Flipping How You View the Past

A Course Description for Mr. Aycocks U.S. History Class History as you know it is about to be flipped on its ear. This year, we are undertaking a brave new journey in our study of United States History. Our class is getting flipped. Briefly stated, flipping our class will allow for more in-depth discussion of topics, more creative assignments and ways for you to demonstrate your knowledge, and more opportunities to work collaboratively. Below you will find the outline of how our flipped class will function this year. Study it, learn it, and most of all participate in its inception. For this model to succeed you must commit to being prepared for each class by completing all required readings/assignments in a timely manner. So with that being said, lets get to flipping!

Flipped Classroom Outline

I. Day 1: Developing Background Knowledge A. Screencast lectures 1.Released each Thursday. 2. Aid in developing historical context/background knowledge for the upcoming week of study. 3. Brief (>12 minute) video presentations. 4. Assessed through summaries and questioning. II. Day 2: Class Discussion/Activities A. Discussions 1. Variety of formats: whole class, small groups, seminars, ET. 2. Aid in developing understanding of the time period and identifying major themes, topics and issues. 3. Assessed through questioning B. Activities 1. Variety of formats including: seminars, historical question formation, simulations, and collaborative/individual writing. 2. Formative assessments

Flipping How You View the Past

A Course Description for Mr. Aycocks U.S. History Class

III.

Day 3: Primary Source Workshop A. Examination of primary source documents from the period. B. Jigsaws, whole/small group discussion, graphic organizers, historical question formation, and other methods. C. Designed to develop understand of the time period and the social, economic, and political context in which people lived.

IV.

Day 4/5: Secondary Source Workshop A. Comparing various interpretations of the past by professional historians (Zinn and Johnson). B. Develops critical thinking, reading, analysis, and perspective taking skills. C. Allows students to develop their own understanding of historical events and actors.

V.

Day 5/6 Assessment A. Summative assessments: Quizzes, Chapter/Unit tests, Historical essays, and Projects. B. Formative assessments may include, but are not limited to: reading guides; visual literacy guides (film & visual image analyses); wikispace discussion board posts; online survey responses; historical question formation; thesis formation; graphic organizers to aid comprehension and analysis; oral responses to primary and secondary source material; debates; guided discussion; cooperative reading (jigsaw); entry/exit tickets; journal entries.