KCC

We continued our note-taking from "12 Years A Slave" in prep for Socratic discussion -- we viewed through 1:35:26 today.

World History

Ag EQ writing was returned and students invited to record the score on their skills tracking page, make a bullet-point "to do" list of notes-to-self to remember for improvement for next time (which I collected to keep and return to them when they next write), and to see me for any questions they have about their writing and the score/feedback.  A handout about Egyptian hieroglyphics and cartouches was distributed.  Students worked in tps groups to pull from the Shang Dynasty slideshow notes to add to the E.Q. note page.  

U.S.

We continued our note-taking on "12 Years A Slave" (in prep for Socratic Discussion)  We viewed through 1:21:24 in 1st hour, 1:13:29 in 5th, and 1:10:42 in 6th.

TUESDAY -- KCC

We continued our viewing and analytical note-taking as detailed yesterday.

TUESDAY -- World History

We finished reading p.34-45 about Egypt while taking E.Q. notes and adding to our C.Q. pages and then took notes on a handout packet about the Shang Dynasty from a slideshow I presented courtesy of Professor Austin.  Copy notes from a reliable classmate and also email me sherry.cluver@watsekaschools.org to request a Google share of the slideshow.  

TUESDAY -- U.S.

Students completed the context/lens work as detailed yesterday -- see me to make up the work if you wish to have it scored.  I provided some quick context on the film adaptation of this story -- some fodder for your CQ pages.  Then, we began viewing while taking notes on the handout of guiding questions -- your many notes on this from the film will be used in a scored Socratic Discussion.  We viewed until 43 min in 1st hour, 26 min in 5th, and 22 min in 6th.  (Find on Youtube, Netflix, the library, or Red Box, or see me to make up the viewing in my classroom.)

KCC

Homework reminder -- go back through your notes on Chapters 5, 6, 7, & 8 to firm up your comprehension and clarity of your notes.  Also, if you are part of a group for any of the remaining chapters (9-11), revisit your presentation notes to firm up your comprehension and, thus, your preparedness to present with clear explanations to the class.  See me to set up a time to make up the scored context/lens work on "12 Years a Slave."  I shared with them some context on the film adaptation of the story from an article by a scholar (see me).  Finally, the students were provided analytical note-taking pages and a handout of the 30 human rights (UN) to use while viewing in preparation for a scored Socratic Discussion.

World History

Students discussed their work pages about Hammurabi's Code and edited their papers as needed, and then they further collaborated to pull relevant evidence from that work page for both columns on their E.Q. page (and questions for their C.Q. page).  We then began work on our studies of Egypt -- take E.Q. notes while reading pp.34-45 in the textbook -- to be finished in class tomorrow.

U.S.

A few student groups finished their presentations and then I led the students on a bit more discussion on the topic of women in the Revolutionary era. (They added to their E.Q. and C.Q. pages.)  We began work toward our viewing of "12 Years A Slave" -- see me to arrange a time to complete the Context/Lens work page if you wish to have it scored.  If your prefer to keep your most recent, previous Context/Lens score, then simply pick up a sheet from me and fill in the important information from a reliable classmate.  (This is a RARE option that I provide every once in a great while -- to choose whether to "stay" or to have a new work scored.)  I then shared some information with the class to provide scholarly insight about the film's adaptation of the "12 Years" story -- to be finished in class tomorrow in some hours.  Finally, a viewing notes page was provided on which students will take analytical notes during the film, which will be used for a scored Socratic discussion.

KCC

I took the students through a tutorial (so-to-speak) on reading comprehension and note-taking -- see me or a reliable classmate to copy down the "tips & tricks" as well as to discuss the process we modeled for both.

World History

We began work on reading the Mesopotamia primary source -- Hammurabi's Code.  Pick up a work page and reading packet -- finish for homework as needed.

U.S.

Students finished prepping their informal presentations and then shared the content of their reading excerpts with the class, as classmates added to their EQ and CQ pages.  

KCC

We finished the presentation and note-taking for Chapter 8.  

World History

Students collaborated in their tps groups to discuss and edit their E.Q. notes about Mesopotamia.  Also, add to your C.Q. pages.  We then began work with a primary source from Mesopotamia.  First, you need to see me to set up a time to complete the Context/Lens work page for a score.  Tomorrow we'll begin work on the source itself (Hammurabi's Code).

U.S.

Time was given to complete in collaborative groups the Part III "Context/Lens" work page -- finish for homework as needed.  Collaborate, also, to pull E.Q. bullet points from the work packet onto the E.Q. page -- finish for homework as needed.  (KEEP the work page to use for the study guide for the final exam.)  We began group work to read and take notes on short text excerpts on the topic of women in the Revolutionary Era -- take notes on a piece of your own paper.  The next step is for the group members to decide upon the 5 key words they will use to highlight the key points on paper (marker, computer paper) as they EXPLAIN the content of their article to the rest of the class -- to be continued in class tomorrow.

KCC

We continued our note-taking from the Chapter 8 slideshow presentation.

World History

We discussed the last question on the Loewen wp from yesterday.  A map was distributed to color code for the first four of the Urban Culture Hearth case studies, and then we began individual reading-for-information (note-taking on the E.Q. and C.Q. pages) about the Mesopotamia region as case study -- textbook pp.26-31.  In some hours we then checked in with our tps partners to discuss and edit the Mesopotamia E.Q. notes and then began work an a close-read of a Mesopotamia primary source -- two packets, two work pages -- to be continued in class tomorrow.

U.S. History

We continued work on Part THREE of the Context/Lens work -- collaboratively in groups.  This will be finished in class tomorrow.

KCC

The Chapter 7 group finished their presentation (and we wrapped up our note-taking on that chapter).  We began Chapter 8 -- to be continued in class tomorrow.  (We'll break for a very different activity between chapters 8 & 9...)

Word History

Students discussed their EQ notes and CQs from the Hebrews/Jews case study -- add to your notes and questions.  Students worked collaboratively on a work page for a secondary (scholarly) source -- James Lowen "Lies My Teacher Told Me."  We shared answers on the SMARTboard wtih discussion while editing our papers -- to be finished in class tomorrow.

U.S.

We viewed the Youtube video about nativism "Wrong then, wrong now" (~4 1/2 minutes) -- add to your E.Q. and C.Q. pages.  The scored Context/Lens work pages were returned to the students and they collaborated in their work pairs to make corrections (and to ask questions of me as needed).  Students then began Context/Lens Part Three (the final one for this unit); this one is done in collaborative groups -- to be finished in class tomorrow.

KCC

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  The chapter #7 student group began their teaching via slideshow -- to be continued in class tomorrow.

World History

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  We stapled the Outline of Popular Details -- Urban to our E.Q. page and then finished the E.Q. notes and C.Q. questions from the reading packet from Friday (about the Jewish people establishing an urban culture in the Levant and building the City of Jerusalem).  Finish this reading and note-taking for homework as needed.

U.S.

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  Students worked in small, collaborative groups to pull E.Q. key points from the "Trail of Tears" work we did individually on Friday onto the E.Q. page to be prepared for writing later.  Keep the "Trail of Tears" work pages for the end-of-unit (final exam) study guide.  We began some study of nativism (taking E.Q. notes and adding C.Q. questions) from Youtube video "Nativism History" (3:3ish minutes).  We did the same by listening to and discussing the song "No Irish Need Apply."  We'll have one more video clip on this topic tomorrow.

KCC

Essays are due today in hard copy and via turnitin.com.  We finished the Crash Course analysis and turned it in.  If you feel you would like extra work time for it, see me today to set that up.

World History

We defined "civilized" on our E.Q. page with much discussion.  The new "Outline of Popular Details" was distributed and discussed at length in lecture/discussion/notes style.  Add CQs to your CQ page using your Outline.  We then began our first case study -- reading about the transition the nomadic Hebrews made, becoming urban.  Record evidence (examples/details) about their culture exemplifying being "civilized" and also that of being "uncivilized" directly onto your E.Q. page -- create two columns a "+" column on the left and a "-" column on the right, and be sure to add the subheading "Hebrews/Jews" before you begin.  We'll continue with this work in class Monday.

U.S.

Webquest -- Trail of Tears...pick up an instruction/question page.

KCC

Papers due tomorrow!  (turnitin.com AND hard copy)  I shared a few more Chapter 6 items to add to notes, reminded those presenting on the remaining chapters to be sure to have THMs prepared for each red section.  We began an audio-visual claim/evidence analysis -- to be continued in class tomorrow.  If you were absent, see me to set up a time to come in to make up the work with me.

World History

Research scores were distributed to students.  Paragraphs, if not already turned in, are due (from Tuesday).  Time was provided for students to work collaboratively on their U.C.W.P. from Tuesday and to sort their Ag papers by skills -- finish for homework as needed.  We began our new unit on "Urban Culture" by notes added to the Mental Map Timeline and discussion.  We also set up our new C.Q. and E.Q. pages.

U.S.

We finished the viewing of The Presidents DVD through Polk -- see detailed instructions posted throughout this week.  We also brainstormed some C.Q. questions based on the four subtopics we will next explore:  Native American removal, Nativism, Women's rights, and Slavery and free blacks.

KCC

We continued our note-taking on Chapter 6 -- first from my additions and then continuing with the lesson from the student group and their slides.

World History

E.Q. writing was finished in class today and submitted with the score sheet. Begin work on the new, Ag Unit-Closure Work Page  -- to be finished in class Thursday.  (Edit #4 & 5 by replacing "Natufians" with "Catal-Huyuk" and cross out the last three items on the last page ("Reflective..." through "Organize...").

U.S.

We continued our viewing with the 4 note pages -- we viewed through the presidency of Andrew Jackson (available on You tube).

KCC

The last page of the study guide was provided -- work through it as needed as homework.  I shared a short slideshow about Cambria County and two video clips about Pittsburgh with relation to subculture connected to the Scots-Irish and German immigration into Pennsylvania.  The students were invited to think of a region in the country about which they are interested and to make note on their CQ page -- looking up the history behind it would be an interesting possibility on research day.  The Chapter 6 student group began teaching their chapter to us via slideshow -- if you were absent 1. Copy notes from a reliable classmate, and 2. Email one of the group members to request they Google share the slideshow with you to view.  We'll continue Chapter 6 tomorrow with the student group, with my additions, and if time, with a scored video analysis.

World History

Writing day -- we continued where we left off on Thursday.  We'll have a bit of time in the lab tomorrow to finish.

U.S.

We continued with our 4 different angles on note taking as detailed Thursday for "The Presidents" DVD series, watching through the Jefferson administration (available on You tube).  

KCC

Time was provided to work on writing revisions and to seek one-on-one advice while others chose to work on the end-of-chapter study guide that was provided.

World History

Research is due.  We began our work to be ready to write -- pick up an instruction/score sheet and follow the steps 1, 2, & 3 in order, taking adequate time on each.  We'll continue the writing work in class on Monday.

U.S.

We finished and turned in the current Context/Lens work page (as detailed yesterday).  This is for a score.  We began work with the "Presidents" DVD -- filling in names on the handout "Simplified History of U.S. Presidents' Political Parties," adding to our E.Q. page and C.Q. page, and taking most of the notes onto a new note page we set up today: "Presidents DVD Key Facts."  That new note page will be used for the Unit Closure Work Page and Final Exam.  These videos are available on Youtube (today we viewed the beginning of the first episode "Washington through Monroe" through just the first five minutes).  We'll continue with this in class on Monday.

KCC

I took the students through a lesson on intellectual property to fill some gaps in comprehension about quoting sources and referencing sources in our writing.  For homework -- read through your returned (but not yet scored) papers and come in tomorrow prepared with any questions you have for me for which you need my help in the correction process.  (Parts that need to be redone or that needs quotation marks are underlined -- identified by turnitin.com as being directly from another written source.)  The due date for the paper re-dos is next Friday, November 13th.  Be sure, also, to get the new slideshows finished up by tomorrow.

World History

Students were given a new challenge -- to think about their own thinking specifically about their Reading Claim & Evidence skills performance -- look at your Israel/Palestine analysis (circles) page, the Maasai page, and your most recent previous Reading Claim/Evidence score in the Skills Tracking Page.....And then DECIDE which, if either, of the two (I/Pal or Maasai) you'd like to have scored -- OR -- if you'd like to stick with the grade already on your chart and simply keep these new analyses in your folder so you have the information.  The rest of the class period was for time-on-task quality research of CQs -- due first thing tomorrow.  We will also begin our end-of-unit writing tomorrow -- have all of your writing papers and your current E.Q. page with you.

U.S.

Socratic scores were distributed (chart yours on your Skills Tracking page).  We did a bit of informal wrap-up discussion as some students got further clarity and/or added questions to their C.Q. pages. Students worked with think-pair-share partners to transfer their E.Q. ideas from their 2-column "Daily Life" notes onto their main E.Q. page for the unit (so as to be in good shape for the end-of-unit writing.) We discussed a handout 1607-1776 (and keep for final exam).  We previewed the remaining activities and topics for the rest of the unit and then began a new Context/Lens assignment -- to be finished in class tomorrow for a score.

KCC

Final work day -- finish the slideshow -- "Google share" it with me before class time tomorrow and be ready to teach it to the class.

World History

Students finished the Layering-to-Later work as detailed yesterday.  See me to discuss turning it in.  We then went into the lab to begin our curiosity research -- to be finished in class tomorrow -- due Thursday.

U.S.

Socratic discussion!  If you were absent, pick up a "Socratic Discussion Make Up Work" sheet.

KCC

Work day -- as detailed Friday.  

World

Deuteronomy work page (Context/Lens) was returned and discussed for editing.  The Socratic discussion score sheets were also returned.  In 7th hour we had some follow-up discussion about the Maasai and Catal-Huyuk -- see a reliable classmate to add these notes to your work pages.  We then began work on two article analyses for our "Layering-to-Today" portion of the unit.  See me to begin work on the two Claim/Evidence (circles) work pages for the article about the Maasai and the article about Israel and Palestine.  This work will be finished in class tomorrow, and then we'll begin our Curiosity Research -- have your CQ page with you tomorrow!

U.S.

We finished our "Daily Life" activities to be prepared for Socratic Discussion tomorrow.  Read and take notes on "To Live As A Slave,"  and "Deborah Sampson," and view the following video clips on History.org (multimedia -- videos):  "Cry Witch," and "Women in the Trades."  Preview the Socratic Discussion score sheet so you are familiar with the slightly higher expectations in the criteria.