BASIC

TRAINING
MANUAL

American History
& World History

Mr. Thomas
 Basic Training Manual – American History

TABLE OF CONTENTS
TABLE OF CONTENTS.................................................................................................... 2
DAY ONE: Syllabus / ISN / Learning Styles / Rules of the Road ..................................... 3
DAY TWO: Icebreaker / Syllabus Check / ISN Set-Up / Attendance / Review Rules ...... 4
DAY THREE: ISN Triage / Multiple Intelligence Test ..................................................... 5
DAY FOUR: Multiple Intelligence Bingo.......................................................................... 6
DAY FIVE: Desk Olympics ............................................................................................... 7
DAY SIX: Cooperative Skills............................................................................................. 8
DAY SEVEN: Assessment of Basic Training .................................................................... 9
Interactive Student Notebook – Right Side, Left Side Orientation .................................. 10
Clock Buddy Appointment Clock..................................................................................... 11
WRITING RUBRIC ......................................................................................................... 12
WEEKLY INTERACTIVE NOTEBOOK CHECK SHEET ........................................... 13
SYLLABUS FOR THE 2002-03 SCHOOL YEAR ......................................................... 14

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 Basic Training Manual – American History

DAY ONE: Syllabus / ISN / Learning Styles / Rules

of the Road

‰ PREVIEW
‰ Have them shake hands and introduce themselves doing an autograph activity
‰ Have them fill out a nametag with their first name, last name, and what they
did fun this summer.

‰ THREE BASIC RULES

‰ Explain to the students the three basic rules governing a cooperative, tolerant
classroom:
• Everyone, including the teacher, will be treated with respect
• Put-downs or purposely hurtful comments or actions will not be tolerated
• No one will be allowed to disrupt the learning process of others
• Explain and give examples of good and bad behavior
• Explain why it is important to have a cooperative, tolerant class
• We will review these each day of the first week

‰ INTERACTIVE STUDENT NOTEBOOK

• Explain to students that they are to bring with them on day two a spiral
notebook that is at least 70 pages, college-ruled, and non-perforated.
• Tell the students that we will be placing the autograph sheet that they did
today as well as any other important paper in this. Tell them there will be no
need for a folder if they are neat and organized setting their ISN up.
• Show examples and pass around.

‰ PROCESS
• Students will create a cover for their notebook. Use the overhead to show the
directions and show mine as an example. The overhead must have their name,
initials, information about their hobbies and interests on their.

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 Basic Training Manual – American History

DAY TWO: Icebreaker / Syllabus Check / ISN Set-Up /

Attendance / Review Rules

I. PREVIEW
• Have students take a name-tag again with their first name, last name, and
favorite movie actor/actress and favorite movie
• Stamp the syllabus for those that have theirs signed and collect them, while
passing out the clock buddy activity.
• Go over the attendance procedures, emergency procedures, end of class
procedures. (Harry Wong)

II. ICEBREAKER ACTIVITY

• Have students move around and get signatures from others for each hour on
the clock. They may not repeat partners.
• Before getting a signature, students must introduce themselves and their
favorite movie.
• Do this until most of the students have them all signed.
• Discuss what we will do with the clock and what happens if the student does
not have a signature for a certain hour.

III. ISN ACTIVITY

• Direct students to get their spiral notebook out.
• Have students number ALL the pages in their notebook starting with the
inside right page as one (right side) and continuing on so that even numbers
are on the left and odd on the right.
• Have the students label the table of contents at the top of page one. Have
them draw a line down the middle of the page so that they will have enough
room for all 70 pages of content to be on there.
• Glue in: Clock onto left inside cover. Syllabus on page two. “Get an
autograph…” on page three.
• Make sure they know that each time we put an asterick (*) by a page number,
it means that there is a glue-in on that page.

IV. PROCESS
• Have students put their spiral in the appropriate container for their class.
• Explain that these will stay in class for the most part
• They should pick up their notebook as they enter class and drop off when
leaving. (THIS IS THE ATTENDANCE PROCEDURE)
• Have students review the rules of the road

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 Basic Training Manual – American History

DAY THREE: ISN Triage / Multiple Intelligence Test

I. PREVIEW
‰ Have the students respond to the following prompt on the top of page four:
“What is your greatest challenge as a student? What do you think would help
make the situation better?” (Explain that this could be things like
organization, study habits, concentration, interest in subject, etc.)

II. ISN SETUP

• Explain to students that they will be allowed to use their ISN on every test, so
they need to make sure it is complete and accurate.
• Explain that if they miss a day(s), it is their responsibility to get their make up
work by going to the make up file up front.
• Tell the students that a notebook check will happen every couple of weeks. I
will be grading based on completeness, accuracy, and neatness.
• Tell the students that the notebook checks will count as 1/4 of the overall
grade for the quarter.
• Have students take the handout, “ISN – Right Side/Left Side” and cut out and
show them how to glue into the inside cover on the left side under their clock.

III. MULTIPLE INTELLIGENCE ASSESSMENT

• Explain to students that we all learn differently
• Explain that they will now find out how they best learn and what their
individual strengths are by taking a test. There are no right or wrong answers.
• Pass out Identifying Your Multiple Intelligences: Assessment One
• Give students five to ten minutes to take the test.
• When finished, students are to flip their test over and follow the directions to
score their assessment.
• Reveal how to figure out their intelligence scores. Post sign up sheets at the
front of class that students are to place their name under their top two. PRINT
THEIR NAME!
• They are to glue the MI onto page five. Show them how.

IV. PROCESS
• Ask the students to write their response to this question on the inside cover
below their glue-in: “It is important to organize my notebook because…”

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 Basic Training Manual – American History

DAY FOUR: Multiple Intelligence Bingo

I. PREVIEW
• Greet students at the door
• Have them pick up papers & ISN and to sit with their 2:00 apppointment
• On the overhead, place the following prompt: “At the top of page six, write
preview on the top line, then answer this question in writing or a simple
drawing. (Be prepared to share your response.) Which way do you learn
best? Seeing, Doing, Feeling, Listening, Talking, or Writing? Why?”

II. TEAM BUILDER-BINGO ACTIVITY

• Pass out MI Bingo sheet face down.
• Tell the students that they are going to play Bingo. Review the rules:
Horizontal, Vertical, or Diagonal. Students may only get one signature per
student. When they have Bingo they must yell “BINGO!”
• The first five students get candy.
• Have them flip the paper over and begin
• After the first five are completed, have the students go back to their seats.
• Debrief the activity by asking who some people got to sign and what did they
sign up for.

III. PROCESS
• Have students write PROCESS a couple of lines under the RAP on page eight.
• Process: “Write down the top two intelligences you scored highest in with a
simple picture to show what they mean above them.”
• Explain to students that this will be homework if the bell rings. They may
take their ISN home with them to add color or to finish if needed. This will be
checked on day five.

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 Basic Training Manual – American History

DAY FIVE: Desk Olympics

I. PREVIEW
• Greet each student with High Five, have them sit with their 3:00 appointment.
• On the overhead: “On page ten, write PREVIEW on the top line, followed by
the prompt below it. Skip a line and respond to the prompt. Make a chart as
the diagram shows and write as many under each box as you can.”
• Have students share their responses with their 3:00 appointment first.
• While students do the PROCESS, go around and stamp yesterday’s process
activity

II. DESK OLYMPICS

• Inform the students that they will now be participating in the Olympics
• Have the students be with a partner and exit the room only to re-enter it to
music. They are to wave at the audience as they circle the room, then have
them return to their seat.
• Tell students that they will be competing against your other classes for world
records.
• Give each students an index card that has:
1) A new appointment time – 4:00 & 5:00 (Pair activity)
2) A cartoon name (Group of 3 activity)
3) A color (Group of 4 activity)
*Because some classes have odd/even numbers, not every group in each class
will necessarily have the perfect number, but it should be close.
• Go through each event twice. Post times up front on the overhead, noting
records. Make sure they take everything with them. They should record their
best time as a class.
• After finished, explain that though this may have seemed silly to some, it is
important to do to be certain that we waste little time moving so that we
maximize our learning.

III. PROCESS
• Ask students to finish the statement below their PREVIEW, “Moving into
groups quickly is important because…”
• Have students glue the Desk Olympics page to page eleven

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 Basic Training Manual – American History

DAY SIX: Cooperative Skills

I. PREVIEW
• Greet the students and have them sit with their 6:00 appointment
• Overhead: “On page twelve your Preview is to draw four faces of students
who have been working in a group. Out of a thought bubble for each, write a
frustration or problem people experience working in groups.”
• While students do this, walk around and stamp yesterday’s activities.
• Ask for four volunteers who don’t mind being in front of the class for the next
activity. Give them their role cards and ask if they have any questions.

II. COOPERATIVE SKILLS

• Explain to students that we will examine the do’s and don’ts of group work.
Ask the four volunteers to join me in helping dramatize the skits
• Put up overhead “Standards for Cooperative Interaction.” Have the students
write exactly what is on this sheet to page thirteen of the ISN.
• Begin first role play by saying, “I want each group to make a Summerian
Headdress. You have to have it ready at the end of the period.” While
students are watching, they should t-chart what they saw and what they heard.
• After discussion, review the first five cooperative skills:
1) Break the tension and be friendly
2) Learn and use names
3) Arrange desks / seats / tables properly
4) Use positive body language
5) Be aware of eye contact
6) Listen to others and take turns giving ideas
7) Use positive comments, encourage, and express appreciation
8) Be helpful and assist each other
9) Disagree in an agreeable way
10) Stay on task
• Have class applaud volunteers.

III. PROCESS
• Have students make a pictoword for the “cooperation” under the PREVIEW
on page twelve
• Explain to students that a pictogram is a symbolic representation of words or
phrases that show their meaning – to help define difficult concepts
• Show example of Escalation

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 Basic Training Manual – American History

DAY SEVEN: Assessment of Basic Training

I. PREVIEW
‰ Greet students and have them sit with their 7:00 appointment
‰ On the overhead, place the following prompt: “Open your ISN to page
fourteen. For your PREVIEW, write down what your expectations for class
this year.”

‰ ASSESSMENT
• Tell the students that they will be taking their basic training test today.
• Pass out Basic Training Test and allow students fifteen minutes to finish.
• Go over the answers in class.

IV. PROCESS
• Have students open their ISN back up to pages 12 and 13.
• Have them glue in the quiz to page 13. Show them how.
• Instruct the students that we will begin learning Early American History (8th)
or World History (7th) starting the next school day.
• For the process, students are to write a paragraph telling me what they now
expect class to be like.

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 Interactive Student Notebook – Right Side, Left
Side Orientation

LEFT SIDE RIGHT SIDE

Student Processing Teacher Directed
“Output” “Input”

• Students process new ideas • Students take notes during

• Students use illustrations, lectures or class discussions
diagrams, flow charts, poetry,
colors, matrices, cartoons, and • Students record reading notes
the like to understand new from their textbook, literature,
content. or primary sources
• Students explore opinions,
clarify values, wonder “what • This information should be
if,” and ask questions about structured so that key ideas and
new ideas concepts are clear and accurate.
• Students express feelings and
reactions
• Students review what they have
learned and preview what they
will be learning
Basic Training Manual – American History

Buddy Appointment Clock

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 Writing Rubric 4 3 2 1
Audience and Purpose You demonstrated a You demonstrated a You demonstrated an You demonstrated
thorough understanding good understanding adequate understanding partial understanding of
of your audience and of your audience or of your audience and your audience and
purpose. purpose. your purpose. purpose

You developed a logical plan. You developed the You developed the You minimally
Planning and Your writing was well organized.
topic. You used topic. You showed addressed the topic.
You used coherent, creative
Organization ideas. You wrote a strong logical organization evidence of Your writing lacked a
introduction, used paragraphing and planning. organization and plan of organization.
relative to the topic, and wrote a
definite ending. paragraphing.

You developed your ideas fully. You developed your You developed your You showed a
Idea Development and You used support material that
ideas and enhanced ideas and used support weakness in your
was complete. You used
Support examples, reasons, details, or them through the use material. development of ideas.
explanations that were relevant of relevant support You had little support
and appropriate.
material. material.

Sentence Structure You showed skillful use You showed sentence You wrote complete Your ideas were not
of transitions and structure variety and sentences. You used always expressed in
sentence variety. used transitional transitional words and complete sentences.
words and phrases. phrases. You need to use
transitional words and
phrases.
WRITING RUBRIC

Vocabulary You used specific, vivid You often used You sometimes used You used inappropriate
language appropriate to specific, vivid incorrect or or incorrect language.
Basic Training Manual – American History

the task. You language appropriate inappropriate language. You lacked specific
consistently used precise to the task. Your sentences lacked vivid language.
vocabulary. specific, vivid
language.

Mechanics You made no You made a few You made mechanical You made mechanical
mechanical errors; mechanical errors. errors. These errors errors. These errors
therefore, your overall These errors did not did not interfere with interfered with
communication was interfere with communication. communication.
enhanced. communication.

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 Basic Training Manual – American History

INTERACTIVE NOTEBOOK CHECK SHEET

NAME: _____________________ DATE: ___________

Quality and Completeness
‰ All class notes and right-side work are completed and of high quality, even for days when
you are absent
‰ All left-side work is completed and of high quality

20 25 30 35 40 45
Needs Improvement Fair Good Excellent

____ ____
Student Evaluation Teacher Evaluation
Visual Appearance
‰ Left and right-side work is organized and neat
‰ Effective highlighting and use of color

20 25 30 35 40 45
Needs Improvement Fair Good Excellent

____ ____
Student Evaluation Teacher Evaluation
Accuracy
‰ Right side notes are accurate and clear
‰ Left side assignments use support material that is accurate and clear

0 2 4 6 8 10
Needs Improvement Fair Good Excellent

____ ____
Student Evaluation Teacher Evaluation

TOTAL

Student Comments: Write a one sentence defense of your grade

Teacher Comments:

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 American & World History Syllabus

SYLLABUS FOR THE 2004-05 SCHOOL YEAR

ABOUT ME
This is my twelfth year teaching history, all in Lakota. I am 34 years old, married, two kids…#3 on the way, with
two wonderful dogs....Telles & Maggie. I hope to post pictures of my family on the website throughout the year.
My undergraduate degree is from Miami University, Oxford, Ohio. I am currently a quarter shy of my masters in
Education Administration from the University of Cincinnati. In the summer, I travel the country and train social
studies teachers on materials made by a company called Teachers Curriculum Institute. I have also been the Athletic
Director at Lakota Ridge for the past six years. My hobbies and interests include: exercise, fishing, travel, reading
historical fiction, motivational speaking, and listening to music.

ABOUT THIS YEAR

Students in my eighth grade classes this year will be learning American History. Our study will begin with the
founding of the Jamestown colony in 1607 and will end with a study of Reconstruction after the Civil War.

Students in my seventh grade classes this year will be learning ancient world history through modern day for several
regions around the world: Latin America, Europe, Africa, India, China, and the Pacific Rim.

Our class will be exciting, filled with many activities that are based on three beliefs:
1. Students have different learning styles.
2. Cooperative interaction increases learning and improves social skills.
3. ALL STUDENTS CAN AND WILL LEARN

TEACHING STRATEGIES
I plan to use many teaching strategies to engage the students. These activities will include: interactive slide lectures
which incorporate act-it-out skits involving students, skill building activities like reading & analyzing maps ,
experiential exercises where students get a feel of history, writing for understanding activities intended to build on
students content knowledge, response groups for discussion, and problem solving group work meant to complete
complex tasks cooperatively.

GRADING PROCEDURES
Student’s grades in my class will be based on the following breakdown:
1) Interactive Student Notebook - 30%
2) Classwork - 30%
3) Assessments - 30%
4) Participation - 10%
Students will get an update each week of their grade on the first day of the week. Please ask your son/daughter for
their current grade. From time to time, I will be asking for your initials in their Interactive Student Notebook to
show that the student has informed you and asked for comment.

INTERACTIVE STUDENT NOTEBOOK GUIDELINES

What is the purpose of the notebook?
The purpose of the interactive notebook is to enable the student to be a creative, independent thinker and writer.
Interactive notebooks will be used for class notes as well as other activities where students will be asked to express
their own ideas and process the information presented by this class.

What materials will the student need?

*Spiral Notebook:
• Spiral bound, College bound preferable
• 70 sheets to 100
• 11 x 8 ½ in.
• Three holed punched
*Highlighters
*Blue or Black Pens, Pencil, Colored Pencils or Crayons
*Glue-sticks

How should the notebook be organized?

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 American & World History Syllabus

Students will get detailed instructions in class the first week of school, but what follows is the basic premise. The
notebook will be organized into a left side and a right side.

What goes on the Right Side of the Interactive Student Notebook?

The right side of the ISN is for class and reading notes. As students take notes, they will structure them so that key
ideas are clear and supported by examples from class instruction, discussions, or reading assignments.

What goes on the Left Side of the Interactive Student Notebook?

The left side of the ISN will be used for a variety of different activities, including homework. This side should be
the place where all of the creative and artistic inklings come busting out! Left side activities will ask the student to
demonstrate understanding of new ideas. The kinds of new activities for the left side are listed as follows:
“PREVIEW”: is an activity where the student will be asked to preview new material that will tie into the content of
the lesson. This activity relies on students’ prior knowledge and is meant to be something that EVERY student can
answer.
“PROCESS”: an activity in which the student will be asked to present new ideas they learned from the lesson in a
way that is meaningful. For example, a student my show their understanding of new ideas by writing a poem or a
story, drawing pictures, making diagrams, drawing political cartoons, or writing a eulogy.

How will it be possible to earn an “A” on the Interactive Student Notebook?

A student who expects to receive an A- or higher grade on their notebook will be one who has taken the time to
consistently include thorough, neat, accurate, and colorful work.

How will the Interactive Student Notebook be graded?

Notebooks will be checked quarterly for neatness, accuracy, and completeness. All class notes and notebook
assignments should be included, even for days in which the student is absent. Students are personally responsible to
check the MASTER ISN I keep or MYSELF for work. Students can expect to have their notebooks checked twice
first quarter and once a quarter thereafter.

Where will the ISN be kept?

For the most part, the ISN will never leave the classroom. Only on days where there is an extended Process activity
for homework. A box to hold ISN’s for each period of American History will be left in the classroom.

What happens when the 70 page notebook runs out of paper?

Students will use one notebook per quarter. This eliminates the cumulative damage from day to day use over time.

HOMEWORK:
Homework activities could be readings from a text or handout, or might be process activities in the Interactive
Student Notebook. I give homework twice a week on average. Homework will be checked for completeness, but it
is the student’s responsibility to check accuracy and edit accordingly to study for assessments. Accuracy will be
checked later during the assessment of the notebook. Homework that is completed honestly will be scored 100%.
Late work, outside of absence or emergency, will be handled with half credit or zero credit depending on how much
time has passed.

ASSESSMENTS:
Students may expect that they will be assessed (tested) from time to time. This may involve informal assessments
such as a class discussion or it may be a formal assessment done with paper and pen. Students should expect the
tests to be varied in their approach. Though there will be plenty of true and false, multiple choice, fill-in-the-blank,
and other traditional test items; students will also from time to time draw, diagram, map, and write, etc. for the test.
All tests are OPEN NOTEBOOK. I believe this encourages students to do accurate, complete, and neat work.
Provided that an honest attempt is made on a test, I will always let students take a test over to improve their score. I
also believe that projects are an excellent opportunity for students to extend or show the depth of how much they
have learned. As such, from time to time, there will be a problem solving group project that the students work
towards.

PARTICIPATION:

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 American & World History Syllabus

Since the class is so interactive, I do expect students to get involved. I will be assessing students participation in the
day to day activities in class. This includes activities such as scored discussions and peer / teacher assessment of
group-work.

CLASSROOM RULES:
My classroom will be based on the following rules:
1) Everyone, including the teacher, will be treated with respect.
2) Put-downs or purposely hurtful comments or actions will not be tolerated.
3) No one will be allowed to disrupt the learning process of others.
Our class will be busy, with a lot going on. It is vital that students remain focused and engaged. If students show
inappropriate behavior such as being tardy, cheating, being off-task, etc., then I reserve the right to speak after class
with the student, call home, or refer the student to the office if necessary.

EXPECTATIONS:
I expect students to have a tremendous year learning more about our nation’s past. With hard work and an
enthusiastic atmosphere, history can become the student’s favorite class.

CONTACTING ME:
For any reason, feel free to email me anytime. I will do the very best that I can to respond back within 24 hours.
My email is brian.thomas@lakotaonline.com. You may also contact me via the phone after 1 pm daily. The school
phone is 513-777-0552 ext. 14521. I do have voice mail if not available.

I have read and understand that if I have any questions about the material on this syllabus,
that I will personally contact Mr. Thomas by speaking, emailing, or contacting him.

____________________________ ____________________________
Student Signature Parent/Guardian Signature

____________________________
Parent/Guardian Email (print please)

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 American & World History Syllabus

Rules for Civil Discussion

Response Group Transparency

‰ You must stand and let the class know what group
number you represent.

‰ You must begin with the statement, “_____________

(previous group), our group agrees/disagrees with your
groups ideas because…”

‰ You must base your argument on evidence or

information from the lesson, reading, or notes.

‰ You must ask the remaining groups’ presenters to raise

their hand.

‰ You must call on the next presenter by name.

‰ You must sit and listen to the remaining groups.

‰ The role of the presenter must rotate until every person

in the group has presented.

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