Sociology

We viewed the symbols lecture scene from Da Vinci Code to provide examples of symbolic interactionism.  We then added to our note page of the 3 sociological perspectives the thesis statement (focus) for this class and defined "verstehen" and "cognitive dissonance."  Now, to transition into our next unit on "Culture," we will view "30 Days: Life on an Indian Reservation" while recording at least 2 examples of functionalism, 2 of conflict perspective, and at least 8 of symbolic interactionism -- to begin on Tuesday.

World History

Students finished their group-work EQ sentence and turned them in.  Then, write a very relaxed, informal reflection on this unit regarding your learning -- what did you learn, what was important or interesting, what was difficult, etc. -- write approximately a paragraph and turn it in today.  Finally, spend at least 20 focused minutes researching answers to some of your curiosity questions from this first unit -- use the instructions handed out today -- due Tuesday.

U.S. History

Students finished writing/editing their EQ paragraph and turned them in.  Continue UN DoHR work (see yesterday's post) -- finish for homework.  Some students began reading the background info on James Loewen (take notes on the back of the claim/thesis work page), and then begin reading the packet of excerpts from Dr. Loewen's "Lies My History Teacher Told Me" while completing the claim/thesis work page, adding possible answers to the new EQ page and curiosities to the new CQ page -- to be continued in class on Tuesday.

Sociology

We finished our analysis of "The Butler," and then discussed and shared ideas.  We began exploration, then, of the concept of "verstehen" -- to be continued in class tomorrow.

World History

5th hour finished viewing a few more PSAs (see yesterday's post).  A handout of some introductory rules for Socratic discussion was distributed and discussed, and then we broke into 2 or 3 large groups and discussed as a way to test-run and refine our own ideas and to take in good ideas from others before it's time to write.  First, we discerned together the claim of the Pocahontas clip and the Over the Hedge clip and then the time was spent exploring possibilities for the EQ.  The handout was provided to prepare to write and then we got started -- to be finished in class tomorrow.

U.S. History

In 4th hour we concluded our discussion and then prepared to write (see yesterday's post).  In all classes we finished and reviewed/edited our paragraphs and submitted them with the instruction/scale handout.  We then did a close read about the United Nations' Universal Declaration of Human Rights.  Highlight or underline key points; in the introductory pages we are focusing on context (background), and then the preamble and 30 articles are the primary source, itself (focus is just key points with any comments you have added to the margins and questions added to a new "Curiosity Questions" page).  This will be finished in class tomorrow.

Sociology

We continued our analysis of "The Butler."

World History

We took notes of context about the UN Declaration of Human Rights and then viewed video clips about the document while recording notes to help answer the EQ.  (View the 10-minute intro and a minimum of 8 of the 30 PSAs...www.youthforhumanrights.org.)  In 8th hour we also discussed the claim for the Pocahontas clip and claim for the Over the Hedge clip.

U.S. History

We continued our discussion from yesterday.  A handout was provided to give a review for clear writing and then a handout with instructions and scoring scale for the EQ paragraph writing assignment.  The writing will be continued in class tomorrow.

Sociology

We continued our work with "The Butler" -- see yesterday's post.

World History

We finished viewing "Third Rock," etc. (see yesterday's post).  We added the next activity/source: Material World by Peter Menzel, recording some info about him (context/lens) -- see a reliable classmate to copy, and then recorded thoughts about each of the ten images (see me).  Discern what from these images is evidence to help you answer your EQ and add to your CQ page as needed.  We set up our next source subheading: Declaration of Human Rights -- to be investigated tomorrow.

U.S. History

4th hour viewed the gender clip (see yesterday's post).  All hours viewed a clip about social class (youtube, "Wealth Inequality in America," Harvard study) and recorded possible answers to our EQ and identified the claim.  A handout was distributed about "Socratic Discussion," and we began our first such discussion -- to be finished in class tomorrow.

Sociology

We continued our viewing and analysis of "The Butler," recording evidence of each of the three sociological perspectives, and I added extra specificity today for the Functionalism and Conflict perspectives: also record "why?" as well as pros and cons of each perspective.  This will be continued in class tomorrow.

World History

Students worked with their TPS partners to reflect on and discern the claim of the producers of the clip from "Pocahontas" we viewed Friday.  We did the same with scene 5 from "Over the Hedge."  Students recorded more evidence for the EQ while listening to a read-aloud, "A Perspective Worth Pondering" -- see me to borrow.  We then utilized a handout to prepare us for viewing an full episode of Third Rock from the Sun (Youtube, "Just Your Average Dick," in which the character Dick Solomon studies US culture and tries to live a statistically average life.)  Record evidence notes on the handout and also fill in the quote at the bottom -- to be finished in class tomorrow.

U.S. History

Students worked with their TPS partners to discern (and write down) the claim from the 15-minute clip on Friday ("The Target"); we also viewed the Oprah clip (see Friday post) and students id'd the claim, as well.  The primary in-viewing assignment is to jot notes/evidence to help answer our current EQ, but we also pause to id the claim of each source.  We also viewed the first 4 minutes of the Youtube video by Dennis Trainor Jr and Acronym TV called "A Brief History of White Privilege" while writing evidence and the claim.  Moving onto the second part of our EQ, we viewed a clip from the TV show "Scandal" in which Lisa Kudrow's character gives a performance as presidential candidate speaking about gender. (Note evidence for EQ and the claim.) 

Sociology

Surveys were returned.  We finished recording and discussing the note on the three sociological perspectives.  We then set up note pages on which we'll record examples/evidence of the three perspectives while viewing "The Butler" (we watched to 10:30).

World History

Surveys were returned to the students.  We discussed the Crubaugh letter and work page from yesterday and then did a similar assignment with a poem by Laing and a new work page.  We then used the Essential Questions and Curiosity Questions work pages while viewing scene 5 from "Over the Hedge" and scene 14 from "Pocahontas." 

U.S. History

In 4th hour we finished our discussion of the Michael Brown slides.  In 1st & 2nd hours we set up our Essential Questions and Curiosity Questions pages.  We viewed "The Target" clip on Youtube by The Nation while recording ideas to help us answer the E.Q. and also recorded questions that came to mind on our C.Q. page.  In some hours we began viewing "Oprah Talks about Race" from Youtube (1992 with Jane Elliot) while adding to EQ & CQ pages -- to be finished in class on Monday.

Sociology

Remaining permission slips?  We finished viewing "30 Days: Life in a Wheelchair" and discussed our observations.  We began note-taking on the three sociological perspectives -- to be continued tomorrow in class.

World History

Remaining permission slips?  The handout "History's Habits of Mind" was distributed and discussed.  We began the official Introduction unit by setting up an Essential Questions page (write that heading) with our EQ for the unit written at the top:  "What does it mean to be human?"  We also set up our Curiosity Questions page for the unit, giving it that title.  Set both aside for now, we'll use them soon.  We did a close read of the "Crubaugh Letter" in collaborative groups with dictionaries/phones while completing the Claim/Thesis page with evidence.  (Note: for this reading, you may have only 2 pieces of evidence and not contradictory information, because it is only 2 paragraphs.  You may skip the end section in brackets on the article.)  We discussed our answers and how to edit our papers for more accurate answers.  We'll do another read and page tomorrow that will be collected for a score.

U.S. History

•Remaining permission slips?  Surveys were returned.  We finished our discussion from yesterday about American culture while adding to our individual notes pages.  We discussed briefly the current Michael Brown case (St. Louis) with regard to the topic of race and also to open a dialogue about story-telling in general.  On a sheet of your own paper, answer the following questions in quick-note form:  “A picture doesn’t lie.”  Is this true?  What do pictures tell us?  •Who chooses which pictures are used?  •How do cultural and political issues influence decisions in the media?  •How does the media influence culture and individuals?  In 4th hour we set up our EQ and CQ pages; this will be done in the other hours tomorrow.

 

 

Sociology

Permission slips are due.  "Diplomat Certificate" and a page about STI and my web page were distributed and discussed.  We began viewing "30 Days in a Wheelchair" through 22:46.  (See You tube or Netflix; if not found there, see me).   Record thoughts on paper while viewing to prepare for discussion.  Our focus is to see things from someone else's perspective -- to be continued in class tomorrow.

World History

Permission slips are due.  I shared with the students via SMARTboard my answers to the same survey they answered yesterday.  Handouts about Standards-based Grading, classroom procedures ("Time Machine...," and STI & Mrs. Cluvers' website were distributed, read, and discussed.

U.S. History

Permission slips are due.  In first hour we discussed Standards-based Grading. (This was done in the other hours yesterday.)  "Time Traveler's," "STI/Web page," and "History's Habits of Mind" handouts were distributed and discussed.  Students then created a list of important things about American culture, first, individually, then collaboratively, which culminated in a class list on the SMARTboard.

Sociology

The course description (overview of units and approach), "Unit 'To Do' List," and ""Standards-based Grading" handouts were distributed and discussed.  Audio-visual permission slips were distributed and are due with parent signatures tomorrow.

World History

"Mental Map Timeline" handout was distributed and discussed.  Students completed a personal survey -- due tomorrow.

U.S. History

The "Mental Map Timeline," "Unit 'To Do' List," and ""Standards-based Grading" handouts were distributed and discussed.  Audio-visual permission slips were distributed and are due with parent signatures tomorrow.