KCC

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  We discussed briefly the posters currently hanging in the classroom and how they connect to U.S. History specifically.  We set up our first Essential Question page with the heading "Introduction Essential Question" and with this question: "Who are we, America?"  In some hours we also created a subheading "Initial/Starting Thoughts" and began to record a bullet-point list of individual thoughts of possible answers.  (Headings and subheadings on these pages are critical, as we'll be using these pages for several days at least, and having the various notes labeled and organized makes the final work with it possible.)  We viewed the first of several video clips, recording possible bullet-point answers under a new subheading on the E.Q. page, "A Brief Lesson on White Privilege." (Email me at sherry.cluver@watsekaschools.org and I will reply with the video link.)  While viewing, record curiosity questions onto a seperate sheet of paper we entitled "Intro and Unit 1 Curiosity Questions."

World History

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  On a half-sheet of paper, students made (1) an observation and (2) created a question of curiosity about the four posters in the classroom -- to be discussed tomorrow.  

U.S.

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  We discussed briefly the posters currently hanging in the classroom and how they connect to U.S. History specifically.  We set up our first Essential Question page with the heading "Introduction Essential Question" and with this question: "Who are we, America?"  In some hours we also created a subheading "Initial/Starting Thoughts" and began to record a bullet-point list of individual thoughts of possible answers -- to be continued in class tomorrow.  (Headings and subheadings on these pages are critical, as we'll be using these pages for several days at least, and having the various notes labeled and organized makes the final work with it possible.)

KCC

Permission slips?  We discussed the 10 History's Habits of Mind for students to edit their pages.  A handout was provided that shows the sources for our history curriculum.  Finally, a handout was provided to begin going into detail on Standards-Based Grading (S.B.G.); talk with a reliable classmate to see where we've highlighted key points so far -- to be continued in class on Monday.  To accompany the SBG handout and discussion, the following were also distributed and discussed: Skills Tracking Page, Sample Transcript, & a page entitled "Semester Grades."

World History

Permission slips?  We finished discussing briefly the 6 scored history skills, using our History Skills Brainstorm work pages.  We worked on a new handout, "History's Habits of Mind" on which are listed the top 10 skills the experts believe history students should practice.  On your handout, write your own translation of each -- work at breaking each down for comprehension and putting it into your own words.  Feel free to work with a classmate, and please look up words that you don't know!  ; )  A handout "Standards-Based Grading" was distributed and we viewed the Youtube link listed toward the top of the page -- more work on this Monday.  (Another handout "Curriculum Sources" was also distributed; it's a quick, FYI page.)

U.S.

Permission slips?  We discussed the 10 History's Habits of Mind for students to edit their pages.  A handout was provided that shows the sources for our history curriculum.  Finally, a handout was provided to begin going into detail on Standards-Based Grading (S.B.G.); talk with a reliable classmate to see where we've highlighted key points so far -- to be continued in class on Monday. To accompany the SBG handout and discussion, the following were also distributed and discussed: Skills Tracking Page, Sample Transcript, & a page entitled "Semester Grades." 

U.S. History

Seating chart.  Permission slips are due today.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  We also discussed that not only are these six, particular skills those used by scholars at the top of the history pyramid, AND are ALSO life skills that empower all students regardless of their future paths. Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

World History

Seating chart.  Permission slips are due today.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  We ALSO discussed how these 6, particular skills are not only the top skills used by scholars at the top of the history pyramid, but are ALSO relevant life skills that will be helpful and empowering for all students regardless of their future paths.  Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

KCC

Seating chart.  Permission slips are due today.  Students finished reading and highlighting their two syllabi and I finished recording their textbook numbers.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

U.S. History

Rules, permission slip, and student survey were distributed for students to read and/or complete.  The Mental Map Timeline for the year was distributed and we discussed it.  On a separate sheet of paper, brainstorm a list of "History Skills" for tomorrow's discussion -- what are the skills of an historian?  What does an historian do?  What does she/he need to be able to do?  What are her/his skills?

World History

Rules, permission slip, and student survey were distributed for students to read and/or complete.  The Mental Map Timeline for the year was distributed and we began to discuss it with some notes -- to be continued in class tomorrow.

KCC

Rules pages, permission slips, and syllabi for both semesters were distributed -- be sure to pick up and read these items.  See me with any questions you may have about the information you read.  Textbooks (2) were distributed; like other HS classes, these are yours to borrow, and, if returned in poor condition -- yours to pay replacement costs.  However, like other college classes, these are college books (expensive!)!  So, please take good care of them.  Finally, a "Survey" page was completed by all students to provide for me some information about the students.    

All Classes, One More Time

You're all still at home today, Tuesday, or possibly working a job.  So, there's no homework.  Tomorrow, however, the studies begin, and you'll see three distinct posts with class details -- one for U.S. History, one for World History, and one for the KCC Dual-Credit U.S. History.  This is THE way to find out your make-up work for any absences.

Goodbye, Summer  .  .  .  

All Classes

I'm here, but you're likely enjoying some Fruit Loops after rolling out of bed around 11am (at the earliest).  One more day and then, it's up at the crack of dawn!