ED SCALLON HIGH SCHOOL TEACHER - CONTSTITUTIONA LAW AND CONTEMPORARY HISTORY
CONSTITUTIONAL LAW - ORIGINAL ARTICLES AND AMMENDMENTS
We studied the Original Articles of the U.S. Constitution namely: Article 1, II and III. The Legislative Branch, Executive Branch and the Judical Branch and the function which they are/were ment to conduct.
We did not investigate the Articles of Confeeration nor the Declaration of Independance other than in a passing lecture, time was of the essence.
We studied the first ten Amendments to the U.S. Constitution and why they were added. We paid particular attntion to Amendments 1, 2, 4, 5, 6, 8, 9and 10. Thereafter, we went on in the history of the United States, several Amendments came into play namely: Post Civil War Amendments XIII, XIV, XV, XVII, Social legislation in XVIII, XX, XXI, XXII and XXVI. Remember Franklin D. Roosevelt was elected for three terms. Election was certified in November but FDR was not sworn into office until May, some 7 months later. So we were essentially without a President during that time. So what amendment changed the inaugreration to January? Who was the last President sworn in in May under the old rule and who was the first President to be sworn in in January?
Can you name the Amedments without looking them up? My students could.
Students knew the assignments, and the point value for each assignment. Each lesson was made with PowerPoint presentation both in the Englsh language and in Spanish. The PowerPoint programs were supplemented by lectures on the subject matter. Since students did not have text books, they were only permitted to use their ChromeBooks to research. As a result, most were failing when I took over the History Class.
The Students were required to take notes and a quiz weekly on the work, end of semester, cumletive exam on all the assignments. If they missed a class or assignemnt, they could make it up with extra work. As a result the below grades show improvements.
Above example of the class "white board" describes objective of these sessions. For example, if the total score for all the assignments was 700 points. Students would be scored by their individual responses. If a student received 500 points from me, I would divide their score by an available 700 points, and the result is a percentage, in that case it would receive a 71% which translates int a C-.
Although the picture is for my Algebra class similar grades were posted for the History Class as well. See the improvment in the grades:
Student population in attendance increased by 17.3% in the 4th Quartrer
Now most of the History classes were taught with a combination of PowerPoint (English and Spanish) along with live lectures. Quizes were weekly, and at the end of the Quarter the exams were cumulative. An example of the PowerPoint presentation regarding WWII and Hitler's rise to power is below:
Hitler'sRise inGermany.pptx NOTE: CLICK ON THE LINK TO THE LEFT AND THEN OPEN IT WITH POWERPOINT, ONCE OPENDED THEN CLICK ON SLIDE SHOW ONTOP BAR, NEXT CLICK ON START FROM BEGINNING ON TOP LEFT. When finished to get back to this screen press the <Esc> button.
==> TAKE THIS HIGH SCHOOL U.S. HISTORY TEST MY STUDENTS PASSED IT (Link is Below) <==
https://form.jotform.com/240164273614148
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