KCC

I checked in with students about missing metacognitive essays -- required to earn the KCC credit....  The rest of the class period -- see the U.S. History post.

World History

Structured review game to prep for finals. ; )

U.S. History

Our final thoughts on U.S. History for the year -- we viewed Maya Angelou's presentation of "On the Pulse of Morning."  Final thoughts on studying history -- handout of quotes used by Loewen to open the final chapter of "Lies My Teacher Told Me."  Lastly, the Modern U.S. Unit-Closure Work Pages were distributed and time was given for students to complete them.

World History

We finished discussing the answers for the practice quiz that was taken yesterday -- remember this was just a sampling of questions; study directly from the UCWPs!  Time was given in class today to study and then practice quiz over the "Modern Europe" and the "Modern Western Civ" UCWPs -- master this content for homework tonight.

KCC

"What I Have Learned" metacognitive writing is due today.  Remember to finish your speed-reading homework for tomorrow.  We listened to track #5 from the "Hamilton" soundtrack (new smash Broadway hit!) while viewing some images on the SMARTboard, we listened to the show's writer and lead actor, Lin-Manuel Miranda, perform a poetry slam of what later became the opening number for the show.  Finally, we took NOTES from the introduction the president gave when the show came to the White House to perform a number...in which we get excellent "Context & Lens" on what the show and story represents about who we are -- relevant for the last Unit-Closure Work Page that you'll be getting tomorrow.  The remaining class time was assigned to study the "Global Issues" Unit-Closure Work Page -- master this studying for homework tonight.

U.S. History

"What I Have Learned" metacognitive writing is due today.  We listened to track #5 from the "Hamilton" soundtrack (new smash Broadway hit!) while viewing some images on the SMARTboard, we listened to the show's writer and lead actor, Lin-Manuel Miranda, perform a poetry slam of what later became the opening number for the show.  Finally, we took NOTES from the introduction the president gave when the show came to the White House to perform a number...in which we get excellent "Context & Lens" on what the show and story represents about who we are -- relevant for the last Unit-Closure Work Page that you'll be getting tomorrow.  The remaining class time was assigned to study the "Global Issues" Unit-Closure Work Page -- master this studying for homework tonight.

WEDNESDAY -- KCC

Ditto U.S. History, but ALSO you have your LAST homework speed-reading assignment -- pp.911-941 for Friday.

WEDNESDAY -- World History

HW: Study the Unit-Closure Work Pages for the World Religions unit and the Empires unit.  Class time was given to begin this review and then a practice quiz was given, as well.

WEDNESDAY U.S. History

HW: study the Unit-Closure Work Pages for the Civil War unit and the Turn of The Century unit.  Pick up a "What I Have Learned" instruction page and complete this work -- due by the start of class Thursday.

KCC

Ditto U.S. History.  ; )

World History

In-class study day with flex time for individualized review and practice-quizzing....continue mastery tonight for homework -- the U.C.W.Pages for Ag and for Urban.

U.S. History

We viewed a 20-minute montage video about the issue of race today followed by an 8-minute video about contemporary Native Americans.  The remaining time was provided to get a head-start on tonight's study homework:  the Exploration & Colonization and the New Republic U.C.W.Pages.

KCC

We finished screening "The Butler," and then discussed students' notes on the three perspectives and on the thesis of the film.  I returned to the students their exam prep self-evals that they completed after the fall semester exam as food for thought as we prepare for the year-end exam.  I also provided a handout with the remaining exam-prep info that might be helpful to them (schedule, test-taking tips, etc.)  For homework, study with great focus these items:  Mental Map Timeline, the timeline handout with pictures on the topic of race and slavery, and the political parties packet.  We'll move on to new subtopics for study focus each day as well as have  new instructional activity for the current, Modern U.S., unit.  For homework, also begin the next section of at-home speed-reading: pp.882-910 by Wednesday.  

World History

Today's in-class test prep focus (and your homework focus):  Intro UCWP and Communal UCWP.  Focused repetition time was given in class today as well as oral practice questions.  We move on to a focus on different test-prep subtopics each day; be sure to do the assigned studying each night.

U.S. History

We finished screening "The Butler," and then discussed students' notes on the three perspectives and on the thesis of the film.  I returned to the students their exam prep self-evals that they completed after the fall semester exam as food for thought as we prepare for the year-end exam.  I also provided a handout with the remaining exam-prep info that might be helpful to them (schedule, test-taking tips, etc.)  For homework, study with great focus these items:  Mental Map Timeline, the timeline handout with pictures on the topic of race and slavery, and the political parties packet.  We'll move on to new subtopics for study focus each day as well as have  new instructional activity for the current, Modern U.S., unit.

KCC

Today is the last day for skill score performances.  Reminder -- speed read pp.849-881 by Monday.  Remaining exam prep information was provided to the students today along with the return to them of their exam prep self-evaluations they conducted after the first semester exams.  We viewed an additional 45 minutes of "The Butler" while adding to our analytical notes -- the film will be finished and discussed in class on Monday.

World History

Today is the last day for skill score performances.  Remaining exam prep information was provided to the students today along with the return to them of their exam prep self-evaluations they conducted after the first semester exams.  In 3rd hour we finished screening "Human" (Vol. 3) and created a class list of answers to our E.Q. on the SMARTboard.  In both hours the remaining time was given for exam preparation -- finish finding and organizing all required information, assess and adjust first semester study materials as needed, and then begin preparing the 2nd semester material according to your individual study methods.

U.S. History

Today is the last day for skill score performances.  Remaining exam prep information was provided to the students today along with the return to them of their exam prep self-evaluations they conducted after the first semester exams.  We viewed an additional 45 minutes of "The Butler" while adding to our analytical notes -- the film will be finished and discussed in class on Monday.

KCC

Reminder -- tomorrow is the deadline for skills work!  New homework reading assignment -- pp.849-881 by Monday.  We continued analyzing "The Butler" (28:40 until 1:13:00).

World History

Reminder -- tomorrow is the deadline for skills work.  In 3rd hour we viewed from 33:56 until 78:00 in "Human," volume 3 (You tube) while recording answers to our E.Q. -- to be finished in class and discussed tomorrow.  In 7th hour we viewed from 59:30 until the end and then discussed the film today.

U.S. History

Reminder -- tomorrow is the deadline for skills work.  We continued our analysis of "The Butler" -- 45 minutes worth (from 26-min. mark in 1st hour, from 9-min. mark in 5th, and from 30-min. mark in 6th...although we only viewed 35 min more in 6th as we backed up to read through the timeline handout that the other classes did yesterday).  

KCC

Homework reminder -- speed-read and take notes on pp.819-848 by tomorrow.  For in-class activities, see the U.S. History class blog post.

World History

We viewed "Human" (volume 3) -- available on You tube -- while recording bullet-point answers to our essential question (What does it mean to be human?)  We viewed from the start to about 45 minutes in 3rd hour, and in 7th hour we viewed from 16:10 until about 61 minutes.

U.S. History

In 5th hour we finished our note-taking from the gender equity slideshow.  In 5th and 6th hours we read the underlined parts of the timeline packet on the Civil Rights Movement and students highlighted the 3-5 most interesting or important items.  In all hours we viewed Maya Angelou's eulogy for Coretta Scott King and then began our screening and note-taking from the film "The Butler."  Connect with a reliable classmate for the context notes for the film as well as the 3-column perspectives notes during viewing.  At the end, we'll also have a thesis contest -- what is the thesis/claim/central message of the film?  

KCC

New homework -- read pp.819-848 by Thursday.  In-class instructional activities -- see the "U.S. History" post.  ; )

World History

In 3rd hour, we finished viewing Crash Course: Decolonization and recording our best thesis -- papers to be returned and edited, and winner announced tomorrow.  In 7th hour the Crash Course thesis pages were returned, edited, and the winners (2!) were announced.  We viewed a slideshow of images created by historians and artists to show what a few famous people from history might look like if they were alive today and then we viewed and discussed a very short slide show of related thoughts -- email me and I'll Google share both slideshows with you.    We then viewed images of people from around the world with their "week's worth of groceries"  (https://fstoppers.com/food/what-week-groceries-looks-around-world-3251) In 7th hour we began viewing form You tube episode #3 of "Human" while recording bullet-point answers to our cycling-back essential question -- "What does it mean to be human?"

U.S. History

We finished our screening and note-taking (observations) of the 1950s video on parenting teens, and then we discussed it together.  I shared a few quit notes on Rock 'n' Roll music and we viewed and discussed a video of Elvis performing "Hound Dog."   I distributed a slideshow packet about 1950s domestic life and gender issues, which we then discussed.  Pause, then, to add bullet-point answers to our E.Q. based on the topics and materials we've covered so far.  We then went through a slideshow about gender inequity; email me and I'll Google share the slideshow with you; it includes a 4-minute video clip on one of the slides.  (You'll need to visit with a reliable classmate, also, to get the notes discussed orally for the last slide.)  Finally, today, I distributed a basic timeline of the Civil Rights Movement for the students to read -- highlight the 3-5 items you find the most interesting and/or important.

KCC

HW reminder -- pp.788-818 by tomorrow.  In-class activities -- ditto U.S. History.  ; )

World History

Writing is due!  E.Q. writing should be submitted in hard-copy form, highlighted according to the instructions we've used all semester, and also submitted to turnitin.com.  E.Q. writers should then complete and turn in their "What I Have Learned" metacognitive, casual writing assignment by the end of the week.  Students who did not opt to do the E.Q. writing should have their "What I Have Learned" writing ready to turn in today.  We did a 4-minute Layering-to-Today segment spring-boarding from our studies of the Haitian Revolution and current struggles to a view of Haiti through Haitians' eyes (http://ngm.nationalgeographic.com/2015/12/haiti-photos-by-haitians-text?utm_source=Facebook&utm_medium=Social&utm_content=link_fb20151113ngm-haiti&utm_campaign=Content&sf15249161=1)  I provided the handout "Mental Map Timeline" for U.S. History for students to see how our studies this year of World History dovetail with the junior-level course.  We set up a "Conclusion" page with this essential question:  What does it mean to be human?  We then discussed the basics of Wangari Maathai's story with the aid of the posters on display in the front of the room...she's linked in the right column of this blog....It connects to our studies of ancient agri-cultures!  We viewed Crash Course Decolonization while recording on our "Conclusion" page the clear, multi-part thesis of the episode -- contest for the most accurate thesis...prizes!  (In 3rd hour this video will be finished in class tomorrow.)

U.S. History

5th hour finished the Cold War slideshow (w/ notes).  All hours began study of daily life in the modern era...First, a "quiz" about family life.  Pick one up and then see a reliable classmate to add notes.  We also added a few notes to our E.Q. page about "teenagers," followed by notes of observation while viewing the you tube video "Teenagers: A Time of Turmoil."  (It is a primary source parenting teens video.) 

KCC

Students added to their notes from a slideshow I prepared based upon lecture content from a talk by Dr. Christine Varga-Harris of I.S.U.  The remaining class time was provided for students to consult with me and prepare to write (choice) or to get a good head start on the new homework speed-reading:  p.788-818 due by Tuesday.

World History

Writing day #2 of 2!  The writing is due at the start of class Monday -- finish for homework as needed.  E.Q. paragraphs should be submitted with a highlighted hard copy and also via turnitin.com.  The metacognitive essays are simply submitted in hard copy (no highlighting).  

U.S. History

On Monday we'll be right back to our in-class instructional activities for the "Modern U.S." unit of study.  Most of your final exam prep will be done on your own, outside of class.  To get you started, the final exam study guide was distributed and today's class period given for you to find, organize, and begin focused study.

World History

Writing day!  Students who choose to create the E.Q. paragraph for our recently completed "Modern Western Civ" unit are to work on those today and tomorrow while we're in the lab and then finish, if needed, for homework.  The absolute last deadline is next Friday, May 20th.  All other students are spending their lab time completing the casual, metacognitive writing assignment "What I Have Learned." 

KCC

The scored "Turn of The Century" essays were returned.  I gave minimal written feedback directly on the papers because I would like to conference individually with students interested in crafting the E.Q. essay for the "Global Issues" unit so we may go through the papers in detail together.  This will be more effective.  Those papers, in highlighted hard-copy form and digitally to turnitin.com are due no later than next Friday, May 20th.  Homework reminder -- pp.760-787 reading is due tomorrow.  We finished our analysis of "Crash Course U.S. History: The Cold War."  Students could keep this page to have the information or they could choose to turn it in for a score to replace their current A/V Claim/Evidence score.  We will discuss and edit our work when the scored papers are returned to the students.  I presented a very short slideshow about U.S. and U.S.S.R. propaganda based upon a lecture I attended by Dr. Christine Varga-Harris of I.S.U.  Email me and I will Google share the slideshow with you. 

U.S. History

We finished our analysis of "Crash Course U.S. History: The Cold War."  Students could keep this page to have the information or they could choose to turn it in for a score to replace their current A/V Claim/Evidence score.  We will discuss and edit our work when the scored papers are returned to the students.  I presented a very short slideshow about U.S. and U.S.S.R. propaganda based upon a lecture I attended by Dr. Christine Varga-Harris of I.S.U.  Email me and I will Google share the slideshow with you.  To be prepared for tomorrow's class, find your study materials from the January semester exam and bring them to class along with all of your papers from this, current, semester.  We'll have an early 1-day getting-going-on-finals prep tomorrow, and then Monday we'll resume our Modern U.S. activities and lessons.

World History

Writing instructions and Research instructions were provided both to students who have a zero in that category and to any student desiring a re-do to improve their performance and score.  See me today or tomorrow to let me know if you want to sign up to re-do any of the other 4 skills so I may prepare materials and set up work times for you.  The deadline for submitting completed skills scores is next Friday, May 20th.  "Writing students" were given classtime to organize their evidence and thesis and prepare to write (we'll be in the lab tomorrow to type), and everyone else was given that time to find, organize, and begin to study the materials for the final exam.  (All will have some sort of in-lab writing to do Thurs and Fri and then we'll have a week or more of new lessons.  We'll go back to in-class work on the final exam that last week before finals.  Chip away at those studies as you have time, starting now, during Advisory and in your evenings.)

KCC

See me today or tomorrow to let me know if you want to sign up to re-do any of the other 4 skills so I may prepare materials and set up work times for you.  The deadline for submitting completed skills scores is next Friday, May 20th.  We began our new unit, "Modern U.S.," by setting up E.Q. and C.Q. pages.  We also began work on a new A-V Claim/Evidence work page (circles).  See me to set up a time to come in to make up this skilled work.  New homework is to speed-read and take notes on pp.760-787 by Friday.

U.S. History

Writing instructions and Research instructions were provided both to students who have a zero in that category and to any student desiring a re-do to improve their performance and score.  See me today or tomorrow to let me know if you want to sign up to re-do any of the other 4 skills so I may prepare materials and set up work times for you.  The deadline for submitting completed skills scores is next Friday, May 20th.  We began our new unit, "Modern U.S.," by setting up E.Q. and C.Q. pages.  We also began work on a new A-V Claim/Evidence work page (circles).  See me to set up a time to come in to make up this skilled work.

KCC

In all classes we worked on the Unit-Closure Work Page (to help our thinking/organizing for the end-of-unit writing and to prepare for final exams) -- finish for homework as needed!  The end-of-unit E.Q. writing and the Curiosity Research will both be optional for students who are pleased with their current skill scores in those two areas.  Students who desire to improve their skills (and scores) further are absolutely encouraged to take advantage of this opportunity!  Reminder -- the at-home speed-reading on the Cold War -- due tomorrow.

World History

In 7th hour students finished their note-taking from textbook pages 710-712 and viewing the John Locke video.  In all classes we worked on the Unit-Closure Work Page (to help our thinking/organizing for the end-of-unit writing and to prepare for final exams) -- finish for homework as needed!  The end-of-unit E.Q. writing and the Curiosity Research will both be optional for students who are pleased with their current skill scores in those two areas.  Instructions sheets for each of these two skills will be distributed tomorrow to students who have zeroes for not completing them previously.  Students who have decent scores but still desire to improve further should choose this re-do/replacement opportunity!  

U.S. History

5th hour -- we finished "The Presidents" DVD episode as detailed yesterday.  In all classes we worked on the Unit-Closure Work Page (to help our thinking/organizing for the end-of-unit writing and to prepare for final exams) -- finish for homework as needed!  The end-of-unit E.Q. writing and the Curiosity Research will both be optional for students who are pleased with their current skill scores in those two areas.  Instructions sheets for each of these two skills were distributed to students who either have low scores in those areas presently or who have zeroes for not completing them previously.  Students who have decent scores but still desire to improve further are absolutely welcome to this option!  

KCC

We viewed a second, short video on the topic of U.S. internment of Japanese-Americans.  We read Sherman Alexie's poem (edited for classroom use) "Hey, Look, the Abyss!" while highlighting key points.  We discussed it.  The Unit-Closure Work Page was begun today -- to be finished in class tomorrow.  Homework -- read and take notes on pp.726-759 by Wednesday.

World History

The Egalite for All scored work pages were returned and edited (answer key on SMARTboard) and then we also rewatched the intro to see where that key thesis info came from.  We viewed a Crash Course on War and Nation-Building in Latin America and then a short video about John Locke's Enlightenment philosophy on government.  (Email me and I'll reply with a Google share of the videos.)  Students collaborated on their E.Q. themes and notes.  We began work on the Unit-Closure Work Pages -- to be finished in class tomorrow and then for homework as needed.

U.S. History

Prizes were awarded to the top vote-getters for their interpretations of the information we collected about the internment of Japanese-Americans during WWII.  We finished "The Presidents" DVD episode and took notes (available on Youtube -- Wilson to FDR episode).  The Unit-Closure Work Page was distributed and started in some classes -- to be finished in class tomorrow and then for homework as needed.  

KCC

Students collaborated on their reading notes and E.Q. themes.  The Carlson essay wp was returned, discussed, and edited.  I took the students through a slideshow connecting Elie Wiesel's "Never Forget" to our daily lives, here, today.  Students took notes from a slideshow (w/ short video clips, also) about Jesse Owens.  I showed a short video on the internment of Japanese-Americans.

World History

We finished our viewing and note-taking about the French Revolution and then students collaborated on their notes and E.Q. themes.  A handout about the U.S., French, and Haitian revolutions was distributed, discussed, and notes added.  

U.S. History

Students voted on the displayed interpretations of the information we collected about the intenment of Japanese-Americans -- prizes to be awarded Monday.  We read and discussed the poem "Hey, Look, the Abyss!"  We then viewed the "Wilson to Franklin D. Roosevelt" episode of "The Presidents" (by the History Channel; available on You tube) -- add to your "Simplified History of Presidents' Political Parties" note page and to your E.Q. notes for this unit.  We viewed the first 10 minutes of it -- to be finished in class on Monday.

KCC

Notes on the Holocaust/Shoah continued; notes on Syria present-day refugee crisis; World Genocides handout.

World History

We continued our note-taking from the French Revolution film as detailed yesterday.

U.S. History

Project work day -- due by the end of today...see details posted yesterday.

KCC

We finished screening the Elie Wiesel episode.  We then added notes from a slideshow -- to be finished in class tomorrow.

World History

We finished our video analysis detailed the past two days.  We collaborated for our E.Q. page on the topic of the Haitian revolution (both questions).  We then began to take notes on the French Revolution, using the timeline and spelling helper-sheet (The French Revolution, History Channel -- available on You tube) -- we viewed the first 20 minutes.

U.S. History

1st and 6th hours -- "Never Forget" slideshow.  Japanese Internment during WWII -- pick up a packet and highlight key points; email me so I can reply with a Google share of two very short videos -- take notes.  We then started the competition -- create a picture notes collage, metaphor and list of analogies, interpretive/symbolic sketch, or poem/lyrics to represent the information you now have about the Japanese Internment.  Prizes for winners.... 

KCC

Depression family stories...  We began note-taking while viewing (avail. on You tube) "Oprah and Elie Wiesel at Auschwitz."

World History

We continued our analysis pages on "Egalite for All" -- see me to set up a time for the missed viewing. 

U.S. History

Students shared more Depression-era family stories.  I provided the 3rd page of the World Genocides handout to 1st hour (my error in photocopying).  1st and 6th hours finished recording the Elie Wiesel quotes from the SMARTboard.  E.Q. notes about the current Syrian refugee crisis...and from the Jesse Owens slideshow....and in 5th hour also from the "Never Forget" slideshow connecting all of this to us, personally.

KCC

Depression stories....Students then collaborated on their reading notes, especially on any new E.Q. themes.  The new reading assignment is pp.694-725 for Thursday.  We finished the Burns essay that was begun on Friday.  We began notes on the Shoah/Holocaust from discussion and a video "Oprah and Elie Wiesel at Auschwitz" -- to be continued in class tomorrow.

World History

Empires research was returned with scores and reminder that students can resubmit that scored packet along with additional information to boost the score as desired (perhaps to verify credentials or to add more reading material).  We edited our notes from the Create Dangerously excerpt by whole-class discussion.  I then set up the students for an Audio-Visual Claim/Evidence (video circles) work page by first distributing and discussing a framework of the Haitian Revolution with note-taking and discussion.  We began the screening and analysis -- see me to set up a time to make up the missed video work.

U.S. History

We did note-taking from expert article excerpts and a slideshow I shared.  I provided a handout of "World Genocides" -- to extrapolate from out Holocaust studies and to provide easy possibilities for curiosity research.  Students copied some Elie Wiesel quotes from the SMARTboard.  We'll do a layering-to-today piece tomorrow with a different slideshow.