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After reading the article "9 Tips for Using AI for Learning" I had ChatGPT create 3 different versions of answers to AAQ writing prompts. I instructed it to make one perfect, one in the middle and one bad one. I then had the students grade them based on the rubric from College Board. The line "by taking on the role of an editor, students can actively develop a better understanding of what makes an essay successful" made a lot of sense to me. Reading a rubric is one thing, see examples of what is good and bad is completely different. It makes it feel more real and gives them tangible evidence to draw on when writing.

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I made a custom GPT to help AP music theory students practice their identification and naming of diatonic Roman numeral chords in major and minor keys

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Using AI for sizing projects from a photograph

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Using AI for sizing projects from a photograph

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give approximate size of this coffee table,

This looks like a fairly standard rectangular living-room coffee table with a thin steel frame and solid wood top. Based on the proportions, a good approximation would be:

Length: 48–54 inches (122–137 cm)

Width: 24–30 inches (61–76 cm)

Height: 16–18 inches (41–46 cm)

Most likely close to:

50" L × 26" W × 17" H

The metal tubing appears to be about:

1"–1.5" square steel tubing

Wood top thickness around 1"–1.5"

The diagonal bracing suggests it’s designed for rigidity across a longer span, which is common in tables around 4–4.5 feet long.

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I designed an infographic that explains the stoplight system, which also guides students in determining what light color applies to which areas of the course. The graphic highlights the stoplight system, course themes, specific assignments, and how AI can/cannot be utilized with important activities from each time period

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I asked Rainia to help be an online tutor for students as they prepared for a Vietnam War test

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I asked Rainia to help be an online tutor for students as they prepared for a Vietnam War test

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I asked Rainia to help be an online tutor for students as they prepared for a Vietnam War test. It was able to challenge the students differentially and be an extremely valuable resource as they dove deeper into their autonomous learning process.

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I designed a Grade 12 Hamlet AI Stoplight Poster that clearly outlines when and how students can use AI during a literary analysis assignment.

This resource is best used as a classroom visual guide to support academic integrity while still allowing students to use AI as a learning tool. It helps students understand expectations during brainstorming (green), drafting (yellow), and final writing (red), and encourages them to think critically rather than rely on AI.

It would work well posted in the classroom, included in assignment instructions, or referenced during writing workshops.

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I asked Raina to create a story about one of our band songs. This is a good way to integrate AI into young students who are in band.

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I asked Raina to create a story about one of our band songs. This is a good way to integrate AI into young students who are in band.

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I used Stable Diffusion to help create an image that can be used for fun storytelling writing in my class.

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Assignment Federalist 10 Anaysis - Diffit

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Assignment Federalist 10 Anaysis - Diffit

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My AP Government students are required to analyze founding documents such as Federalist 10. Diffit was used to create an Evidence Based Analysis.

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I created a flipped classroom in which studetns interact with AI the night before a lesson is to be taught and they come in and practice and asssss their learning in school.

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The article 9 Tips for Ai Learning and Fun) discuss uses AI images to help encourage writing.I used magic AI in canva to create an AI generated image. This image goes along with our third grade unit 5 CKLA unit and I will use it to accompany the student's informational writing prompt about the solar system.

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In this troubleshooting lesson I had Chatgpt generate an html file with several mistakes for students to identify and correct

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I designed this lesson to give students a chance to practice real-time conversation in German with a chatbot. They can introduce themselves, talk about food, school, travel, or hobbies while building confidence and expanding vocabulary. My goal was to make language practice feel authentic, interactive, and fun by using AI as a conversational partner.

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I asked craiyon to create an image of a monkey making a mess in the kitchen to use as a writing prompt. Images can be helpful when students are having a hard time getting started and don't know what to write about.

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ChatGPT was used to create a list of warm-up for my CAD 1 class using the drafting program, OnShape.

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This is a digital citizenship lesson I created using MagicSchool AI, focusing on online safety and privacy. I plan to teach it at the start of the school year to help students understand how to use technology responsibly. As part of the lesson, I’ll also introduce the AI Stoplight framework to guide them on when AI tools are appropriate to use and when they’re not.

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Use of stop model to introduce AI to students.

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Use of stop model to introduce AI to students.

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Students will use Magic schoolAI tool to do research and create a lab by looking at the materials provided by the teacher. This activity will help them create an appropriate prompt for the lab. Provide information to AI about the materials that are available to them. Once the procedure is created then it will be discussed among group members and teacher for final approval.

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Butterfly Life Cycle

LEARNING OBJECTIVE:
Students will be able to identify and describe the stages of the butterfly life cycle.

ASSESSMENTS:
Students will create a visual representation of the butterfly life cycle and label each stage.

KEY POINTS:

The butterfly life cycle has four stages: egg, larva (caterpillar), pupa (chrysalis), and adult butterfly.

Each stage has distinct characteristics and timeframes.

Butterflies undergo metamorphosis, which is a significant transformation from one stage to another.

OPENING:

Begin with a short video showing butterflies in nature to capture students' interest.

Ask students: "What do you think happens to a butterfly before it flies?"

INTRODUCTION TO NEW MATERIAL:

Explain each stage of the butterfly life cycle using visual aids (pictures or models).

Discuss the characteristics of each stage, emphasizing the changes that occur.

Anticipate the misconception: Students may think that butterflies are born as adults and do not understand the metamorphosis process.

GUIDED PRACTICE:

Work together to create a large chart on the board illustrating the life cycle.

Ask questions like:

"What comes first, the egg or the caterpillar?"

"Can anyone describe what happens in the chrysalis?"

Monitor students by walking around and checking their understanding as they participate in the chart creation.

INDEPENDENT PRACTICE:

Students will complete a worksheet where they draw and label each stage of the butterfly life cycle.

Set expectations for quiet work time and remind students to ask for help if needed.

CLOSING:

Have students share their drawings with a partner and discuss what they learned about each stage.

Ask a few students to share one new thing they learned with the whole class.

EXTENSION ACTIVITY:

Provide additional materials for students who finish early to create a 3D model of a butterfly using craft supplies.

HOMEWORK:

Students will observe a butterfly (if possible) or research a butterfly species at home and write a sentence or two about its life cycle.

STANDARDS ALIGNED:

PA Science Standards: 3.5.4.A - Describe life cycles of organisms.

PA Science Standards: 3.5.4.B - Recognize that living things undergo changes as they grow and develop.

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High School Band Resource - Mahic School Team-Builder Generator

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High School Band Resource - Mahic School Team-Builder Generator

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I used the "Team Building" Activity generator to generate ideas for band team building. This is an important step in the marching band season. In my leadership training, I will have section leaders use this tool to plan activties for our section team-building time.

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1.6 - Music, High School, analyzing student survey responses

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1.6 - Music, High School, analyzing student survey responses

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I used Chat GPT to analyze student survey responses about participation in high school band. The survey was on the topic of why students chose to continue in band in high school and the aspects of high school band that they were unsure or anxious about. I used Chat GPT to gather all the repsonses and categorize them by topic. This is very helpful in the process of communication with current middle school band students and talking to them about their concerns/roadblocks to joining high school band/

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Maddy Stricker - Using Magic School and ChatGPT to create jokes for K Morning Meeting 

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Maddy Stricker - Using Magic School and ChatGPT to create jokes for K Morning Meeting 

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In kindergarten, we participate in Morning meeting everyday of the school year. There are times when you may feel like you have run out of fun greetings, shares, or games to play with your class. Using AI is a great way to keep it interesting. Morning meeting is also a great time of the day to teach younger students about AI and to even test it out themselves. I thought one fun way to teach and test AI with my kindergarten class would be to access the joke generator on Magic School. I know that my students would really enjoy this type of activity and it is a low risk place to start teaching some of features of AI, similar to ideas shared in the article.

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I used Magic school to create a Nonsense Word Choice Board where Kindergarten students choose from multiple activities to practice segmenting and blending CVC nonsense words. This resource aligns with the Acadience subtest given to Kindergarten students. It also makes learning and practicing these words more fun by incorporating drawing, movement, puzzles, and story time!

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Assignment 2.1

Third Grade Fluency

I used ChatGPT to help create resources for a student working on their fluency. The student had been reading phrases in isolation. I took the phrases being practiced and used this tool to weave them into multiple passages for the student to continue reading.

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Assignment 1.6: Rubric for 3rd grade literary essay

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Assignment 1.6: Rubric for 3rd grade literary essay

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I used MagicSchool AI to create a rubric to go along with a third grade writing unit. The assignment was to give an opinion about a character focusing on a character trait, a lesson the character learned, or how the character changed. Students were required to give at least two pieces of evidence from the text and explain why their evidence mattered. This rubric is helpful for grading purposes, as well as showing students the strengths of their essay and areas for growth.

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I teach 7th grade ELA, and I had my students use the AI in Canva in order to help them generate images and logos for their Shark Tank project. What I like about this is that students need to be as descriptive as possible before asking the Magic Ai to generate an image, and therefore, it helps them with their word choice in the process and they don't realize it. A lot of groups had cool images of their products produced, and other groups had awesome logos made. They really enjoyed using this because it took the pressure off them trying to find images that wouldn't really make sense for a made up product. I also allowed a yellow light for their product if they couldn't figure out a good name for it! They used Chat GPT for that. I used to be really against its usage, but now I see how, if used properly, it can help with students struggling.

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Activity 2.1: Using AI Appropriately & Conversing in a Foreign Language

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Activity 2.1: Using AI Appropriately & Conversing in a Foreign Language

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I use Sam's article to discuss when to use AI with the students, often pushing a red light signal since I teach ELA, and I want them to formulate their own analytical thoughts. However, I have found in my current unit a yellow light for it, and it's been working out well, which I'll discuss in a later post in this module. Secondly, I used the article, "9 Tips for Using AI for Learning (and Fun!)" to help my teaching in the classroom, specifically with number 8 - Speak With AI in a Foreign Language. I never realized that I could use this over Google translate, and I believe it's better. I currently have an EL student whose primary language in Spanish, and I was able to use Chat GPT to convert my assignments into Spanish so that he could understand them.

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This is designed for second grade and aligns with the IM Unit 7 in math- adding and subtracting numbers to 1,000. I used MagicSchool AI to create this choice board for my class. Each student will choose one of the provided activities as a culminating project for the unit. They will write up a plan for their project once they choose the one they want to do. Next, I am going to have them utilize a MagicStudent room with a tool to generate ideas for their project. This will be our first time using a room, so that will be a fun learning experience for our class. I am eager to see their creations!

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I used Quick Draw as a whole group brain break with my second graders. I also made it available for them to try during choice activity times of the day. It supports them as readers, thinkers and artists.

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Using MagicSchool, I created a chatbot that posed as a person facing a minor injury and called an emergency hotline. The students acted as the hotline operator and, using the emergency flip books they made in class, talked the chatbot through how to help with the emergency.

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I modified a template that I found regarding use of AI in class. What I like particularly about this template is that it outlines specific good uses of AI, as well as disallowed uses. I like that idea, not only telling students how to use it, but by outlining improper use, the gray area is reduced and students better understand expectations.

I will include this in my syllabus moving forward. Even though as a math teacher, I'm generally opposed to much AI usage, I think making expectations clear, both with AI and with lesson goals, everyone can make better decisions when using any online tool.

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TWoznicki Classroom Guidelines for Student AI Use 

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I used stablediffusionweb.com to generate images for students to describe, using French adjectives in complete sentences.

I then used Magicschool AI (Lesson Hook) to generate an activity that could use pictures:

Suggestion was to play bingo (listening/comprehension)

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After our Life Saving Technique lessons. I uploaded the current techniques for CRP and Heimlich Maneuver from ARC into magic school and asked to create a worksheet for fill in the blank step by step procedures. While demonstrating the techniques students could use their worksheet.

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When playing a piece by a famous composer who died a long time ago, I thought it would be cool to learn about that person. I didn't know before reading the article that it was possible to chat with the AI version of that composer. This is a really cool thing to do and will be something that I try to do whenever playing a song or learning about a composer who was influential but is not alive. When the AI version is not available, AI told me that it could give me an in-depth summary about that person, which is also very good information to have!

__________________________________

1. Brief Biography
A concise summary of Mozart’s life, key milestones, and his impact on classical music.

2. Listening Guide
A list of famous Mozart pieces (like Eine kleine Nachtmusik or The Magic Flute) with discussion questions about mood, instruments, and style.

3. Timeline Activity
A worksheet where students place major events from Mozart’s life in chronological order.

4. Fun Facts Sheet
Interesting tidbits about Mozart’s childhood prodigy status, favorite instruments, and compositions.

5. Creative Writing Prompt
Ask students to imagine meeting Mozart and write a short dialogue or letter.

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Since we will be adjusting our ELA curriculum next year I used AI to help create a new syllabus. I wanted to have a new outline that focuses on the importance of not using AI incorrectly.

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I had chat GPT create a lesson plan to have students create a haiku poem. Most of the poetry that we write in my class are longer pieces. For this reason I wanted to see what kind of interesting twist CHATGPT would have for a haiku poem for my 6th graders!

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MagicSchool Tools: Sentence Starters (3rd grade - ELD) 

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MagicSchool Tools: Sentence Starters (3rd grade - ELD) 

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In a previous post, I had mentioned using MagicSchool to create a 3rd grade ELD lesson plan on the role of wolves in the ecosystem of Yellowstone National Park and how their reintroduction affected the balance of nature. After exploring the features of MagicSchool a little more, I included sentences starters for this lesson that would help my ML students begin their thought process on the topic being discussed:

Wolves are important in the Yellowstone ecosystem because __.

When wolves were reintroduced to Yellowstone, the balance of nature changed by __.

One way wolves help other animals in the park is __.

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Fairytales Unit Plan- 5 days

Created on Magic School AI

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I created a mini writing lesson for students in a 3rd grade learning support classroom to use magicschool ai in order to be able to expand simple sentences. Students who struggle with both reading comprehension and therefore with written expression would benefit from this lesson and its activities using magicschool ai.

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Exploring the Magnitude of Numbers Middle School Math

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Exploring the Magnitude of Numbers Middle School Math

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I chose this topic because students are generally shocked at the magnitude of numbers. When they learn things like they won't be 1 billion seconds years old until they are 30, they are shocked by these numbers; especially when they learn it's 999 billion away from a trillion.

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AI Number Sense Lesson Plan for 6th Grade

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After reading the article, 9 Tips for Using AI for Learning (and Fun!), I learned about and became intrigued by the idea of using AI for my ML learners. Although the article mentioned using AI to speak in a foreign language, I was curious to see if it could be used for ML learners to learn English skills. I took the opportunity to explore both LearnLingo and TutorLilly. Based on what I explored, TutorLilly may be more beneficial for my beginner ML students because it provides audio as well as written content in my students' home languages.

From an ELD standpoint, I think I could integrate these AI tools into my classroom by having my ML students interact with these tools as additional independent practice while I'm working with other students and/or requiring students to interact with these AI tools as 'exit slips' following a lesson taught that day. TutorLilly would require them to continue to practice their English proficiency skills in listening, speaking, reading and writing.

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Michelle McEvoy - SEL lesson about school-appropriate jokes for 3rd grade class

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Michelle McEvoy - SEL lesson about school-appropriate jokes for 3rd grade class

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After reading the article "Empowering the Little Minds: A Guide to Introducing AI to Children," I edited my AI-generated lesson from Module 1 to add an activity during which the students will use an AI program to create a comic strip or illustration of a school-appropriate joke to then share with their peers.

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3rd Grade SEL Lesson - Joking Appropriately.docx

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Time in math should be spent teaching kids to ask questions about concepts. This gives them the power to have a one on one tutor the way so many great scholars were educated. This truly makes the teacher the facilitator.

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Magic School generated a great lesson for kids understanding when to use the median instead of the mean. This would generate interesting conversation and would enable kids to see the impact of outliers.

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My 7th and 8th grade Spanish classes would definitely benefit from simple uses, like quick reference graphics for vocabulary words and practice games for comprehension. However, the intriguing activity I took from the 9 Tips article was chatting in a foreign language. I wasn't aware this existed. Old school pen pals, which is what I did back in the day took an extremely long time because we had to wait for actual mail, but this is not only instant, but safe. Once the internet became viable, students could quickly gain a pen pal, but they were extremely difficult to vet. This is instant, safe, and provides a realistic conversation.

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I used the play generator to have my students create a play about the immune system and the cells involved.

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I asked AI to create a presentation based on the article: A Stoplight Model for Guiding Student AI usage.

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I used Magicschool.ai to create a 5 day unit plan for 7th-grade nutrition. It created a detailed plan with a lot of activity ideas.

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Lesson Plan: Wolves of Yellowstone National Park (3rd Grade - ELD)

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Lesson Plan: Wolves of Yellowstone National Park (3rd Grade - ELD)

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I used MagicSchool to create a 3rd grade ELD lesson plan on the role of wolves in the ecosystem of Yellowstone National Park and how their reintroduction affected the balance of nature. I made sure to include both 3rd grade & WIDA language proficiency standards. With the limited experience I have with AI, I'm discovering that integrating visuals with these lesson plans is additional work (outside of the apps) as many of these AI programs struggle to incorporate visuals successfully for ML learners.

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Wolves of Yellowstone National Park - AI

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Due to time constraints and the need to ensure coverage of our space unit, we had to streamline our severe weather instruction. However, student interest in storms—especially tornadoes and hurricanes—was extremely high. To capitalize on that engagement while staying on schedule, I used AI to generate a quick, inquiry-based project that allowed students to explore hurricanes in more depth.

Each student or group chose a specific hurricane to research using a guided worksheet. They investigated the storm’s origin, path, category, damage, and response efforts. The entire activity, including a gallery walk to share their findings with classmates, was completed in one class period. Although the content was condensed, the project allowed for student choice, curiosity-driven exploration, and peer learning—delivering meaningful learning in a short timeframe.

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One of the most engaging tools I’ve recently incorporated into my science classroom is the use of AI-powered simulations where students can “chat” with historical figures. Through platforms like MagicSchool’s Character ChatBot, I’ve encouraged students to interact with famous scientists to deepen their understanding of both scientific content and historical context.

For example, during our unit on plate tectonics, my students held a virtual conversation with Alfred Wegener, the scientist behind the theory of continental drift. Using the prompt, “For the rest of this conversation, role-play as Alfred Wegener,” students asked him questions about his life, what inspired his theory, and how his ideas were received at the time. This turned a dry biographical reading into an interactive, inquiry-based experience.

Of course, I also use this as an opportunity to teach critical thinking and source evaluation. AI outputs—especially when role-playing historical figures—can be prone to errors or oversimplifications. I challenge students to compare what the AI "says" with what they’ve learned in class or through independent research. This sparks great conversations around historical accuracy, scientific development, and how ideas are received and evolve over time.

In addition to fostering curiosity, this activity builds skills in evaluating information, formulating questions, and synthesizing knowledge—all in a format that feels fun and modern for students. I’ve found it particularly effective for engaging students who are less likely to connect with traditional text-based research.

I'm excited to keep exploring how AI tools like this can blend creativity, inquiry, and critical thinking in meaningful ways. If anyone else is using similar tools, I’d love to hear how you're applying them!

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Over the past few months, I've been exploring how to integrate AI tools like ChatGPT into my instructional planning and student-facing activities. One specific area where this has been incredibly helpful is in guiding students through the process of synthesizing research for presentations.

Recently, my 6th graders were working on Google Slides about historical figures in science, such as Tycho Brahe. Many of them struggled with turning detailed research into concise bullet points — and even more so with putting that information into their own words for a presentation. I used ChatGPT to help model this process by generating examples that showed how to take a full paragraph of information and translate it into clear, student-friendly bullet points. This gave me a framework to teach the skill more explicitly and allowed students to see how AI can be a support tool rather than a shortcut.

In addition to modeling, I also use ChatGPT to:

Create differentiated “Do Now” prompts that activate prior knowledge or reinforce vocabulary

Modify lesson activities for different learners (e.g., simplifying text or scaffolding questions)

Brainstorm alternative ways to explain a concept or deliver instructions

These tools have become valuable for planning and adapting on the fly, especially when I need to tailor content to meet the needs of my students quickly.

As I continue exploring AI in the classroom, I’m being intentional about teaching students how to use it responsibly — not to do the work for them, but to help them organize, clarify, and build confidence in their learning and presentation skills.

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I used Magic school to create a game called African cichlid jeopardy. The students enjoyed the game and it was a great way to change to way students gained information.

https://docs.google.com/document/d/1x3h2c6LykFoqGSjX3hEEC8Y7vzkmdTWu/edit

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Vocabulary Builder for MLLs

Use Case: Teaching terms like hinge, glutes, explosive, mobility, progressive overload

Have students input unfamiliar terms into Magic Student for:

Definitions in simple English

Visual examples or analogies

Translations, if needed

✅ Great for: Making PE content accessible without dumbing it down

🎥 3. Movement Analysis Reports

Use Case: Students record a movement (e.g., squat, push-up) and describe what went well and what to improve.

Use Magic Student to help them:

Turn raw thoughts into a mini performance report

Identify correct terminology (e.g., "knees caving in," "neutral spine")

✅ Great for: Reflective practice, building sport-specific literacy

🏋️ 4. Workout Designer

Use Case: After a unit on programming or training principles

Have students ask Magic to help design a beginner-level workout for a goal (e.g., hypertrophy, speed, flexibility).

Let them adjust sets/reps/intensity using what you’ve taught.

✅ Great for: Applying knowledge, fostering autonomy

🧠 5. Scenario-Based Decision Making

Use Case: Health and wellness decision-making or team dynamics

Prompt: “Your teammate skips warm-up and gets hurt. What would you say or do?”

Magic helps scaffold reasoning and turn it into a written or verbal response.

✅ Great for: Leadership building, social-emotional learning

🏁 6. Fitness Journals or Training Logs

Use Case: Daily or weekly logs

Students input workouts, Magic helps format and reflect:

“Today I did 3x10 back squats at ___ lbs. I felt ___. Next time, I will ___.”

✅ Great for: Tracking progress over time, especially for athletes

👥 7. Peer Coaching Scripts

Use Case: Teaching students to give constructive feedback

Students ask Magic: “How do I give feedback on deadlift form in a respectful way?”

Result: Student gets a sample script or checklist to use in partner work

✅ Great for: Building communication and peer instruction skills

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Vocabulary Builder for MLLs

Use Case: Teaching terms like hinge, glutes, explosive, mobility, progressive overload

Have students input unfamiliar terms into Magic Student for:

Definitions in simple English

Visual examples or analogies

Translations, if needed

✅ Great for: Making PE content accessible without dumbing it down

🎥 3. Movement Analysis Reports

Use Case: Students record a movement (e.g., squat, push-up) and describe what went well and what to improve.

Use Magic Student to help them:

Turn raw thoughts into a mini performance report

Identify correct terminology (e.g., "knees caving in," "neutral spine")

✅ Great for: Reflective practice, building sport-specific literacy

🏋️ 4. Workout Designer

Use Case: After a unit on programming or training principles

Have students ask Magic to help design a beginner-level workout for a goal (e.g., hypertrophy, speed, flexibility).

Let them adjust sets/reps/intensity using what you’ve taught.

✅ Great for: Applying knowledge, fostering autonomy

🧠 5. Scenario-Based Decision Making

Use Case: Health and wellness decision-making or team dynamics

Prompt: “Your teammate skips warm-up and gets hurt. What would you say or do?”

Magic helps scaffold reasoning and turn it into a written or verbal response.

✅ Great for: Leadership building, social-emotional learning

🏁 6. Fitness Journals or Training Logs

Use Case: Daily or weekly logs

Students input workouts, Magic helps format and reflect:

“Today I did 3x10 back squats at ___ lbs. I felt ___. Next time, I will ___.”

✅ Great for: Tracking progress over time, especially for athletes

👥 7. Peer Coaching Scripts

Use Case: Teaching students to give constructive feedback

Students ask Magic: “How do I give feedback on deadlift form in a respectful way?”

Result: Student gets a sample script or checklist to use in partner work

✅ Great for: Building communication and peer instruction skills

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Lake Malawi slide show 2.1 Mike Krautzel

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Lake Malawi slide show 2.1 Mike Krautzel

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This is a slide show I used in class to talk about Lake Malawi. https://docs.google.com/presentation/d/1LfXE5Pg7YHqOLxovZf7i6tGf0k1mg2-8COsKb8ujAZ0/edit#slide=id.SLIDES_API1981153729_39

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Your Name:
Rich Boyd

Title of Lesson:
Mastering the Hip Hinge – Introduction to the Deadlift

Subject/Course and Grade Level:
Strength and Conditioning / Physical Education – Grades 9–12

Objectives:

Students will demonstrate correct hip hinge mechanics using bodyweight and light resistance.

Students will identify key muscles used in the hip hinge and deadlift (glutes, hamstrings, core, spinal erectors).

MLL students will describe the deadlift movement using sentence stems and visual vocabulary supports.

Materials:

PVC pipes or light training bars

Cones or dowels for hinge drills

Mirrors (if available)

Whiteboard for vocabulary

Muscle diagram posters

Sentence stem handouts and visual word bank (hinge, glutes, hamstrings, flat back, bend, drive, lift)

Introduction:

Start with a question: “What’s the difference between bending your knees and hinging at the hips?”

Use a short video showing a proper vs. poor deadlift.

Briefly explain today’s focus: “Today we learn how to hinge at the hips correctly—the foundation of a strong and safe deadlift.”

Instructional Activities:

1. Teach the Movement – Step by Step

Demonstrate the hip hinge first, without weight.

Use clear cues:

“Push your hips back like you’re closing a car door with your butt.”

“Keep your chest up and back flat.”

“Slight bend in the knees—don’t squat!”

Show incorrect form and explain why it’s unsafe.

2. Use Drills to Build the Pattern

Wall Tap Drill: Students stand 6–8 inches from a wall and try to hinge back until their butt touches the wall without bending knees excessively.

PVC Pipe Drill: Students hold the pipe along their spine (touching head, mid-back, and tailbone) to feel proper alignment while hinging.

3. Transition to Deadlift Form

Introduce the basic deadlift setup using light bars or PVC:

Feet under hips

Hinge, grip bar, drive feet through the floor

Pair students to coach each other using a checklist (with visuals).

Closure:

Quick review: “What muscles are we working?” (Call on a few students or use visual word cards.)

Ask: “Why is hip hinging important in lifting and sports?”

End with a challenge: “Try to teach the hinge to someone at home using what you learned today.”

Formative Assessment:

Observe students during hinge and deadlift practice using a rubric (hip position, back alignment, knee angle).

Quick 2-minute reflection:

“One thing I learned today…”

“One muscle I used during the hinge…”

Support Strategies for MLLs:

Visual Word Bank: Post key terms with images (e.g., hips, glutes, bar, hinge).

Sentence Stems:

“I hinge by moving my ___ back.”

“My back should stay ___.”

“The deadlift works my ___ and ___.”

Demonstration First, Then Verbal: Always show the movement first—talk less, model more.

Partner Coaching: Pair MLLs with supportive peers who can help explain directions.

Use Gestures: Reinforce terms like “hinge,” “glutes,” or “lift” with consistent body cues.

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I use Magic school for all my lessons. My favorite tools are the slide show, quiz and worksheet features

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I have a student who LOVES music. I used song generator as a writing tool with her to create a song about her favorite things and people. She loved being a part of the process and then reading/singing the song afterwards

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I read the article about AI tutors. I teach life skills students who need repetition of skills. I frequently have parents who would like to practice the skills at home but don't know how to effectively work with their child to meet their complex learning needs. I am considering using AI tutors and video models to show parents how to support their child at home in providing repeated practice of skills

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I used magic school to create a social story for a student starting a new landscaping job. My student needs support with conversation skills with coworkers and managers.

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Using AI Tutor, I created a middle school band course. The focus on one of the modules was band culture and the origins of band music. This seems like a great resource for students. Next, I would like to create a course that is an introduction to an instrument for beginners. One of the challenges we face in the middle school music department is getting new students involved. We do not have small group lessons in our master schedule so, starting beginners has been quite tough. Creating a course with guided lessons though AI Tutor seems like an amazing option.

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I used MagicSchool for the first time and was really impressed with the options it has for the music classroom. One of the first tools that popped up was a Song Generator. So I thought I could use this as a classroom expectation norm. Here is what it gave me! I had it use "Twinkle Twinkle Little Star" and provided a few example classroom expectations.

Room Rules Rock

Twinkle, twinkle, band room light,
Here are rules to make things right!
When our teacher starts to speak,
Quiet hands and open ears we'll keep.
Twinkle, twinkle, music's art,
Respect is where we'll always start!

Take good care of each guitar,
Trumpet, drums, and all things are
Precious tools we'll gently hold,
Treat them kindly, smooth and bold.
Twinkle, twinkle, band room crew,
Kindness is our golden rule too!

Listen close and play your part,
Engage in class with all your heart.
Be respectful, nice, and true,
To your teacher and classmates too.
Twinkle, twinkle, music's song,
In Mrs. Kynett's band, we belong!

Instruments we'll handle well,
Each musician has a tale to tell.
Gentle hands and friendly smile,
Making music all the while.
Twinkle, twinkle, band room bright,
Our music rules are pure delight!

I think I could edit this and have students come up with their own expectations at the start of the school year. They could also vote on the tune of the song. I just picked Twinkle Twinkle Little Star this time :)

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I used ChatGPT to help develop a generational interview assignment for my Sociology classes.

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Macbeth Summary for 11th grade learning support student with receptive language deficits.

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Macbeth Summary for 11th grade learning support student with receptive language deficits.

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I used ChatGPT to summarize Macbeth as a review for a student on my caseload that has difficulty understanding written language (especially in Shakespearean style). I first asked for a summary and was provided with key points from each Act. ChatGPT then asked if I wanted a "fun retelling" which appealed to my student.....

🎭 Macbeth: The Chaotic SparkNotes Meme Edition 🎭

👑 Witches:
“Hey Macbeth, wanna be king?”
🧠 Macbeth:
Say less.

⚔️ Macbeth:
Wins a battle, chillin’
⚡️ Witches:
You’re gonna be king! But also... beware Macduff, and BTW Banquo’s kids will steal your crown.

💅 Lady Macbeth:
If you don’t murder Duncan, you’re not a man.
🔪 Macbeth:
Fine. stabs Duncan
💀 Duncan: ded
👑 Macbeth: I AM KING NOW

👻 Macbeth:
Banquo knows too much... has him killed
😬 Also Macbeth:
Why is Banquo’s ghost at my dinner party?

🧙‍♂️ Witches again:
You’ll be fine unless a forest moves or someone not born of a woman fights you.
🧠 Macbeth:
I’m INVINCIBLE 😎

🔥 Meanwhile, Lady Macbeth:
“Out, damn spot!”
🛏️ spirals into guilt-induced madness
💀 Lady Macbeth:
Unalives herself

🌲 Army:
Literally carries trees from Birnam Wood to Macbeth’s castle like “surprise”
😱 Macbeth:
NO WAY

🗡️ Macduff:
BTW I was born via C-section 😏
⚔️ kills Macbeth
👑 Malcolm:
Anyway, I’m king now.

Moral of the Story:

If witches tell you something cryptic, maybe... don’t kill the king??

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Assignment 1.6 Classroom Management Lesson 

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Assignment 1.6 Classroom Management Lesson 

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I created a lesson plan to implement appropriate voice levels by relating the noise levels to real world environments so students can relate to how their voice should sound in the classroom.

🎯 Lesson Plan: Understanding Voice Levels in Different Settings

Grade Level: K–3
Subject: Social Skills / SEL / Behavior Management
Lesson Duration: 30–45 minutes
Objective:
Students will identify and demonstrate appropriate voice levels for different public settings using a fun and engaging mode-based system.

🧠 Materials Needed

Printable anchor charts (see below)

Voice level visual scale (0–4)

Scenario cards (e.g., “You’re in a coffee shop talking to a friend.”)

Whiteboard or chart paper

Markers

Optional: role-play props (menus, shopping items, movie tickets, etc.)

📚 Voice Level Scale (to be used across all modes)

Level

Name

Description

0

Silent

No talking

1

Whisper

Only your neighbor can hear

2

Table Talk

Group conversation level

3

Presentation

Everyone in the room can hear

4

Outside Voice

Playground voice

🏁 Lesson Steps

1. Introduction (5–10 minutes)

Display the Voice Level Scale.

Discuss each level and give an example.

Ask students why different places require different voice levels.

2. Teach the Modes (10 minutes)

Introduce each “mode” one by one using anchor charts:

Movie Theater Mode → Level 0 (Silent)

Coffee Shop Mode → Level 1 (Whisper)

Restaurant Mode → Level 2 (Table Talk)

Supermarket Mode → Level 3 (Presentation/Occasional louder talking)

Show visuals and discuss behaviors in each.

3. Guided Practice (10 minutes)

Use scenario cards for each mode.

Have students act them out using the correct voice level.

Reinforce with positive feedback or correction.

4. Independent/Group Practice (5–10 minutes)

In small groups, students sort behaviors or pictures into the correct mode/voice level.

Optionally, students create their own mode posters.

5. Wrap-up (5 minutes)

Review modes and voice levels.

Ask reflective questions:

“Which mode do you think we use in the library?”

“What happens if someone uses a level 4 voice in a movie theater?”

6. Extension/Practice

Add mode signs to classroom areas as visual cues.

Use during transitions or group work to remind students of expected volume.

🖼️ Anchor Charts (Text Descriptions)

🎬 Movie Theater Mode – Level 0

Voice Level: Silent

Why: So everyone can enjoy the movie.

Examples: Watching a video, listening to a story.

☕ Coffee Shop Mode – Level 1

Voice Level: Whisper

Why: People are reading, working, or talking quietly.

Examples: Partner reading, working in the library.

🍽️ Restaurant Mode – Level 2

Voice Level: Table Talk

Why: You’re chatting with people at your table but not shouting.

Examples: Group discussions, lunchroom conversation.

🛒 Supermarket Mode – Level 3

Voice Level: Presentation voice

Why: It’s okay to speak louder to ask for help or find someone, but not yell.

Examples: Asking a question in class, sharing an idea with the whole group.

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Assignment 2.4 Science of Reading Phonics Lesson Words, Fluency Phrases and Passages 

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Assignment 2.4 Science of Reading Phonics Lesson Words, Fluency Phrases and Passages 

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I used Chat GPT to create a phonics lesson using a specific vowel team rom our Fundations Program. The progression starts with blending words, then reading the words in phrases or sentences, and finally reading a passage. I also added comprehension questions and multiple choice questions. This can be used as whole group or with a small group.

AI & AY Words

1. Rain

2. Train

3. Pain

4. Sail

5. Brain

6. Day

7. Play

8. Stay

9. Gray

10. Tray

AI & AY Phrases

1. The rain fell softly.

2. She took the train to school.

3. He felt a sharp pain in his leg.

4. The boat had a white sail.

5. Use your brain to solve the puzzle.

6. It was a sunny day.

7. They love to play outside.

8. Please stay here.

9. The sky looked gray before the storm.

10. He carried a food tray to the table.

Second Grade Passage with AI & AY Words

A Rainy Day

One day, Mia looked out the window and saw gray clouds. Soon, the rain started to fall. She wanted to go outside to play, but her mom said she had to stay inside. Mia felt a little pain in her heart because she loved playing outside.

Her brother, Jake, had an idea. “Let’s build a fort with a big sail like a ship!” he said. Mia smiled and used her brain to help. They put pillows and blankets on a tray and pretended they were on a boat.

Even though it was a rainy day, they had fun using their imaginations.

Would you like me to adjust the passage or add anything else? 😊

You said:

comprehension questions

ChatGPT said:

Here are comprehension questions for the passage “A Rainy Day”:

Comprehension Questions

1. What did Mia see when she looked out the window?

2. Why couldn’t Mia go outside to play?

3. How did Mia feel when she had to stay inside?

4. What idea did Jake have?

5. What did Mia and Jake use to build their fort?

6. What did they pretend their fort was?

7. Did Mia and Jake have fun even though it was raining?

8. What word in the story means "a large cloth used to catch wind on a boat"?

9. Find two words in the passage that rhyme with “day.”

10. Why do you think using their imaginations helped Mia and Jake have fun?

Would you like a printable version or a multiple-choice format for these?

You said:

multiple choice

ChatGPT said:

Here are the multiple-choice comprehension questions for the passage “A Rainy Day”:

1. What did Mia see when she looked out the window?

A. A rainbow
B. Gray clouds
C. A bird flying
D. A sunny sky
✅ Answer: B. Gray clouds

2. Why couldn’t Mia go outside to play?

A. She was sick
B. It was too hot
C. It was raining
D. She had homework
✅ Answer: C. It was raining

3. How did Mia feel when she had to stay inside?

A. Excited
B. Happy
C. Hungry
D. Sad
✅ Answer: D. Sad

4. What idea did Jake have?

A. Watch a movie
B. Build a fort
C. Make cookies
D. Read a book
✅ Answer: B. Build a fort

5. What did Mia and Jake use to build their fort?

A. Chairs and a table
B. Toys and books
C. Pillows and blankets
D. Towels and string
✅ Answer: C. Pillows and blankets

6. What did they pretend their fort was?

A. A rocket
B. A school
C. A boat
D. A tent
✅ Answer: C. A boat

7. Did Mia and Jake have fun even though it was raining?

A. No
B. Yes
C. A little
D. Not sure
✅ Answer: B. Yes

8. What word in the story means “a large cloth used to catch wind on a boat”?

A. Tray
B. Brain
C. Sail
D. Play
✅ Answer: C. Sail

9. Which two words rhyme with “day”?

A. Gray and tray
B. Rain and pain
C. Brain and train
D. Stay and sail
✅ Answer: A. Gray and tray

10. Why do you think using their imaginations helped Mia and Jake have fun?

A. It made the day feel shorter
B. It kept them warm
C. It helped them sleep
D. It turned a boring day into an adventure
✅ Answer: D. It turned a boring day into an adventure

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Assignment 2.1 Looking at AI with a student lens

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Assignment 2.1 Looking at AI with a student lens

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🧒 Summary for 2nd Grade Level Teachers

The article explains how teachers can use AI (artificial intelligence) helpers to support students at home and then use class time for fun, creative projects. One example is letting kids draw a character or scene and then use AI tools to make the drawings move or talk! This helps students be excited about learning, practice storytelling, and explore technology in a safe, simple way.

🎨 2nd Grade Lesson Plan: Bringing Drawings to Life with AI

Theme: My Magical Animal (or character of choice)

Objective:
Students will draw a character or animal and use a simple AI tool to make it move or talk, combining creativity with early digital skills.

🗓️ Day 1: Meet My Character

Mini-lesson: Read a short story or show a video with fun characters (e.g., “The Gruffalo”).

Activity: Students draw their own magical creature or character.

Optional At-Home (Flipped) Task: With parent help, watch a short video on how stories are told with pictures.

🗓️ Day 2: What’s the Story?

Mini-lesson: Talk about beginning, middle, and end of stories (use a story map).

Activity: Students write or dictate a short 3-sentence story about their character:

Who it is

What it wants

What happens

🗓️ Day 3: Bring it to Life!

Mini-lesson: Introduce a simple AI tool such as:

ChatterPix Kids (makes a photo talk)

Toontastic 3D (lets students animate scenes)

Activity: Students upload a photo of their drawing and record their voice or choose a voice with help.

🗓️ Day 4: Share & Celebrate

Activity: Class shares their animated drawings.

Reflection: “What did you like about making your drawing come to life?” (Class discussion or simple sentence writing)

📦 Materials Needed:

Drawing supplies

Tablets or computers with ChatterPix Kids or Toontastic

Internet access (optional for home video)

Optional: parent note for flipped task

✅ Assessment:

Participation in each activity

Effort in drawing and storytelling

Ability to follow directions with the AI tool

Verbal or written reflection

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DBQ Essay for Honors 10th grade European history. All docs and rubric were created using magicschool.

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This WWI lesson plan uses AI to flip the classroom, allowing students to learn foundational content—such as the causes, events, and realities of trench warfare—at home through AI tutors like ChatGPT or Khanmigo. By doing so, class time is freed up for active learning, including primary source analysis, collaborative discussions, and an immersive trench warfare simulation. Inspired by Ethan Mollick’s article “Using AI Tutors to Flip Your Classroom,” the lesson reflects the key idea that AI can personalize at-home learning and allow teachers to focus on deeper engagement during class. It highlights how AI is not a replacement for teaching but a powerful tool to enhance instruction, encourage critical thinking, and make history more interactive and meaningful for students.

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I used magicschool to provide different options for students to demonstrate their understanding of WWI using the choice board option.

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Exploring MagicSchool.AI ABC Assignment- Academic Methods class

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Exploring MagicSchool.AI ABC Assignment- Academic Methods class

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I will be helping my students explore the tools available to them on MagicSchool.ai.

✨ Exploring MagicSchool Student Tools

Time: ~15 minutes
Purpose: Learn how to use MagicSchool’s AI tools to help you study and stay organized.

🔹 Part 1: Required Tool — Study Prep (7 minutes)

1. Go to the MagicSchool Student Tools.

2. Open the “Study Habits” tool.

3. Pick a topic from one of your classes (science, English, history, etc.).

4. Use the tool to generate a study guide or practice questions for that topic.

📍 Write the following in your notebook or on a Google Doc:

What topic did you choose?

What kind of help did the tool give you?

Do you think this would help you prepare for a test or quiz? Why or why not?

🔹 Part 2: Free Choice Tool (6 minutes)

1. Look through the other tools on the site.

2. Choose one that looks interesting or helpful to you (examples: Flashcard Generator, Feedback Helper, Reading Simplifier, etc.).

3. Try it out!

✍️ Then answer:

Which tool did you choose?

What did it do?

Would you use this again? Why or why not?

✅ Turn In:

Submit your answers to both parts (on paper or digitally) before the end of class or by [insert deadline].

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Stoplight AI Guidelines Mini-Lesson for Middle and High School

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Stoplight AI Guidelines Mini-Lesson for Middle and High School

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With support from ChatGPT, I developed a mini-lesson to teach students about Sam Mormando's stoplight analogy for AI usage in school. I like how it encourages students to evaluate given scenarios and helps them develop the understanding needed to evaluate their own usage.

🎯 Lesson Objective

Students will understand the Stoplight Model for AI use and apply it to classroom tasks to develop responsible decision-making about when and how to use AI tools.

🕒 Time: 15 Minutes

🔹 1. Hook & Intro (3 minutes)

Ask: “Have you ever used AI like ChatGPT, Grammarly, or image generators for schoolwork?”

Quick Poll (show of hands): Who has used AI? For what kinds of assignments?

Transition: “As AI becomes more common, it’s important to know when it’s okay to use it—and when it’s not. That’s where the Stoplight Model comes in.”

🔹 2. Teach: The Stoplight Model (4 minutes)

Present a visual (slide or board drawing) of a stoplight:

🟥 Red Light: AI is not allowed (e.g., tests, personal essays).

🟨 Yellow Light: AI is allowed with permission (e.g., research help, group projects).

🟩 Green Light: AI is encouraged with guidance (e.g., brainstorming, coding, creative writing).

Give quick examples of each and explain why these categories exist (e.g., to support learning, prevent plagiarism, foster creativity).

🔹 3. Apply: Student Sorting Activity (6 minutes)

Materials: Handout or slide with 6–8 brief scenarios (see below).

Instructions:

In pairs or groups of 3, students will sort the tasks into Red, Yellow, or Green light categories.

Ask: Would AI use be okay here? If yes, under what conditions?

Sample Scenarios:

1. Writing a personal college essay

2. Using ChatGPT to brainstorm debate arguments

3. Asking AI to solve a math problem on homework

4. Creating a poem using an AI tool

5. Asking AI to summarize a book chapter

6. Taking a multiple-choice test

🔹 4. Discuss & Debrief (2 minutes)

Review answers as a class: “Who placed #3 in Yellow? Why?”

Ask: “Why is it important to have clear guidelines for AI use?”

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Unit plan for teaching Chemistry Covalent Nomenclature Unit (cotaught) 10th Grade CCP

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Unit plan for teaching Chemistry Covalent Nomenclature Unit (cotaught) 10th Grade CCP

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AI Generated Unit Plan: Chemistry Covalent Nomenclature

Day 1: Introduction to Covalent Bonds

Objective: Students will understand the basic concepts of covalent bonding and the differences between ionic and covalent bonds.

Activities:

Introduction to covalent bonds via a video presentation.

Class discussion comparing ionic and covalent bonds.

Group activity: Students create a Venn diagram to illustrate differences and similarities between ionic and covalent bonds.

Assessment: Exit ticket with a reflection on the differences between ionic and covalent bonds.

Key Points: Definition of covalent bonds, examples of covalent compounds, and comparison with ionic bonds.

Standard Addressed: HS-PS1-1: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Day 2: Naming Covalent Compounds

Objective: Students will learn how to name simple covalent compounds using prefixes.

Activities:

Direct instruction on covalent nomenclature rules and prefixes (mono-, di-, tri-, etc.).

Practice worksheet where students name given formulas.

Class discussion on common mistakes in naming.

Assessment: Quiz on naming covalent compounds.

Key Points: Prefixes used in covalent nomenclature, rules for naming compounds, and examples of common covalent compounds.

Standard Addressed: HS-PS1-2: Construct and revise an explanation based on evidence for the role of the atom in chemical reactions.

Day 3: Writing Formulas for Covalent Compounds

Objective: Students will learn how to write chemical formulas for given names of covalent compounds.

Activities:

Interactive lecture explaining how to derive formulas from names.

Pair work where students convert names to formulas and vice versa.

Use of molecular model kits to visualize compounds.

Assessment: Worksheet on writing formulas for covalent compounds.

Key Points: Steps for converting names to formulas, the significance of prefixes, and how to represent molecules.

Standard Addressed: HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances.

Day 4: Real-World Applications and Practice

Objective: Students will explore the real-world applications of covalent compounds and practice naming and writing formulas.

Activities:

Group research project on common covalent compounds used in everyday life.

Presentation of findings to the class.

Practice problems on naming and writing formulas.

Assessment: Group presentation rubric and individual practice problems.

Key Points: Importance of covalent compounds in daily life, practice with nomenclature, and collaboration in research.

Standard Addressed: HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs.

Day 5: Review and Assessment

Objective: Students will demonstrate their understanding of covalent nomenclature through review activities and a summative assessment.

Activities:

Review game (e.g., Jeopardy) covering key concepts from the week.

Individual study time followed by a summative assessment on covalent nomenclature.

Assessment: Summative assessment on naming and writing formulas for covalent compounds.

Key Points: Review of all concepts covered in the unit, importance of mastering covalent nomenclature, and test-taking strategies.

Standard Addressed: HS-PS1-5: Apply scientific reasoning to construct and defend an explanation for the outcome of a simple chemical reaction.

Culminating Activities Suggestions

1. Covalent Compound Poster: Students create a poster of a covalent compound, including its name, formula, and real-world uses.

2. Covalent Compound Presentation: Students present a research project on a specific covalent compound, discussing its properties and applications.

3. Interactive Game: Develop a board game where students must answer questions related to covalent nomenclature to advance.

Standards Addressed:

HS-PS1-1

HS-PS1-2

HS-PS1-3

HS-ETS1-3

HS-PS1-5

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I created my class, and one of the tools I added was the rap battle. Personalities of the Civil War clashed in politics and on the battlefield, creating many rivalries. Thsi would be neat for the kids to select ove of the possible stand-offs. Here is my example:

Epic Civil War Leadership Rap Battle: Abraham Lincoln vs Jefferson Davis

[Lincoln]
Listen up, Davis, let me make this clear
I'm preserving the Union, that's why I'm here
Leading with honor, through dark and light
Fighting for freedom, doing what's right
From humble beginnings, splitting rails to the top
Leading the nation, this division must stop
The Emancipation Proclamation set the course
For liberty and justice, no room for remorse

[Davis]
Mr. Lincoln, you claim to know the way
But the South's independence is here to stay
West Point trained, I led with pride
Confederate states standing side by side
Secretary of War, I knew the game
Now President of the South, that's my claim
States' rights and tradition, that's our call
But your northern aggression caused it all

[Lincoln]
A house divided cannot hope to stand
That's why I'm working to unite this land
With malice toward none, charity for all
Together we rise, divided we fall
The Union must endure, this is our test
Democracy's survival, that's my quest
History will judge our actions here
And show which path was right and clear

[Davis]
Your blockades and armies may seem strong
But our cause will prove you wrong
Confederate pride won't bend or break
Even with all that's at stake
From Richmond to Mississippi's shore
We'll defend our rights, that's what for
But history shows how this would end
The nation would heal and slowly mend

[Lincoln]
Now let's conclude this verbal fight
And focus on what made America bright
Through bitter conflict, we did learn
That peace and unity would return
One nation, indivisible at last
Learning lessons from the past
For future generations to see
How we became the land of the free

Note: This educational rap battle focuses on historical leadership perspectives during the Civil War while maintaining appropriate content for students. It emphasizes the different viewpoints of both leaders while acknowledging the eventual reunification of the nation.

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Imagine a press conference was held in the moments after a significant event. I created a ChatGPT prompt which allows students to play the role of the press corp to ask questions that they are curious about. This particular prompt supposes that Lincoln allowed press questions moments after delivering the Gettysburg Address.

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Decodable Text based on the start of the Civil War

Rationale for the activity:

By giving the students simple and broad opening content, the students can answer leading questions to generate thoughtful conversation about a new topic that they may have some basic background.

Text 1:
In 1861, the war began.
The North and South did not agree.
They had a fight about slaves.

Text 2:
The South wanted to keep slaves.
The North said no, it is not right.
The South left the Union.

Text 3:
At Fort Sumter, shots rang out.
This was the start of the Civil War.
Many men would fight and fall.

Discussion Questions about the Start of the Civil War

1. What were the main reasons for the conflict between the North and South?

Encourage students to explain the differences in views on slavery and states' rights.

2. Why do you think the South decided to secede from the Union?

Discuss the motivations behind secession and how it reflected their values.

3. What was the significance of Fort Sumter in the beginning of the Civil War?

Explore why this event is considered the start of armed conflict.

4. How did the election of Abraham Lincoln contribute to the start of the Civil War?

Ask students to consider Lincoln's role and the reactions of Southern states.

5. What impact did the idea of slavery have on the lives of people in the North and South?

Discuss the social and economic differences that arose from the institution of slavery.

6. How might the Civil War have been different if the North and South had reached a compromise?

Encourage students to think about alternative outcomes and their implications.

7. What emotions do you think people felt during this time?

Encourage students to empathize with the feelings of individuals affected by the war.

8. How do you think the Civil War changed the United States after it ended?

Discuss the long-term effects and changes that arose from the conflict.

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Assignment 2.4 - Magic school lesson generator

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Assignment 2.4 - Magic school lesson generator

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Below I used magic school to generate a lesson fro review leading into a project to help students with applying real world trig ratios to solve. I wanted to emphasize this as students have a hard time applying correctly so preparing for them to apply in a real world scenario takes a bit more practice and scaffolding: Trigonometric Applications in Real-World Problems

LEARNING OBJECTIVE:
Students will be able to apply trigonometric functions to solve real-world problems involving angles and distances.

ASSESSMENTS:
Students will complete a series of real-world application problems that require them to utilize trigonometric functions (sine, cosine, and tangent) to find unknown distances and angles.

KEY POINTS:

Trigonometric Functions: Understand sine, cosine, and tangent as ratios of sides in a right triangle.

Applications in Real Life: Identify scenarios like navigation, architecture, and physics where trigonometry is applicable.

Solving for Angles and Distances: Learn to set up and solve equations using trigonometric ratios.

Unit Circle Understanding: Recognize how angles correspond to points on the unit circle for further applications in trigonometry.

OPENING:

Begin with a brief discussion: "Where do you think we encounter angles and distances in our everyday lives?"

Present a short video clip showcasing how architects use trigonometry in building designs.

Pose the question: "How can we use trigonometric functions to determine the height of a building from a distance?"

INTRODUCTION TO NEW MATERIAL:

Present a visual representation of a right triangle and label the sides opposite, adjacent, and hypotenuse.

Explain the definitions of sine, cosine, and tangent with examples.

Introduce a real-world problem: “How can we find the height of a tree if we know the distance from the tree and the angle of elevation?”

Common Misconception: Students may confuse which sides of the triangle correspond to which trigonometric function; clarify by emphasizing the importance of the angle in relation to the sides.

GUIDED PRACTICE:

Work through an example problem as a class: "If you are standing 50 meters from a building and the angle of elevation to the top is 30 degrees, how do we find the height?"

Encourage students to discuss with partners about their thought process.

Provide scaffolded questions:

What is the angle of elevation?

Which trigonometric function should we use?

What information do we already have?

Monitor student performance by walking around and checking for understanding.

INDEPENDENT PRACTICE:

Assign a worksheet with various real-world problems that require the application of trigonometric functions to find unknown angles and distances.

Set clear expectations: Students should work quietly and independently, but can ask for help if needed.

Include problems of varying difficulty to cater to different skill levels.

CLOSING:

Reconvene as a class and ask students to share one real-world application they learned about today.

Conduct a quick exit ticket where each student writes one problem they solved and how they approached it.

EXTENSION ACTIVITY:

Students who finish early can create their own real-world problem involving trigonometry and present it to the class, including the solution process.

HOMEWORK:

Assign a set of problems from the textbook that reinforce the concepts learned in class, including word problems that require the use of trigonometric functions.

STANDARDS ALIGNED:

PA Standard 2.3.10.A: Use trigonometric functions to model and solve problems involving angles and distances.

PA Standard 2.3.10.B: Apply trigonometric ratios to solve real-world problems.

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After reading the article about AI tutoring, I saw the new khanmigo AI support from khan academy. I wanted to test it out as I had not heard of it before and it has been a great website for math support. I found it had a blooket generator so that I could make it auto create questions based on a set of tasks I gave it. It allows me to export it to blooket and which is great because blooket doesn't allow you to edit out questions easily which is great. One thing that I found is that it struggles with generating diagrams, which is a tough thing for AI so my prompt about geometry resulted in good questions but not the types of questions that it often requires students. This is definitely a tool I could see using in other classes.

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Grade 12 - AP US Government & Politics

Lesson Plan: AP U.S. Government and Politics Review Using Class Companion

Grade Level: High School (AP Level)

Title: AP U.S. Government and Politics Review with Class Companion

Duration: 3-5 class periods (45-60 minutes each)

Objectives: Students will:

Review major units and concepts from the AP U.S. Government and Politics curriculum.

Practice applying vocabulary and concepts through interactive tools and activities.

Collaborate with peers to reinforce key themes and prepare for the AP exam.

Materials Needed:

Class Companion for AP U.S. Government and Politics (digital or printed access)

Student devices (laptops/tablets)

Whiteboard or digital collaboration tools (Jamboard, Padlet, etc.)

AP review packets or vocabulary flashcards

Access to practice FRQs and multiple-choice questions

Preparation:

1. Assign each student or group a unit to specialize in (Units 1-5 or full curriculum).

2. Provide students with access to the Class Companion, which includes vocab flashcards, practice questions, and key concepts by unit.

3. Set up review stations or organize a structured review schedule.

Lesson Activities:

Day 1: Overview and Unit Deep Dive

Bell Ringer: Quick quiz (5 questions) on foundational concepts.

Mini-Lecture/Review: Teacher highlights key themes across all units.

Group Work: Students use Class Companion to review their assigned unit and prepare a mini-presentation (vocab + key concepts + 2 MCQs + 1 FRQ-style question).

Day 2-3: Student Presentations & Game-Based Review

Student Presentations: Each group presents their review slides/questions. Peers take notes and answer sample questions.

Class Companion Games: Use built-in vocabulary flashcards, match-ups, or review games.

Reflection: Students note 3 takeaways and 1 question from each unit.

Day 4: FRQ Practice and Strategy

Practice Writing: Students answer a practice FRQ (from College Board or Companion resource).

Peer Review: Use rubrics to provide feedback.

Whole Class Discussion: Share tips for tackling FRQs and reviewing rubric expectations.

Day 5: Full Class Review & Jeopardy/Game Day

Review Game: Use Kahoot, Quizizz, or Jeopardy based on Class Companion content.

Study Planning: Students create individual study plans using the Companion and teacher resources.

Exit Ticket: One concept they still need to review + one concept they feel confident about.

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Students can you Chat GPT to ask James Madison questions.

Lesson Plan: A Question and Answer Session with James Madison

Grade Level: High School (AP Government / Civics)

Title: Interviewing James Madison: A Conversation Across Time

Duration: 1-2 class periods (45-60 minutes each)

Objectives: Students will:

Deepen their understanding of the U.S. Constitution and separation of powers.

Analyze how government powers have evolved since the Founding Era.

Engage in critical thinking and role-play by interviewing a historical figure.

Develop and ask thoughtful questions rooted in historical and contemporary contexts.

Materials Needed:

James Madison background reading (provided by teacher or textbook)

Excerpts from The Federalist Papers (#10, #51)

Modern articles on presidential power and judicial review

Access to classroom presentation tools or props for role-play (optional wig or costume for the student/teacher playing Madison)

Rubric and student worksheet for questions and reflections

Preparation (Prior to the Lesson):

1. Assign a short reading on James Madison’s role in the Constitution and the Federalist Papers.

2. Have students review the basic functions and powers of each branch of government.

3. Provide recent examples of expanded presidential power or notable Supreme Court decisions.

Lesson Activities:

Day 1: Preparing for the Interview

1. Hook (5-10 min): Play a short video or read a quote from James Madison about tyranny or the separation of powers.

2. Mini-Lecture/Discussion (10-15 min): Review the roles of each branch and how Madison envisioned them.

3. Question Brainstorming (20 min): In small groups, students write 3-5 thoughtful questions they would ask Madison about the Constitution, presidential power, political parties, judicial review, etc.

4. Homework: Finalize questions and submit them to the teacher or designated "James Madison" student.

Day 2: Madison Q&A Session

1. Set the Stage (5 min): Introduce James Madison (played by a student or teacher in costume or character).

2. Q&A Session (30-40 min): Students ask their questions; "James Madison" answers in modern language but with historical accuracy.

Optional: Allow for follow-up questions.

Encourage respectful dialogue and clarification questions.

3. Reflection (10-15 min): Students write a brief paragraph or complete a worksheet:

What surprised them about Madison’s responses?

How do Madison’s ideas apply to current issues in government?

Assessment:

Participation in question development and the Q&A session (10 pts)

Quality and relevance of student questions (10 pts)

Written reflection or worksheet (10 pts)

Total: 30 points

Extensions:

Create a video or podcast of the Q&A session.

Host a debate: "What would Madison think of today’s presidency?"

Compare James Madison's views with those of another founder like Hamilton or Jefferson.

Standards Alignment:

AP Government: Units 1, 2, and 3 (Foundations of Democracy, Branches of Government, Civil Liberties)

C3 Framework: D2.Civ.5.9-12, D2.Civ.8.9-12, D2.Civ.10.9-12

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Civic Engagement Project Lesson Plan

Grade Level: High School (AP Government / Civics)

Project Title: Get Out the Vote + Interest Group Advocacy Campaign

Duration: 2 weeks (can be adjusted)

Objectives Students will:

Understand the importance of voter turnout and civic responsibility.

Apply knowledge of political participation by creating a PSA to encourage voting.

Analyze the role of interest groups in American politics.

Create and promote a fictional interest group with an action plan to influence legislation.

Standards Alignment

AP Government Standards

Unit 5: Political Participation

Unit 4: American Political Ideologies and Beliefs

C3 Framework

D2.Civ.8.9-12: Evaluate social and political systems.

D2.Civ.10.9-12: Analyze the impact of political and social processes.

D2.Civ.14.9-12: Analyze historical and contemporary means of changing societies.

Materials Needed

Cameras or smartphones for video production

Access to design tools (Canva, Google Slides, etc.)

Internet access for research

Rubrics and peer evaluation forms

Part 1: Get Out the Vote (GOTV) Campaign Goal: Create a public service announcement encouraging voter participation.

Student Deliverables:

A 30–60 second video PSA OR

A digital poster or newsletter campaign (with accompanying written explanation)

Steps:

1. Research current voter turnout statistics and barriers to voting.

2. Draft a message and select a target audience (e.g., young voters, first-time voters).

3. Script, storyboard, and produce the PSA or design the poster.

4. Present to class and discuss key messaging and impact.

Part 2: Create an Interest Group Advocacy Campaign Goal: Simulate how an interest group influences legislation.

Student Deliverables:

A letter to a member of Congress

A 30–60 second commercial or PSA

A one-page website mockup (Google Site, Canva, or slides)

Steps:

1. Form interest groups around a common cause or issue.

2. Identify a piece of legislation or propose one that aligns with your cause.

3. Draft persuasive materials:

Letter to Congress

Advocacy commercial

Website with your mission, issue, and action plan

4. Present your full campaign to the class.

Assessment Rubric (50 points total)

CategoryExceeds (10 pts)Meets (8 pts)Developing (6 pts)Beginning (4 pts)Research & ContentThorough, accurate, deep understandingMostly accurate, good understandingSome errors, limited depthInaccurate or missing contentCreativity & PresentationEngaging, highly creative, polishedClear, creative, mostly polishedSomewhat engaging, needs polishLacks creativity or clarityCivic Knowledge & ApplicationDeep application of civic principlesApplies concepts with insightLimited application of government conceptsWeak/no civic connectionCollaboration & TeamworkExcellent cooperation, all contributedMost participated, positive collaborationUneven participation or minor conflictPoor teamwork/lack of collaborationPersuasiveness & MessagingExtremely persuasive, compelling messageClear and persuasiveSomewhat persuasive, message needs workWeak or unclear message

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Magic School: Behavior Intervention Support

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Magic School: Behavior Intervention Support

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I used Magic School to generate ways to support a struggling student:

Behaviors to support:

Consistently fails to turn in classroom assignments

Always off task

Struggles with engagement and motivation

1. Positive Reinforcement System - Implement a system where the student can earn points or tokens for completing assignments and staying on task. These points can be exchanged for rewards or privileges that are meaningful to the student. This intervention promotes motivation by creating a tangible incentive for desired behaviors, helping the student recognize the value of completing assignments and staying focused.

2. Structured Check-Ins - Schedule regular check-ins with the student to discuss their assignments and progress. This could be done daily or weekly, depending on the student's needs. During these check-ins, the teacher can provide guidance, support, and encouragement. This intervention helps the student feel supported and accountable, fostering a sense of connection and motivation to engage in their work.

3. Engaging Learning Activities - Incorporate more interactive and collaborative learning activities that relate to the student's interests. This could include group projects, hands-on activities, or technology-based assignments. By making learning more engaging, the student is more likely to participate actively and feel motivated to complete their assignments. This intervention addresses the need for increased engagement and helps make learning relevant and enjoyable for the student.

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I used Chat GPT to create a sample homework planner that middle school students can use to organize their assignments and assist with time management.

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Recently I used AI to create a science lab for a 45 minute class period. I gave it some parameters and then spit out a lab. I then asked it to change a few things and it did just that. Now it was great start. I did have to go through and change a few things but overall it was terrific!

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This is something that seems quite intriguing. I am going to create an assignment where students try to talk to Issac Newton and talk to him about his 3 laws of motion. Let's see how the students respond. Do they feel the AI tool was helpful in learning?

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I have started using AI to give me recommendations of science labs (for 8th grade reading level and 3rd grade reading level). I will then go through and modify accordingly. AI has been extremely helpful and a time saver!!!

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This unit plan can be used with middle school students to address the dangers of social media and its impact on their mental health.

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Magic School: Social Media Safety Unit Plan

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I really like the "text summarizer" feature on Magic School! It allows me to enter lengthy texts that often have advanced or historically dated vocab and condense these items into small/manageable bullet point handouts. For this document, I was able to summarize the entire Truman Doctrine into 5 bullet points.

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NOTE TO READERS
"Milestones in the History of U.S. Foreign Relations" has been retired and is no longer maintained. For more information, please see the full notice.

With the Truman Doctrine, President Harry S. Truman established that the United States would provide political, military and economic assistance to all democratic nations under threat from external or internal authoritarian forces. The Truman Doctrine effectively reoriented U.S. foreign policy, away from its usual stance of withdrawal from regional conflicts not directly involving the United States, to one of possible intervention in far away conflicts.

The Truman Doctrine arose from a speech delivered by President Truman before a joint session of Congress on . The immediate cause for the speech was a recent announcement by the British Government that, as of March 31, it would no longer provide military and economic assistance to the Greek Government in its civil war against the Greek Communist Party. Truman asked Congress to support the Greek Government against the Communists. He also asked Congress to provide assistance for Turkey, since that nation, too, had previously been dependent on British aid.

At the time, the U.S. Government believed that the Soviet Union supported the Greek Communist war effort and worried that if the Communists prevailed in the Greek civil war, the Soviets would ultimately influence Greek policy. In fact, Soviet leader Joseph Stalin had deliberately refrained from providing any support to the Greek Communists and had forced Yugoslav Prime Minister Josip Tito to follow suit, much to the detriment of Soviet-Yugoslav relations. However, a number of other foreign policy problems also influenced President Truman's decision to actively aid Greece and Turkey. In 1946, four setbacks, in particular, had served to effectively torpedo any chance of achieving a durable post-war rapprochement with the Soviet Union: the Soviets' failure to withdraw their troops from northern Iran in early 1946 (as per the terms of the Tehran Declaration of 1943); Soviet attempts to pressure the Iranian Government into granting them oil concessions while supposedly fomenting irredentism by Azerbaijani separatists in northern Iran; Soviet efforts to force the Turkish Government into granting them base and transit rights through the Turkish Straits; and, the Soviet Government's rejection of the Baruch plan for international control over nuclear energy and weapons in June 1946.

In light of the deteriorating relationship with the Soviet Union and the appearance of Soviet meddling in Greek and Turkish affairs, the withdrawal of British assistance to Greece provided the necessary catalyst for the Truman Administration to reorient American foreign policy. Accordingly, in his speech, President Truman requested that Congress provide $400,000,000 worth of aid to both the Greek and Turkish Governments and support the dispatch of American civilian and military personnel and equipment to the region.

Truman justified his request on two grounds. He argued that a Communist victory in the Greek Civil War would endanger the political stability of Turkey, which would undermine the political stability of the Middle East. This could not be allowed in light of the region's immense strategic importance to U.S. national security. Truman also argued that the United States was compelled to assist "free peoples" in their struggles against "totalitarian regimes," because the spread of authoritarianism would "undermine the foundations of international peace and hence the security of the United States." In the words of the Truman Doctrine, it became "the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures."

Truman argued that the United States could no longer stand by and allow the forcible expansion of Soviet totalitarianism into free, independent nations, because American national security now depended upon more than just the physical security of American territory. Rather, in a sharp break with its traditional avoidance of extensive foreign commitments beyond the Western Hemisphere during peacetime, the Truman Doctrine committed the United States to actively offering assistance to preserve the political integrity of democratic nations when such an offer was deemed to be in the best interest of the United States.

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Milestones: 1945-1952 - Office of the Historian

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1.  I am currently using the idea of using AI as a tutor from the Mollick article in both my APUSH and AP Human Geography courses

2.  We integrate this idea through a lesson plan in which students were shown how (through specific prompts) create an AI tutor to help them prepare in the weeks leading up go the exam

3. Mrs. Gumpert and I collaborated on this lesson and that was delivered the week before Spring break.

https://docs.google.com/document/d/1xd0T1zM95mIRCaiVXIcwbQH4aMXWiWm_x8XVNWOgYX4/edit?tab=t.0

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Grade-level: 7th

Content Area: English Language Arts

Lesson Title: Visualizing Character: AI and Direct Characterization in The Outsiders

Lesson Objective:
Students will analyze direct characterization in Chapter 1 of The Outsiders by S.E. Hinton and use AI image generators (MagicStudent or Canva) to visualize characters. Students will compare generated visuals with their own mental imagery to explore how language and direct characterization shape understanding and interpretation of character.

Lesson Description:
After reading Chapter 1 of The Outsiders, students will revisit passages that contain direct characterization of Ponyboy, Sodapop, Darry, Dally, Johnny, and Two-Bit. In small groups or individually, students will select and input Hinton’s descriptive language into an AI image generator (such as MagicStudent or Canva) to create a visual representation of each character based solely on the text.

Students will then reflect on how the generated image compares to their personal mental image of the character and consider how their own biases, background knowledge, or media influences may have shaped their imagination.

Discussion/Reflection Prompts:

How did the AI-generated image differ from what you imagined?

What parts of the text do you think influenced the AI’s interpretation?

What parts of your own experiences or imagination may have influenced your personal image?

How does visualizing a character through technology impact your connection to or understanding of the character?

What does this activity show us about the power of word choice and description in storytelling?

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Lesson Plan for 6th Grade Science - Earth Day

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Lesson Plan for 6th Grade Science - Earth Day

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This lesson has students learn about the origins and the history of Earth Day.

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Earth Day: Understanding Its Importance and History

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As all MCQ's on the AP Exam are stimulus based, I used Magic School's text dependent question generator to make a sample question for one of the main topics

1. What actions did the Cosby administration take against the New-York Weekly Journal and John Peter Zenger, and how did these actions reflect the political climate of the time?

2. How did the legal challenges faced by Zenger’s defense attorneys illustrate the limitations imposed on a jury in a seditious libel case? Provide specific examples from the text.

3. In Andrew Hamilton's address to the jury, he argued that Zenger's case was significant beyond just the individual printer. What key points did Hamilton make to support the idea that Zenger's trial was a matter of liberty? How did this perspective impact the jury's decision

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Historical Society of the New York Courts

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The New York Gazette was founded in 1725 and for many years was the Province's only newspaper. It was published by the public printer, William Bradford, and was supportive of the Governor and his administration. When New York's Chief Judge Lewis Morris issued a dissenting opinion in the 1733 case of Cosby v. Van Dam, Governor William Cosby summarily removed Morris from office. Morris and close allies, attorneys James Alexander and William Smith set up the Province's first independent newspaper, the . Alexander was the newspaper's editor and through articles, satire and lampoons, accused the Cosby administration of tyranny and violation of the people's rights. Governor Cosby resolved to shut down the New-York Weekly Journal.

John Peter Zenger was the newspaper's printer, one of the few skilled printers in the Province at that time. The Cosby administration determined to take legal action against the printer, perhaps on the assumption that without a printer, the paper could not be published. ¹ The Governor assigned Daniel Horsmanden, an English barrister newly-arrived in New York, to lead an examination of the newspaper for statements that constituted the crime of seditious libel. Seditious libel was defined as the intentional publication, without lawful excuse or justification, of written blame of any public man or of the law, or any institution established by the law. ² Two separate grand juries were empaneled, one in Spring, 1734, and the other in the Fall of that year. Evidence of seditious libel was presented to both but neither grand jury would issue an indictment against John Peter Zenger.

Next, Governor Cosby determined to use the power of the governmental censorship to hinder the publication of the New-York Weekly Journal. He requested that the Assembly order the public hangman to ceremonially burn issues of the newspaper. ³ The popularly-elected Assembly refused to issue the order. The Governor's Council then ordered the sheriff to have the papers publically burned but when the sheriff applied to the Court of Quarter Sessions (a court of aldermen) for an order authorizing the burning, the court adjourned without entering the order and the public hangman could not proceed. ⁴

The Cosby administration then resolved to proceed against Zenger by an information, a legal procedure, highly unpopular in the Province, that allowed a prosecution to proceed without a grand jury indictment. The Attorney General, Richard Bradley, acting on behalf of the Crown, filed an information before the Supreme Court of Judicature. ⁵ Pursuant to the information, Cosby's allies on the court, Chief Justice James De Lancey and Justice Frederick Philipse, issued a bench warrant for the arrest of John Peter Zenger. On November 17, 1734, the sheriff arrested Zenger and took him to New York's Old City Jail.

Zenger's attorneys, James Alexander and William Smith, sought a writ of habeas corpus and Zenger was brought before Chief Justice De Lancey who ordered a hearing for November 23, 1734. At the hearing, the court set bail at £400, an amount far in excess of Zenger's means. Unable to post bail, Zenger was returned to jail pending his trial.

Defending Zenger against the charge of seditious libel presented challenges for the defense attorneys. Their main difficulty was that the truth of the published statements was immaterial. Further, the role of the jury in a seditious libel case was limited to deciding whether the person charged was responsible for the allegedly libelous statement. If the jury found in the affirmative, Justices De Lancey and Philipse, close allies of Cosby, would examine the text to determine if the statements constituted seditious libel.

At Zenger's arraignment in April, 1735, his counsel challenged the validity of the judicial tribunal. Zenger's attorneys asserted that Governor Cosby's summary removal of Chief Justice Lewis (in 1733) had been improper, and thus De Lancey's subsequent appointment as Chief Justice was invalid. ⁶ Zenger's attorneys also challenged the commissions of the other judges of the court because those appointments were "at the Governor's pleasure." The court refused to allow this argument, and Chief Justice De Lancey was heard to exclaim, "You have brought it to that point that either we must go from the bench or you from the bar." ⁷ Counsel refused to withdraw the assertions and, on April 16, 1735, the court issued an order striking the names of James Alexander and William Smith from the list of attorneys admitted to practice before the Supreme Court of Judicature.

Zenger, left without legal representation, petitioned the court to appoint a lawyer for him. John Chambers, a young, newly-admitted attorney and Cosby loyalist, was assigned to conduct Zenger's defense. Contrary to expectations, Chambers acquitted himself well in his defense of Zenger - twice, he challenged the lists from which the jury was to be chosen and in doing so, he ensured that the jury empaneled to hear the case was not biased against Zenger. The names of the jurors were: Thomas Hunt (Foreman), Harmanus Rutgers, Stanley Holmes, Edward Man, John Bell, Samuel Weaver, Andries Marschalk, Egbert van Borsom, Benjamin Hildreth, Abraham Keteltas, John Goelet and Hercules Wendover.

Chief Justice De Lancey adjourned the court until August 4,1735, to give Chambers an opportunity to prepare his case. This provided Zenger's allies the opportunity to secure for the printer representation by the pre-eminent colonial attorney, Andrew Hamilton of Philadelphia. When the trial commenced in the courtroom on the second floor of City Hall on August 4, Attorney-General Richard Bradley stated the substance of the "information" and in response, John Chambers entered a plea of "not guilty" on behalf of his client. He then described clearly the nature of the case, the necessity that the Attorney General prove who was responsible for the libel, and his expectation that the Attorney-General would fail in his proof. At the close of Chambers's speech, Andrew Hamilton rose on behalf of Zenger and preempted Attorney General Bradley's case by admitting that Zenger had published the journals as alleged. In his address, Hamilton asked the jury to consider the truth of the statements published and concluded with these famous words:

The question before the Court and you, Gentlemen of the jury, is not of small or private concern. It is not the cause of one poor printer, nor of New York alone, which you are now trying. No! It may in its consequence affect every free man that lives under a British government on the main of America. It is the best cause. It is the cause of liberty.

Immediately, Chief JusticeDe Lancey instructed the jury that they, the jurors, should decide only the question of whether Zenger had published the issues of the New-York Weekly Journal. Despite the instruction, the jury, after a brief deliberation, found Zenger "not guilty" of publishing seditious libel. Cheers rang out in the crowded courtroom. Andrew Hamilton's success was celebrated by a dinner in his honor at the Black Horse Tavern, his departure was marked by a salute of cannons and, in 1735, he was presented with the freedom of the City. John Peter Zenger was released from prison the day after the trial. He returned to his printing business and published an account of his trial.

It is important to note that the Zenger case did not establish legal precedent in seditious libel or freedom of the press. Rather, it influenced how people thought about these subjects and led, many decades later, to the protections embodied in the Unites States Constitution, the Bill of Rights and the Sedition Act of 1798. The Zenger case demonstrated the growing independence of the professional Bar and reinforced the role of the jury as a curb on executive power. As Gouverneur Morris said, the Zenger case was, "the germ of American freedom, the morning star of that liberty which subsequently revolutionized America!" ⁸
Sources
Paul Finkelman. Politics, the Press, and the Law: the Trial of John Peter Zenger in American Political Trials Michal R. Belknap (ed). Connecticut (1994)

Donald A. Ritchie. American Journalists: Getting the Story. New York (1997)

Eben Moglen. Considering Zenger: Partisan Politics and the Legal Profession in Provincial New York, 94 Columbia Law Review 1495 (1994)
Endnotes
1) This proved not to be the case. Zenger's wife, Anna, and his apprentices continued printing the paper. Only one issue was missed. The continued publication of the newspaper built support for Zenger cause.

2) Zechariah Chafee, Jr. Free Speech in the United States (1941)

3) In Tudor and Stuart England, the ceremonial burning of books and other printed material by the public hangman symbolically reinforced the power of the government to restrict freedom of expression.

4) The Sheriff, with several officials loyal to the administration in attendance, had the papers burned in public by his personal servant.

5) As such, this case is also referred to as Attorney General v. John Peter Zenger; either reference is correct.

6) At a later date, the Lords of the Board of Trade in London would decide that Cosby's removal of Chief Judge Lewis Morris without an inquiry, had been illegal.

7) Maturin L. Delafield. William Smith, Judge of the Supreme Court of the Province of New York. Reprinted from"The Magazine of American History," of April and June, 1881

8) Statesman, founding father and grandson of Chief Judge Lewis Morris.

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Crown v. John Peter Zenger, 1735 - Historical Society of the New York Courts

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The New York Gazette was founded in 1725 and for many years was the Province's only newspaper. It was published by the public printer, William Bradford, and was supportive of the Governor and his administration. When New York's Chief Judge Lewis Morris issued a dissenting opinion in the 1733 case of Cosby v.

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I then used Magic School to create a series of DOK questions for this time period. The level 4 questions are below.

DOK Level 4 - (Extended Thinking - analyze, critique, create, design, apply concepts.)

Analyze the cultural exchanges between Native Americans and European settlers and their long-term effects on American society.

Critique the impact of British colonial policies on the economic independence of the colonies.

Create a detailed presentation on the causes and consequences of Bacon’s Rebellion and its significance in colonial history.

Design a comparative analysis of colonial responses to imperial governance from 1607 to 1754.

Apply concepts of Enlightenment thought to evaluate the influence of these ideas on colonial governance and society.

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I used Chat GPT to create a list of the most frequently asked topic for Period Two of the APUSH Exam. The first 5 are listed below.

Most Commonly Asked Topics from Period 2: 1607–1754

1. Comparisons of British, French, Spanish, and Dutch Colonization

Focus on goals, relationships with Native Americans, economic structures (e.g., encomienda vs. mercantilism), and geographic settlement patterns.

2. Chesapeake vs. New England Colonies

Differences in religion, economy (tobacco vs. subsistence farming), family structure, and development of democratic institutions (e.g., House of Burgesses vs. town meetings).

3. Religious Dissent and the Role of Religion

Puritan values, theocracy in Massachusetts Bay, religious toleration in Rhode Island and Pennsylvania, and influence of religious movements like the First Great Awakening

4. The Atlantic Slave Trade and Development of Slavery

The rise of plantation economies, the Middle Passage, laws institutionalizing slavery, and regional variations (Chesapeake vs. Carolinas).

5. Mercantilism and the Navigation Acts

British efforts to control colonial trade and economy; colonial resistance and early tensions foreshadowing the Revolution.

Joe Brangiel

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Author Interview Activity:

I loved the ideas highlighted in the "9 Tips for Using AI for Learning (and Fun!)" article. In the article, it gave the example of using AI to allow students to converse with a historical figure. From an ELA lens, it would be really interesting to have students interview a famous author, like Edgar Allan Poe, before or after reading some of his famous texts. The article acknowledged that an AI platform, like ChatGPT, may include output with historical inaccuracies, but this can provide an additional challenge for students in determining what the AI got right or wrong.

Example: After reading The Tell-Tale Heart, students will interview Edgar Allan Poe about what inspired his writing. This will help students learn more about the life and interest of this mysterious author. They can also ask him about what they inferred during their reading, which will allow "Poe" the opportunity to clarify their misunderstandings instead of the teacher.

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Character Chatbot with Historical Scientist

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Character Chatbot with Historical Scientist

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Using MagicSchool Charater Chatbot, I am able to allow students to ask Alfred Wegener (the scientist who propsed Continental Drift) questions about his work and his life.

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Grade-level: 7th

Content Area: English Language Arts

Description: I used MagicSchool AI to help me create a choice board for students to analyze the point of view in The Outsiders.

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I used the presentation generator tool in Magic School to make slides reviewing Academic Honesty with our team of 6th graders, who needed a fast review (presentation linked). We also incorporated a review of the stoplight AI model into this review and I tailored it to a specific writing assignment we were working on. I specified how they were and were not permitted to use the Magic School AI writing feedback feature.

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I love the idea of using https://sketch.metademolab.com/ to bring animated drawings to life and then using them to inspire freewriting. I think my sixth graders were be very engaged in this activity and I am going to try it!

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Transform static sketches into fun animations.