KCC

Finish the essay analysis for tomorrow's discussion.  Reminder -- white book reading due Wednesday.

U.S. History

Finish adding to the EQ and CQ pages and the Presidents' Political Parties packet while viewing the rest of "The Presidents" video.  Then, complete the Unit-Closure Work Packet.  Hold onto the EQ and CQ pages, as we'll decide at the end of this next, short unit about which of the two EQs you will write, and we'll continue to add to the same CQ page.

World History

Set up a 3-column note page with these column headings: Physical Power (ie. military) --AND-- Economic Power --AND-- Institutional Control, and on the back side set up this subheading "Foundation (seeds) for the European Renaissance."  Add notes to both sides of this paper while viewing the middle segment (53 minutes long) of PBS' "Islam: Empire of Faith" documentary as a review of our big empires concepts and a bridge to the new unit on the European Renaissance, Reformation, and Exploration.  (We viewed ~45 minutes today -- ~10 more minutes to go tomorrow.)

KCC

We discussed the poem and added to our EQ page.  Then, do an analysis of one of the essays in the black book choosing from one of the #s 1-3 or 6-9 -- will be used in a Socratic discussion.  Start reading ahead into the next unit -- Chapter 21 is due next Wednesday (pp.608, p.612--top-of-614, top of 620, top of p.624, p.629--top-of-633, 635-637).

U.S. History

In 3rd hour we discussed the poem and added EQ notes.  View "The Presidents" video posted in the stream in Google Classroom while adding EQ notes, CQs, and using the "Presidents' Political Parties" packet.  6th hour also began working on the U.C.W.P.

World History

Editing Day!  Use the "Edit My Writing Now" instructions in Google Classroom with your printed and highlighted parapgraph, which is actually a rough draft.  Make all the careful revisions, reprint, and then highlight to show text structure -- staple a score sheet to the top and turn in.  Be sure, also, that you resubmit the final draft to turnitin.com to replace the rough draft you submitted previously.

KCC

Students shared their quick research on suffrage-related questions; copy these from a reliable classmate if you were absent.  Then, add answers to your EQ page per our studies of the Women's Suffrage Movement.  We then broke down the "Indian Boarding School" poem and then added more answers to our EQ page.

U.S. History

3rd hour added answers to their E.Q. pages based on their studies of the suffrage movement.  All classes did a close read with support context and tips of Louise Erdrich's poem "Indian Boarding Schools" and then added more answer to the E.Q. page.  In 6th hour we then began viewing episode 2 of disc 2 of "The Presidents" for chronological review of the era, adding to our EQ and CQ pages ("Cleveland to Taft: 1885-1913")...view through 15:00 -- the rest to be done in class tomorrow.

World History

Writing day 2 of 2 -- due by the start of class tomorrow.

KCC

Students collaborated in groups to address the Iron-Jawed Angels notes and questions printed from the SMART Board -- quick research to be shared in class tomorrow.

U.S. History

We shared our quick-research from the suffrage movies, added a few CQs, and added a few EQ notes.  In 6th hour we also began figuring out the "Indian Boarding School" poem -- more work on this tomorrow.

World History

Writing day 1 of 2!  Pick up the sample paragraph and see a reliable classmate for the color-coding; this can be a good "this is what it looks like" example for the feedback you might have gotten on your returned writing...to see specific evidence, overall structure, clear language, etc...

KCC

Ditto U.S.  And the scored Civil War Era papers were returned with feedback.  

U.S. History

"How We Got the Vote" -- see me to finish viewing the last 8 minutes.  Then, go through the printout of our SMART Board list and confirm, cross off, and answer items as you are able from the documentary information.  The remaining items were Googled in class by all the students and answers will be shared tomorrow.

World History

Review game over the UCWP.  We then prepped for writing by receiving the scored World Religions writing with feedback; time was given to look over the feedback and talk with me about it as needed.  We also found our EQ pages for the Empires unit and framed our thinking squarely on the Essential Question as our mindset for coming in tomorrow to be ready to write. 

KCC

Ditto U.S. post on Friday...

U.S. History

We continued our note-taking from How We Got the Vote as detailed Friday.

World History

Finish processing the information on the Unit-Closure Work Page (front and back), adding answers and cheat notes wherever needed.  Then, finish adding picture notes and/or hashtags to each of the items on both sides of the UCWP -- forces processing of the content and also has a memory trick in place for final exam time.  In some hours we also did a review game on the material -- as time allowed.  

KCC

Ditto the U.S. post. 

U.S. History

We finished screening Iron-Jawed Angels and then I collected students' observations and questions onto a SMART Board document then printed and distributed to each of the students.  We set up a note page for the documentary "How We Got the Vote."  A historical persons picture page was distributed for students to use alongside the movie characters/actors page for reference.  Lastly, I provided a handout onto which the excerpts of Alice Paul and Mabel Vernon's interviews are transcribed, as some of their commentary is a bit challenging to discern.  We then used these pages, focusing mostly on the notes page while starting to view "How We Got the Vote" -- to be finished in class on Monday.  If you were absent, see me to set up a time to make up the missed viewing if you were absent.

World History

Unit-Closure Work Page -- complete the vocab, look up what you need to define for yourself on the empire facts on the back side, and then add picture notes and/or hashtags to the vocab and empires...more time will be given to finish in class on Monday.  So, for homework -- work until you've gotten 1/2-way through the job if not yet there.

KCC

Ditto U.S....58:41-1:38:28.  ; )

U.S. History

Iron-Jawed Angels -- continue with note-taking and also notes of your observations and questions; we'll use these tomorrow in discussion and then to analyze the film for historical accuracy.  3rd hour 1:07:55 until 1:52:23; 6th hour 1:16:41 through the end.

World History

We finished out A/V Claim & Evidence work for an assessment score -- if you were absent, please see me to set up a time to do this work in my classroom.

KCC

Ditto U.S....through 47:45 and then from 53:05 through 58:11.

U.S. History

Iron-Jawed Angels continued -- view through 47:45 and then start up again at 53:05 through.....1:07:55 3rd hour or 1:16:41 6th hour.

World History

7th hour we finished the slideshow about West v. East.  In all hours we worked on a scored A/V Claim & Evidence -- if you were absent, see me to set up a time to make up this assessment in my room. 

KCC

Ditto U.S.  Film leave-off point = 11:15.

U.S. History

We finished adding to our CQ page while going through the information from Dr. Kelley at Homeland Security regarding current topics in immigration.  Then, we began taking notes of the play-by-play of events AND observations and questions while screening all but scene 7 of the film "Iron-Jawed Angels"...today we viewed to these stopping points:  3rd hr= 19:16 &  6th hr=28:34.

World History

Presentations were finished today -- see slideshows in Google Classroom and also copy notes from a reliable classmate.  In hours 4 & 7 students took notes from my "East v. West" slideshow to give a clarifying paradigm on the historiography of how we've studied empires over time in history courses -- add these notes to your E.Q. page.  Finally, we began an individual, scored assessment -- Audio-Visual Claim & Evidence -- to be finished in class tomorrow; if you were absent, see me to set up a time to make up this work with me in my classroom.

KCC

See U.S. post...AND collaborate with a classmate over key themes from Chapter 20 in the white text, and we finished the last slide of the "Freeport Talk" contemporary immigration case study slideshow.

U.S. History

We took EQ notes and also added to our CQ pages from a slideshow about Turn of the Century immigration (Professor Gordon Hutner) and about contemporary immigration (various print sources and interview with Dr. Elaine Kelley, retired policy analyst with the Dept. of Homeland Security)....last 6 slides to be discussed tomorrow.

World History

More presentations and EQ note!  See the slideshows posted in Classroom AND also copy notes from a reliable classmate.  In 1st hour we also went through my slideshow about the traditional Eurocentric lens on empires and the West versus East paradigm established as a result of the late empires phase.  (See that slideshow, also, and take notes; ask me if you have any questions.)

KCC

Students collaborated on Chapter 20 themes.  No new reading for next week.  Slideshow -- see U.S. post. ; )

U.S. History

We finished out note-taking from my slideshow of a contemporary immigration case study; take notes from a reliable classmate and view the slideshow in Google Classroom.

World History

Presentations continued -- copy notes from a reliable classmate and view the slideshows posted in Google Classroom.

KCC

Ditto U.S. post.  Also, be sure to have the white text notes finished for tomorrow.

U.S. History

10 minutes was provided for students to finish the Crash Course #27 analysis and to do some metacognitive reflection on their performance, taking ownership, to decide if they want it scored or to simply have it as another practice round (and to have for the information, obviously).  We then began note-taking on the EQ page (and adding CQs, too) from my slideshow presentation on a contemporary case study on immigration -- to be finished tomorrow in class.  If you were absent, be sure to copy from a reliable classmate the notes you missed and see the slideshow for helpful images once it's posted tomorrow.

World History

We began taking EQ notes from our classmate's presentations today.  See the slideshows posted in Google Classroom to know the topics covered for your class section today, copy notes from a reliable classmate, and then view the slideshows to see the maps and other helpful images that accompany the notes.

KCC

Ditto U.S.  Also, however, remember to accomplish the at-home reading and note-taking from the white text.

U.S. History

We continued the Crash Course analysis with scoring option today -- see me in Advisory if more time is needed than today's class period to finish.  Students were given the option to choose on an individual basis if they want this performance scored to replace their score on the Civil War Crash Course Audio-Visual Claim & Evidence or if they want to remain with that previous score and simply keep this work for the information.  Tomorrow we'll move on to some slideshows to on immigration, followed by some film on the topic of women's suffrage...

World History

We finished and discussed the "Bizarre Foods" episode that was begun yesterday.  A triple-check last-call reminder was given that empires research projects are due by tomorrow, presentations starting tomorrow.  Today be certain you've finished and submitted your research and your slide show (2 separate items in Google Classroom) and that you've prepared easy-to-use presenter's notes.  Finally, make sure your EQ page is easily accessible and that you've added EQ notes about your empire already.

TUESDAY KCC

Ditto U.S. History.  ; )

TUESDAY U.S. History

SAT is Tuesday!  (For Monday's post, scroll down and click on "Older Posts.")

TUESDAY World History

For Monday's post, scroll down and hit "Older Posts."  Tuesday in World History the students will watch with the sub the "Uganda" episode of Bizarre Foods and add CQs.

KCC

Ditto U.S. History post.  

U.S. History

Finish the note-taking from the Jane Addams packet, focusing on the issues and events of the era.  We discussed the info together as a class as well as 2 pages of pictures via SMARTboard -- see doc of pics in Google Classroom and check in with a reliable classmate.  We then began an in-class, scored A/V Claim & Evidence assessment -- see me to make up this work in my room.

World History

Project work day...Research should already be finished and submitted in Google Classroom.  Finish the slideshow and submit it to Google Classroom.  Prepare your presentation notes (so that you have quick-to-see notes ready for your sharing to your class).  Add EQ notes onto your own EQ page about your empire ("+"s and "-"s of how it was advanced and how it was not).  

KCC

For next Friday read the following pages from Chapter 20 in the "white book": p.579 and pp.605-606.  Time was given today to collaborate on the themes of Chapter 19.  The remaining time was given to finish taking notes on the Jane Addams obituary -- to be discussed with more images in class on Monday.

U.S. History

Progress on the work re Jane Addams -- to be finished in the first part of class Monday.

World History

Slideshow work continued...and two handouts provided -- the scoring rubric for the whole project (note that MOST of the points are for the already-finished research, as this project IS a "Research" score)...and then a handout for instructions on preparing presentation notes and for doing EQ notes on your own empire before you present.  You will have Monday to finalize all parts of the project; if you will need more than 45 minutes, be sure to work over the weekend on it.

KCC

Ditto U.S. History, except we also discussed CC#25 thesis in the KCC class and did NOT do the self-eval.

U.S. History

See me or a reliable classmate to check and edit your thesis for Crash Course #26.  As a class we did a big-picture pull-back on our course skills...Review the sample winter paragraph in the Writing Cheats section of Google classroom, consider this reminder that your writing for History and the Claim & Evidence work are mirror images of each other (intro and conclusion is where the thesis should be).  The Civil War Era writing was returned and time given for looking over the feedback and asking questions.  Students then did a new self-evaluation on the same packet used in the fall, but in a different color pen or pencil.  As an historic figure case study that connects to several of the key themes of the era, read the NYT obituary for Jane Addams and take EQ notes (and add to CQ page as relevant -- to be finished in class tomorrow.

World History

I gave a presentation of how NOT to do a slideshow (see sample posted in Google Classroom) and then we revisited Professor Austin's slideshow to see how TO do a slideshow.  A slideshow instruction page was provided, and then students began using the "Empire Research Slideshow" loaded into Google Classroom (an individual copy provided for each student to simply replace the prompts with their empire information).  Tomorrow class time will be provided for finishing the slideshow and then, as time permits, to begin preparing the other presentation aspects as will be detailed on a new instruction sheet to be given out tomorrow.  IF you feel that tomorrow class time will not be enough to finish your prep work, decide how you need and want to manage your time -- consider doing some homework on the slides tonight if you know you have a busy weekend ahead.  Presentations will begin Monday.

KCC

Ditto U.S. History post.

U.S. History

Finish the Claim & Evidence work (on your EQ page) for Crash Course #26 (loaded in Google Classroom).  

World History

Today is the final day of class time to complete the empires research -- due by the start of class tomorrow!  ; )

KCC

Ditto U.S. History plus remember to get the white book reading done by Friday. ; )

U.S. History

Finish the Crash Course #25, and then see me or a reliable classmate to check and edit your thesis.  Then, do another practice Claim & Evidence on your E.Q. page for Crash Course #26 (twenty-SIX).

World History

Day 4 of 5 for research!  By the start of class Thursday all research should be completed as well as the reading of it and highlighting key points (phrases, sentences).  For subtopic #4 (Ethnocentrism), add these additional phrases and words that may be helpful in Googling, as the term ethnocentrism won't necessarily be used in every article, but rather, some synonyms):  disrespect for rivals, disrespect for enemies, discrimination, oppression, prejudice, and exclusion.