Sociology

We viewed a clip of Malala being interviewed by John Stewart (You Tube) and recorded notes, listened to two read-alouds (see me to borrow) and recorded notes, and then began work on a thesis/evidence work page for an editorial article about women in the military -- to be completed in class on Monday.

World History

In 8th hour we set up our new EQ and CQ pages.  In all classes we read p.61-71 in the textbook about the Ancient Hebrews as they became Urban and came to be called the Jews -- taking notes of +s and -s of becoming urban on to your EQ page while also recording your curiosity questions onto your CQ page.  Students may collaborate with their think-pair-share partners to discuss and edit their notes/answers once they have completed the reading analysis work individually. 

U.S. History

We nearly finished our claim/evidence analysis of the Meacham article from yesterday -- a small bit of time will be given in class tomorrow to finalize the work.

Sociology

We continued our discussion of sexism/genderism and racism -- language use -- in light of the clip of Joss Whedon. 

World History

Students shared remaining research.  Students had an opportunity to ask me for clarification on any Unit-Closure Work Page items they wished, and I touched upon a few items -- see a reliable classmate for editing suggestions for your page.  We then began our unit on Urban Cultures.  Add to your Mental Map Timeline, within the "Urban" the phrase "Culture Hearths," and below "3,000 BCE" the Bronze Age (~3,000-1,000BCE) and the Iron Age ~1,000-300BCE.  Set up a new "Urban EQ Page" with the current question -- "Was urban culture civilized?"  and a new Urban Curiosity Questions page.  We then began reading about the urban Jews as the Hebrews/Jews resettled in Canaan and developed an urban civilization -- textbook pages 61-71 while recording relevant bullet points onto the EQ page and questions of curiosity that come to mind onto the CQ page.  The reading analysis will be continued in class tomorrow.

U.S. History

4th hour finished discussing and editing the Textbook Work Pages.  All classes pulled EQ bullet points form the work pages onto their EQ pages to prep for the later writing.  We began work on an article about freedom of religion with a claim/evidence work page -- to be finished in class tomorrow.

Sociology

We continued note-taking and discussion of more gender-related video clips from You Tube: (4) Gloria Steinem (4:12) and (5) Joss Whedon (14:00). 

World History

Students shared/presented their research for a score.  Finish the Ag Unit-Closure Work Pages -- complete for homework as needed.

U.S. History

Students discussed and edited their Textbook Work Pages, and then I commented on a few, select items.  Comb through those work pages and pull from them bullet-point items for your EQ page.

Sociology

Students added some more gender stereotypes to their lists; we'll come back to this list tomorrow.  We then viewed some You tube clips and made notes of analysis for each:  [1] "The Mask" (3:09) about gender expectations for boys (NOTE: there is harsh language exemplified for analysis; not for the ears of younger children), [2] "How the Media Failed Women" (3:38) (NOTE: racy visual imagery for deliberate analysis; not ideal children's eyes, albeit from mainstream media), and [3] Alfre Woodard reads Sojourner Truth... (3:43).  Be sure to check in with a reliable classmate to capture, also, discussion notes on each.

World History

Write a reflective paragraph -- see criteria/prompts on handout.  Conduct a minimum of 20 minutes of curiosity research on Agri-culture topics (see your CQ page and remaining items on Outline of Popular Details).  See the new scoring criteria for this round of research. 

U.S. History

Finish the textbook work pages, check-mark the items on the unit outline handout that were covered within the textbook work pages, and add curiosity questions to your CQ page.  Finish for homework as needed!

Sociology

We defined "gender" and then students worked collaboratively to create a list of common gender stereotypes.

World History

Essential Question writing day -- thesis statement -- see me for prompt/score sheet.  As time permits, continue work on the Unit-Closure Work Page, and then prepare for curiosity research (which will be conducted tomorrow during class, in the lab); add CQs and prioritize which questions you want to look up first.  Note: a new handout was given today that contains some additional, helpful tips for research. 

U.S. History

We continued work on our "Textbook Work Packets."

Sociology

We finished the analysis work on the three articles on the topic of "polygamy." The packets were turned in for grading.  We began screening and analyzing "30 Days: Same Sex Parenting" -- (1) Add to your E.Q. page, (2) Add to your C.Q. page, and (3) on a 1/2-sheet of paper, record one example of each: Functionalism, Conflict Perspective, Symbolic Interactionism, Verstehen, and Norms.

World History

In 8th hour we finished the Socratic discussion.  We discussed the Socratic discussion -- grade sheets were distributed, and we talked about the significance of using each other's names in the talks and that the expectations will increase a bit next time.  Great job overall!!!  I provided a handout of the answer keys to the Maasai and the Israel/Palestine work pages for students to self-edit their sheets and to have the opportunity to ask questions of me as needed.  We worked on the Unit-Closure Work Pages that were begun earlier in the week as a method for further firming up our thinking on the E.Q.  The E.Q. writing will be conducted in class on Monday -- have your materials with you.

U.S. History

We finished discussing the Loewen work page and completed the work on the outlines -- all as detailed yesterday.  We worked on the "A New Republic -- Textbook Work Pages" -- to be continued in class on Monday.

Sociology

We continued our work from yesterday, reading three articles about "polygamy" while completing "claim and evidence" work pages -- 1 for each.  We'll finish this work in class tomorrow.

World History

Socratic discussion!  In some hours we had a bit of time at the end in which I distributed my answer key to the Maasai and Israel/Palestine "claim and evidence" work pages so students can self assess their accuracy.

U.S. History

Loewen Revisited Context and Lens work pages were returned, discussed, and edited.  In 2nd and 4th hours we finished discussing the Loewen Revisited excerpts (w/ page #s) via SMARTboard and adding to our note pages.  In all classes we worked on the unit outlines -- see instructions posted yesterday.  In some hours we began work on the "A New Republic -- Textbook Work Pages" -- see me for the handout on which the instructions are all made clear -- to be continued in class tomorrow.

Sociology

We reviewed Standards-Based Grading and a transcript for students to recall how it all works with regard to quarter grades being simply a mid-term report for the semester. We took time for students to add bullet-point ideas to their EQ page with regard to "arranged marriage."  We then began analytical work (see packet of work pages) on the topic of "polygamy" -- see me for the relevant articles -- to be continued in class tomorrow.

World History

We reviewed Standards-Based Grading and a transcript for students to recall how it all works with regard to quarter grades being simply a mid-term report for the semester. Finish the Layering-to-Today work.  Begin work on the Unit-Closure Work Packet while keeping in mind the EQ on which we're going to write on Friday.  The Socratic discussion skill score sheet was distributed and discussed to prepare the students for tomorrow's activity, which will be scored -- the focus of the discussion will be the Layering-to-Today work and the Essential Question of the unit.

U.S. History

We reviewed Standards-Based Grading and a transcript for students to recall how it all works with regard to quarter grades being simply a mid-term report for the semester.  We discussed the excerpts from Loewen via SMARTboard.  In 1st hour we also began work on the outline for the new unit -- read through the handout carefully, marking items of curiosity on the right (preferably with pencil), and adding dates on the few lines marked on the left -- to be continued in class tomorrow.

Sociology

We wrapped up our Socratic discussion from Friday about "arranged marriage" and "love marriage," and score sheets were returned to the students.

World History

In 7th we discussed Ancient Hebrew clothing.  In 8th we discussed some Maasai jewelry.  In all hours we completed the 2-sided claim/evidence work page for the "Layering-to-Today" packet of articles about contemporary Maasai and the Israel-Palestine conflict -- finish for homework and be prepared to discuss socratically for a score tomorrow.  A score sheet for the Socratic discussion was provided for previewing.

U.S. History

Loewen "Context and Lens" workpage from Friday is due today ( about James Baldwin, etc.).  We finished and began to discuss the five recorded items each student pulled from the Loewen excerpts.  If you were not entirely finished, then complete the work for homework and be prepared to discuss tomorrow.  The Crash Course claim/evidence work page was returned, discussed, and edited.

Sociology

Scored Socratic discussion today! 

World History

In 7th & 8th hours we discussed the Ancient Hebrews clothing -- do we dress this way today?  (See reliable classmate for the answer!)  We discussed the context & lens work page regarding the Hebrew text of Deuteronomy.  Students then discussed with each other the verses they selected to demonstrate nomadic pastoralist culture -- be clear about the direct connection to np culture.  Then, in groups, add to your EQ and CQ pages about the Ancient Hebrews.  Still in collaborative groups, discuss the Maasai web packet and discern things from it to add to your EQ and CQ pages.  In some classes we began work on our "Layering-to-Today" articles and workpages -- to be continued in class on Tuesday.

U.S. History

We finished the context & lens workpage from yesterday (James Baldwin and others) -- finish for homework as needed (due Tuesday).  We began reading the actual excerpts from Loewen, looking up terms as necessary and recording on paper your choices of 5 favorite/interesting/most important quotes (thoughts) from the packet.  This will be continued in class on Tuesday.

Sociology

"30D: BDM" claim and evidence work page was returned and discussed.  Students then completed the claim and evidence work page for their assigned articles about arranged marriage.  A score sheet was distributed and discussed by which  to prep the students for tomorrow's scored Socratic discussion (about the articles mentioned).

World History

We spent time in the computer lab finishing the Maasai work pages from yesterday -- finish for homework as needed; it is due first thing tomorrow.  Also, use the Maasai information to add bullet points to the EQ page and questions to the CQ page.  The Ancient Hebrews assignments were then returned and discussed in terms of skills tips and also to review and edit content.  Also use this info for the EQ and CQ pages.

U.S. History

We discussed the importance of visiting even complex and difficult aspects of history (i.e. Germany facing the Holocaust, etc.) and also discussed the meaning of this quote by historian R. Scott Appleby: "Subversion, like confession, can be beneficial to the academic's soul."  We then began work on "Lowen Revisited -- Context and Lens" with the accompanying packet of articles (about James Baldwin, etc.) -- to be finished in class tomorrow.

Sociology

We finished viewing the "Bizarre Foods" episode and held an informal discussion.  The context & lens page for the "Arranged Marriage" article was returned and discussed, and then students discussed content from the article that could be used as bullet-point answers for the EQ page.  Also, add curiosity questions to your CQ page.  A new article about the same topic was distributed along with an accompanying work page -- this reading and work will actually be started tomorrow.

World History

We will revisit the Ancient Hebrews tomorrow when all related papers are returned and discussed.  Today, we begin work on a second case study of nomadic pastoralists -- the Maasai of Kenya.  I read aloud to the students the children's book, "14 Cows for America" and then we began work in the computer lab on the "Maasai" work packet -- to be finished in class tomorrow.

U.S. History

Finish viewing the clip found on You Tube (Crash Course: U.S. Revolution -- "episode #7"...not #28) while firming up what you have recorded on your work page as the claim/theme asserted by Crash Course on this topic.  Be clear.  Be thorough.  Then, rewatch the clip to capture evidence (specific, detailed facts) to support the claim/thesis.  This is due first thing tomorrow.  We set up our EQ and CQ pages for this unit ("A New Republic").  Add questions to the CQ page.  Write down our current EQ on the EQ page and as your first bullet-point, write "See Crash Course page!"

Sociology

Due to missing the juniors at the Career Fair, we viewed Bizarre Foods, the Kalahari episode -- loads of fabulous Soc concepts with regard to culture and ethnocentrism.  We'll finish the last bit of the show tomorrow, and then back to the topic of "arranged marriages."

World History

Claim/evidence work pages (Ancient Hebrews) are due.  We began a close-read of a primary source about the Ancient Hebrews...First, complete and turn in the "context and lens" work page, then read carefully the source material while recording key items to your EQ note page and questions to your CQ page.

U.S. History

Career Fair for all juniors....In 4th hour students were given the time to study their Unit-Closure work pages from the previous unit -- to do some prelim prep for final exams.  Tomorrow we'll be back to our regularly scheduled program.

Sociology

We discussed the "Another Time" passage from yesterday, in general, and then specifically with regard to what evidence we can capture from it for the EQ page.  Students then collected evidence for the EQ page, independently, from a page of comic strips.  We then began lengthier exploration of the topic of arranged marriage. First, complete the "Context and Lens" work page, using the handout of information about "Post-Colonial Studies at Emery" and turn in the work page.  Then, read the information from that source, "Arranged Marriages, Matchmakers, and Dowries in India" while underlining or highlighting key points.

World History

8th hour kiddos -- see yesterday's post, also!  In all classes we finished our two reading assignments on the Hebrews (as detailed yesterday).  Borrow the text and/or packet as needed to finish for homework -- it is due first thing on Tuesday.

U.S. History

We checked-in together about the Unit-Closure Work Page so students can confirm answers about which they might not have felt confident.  We then began our new unit "A New Republic" by viewing "Crash Course U.S. Revolution" (episode #7) while completing the center (thesis/claim) portion of the provided work page.  We'll finish this in class on Wednesday (Tuesday is the Career Fair for juniors), and then we will watch the entire piece, again, to discern evidence for the work page.

Sociology

Students referred to their notes as we undertook a variety of activities to demonstrate concepts in the notes and also to elaborate on the "challenges/issues" part of the EQ.  The primary focus during these activities is to add bullet points to the EQ page.  Also, capture your curiosity questions on your CQ page.  Today: we viewed short clips from four different children's television shows and read p.10 "Another Time" from the Sociology textbook.

World History

We check-marked AND DISCUSSED a few items on our Outline of Popular Details.  A handout was provided depicting a map of the region of the Ancient Hebrews, which we discussed together.  We began reading-for-information about the Ancient Hebrews (textbook pp.52-59) while completing the Claim/Thesis-and-Evidence work page...and capturing our curiosity questions on our CQ pages.

U.S. History

Students finished their Unit-Closure work pages (that will serve as study guides for the final exam) -- finish for homework as needed.

Sociology

Students completed a Claim/Thesis (and evidence) work page with regard to the "30 Days: Binge-Drinking Mom" episode we screened and analyzed -- turn in that work page.  We discussed bullet-point ideas for the EQ page that students should/could have pulled from the 30D episode to help answer the Essential Question -- see a reliable classmate for both those few ideas/notes as well as to discuss it.  Set up a "Socialization Curiosity Questions" page.  As we do our next few activities, we'll add bullet points to our EQ page and questions to our CQ page.

World History

We worked in small groups to discern and edit our thesis/claim page about the Natufian DVD as well as the relevant evidence in support of it.  (See a reliable classmate to catch up with this practice; we will soon be scored on doing this individually from video sources.)  On your own, then, pull information from your two Natufians pages for bullet points to help answer your EQ (consider "What is an Agri-culture like?"  and "What did Agri-culture cause?").  Then, think a lot about "How?" and "Why?" with regard to the details you learned in the Natufian DVD and record your curiosities on your CQ page.

U.S. History

We finished sharing our research.  EQ argumentative paragraphs were returned w/ scores and comments as well as handouts of two successful samples.  Collaborate with me one-on-one today or tomorrow during class to talk through your work and goals with this writing.  The "Unit-Closure Work Pages" were distributed and work time provided -- you may work in groups or solo, using your many papers to secure the best answers as easily and quickly as possible.  Textbooks and dictionaries are fair game, also, but your papers will be your fastest route to the information in most cases -- to be finished in class tomorrow.  Research scores were also returned. 

Sociology

We finished analyzing "30 Days: Binge-Drinking Mom" and discussed to edit our notes. 

World History

7th & 8th hours -- we viewed and discussed the Natufians map.  In all hours we viewed the DVD "First Farmers" while completing the two (2) work pages, and then discussed/edited with think-pair-share partners.  The work pages were collected for a score.  We then turned to our EQ and CQ pages, adding notes and questions.  For further support and clarity on the EQ regarding the Neolithic Revolution, consider "What was it like?"  and "What did it cause?"  For CQ, remember to constantly wonder "How?" and "Why?" as you watch and read...engaging in this way will naturally stir up many curiosity questions in your mind.

U.S. History

We discussed that the EQ writings and scores from research will be returned tomorrow at which point students will have 5 scored items, 3 of which are "active" scores for the most recent efforts at 3 different skills.  As we've been building our practice at the start of this year, we will very soon have scores going in for the additional/remaining 3 skills areas to make a total of 6 active scores.  Students shared their remaining research and then we began work on our Unit-Closure Work Pages -- to be finished in class tomorrow.

Sociology

We finished our notes via SMARTboard and then began analysis of "30 Days: Binge-Drinking Mom" for the topics of resocialization and desocialization -- see classmate for note-page set-up.  This will be continued in class tomorrow.

World History

8th hour got caught up from Friday's activities, and then all classes read the paragraph excerpt from "The Economist" while pulling bullet points for their EQ page and creating questions on their CQ page.  We then began work on two different workpages while viewing "First Farmers" (the first 2:05 minutes and then 26:07-50:24) -- to be finished in class tomorrow.

U.S. History

Students shared their research as others took notes -- to be continued in class tomorrow.

Sociology

We continued our notes with much discussion and set up our EQ page.  EQ paragraphs were returned to the students.

World History

E.Q. argumentative writing was returned along with a handout for written reminder of our purpose and one with four sample answers.  Please, see me for one-on-one dialogue if you are the least bit in need of help with gaining further clarity and confidence with the writing! : )  We reviewed and added to our Mental Map Timeline.  We set up or Ag EQ & AG CQ pages with much discussion.  The Ag Outline of Popular Details was distributed, read, and edited with discussion.

U.S. History

Research!  Do 40 more minutes of focused curiosity research, following the instructions provided on the two handouts.  Be prepared to share your information orally on Monday without reading to us;  you may certainly have your papers of notes with you, but talk to us with only referencing your notes -- for the sake of all staying awake and engaged.  ; )

Sociology

We finished our Socratic discussion of "Babies" and students completed self-evaluations.  (The next discussion will be scored.)  Notes were given via SMARTboard with discussion -- to be continued in class tomorrow.

World History

Students finished presenting their research, we discussed "truth in fiction" with regard to film (specifically, The Rabbit-Proof Fence), and we discussed any edits we want to make to our class answer to "What does it mean to be human?"  Students also finished their Unit-Closure Work Pages and we discussed together any items the asked to review/check with me.  On to Agri-cultures tomorrow!

U.S. History

Argumentative and Reflective paragraphs should both be finished and turned in today.  The 30+ minutes in the lab should be focused on curiosity research -- see the two instructions pages provided (one given prior to today and a new one added today).  If you needed some of today's time to work on the paragraphs, be sure you make up that time with research tonight.  We'll be back in the lab tomorrow for an additional 40 minutes (for a total of 70 minutes of research to report on in class on Monday.)

Sociology

We finished screening and analyzing "Babies," and then engaged in Socratic discussion -- to be finished in class tomorrow.

U.S. History

Students finished the argumentative paragraphs (EQ writing) and turned it in along with the score sheet.  Then, begin work on the reflective paragraph and curiosity research as detailed in yesterday's post.  Tomorrow will be our last work day in the computer lab.

World History

Students shared their curiosity research with the class, and classmates took notes on key points.