can offer effective evaluation and feedback is invaluable.

Sandwich Approach to Paragraph Critique

1. Mention the elements of the paragraph that the writer does well. This is the bread, the outside of the sandwich).
2. Explain which elements need more attention and why. This is the filling, the middle of the sandwich.
3. Tell the writer something positive you got from the paragraph, such as new information or a helpful perspective. There is something positive to say about every effort. This is the bread on the other side of the sandwich.

Evaluate a Paragraph

Evaluate your peers' writing by referring specifically to the following criteria:


Structure (Strong topic sentence, Strong conclusion).

Good use of evidence. Present evidence from all the assigned sources. Tell where your evidence came from.

Analysis (explain your evidence carefully. Be sure to identify all terms).


Proofreading (is it free of grammatical and spelling errors)?


Use the Sandwich Approach


1. Mention the paragraph's strong points (this is the first slice of bread on the sandwich).

2. Mention the elements that need more attention (this is the middle of the sandwich)

3. Mention something positive you got from the paragraph. Did you learn something new? Did it offer you a valuable perspective? There is something good to say about every effort. This is the top of the sandwich.

Today in Class, June 7 2011

1. The Cornell Note Taking Method. After a brief presentation on the earliest Americans, we watched "The Anasazi and Chaco Canyon."

2. Earliest Americans Presentation

3. Watched "Anasazi and Chaco Canyon."

4. Discussion: Was it a New World?"