KCC

We continued to add notes while viewing a series of short video excerpts -- if you were absent, email me and I'll reply with a Google share of them.  We then began reading essay #5 in the black book (Portrait...) found on pp.50-63 -- "African Americans and the Quest for Civil Rights" by Sean Dennis Cashman.  That reading will be continued in class Monday; your only homework is the already-assigned reading from the white text that is due next Thursday.

World History

More empire presentations were shared while students took detailed E.Q. notes to be used in the end-of-unit writing, as usual. ; )

U.S. History

We finished reading and discussing our notes from Jane Addams' obituary and discussed some relevant images via SMARTboard.  We set up a new subheading on our E.Q. page -- "Women's Suffrage."  We added a few main ideas from a short intro video (email me and I'll Google share it with you if you were absent).  A timeline of the women's suffrage movement was distributed and students were asked to read it with focus for comprehension, marking items about which they had questions and noting onto their C.Q. pages any items that would be interesting for deeper inquiry at research time.  In some hours we also began viewing Crash Course U.S. History #31 while recording bullet point notes onto the E.Q. that address ideas or facts not already on the timeline handout.  Also, create a clear note to yourself on your E.Q. page, "See Women's Suffage Timeline!" so you remember to resource it at writing time and at UCWP work time. ; )

World History

We took E.Q. notes from our peers' slideshows on their chosen empires case studies -- to be continued in class tomorrow.

U.S. History

2nd hour finished note-taking from the contemporary immigration slideshow of research.  In all hours we read Jane Addams' obituary from the NYTimes and recorded ~10 bullet points of top facts onto our E.Q. pages (to discern key themes of the era that intersected her life).  1st hour began our study of the subtopic of women's suffrage by viewing an introductory, 2-minute video (email me if you were absent and I'll respond with a Google share of the video).

KCC

I shared a quick read-aloud with the class relating to women's suffrage.  HW reminder -- reading notes are due tomorrow.  We finished our analysis of Loewen's chapter 7 (Claim & Evidence) with choice for scoring (individual choice).  We analyzed Louise Erdrich's poem "Indian Boarding Schools: The Runaways" -- first as a cold-read, then with contextual information via printed email from Dr. Jean Griffiths of Wichita State University, and then with poem specifics from her.

World History

Research projects are due today -- submit your 10+-page Google doc in printed form with key points underlined or highlighted as evidence of reading; sources and their creds should be in the printout.  Students then began sharing some highlights of their chosen empire with the aid of their short slide shows as the class took E.Q. notes (+ and - notes in columns as set up already).  Sharing and notes to be continued tomorrow and until all have shared.

U.S. History

We finished the video (and notes) from yesterday and the slideshow (and notes) from Monday.  Then, we read Jane Addams' obituary to record notes onto our E.Q. page of highlights from her life (that also demonstrate the challenges of her era)....to be finished in class tomorrow.

KCC

We finished E.Q. notes on the Crash Course begun yesterday and then we watched a short YouTube video about Alice Paul.  Email me and I'll Google share those videos with you.  I also did a quick read-aloud of a few excerpts from an article -- see me if you were absent.  We then began a Claim & Evidence analysis of excerpts of Loewen's chapter 7 about Social Inequity -- done in assessment conditions with individual choice at the end as to whether to submit for scoring or to keep for the info. ; )

World History

Finish projects!  Reminder -- be sure to understand your information and also to know the meaning of and how to pronounce any vocab you choose to use in your slideshow.  Research packets (read and highlighted) and slideshows are due by the START of class tomorrow.

U.S. History

The remaining slides put on hold due to Accuplacer retesting today.  We watched the "Murder at the Fair" episode from the 10 Days that Unexpectedly Changed America series --  if you were absent, see a reliable classmate to get notes on E.Q.-relevant items...to be finished in class tomorrow.

KCC

We did some follow-up discussion on Jane Addams with the aid of some images I shared via SMARTboard -- email me and I'll Google share the doc with you.  We looked at the issue of women's rights at the turn of the century via 3 short videos and a timeline handout.  (Email me and I'll Google share the videos with you if you were absent.)  Students began a Claim & Evidence analysis of excerpts from Loewen's chapter 7 on social inequity...to have it scored will be an individual choice....to be continued in class tomorrow.

World History

Students' final work day -- research packets and short slideshows should be ready to turn in and present by the start of class tomorrow.  

U.S. History

In 2nd & 6th hours we did a bit of Socratic follow-up.  In 2nd the immigration handouts were distributed and discussed.  In all hours we continued the immigration research slideshow -- to be finished in class tomorrow.

KCC

Students collaborated on E.Q. themes from the at-home reading.  Next HW pp.639-664 due next Thursday.  Students read and took notes from a primary source, Jane Addams' NYT obituary, and collaborated in small groups to confirm key points about her and the period issues related to her works.

World History

Work day -- slideshows.  Monday class time will be given also, but they are due by the start of class Tuesday when presentations will begin.  So, work on them over the weekend a bit if Monday's class time won't be enough for you to finish completely. ; )

U.S. History

We finished and/or followed-up from yesterday's case study slideshow on immigration.  2nd hour finished their Socratic discussion, and 1st and 6th hours received their score sheets.  Handouts were distributed that outline the required documents and process for immigration and citizenship, and we discussed the process.  We also began lecture-discussion while taking notes onto our E.Q. pages from a new, second slideshow -- to be finished in class on Monday.

KCC

We completed the Immigration Research Slideshow discussion and note-taking.  The HW (next unit) reading E.Q. was given and discussed; for homework, comb through the most recent set of reading notes (for the next unit -- Global Issues Come Home) and pull out themes and big answers that address this new E.Q.; we'll collaborate on it tomorrow.

World History

Research is due today.  An instruction sheet was distributed to guide students through the quick process of making a short slideshow to facilitate their sharing of their empire research with the class -- be sure to pick up and follow carefully these instructions.  A SCORE sheet for the entire project was distributed and discussed -- notice that this is a RESEARCH score. ; )  We'll have more class time tomorrow to work on (and hopefully finish) the slideshows; tentative due date is Monday.

U.S. History

E.Q. notes and C.Q. additions during a co-presented slideshow of a contemporary immigration case study by Mrs. Cluver and Beatha Cluver.  Email me and I'll respond with a Google share of the slideshow, and than you can hook up with a classmate or check in with me for additional explanation as needed.

KCC

We finished the contemporary immigration case study slideshow, discussed two handouts ("Instructions Form I-693" and "Citizenship for Kids of Foreign Birth..."). and began notes from a new slideshow "Immigration Research" through slide #9.  See me for the handouts, and email me for a Google share of the slideshows.

World History

PSAT testing today....Reminder that research is due tomorrow. ; )

U.S. History

Socratic discussion over excerpts from I Came a Stranger and from "A Little Milk, a Little Honey."  If you were absent, pick up a Socratic Make-Up work sheet from the tray at the side of the classroom.

KCC

Finish the Claim & Evidence analysis of Hutner's introductory essay to Immigrant Voices.  It is your choice to turn this in for a score or to keep it for the information.  Mrs. Cluver and Beatha Cluver began a case study slideshow outlining Beatha (and Jameson's) immigration journey along the typical themes of the immigration process -- to be finished in class tomorrow (E.Q. notes and C.Q.s). 

World History

Last in-class research day!  PSAT is tomorrow; so, when you next come to class (on Thursday), be sure to have in hand the 10-or-more pages printout of your research from expert sources covering the 5 assigned subtopics already read and key points underlined or highlighted.  (Follow your instruction sheet.) On Thursday I will provide instruction on the short, simple slideshow that you'll prepare for your empire; remember, the bulk of the work and the majority of the grade comes from the research!  ; )

U.S. History

Final reading day -- tomorrow is our Socratic over Polachek's I Came a Stranger excerpts and excerpts from Boroff's "A Little Milk, A Little Honey."

KCC

Finish Hutner's essay from Immigrant Voices while doing a Claim & Evidence analysis -- it will be individual choice as to whether to have this particular one scored.  Each student will make the decision once completed by self-evaluating how they felt on their performance relative to the score earned on the Hortons' scored assignment.  I will gladly collect and score the work for all who choose that option.  Reminder: 608-638 reading and notes are due Thursday.

World History

Research day #6 of 7 -- reasearch due by the start of class Wednesday -- copied-&-pasted into a Google doc as specified on the instructions sheet...and also read with key points underlined or highlighted.

U.S. History

Finish reading and note-taking "I Came a Stranger" in prep for Wednesday's Socratic discussion -- finish for homework as needed.  If time permits today, get a head start on Boroff's article "A Little Milk, A Little Honey" -- to be finished in class tomorrow..also used for Wednesday's discussion.

KCC

We finished up our Socratic discussion and then I provided some follow-up commentary and discussion.  Students then collaborated on themes from the reading that was due Wednesday (due to Socratic and then assembly, the discussion of it had been delayed).  The new reading (reminder) is due next Thursday -- pp.608-638.  Students began analytical reading of the introductory essay in Gordon Hutner's Immigrant Voices -- to be finished in class Monday.  (The choice to have it scored will be theirs this go 'round; so, we are conducting it according to assessment environment should some students choose to be scored.) 

World History

Research day #5 of 7.  You should have at least 6 pages of research so far (see detailed instructions page); if not, you will want to consider doing a bit of research over the weekend to stay on pace. 

U.S. History

Continue reading notes on the excerpts from "I Came a Stranger" in preparation for Socratic discussion.  We'll finish the reading in class on Monday; if you've been absent, however, please borrow a packet to get caught up.  ; )

KCC

Socratic continued....to be continued and finished in the first portion of class tomorrow.  (Today's class was very short due to the assembly.)

World History

Research day -- working toward the completion of the research, which is due by the start of class next Wednesday.  We have 3 more in-class research days, and any further research time needs to be planned for homework if needed.  (On Wednesday I'll instruct the students on the expectations for creating the short slideshow.  Right now, we are focused exclusively on the research.)

U.S. History

Reading day -- make good progress with the "I Came a Stranger" excerpts -- to be finished in class tomorrow. 

KCC

Socratic discussion -- to be continued in class tomorrow. 

World History

Research Day #3 of 7!  ; )

U.S. History

"I Came a Stranger" -- finish context & lens scored skill work, turn it in, and pick up a notes page for the narrative portion...read as much as time permits today while taking good notes in preparation for Socratic discussion.  This will be continued in class tomorrow.

KCC

Work day...Finish the Boroff essay in preparation for tomorrow's Socratic discussion (Boroff and Polacheck's sources).  Finish the reading and note-taking homework that is due tomorrow (although we'll actually discuss it together on Thursday due to tomorrow's scored Socratic.)  As time permits, get a head start on the new reading assignment that is due next Thursday or work on other coursework per your individual time management needs.  (1/3-1/2 the class was absent today for the blood drive.)

World History

We discussed the research project instructions (the 5-step handout provided yesterday) in detail today, now that all are done with in-class time for the Context & Lens assessment (that work is delegated to Advisory time, now).  Today and our next five class periods will be dedicated exclusively to research on individually chosen empires according to the five categories specified on the instructions page.

U.S. History

We finished viewing Crash Course U.S. History #27 and 28 (available on YouTube) while recording E.Q. notes and C.Q. questions.  We began work on a Context & Lens assessment for the "I Came A Stranger" excerpts packet for a period immigration case study -- to be continued in class tomorrow.

KCC

Finish reading and note-taking on the Boroff article in the black book in preparation for Socratic discussion.  Due to the high % of students form 4th hour working the blood drive, the discussion will be postponed until Wednesday.  Make-up work for Tuesday: be sure to finish the Boroff article as well as the at-home reading and note-taking assignment in the white book.  Also, one may get a jump start on the next HW: pp.608-638, which will be due next Thursday, 3/23.

World History

Students finished the Context & Lens work with the two articles about empires -- see me to set up a time to finish in Advisory as needed.  Pick up and follow the instructions on the project page about topic selection...see me to sign up for your topic!  Then, follow instructions on the 2nd handout "Find/Copy-Paste" and begin your research -- to be continued in class for the next six (6!) class periods.

U.S. History

Crash Course U.S. History #26 finished, #27 started and completed, and #28 was begun in 1st hour (through 6:14) -- available on You tube....take good E.Q. notes and capture some C.Q.s 

KCC

HW reading is due today -- a bit of time given for key themes collaboration.  The next reading and note-taking assignment (pp.579-607) is due Wednesday.  Class time was given to finish reading the excerpts (and taking notes) from I Came A Stranger.  When finished, save these notes for Socratic discussion and begin work on the second piece that will be used for the same near-future discussion -- Boroff's essay "A Little Milk, A Little Honey" in the black book of scholarly essays recently distributed.  We'll finish the Boroff reading Monday and do Socratic on Tuesday.

World History

We continued our in-class, scored, individual work on a Context & Lens skills assessment on the articles pertaining to empires.  If you were absent, see me to set up a time to make up this work.  A few students will be finishing this work in class Monday, and some are done and have begun the work for topic selection for our projects (pick up an instruction page).

U.S. History

Argumentative paragraphs are due today -- in hard copy form (highlighted, score sheet attached) and  in digital form (turnitin.com, NOT highlighted).  The metacognitive writing (casual, self-assessment) is also due today.  We took some time to sort the papers of our current unit by skill (and to recycle the work pages no longer needed because they were not scored directly for skills feedback and any key info has already been transferred to the Unit-Closure Work Pages).  We jumped head-long into our new unit "Turn of The Century" by use of the E.Q, and C.Q. pages we set up last week -- add E.Q. notes and C.Q. questions while viewing Crash Course U.S. History #25 and the first 5 minutes of episode #26 -- to be finished in class on Monday.

KCC

We continued our reading (and note-taking) of Hilda Satt Polacheck's I Came A Stranger -- to be finished in class tomorrow.

World History

We checked in with one another (whole-class and me) on any remaining discussion wanted/needed on article comprehension.  Then, individual, scored work began on the Context & Lens work for the article -- see me to set up a time to make up this work if you were absent -- to be finished in class tomorrow.

U.S. History

Today is the last writing day -- the argumentative paragraph on the E.Q. is due in hard copy (highlighted) form and in digital (UNhighlighted) form (via turnitin.com) by the start of class tomorrow.  Also due (just in hard copy form) is the metacognitive writing.

KCC

We watched the last few minutes of CC U.S. History #28 while taking notes.  We began work on the autobiographical case study "I Came A Stranger" -- do the Context & Lens work page first, then shift to open-ended note-taking in preparation for Socratic discussion -- to be continued in class tomorrow.  Reminder: at-home textbook reading and notes are due Thursday.

World History

Scored research was returned to the students with feedback.  We continued the Empires reading packet work as detailed yesterday.  For homework -- finish the breaking down of the short article excerpts, making notes on the packet as you go.  We'll do a comprehension check-in before you begin the individual Context & Lens work for a score.

U.S. History

Writing time -- USE the "Edit My Writing Now" handout once you've finished your first draft.  After making edits, highlight according to thesis themes on the final draft to show text structure.  Submit that final, highlighted hard copy and also submit digitally via turnitin.com for the originality check.  Pick up an instruction sheet for the Metacognitive writing and begin as time allows.  I will add tomorrow as one more writing day.  Both writings (E.Q. and Meta.) are due at the start of class Thursday.

KCC

E.Q. writing is due today -- in 2 places.  Metacognitive writing is also due today.  We swapped out our red books for the 2nd one -- see me if you were absent.  We added E.Q. notes and C.Q. questions while viewing U.S. History Crash Course #27 & 28.  

World History

End-of-unit argumentative paragraph (on the essential question) is due today with score sheet.  It should be highlighted to show text structure.  There should also be an unhighlighted copy submitted to turnitin.com.  The casual metacognitive writing is also due today.  We spent class time organizing the papers from the current unit by skill for use in future skills repeat performances.  Keep these skills papers, the UCWP (for final exam prep), and the papers your used for the writing (until you receive back the scored writing).  Other in-unit papers may be recycled.  We set up for our new unit of study -- Urban Empires...We visited our Mental Map Timeline for context, set up our E.Q. page "Were urban empires advanced forms of civilization" 2 columns for notes ("+"/yes  and "-"/no).  We then began collaborative work to complete the first page of a work packet and then to break down excerpts from a challenging piece of scholarly writing about empires -- write down quick user-friendly translations of terms as needed directly onto the packets.  You will do a Context & Lens work page individually on this packet; so, do a good job working through the comprehension of the reading materials, making notes where needed, with your group now, ahead of time.  

U.S. History

Writing day.  Use the handouts detailed on Friday and finish the writing today.  Tomorrow will be editing day ; )

KCC

Reminders:  Writing is due Monday and reading/notes are due next Thursday.  We began our in-class activities for the Turn of the Century unit -- viewing Crash Course #25 & 26 for E.Q. notes and for C.Q.s.  

World History

Our last in-class writing session -- finish for homework as needed.  The E.Q. paragraph is due first thing Monday (highlighted hard copy of final draft and also to turnitin.com).  Also due Monday is the Metacognitive writing (casual and quick) -- see the instruction page -- just a hard copy for this one is fine.

U.S. History

1st hour finished the last 5 minutes of the video from yesterday.  In all hours students began their end-of-unit argumentative paragraph to answer the unit essential question.  Use your E.Q. notes page,  Unit-Closure Work Pages, "Writing Notes to Self" notes, "Edit My Writing Now" handout, and the score sheet.  We'll continue the writing in class on Monday and Tuesday, and then it will be homework after that as needed...due at the start of class on Thursday.

THURSDAY -- KCC

Collaborate on the reading assignment -- big ideas.  The next reading/note-taking assignment is pp.552-578 -- due next Thursday.  For the remaining classtime, then, each of you can choose whether to work on the writing or on the new reading assignment.  (Both writings are due Monday.)

THURSDAY -- World History

Add C.Q.s while viewing the Cuba episode of "Bizarre Foods."

THURSDAY -- U.S. History

Take E.Q. notes and C.Q.s onto the papers we set up yesterday (Wed.) for the new unit -- Turn of the Century -- while viewing the "Homestead Strike" episode of "10 Days That Changed America."

KCC

Writing day!  E.Q. essays and metacognitive writing are both due Monday.  Reminder: reading/note-taking assignment is due tomorrow. ; )

World History

We set up our new C.Q. page for the next unit -- Urban Empires -- so as to have it ready for use tomorrow's drop-in lesson with a substitute teacher, "Bizarre Foods; Cuba" episode.  We then used the rest of the class time to finish the E.Q. writing.  On Friday students will finish the editing process and do/complete the metacognitive writing -- both of which are due on Monday.  (The EQ writing must also be submitted to turnitin.com.)

U.S. History

We set up our E.Q. and C.Q. pages for the next unit -- Turn of the Century, as you'll need to use them for the rearranged order of lessons to accommodate instruction from a substitute teacher in my absence tomorrow.  The new E.Q. is "Who were we at the turn of the century?"  Back to our progress with finalizing the current unit (Civil War Era) -- finish working collaboratively on the UCWP to review big ideas prior to our writing that will begin on Friday.  (The UCWP is a significant piece of the final exam study guide, also.)  Finish the UCWP for homework between now and Friday if not finished in class today.