Can we discuss this? Promoting 21st. c. skills. Dr. Dean P. Vesperman War is the remedy that our enemies have chosen, and I say let us give them all they want. ~ William T. Sherman Why discussion Philosophical Chairs on Emancipation Lee’s View of Gettysburg - Asynchronous Voice Discussion techniques – get students talking about what they have learned/learning. Hear students construct knowledge as they interact with the material, each other, and you. Assess their conceptions and misconceptions Safe environment Key 21st c. skill for college and career readiness Using social media (Twitter, FB) or a program (Voxer) or in Google Docs or if your school moodle has a social media platform. Tell students as they read the document they can post their thoughts about the reading Or pose questions for students to answer Why did Lee invade Pennsylvania? Why was the battle fought at Gettysburg? Why did Lee think he could win the battle of Gettysburg? How did Lee feel at the end of the battle? This can also be used for students to pose questions to you or other students. In Pairs, read the Emancipation Proclamation One pair – will take the agree seat, the other the disagree seat. Read statements – students explain why they agree or disagree – cite text. The President had the authority to issue the Proclamation. The President should have used the Proclamation to free all slaves. Class discusses the positions of the Philosophers. You can rotate pairs from one statement to the next. Civil War Recent current events in the US demonstrate a need for us to explore the Civil War. The Civil War is more controversial then most teachers teach it to be. The effects of the Civil War are still felt in the US today. Surrender at Appomattox - Conver-stations Students individually or in pairs read the primary documents. Put students in 5 groups (4-6 students) Hang the five Stations (large post-its of butcher paper) Should Lee have fled west from Petersburg? Why was Grant successful in trapping Lee? Why did Lee surrender? What were Lee’s feelings about his troops? Should Grant have allowed the officers and troops head home? Each group starts at 1 station – Answer the question They can write out short answers. They can write answers as hashtags. They could draw out their answers. After 10 minutes – they rotate to the next station. 5-3-1 on Secession Winning the West: An Affinity map Start with students reading documents. Write five important ideas that are present in both documents related to why Southern states would want to secede. Find a partner - share your 5 and decide on 3 reasons for secession Now form a group of four – share your 3 reasons and find 1 reason for secession. At each stage – you will hear how students interpret what they read and compare that to the context of the textbook readings. Place students in pairs and read the three documents. As they read they should jot down the major points of the readings Students are given 3 to 5 post-it-notes. They write their major ideas onto the post-its Students then place the post-it-notes anywhere on the board. Students then examine the post-it-notes and place similar post-its near each other. Students then give each group a title. Note – this can be done whole class or with large groups (6-8 students)