KCC

We worked on the in-class scored Reading Claim & Evidence assessment on the students' choices of essays...If you were absent, see me to make up this assessment work.

U.S. History

We finished our in-class assessment work for an A/V Claim & Evidence -- if you were absent, see me to make up this scored work.  We then began another in-class assessment -- a Context & Lens...to be continued in class tomorrow.

World History

Writing day 2 of 3!  Be confident that you've chosen important themes based on a thorough review of all of your E.Q. notes for question #2, and that you've put those themes into 1, clear, grammatically correct thesis sentence.  Then, move into the guts of your paragraph, providing 3 or more very specific examples from our class studies for each of your themes....and get a transitional word or phrase in the start of each section to create flow between the sections within this one, meaty paragraph.  We'll finish and then edit the writing tomorrow -- due before the start of class Friday.

World History

Writing!  Look at the "Writing Notes to Self" where you listed either on paper or a Google doc the feedback you got on your first writing; use this info on this new writing!  Also, use the instruction/helper docs in Google Classroom  > Classwork > Writing section....MLA formatting, a sample paragraph w/ color coding, rubric, editing page.  The assignment is set up as the very bottom item in Classwork, and the assigned question is E.Q. #2.  BEGIN the work on the "Thesis Themes Work" page and dialogue with me any time needed in this process.  We will continue this writing work in class tomorrow.

U.S. History

The scored writing has been returned with feedback via Google Classroom.  2nd hour was given time to collaborate on E.Q. notes in light of a revisit with the highlighted timeline and The Founders packets that we read and highlighted as anchor pieces at the beginning of the unit.  (5th hour did that already.)  We then began a scored Audio-Visual Claim & Evidence -- if you were absent, see me to set up a time to make up this work.

KCC

Collaborate on Chapter 8 themes (due Friday, but we ran out of time and then did not have class yesterday).  Chapter 9, as you were told by the sub last Wednesday, is due this Friday.  The scored writing has been returned with comments via Google Classroom -- see me to dialogue about your writing.  I went through some of the more notable fact-check items regarding Hamilton, An American Musical.  We revisited the anchor pieces of the timeline and The Founders packet to pull more E.Q. themes for our writing notes.  Finally, we began a Reading Claim & Evidence assessment for which the students had a choice of about 10 essays from the "red book" for this unit -- see me to make up this scored work if you were absent.

KCC

Dual-credit U.S. History did not meet today due to the afternoon team building activity for juniors and seniors in the gym.

U.S. History

We finished the Reading Claim & Evidence that was begun last Thursday -- if you need additional time, come in during Advisory today.  

World History

In hours 1 & 7 we did a drop-in lesson with the "Bizarre Foods: Eastern Australia" episode -- adding ~5 CQs to a new CQ page that we set up:  "C.Q. -- Ag."  (4th hour missed class due to a morning team building activity in the gym today.)

KCC

We finished our Socratic discussion and I shared some follow-up for content clarification (see a reliable classmate to fine tune your notes if you were absent, AND be sure to complete a Socratic Replacement work if you were absent both days...found in Google Classroom under Classwork: Socratic).  The colonialism writing was returned -- see comments and score, and please see me to dialogue about the feedback.  If you forgot to submit it in Google Classroom, please do!  If you got it returned to you without a score and with a note to submit it to turnitin.com and then to resubmit to Google Classroom, please do!  ; )

U.S. History

2nd hour did not meet due to the assembly running over time.  5th hour continued work on the Reading Claim & Evidence (God and The Founders); if you were absent, see me to set up a time to complete this assessment.

World History

Day 2 of 2 Curiosity Research...be sure to follow the instructions on the "Research Cheats" doc in google Classroom AND to submit the work in the correct assignment spot set up for this (Google Classroom...Classwork...scroll to the very bottom "Communal Research.")

KCC

Socratic discussion!

U.S. History

We added notes to our Hamilton notes packets -- focusing special attention on Act II, songs 2, 5, 7, 9, & 19, but also adding some historical fact-checking notes on some other songs (in parentheses to denote its from a source outside of the play).  See a reliable classmate for these notes as needed.  In 5th hour students collaborated to add EQ notes by carefully revisiting the timeline and The Founders packet (the two anchor items with which we started the unit with reading, adding notes, and highlighting).

World History

We edited our Zhutwasi Bizarre Foods notes as I went over some content follow-up.  We did a quick check-in about the layering-to-today items and the UCWP to see if there were any questions.  We then began our end-of-unit Curiosity Research -- READ the instructions found in Google Classroom under the Classwork Tab -- "Research" area...open the "Research Cheats" document and READ THE WHOLE THING.  It will be worth the 3 minutes!  ; )  #1, 2, & 4 are the heart of the learning; however, #3 (formatting) is quick and easy; so, if you fail to take the smidge of time it requires to format correctly, I will return the work unscored for you to fix.  

WEDNESDAY -- KCC

Reading day -- finish Chapter 8 (due this Friday), and get a start on Chapter 9 (due NEXT Friday).  (Mrs. Cluver was home ill today.)

WEDNESDAY -- U.S. History

Finish the last 5 minutes of the "Shay's Rebellion" video for EQ and CQ.  We then began a scored Reading Claim & Evidence assessment -- to be continued in class tomorrow.

WEDNESDAY -- World History

Finish reading the packet of layering-to-today articles, comic strips, and slide images while adding to your EQ and CQ pages.  Finish the U.C.W.P. that was begun last week; you do not have to add picture notes or hashtags to the remaining portions.  (That is really only relevant to the vocab sections already completed.)  Finish this for homework if not completed by the end of the hour.

KCC

Reading day!  (We're missing almost 1/3 of the class today, and Chapter 8 is due Friday!)

U.S. History

We finished the Socratic discussion.   In 5th hour I also sharing some fact-checking with regard to the few places Hamilton An American Musical took artistic liberty.  I also shared the lineage of the British Crown from George III to Princes William and Harry, posing a CQ option and then playing the first 1:36 of a video clip from when Hamilton went to the UK. (Those items will be done with 2nd hour tomorrow.)

World History

We finished "The Hadza" Reading Claim & Evidence assessment.  If you were absent, see me to set up a time to do this scored work.  For those who finished with time remaining, the next work was started -- read and view the packet of short articles and images that connects Communal cultures to today while adding notes to your E.Q. page and questions to your C.Q. page.  (If the second work -- the "layering to today" collection of materials isn't finished today, we'll work on it in class tomorrow, also. Note: the slideshow images use phrases/words that a National Geographic DVD used to describe/define humans...hmmm...sound a little like helpful for EQ#1?  And use the images to give examples of the different ways each trend/descriptor can play out in different cultures.)

KCC

We finished taking notes while listening to Hamilton -- Socratic discussion Wednesday!  

U.S. History

Socratic discussion today over Hamilton.

World History

Socratic score sheets were returned to the students; chart your score and let me know if you have any questions.  We then resumed the scored assessment work on The Hadza case study Reading Claim & Evidence.  If you were absent, see me to set up a time to make up this work.

KCC

35 minutes of reading-and-note-taking time was provided and then the last ten minutes of today was spent collaborating over the themes of Chapter 7.  Remember Chapter 8 is due next Friday.

U.S. History

Shay's Rebellion!  View the video and take EQ notes while also adding some CQs to the CQ page.  Monday we will have Socratic discussion over Hamilton.

World History

We finished the Socratic Discussion.  The scored Gadi Mirrabooka Context & Lens assessments were returned to the students and discussed -- chart your score, edit your answers, and save with your class materials.  We began a Reading Claim & Evidence assessment on the 4th and final case study of the unit -- the Hadza.  If you were absent, see me to set up a time to make up the Hadza work with me in the classroom.

KCC

We continued our note-taking from Hamilton: An American Musical -- through song #14 of Act II -- to be continued in class on Monday.  Tomorrow (when we are missing the band students) we will have 35 minutes for reading and note-taking from the white book with Chapter 7 due at the end of that 35 minutes and Chapter 8 due next Friday.  The last ten minutes of class tomorrow will be notes check-in and collaboration on Chapter 7 themes.

U.S. History

We finished our note-taking while listening to Hamilton: An American Musical.  Students also answered these three questions onto the back of their note packet: 1. Who was the most interesting person and WHY?  2. What new things did you learn about U.S. History?  3. What questions do you have?  We'll have a Socratic discussion for a score over Hamilton on Monday.

World History

Socratic discussion over the Bizarre Foods episode about the Zhut wasi...to be continued for a short bit at the start of class tomorrow.  If you were absent, be prepared to participate well tomorrow!  ; )

U.S. History

Hamilton continued -- through Act II song #18 in 2nd hour, and in 5th hour through Act II song #19.

KCC

Hamilton continued -- through Act I, song #23.

World History

We finished our note-taking on the Zhut wasi on the trends note page and also added answers and/or examples onto our E.Q. page (both questions).  This episode of Bizarre Foods will be the source for our Socratic discussion tomorrow.

KCC

Ditto U.S. post, except through ACT I (one!), song #10.  Before starting that, however, we also did sample notes on song #7, added dates with highlighting in the packet margins, and lyrics packets and SMART Board images were provided to add/accentuate the experience.

U.S. History

Hamilton continued...2nd hour through Act II, song #3, and 5th hour through Act II, song #4.

World History

We finished the Yanomamo viewing and note-taking, then collaborated on those notes as well as to update our notes on the 2 Essential Questions (on the E.Q. page).  We then began work on our final trends note page -- this one for the Zhut wasi of the Kalahari, using the Kalahari episode of Bizarre Foods (via DVD); if you were absent, see me to set up a time to make up this viewing...unless you can find it on You Tube, Netflix, etc. and wish to view at home.  We will have a Socratic discussion over this show and our notes; so, take great notes!  (Discussion will be Thursday.)

KCC

Chapter 6 notes are due today -- time was given to collaborate on themes.  Chapter 7 notes are due this Friday!  Students took a few notes onto their EQ #2 while I shared a very short slideshow to give us context & lens on Hamilton: An American Musical.  A while-listening note packet was distributed to the students and prepared together with a song of sample notes recorded; as we listen to the soundtrack, students will record the thesis and key details from each song.  (Tomorrow we'll do a second song sample of notes and some color-coded dates additions; we ran out of time today.)  A characters list was provided as an aid as was a packet of the lyrics.  We will hold a scored Socratic discussion at the conclusion of our listening analysis of the musical.  

World History

We finished our collaborative semiotics work with the images of the Yanomamo, added more information from a 1/2-page handout, and then more information from select video clips -- to be finished in class tomorrow.  In 1st hour we viewed through 37:00 in the third segment; in 4th through  49:09 of the last segment; and 7th students viewed independently via Chromebooks due to the SMART Board over-heating -- most students got through all but the last few minutes of the assigned 4th video clip.

U.S. History

Hamilton continued -- in 2nd hour through song #13 in Act I, in 5th hour through #14 (also still in Act I).

World History

Students finished the Context & Lens scored work on Gadi Mirrabooka -- if you were absent, see me to set up a time to finish this scored work.  Edit your CQ page -- see if you had any curiosity questions that have now been answered by our continued studies, and cross those out.  Are there any new CQs you can add?  Then, revisit your two Essential Questions and see if you can add any more answers and/or evidence there.  We then began work on our second communal case study -- the Yanomamo by adding notes to a NEW trends page by collaborating over a packet of pictures.  

U.S. History

Your research has been scored and returned -- go to Google Classroom to see both your score as well as comments, some of which are in the margins.  As always, let me know if you have questions.  We then proceeded into our use of "Hamilton: An American Musical" by way of my context & lens slideshow with a few EQ #2 notes followed by our listening to the soundtrack (through #1 in 2nd hour and song #2 in 5th hour) by way of song-by-song note page on which you should capture the thesis of each song with key details and helper pages:  character list, on-screen images, lyric packet, and the timeline and The Founders anchor pieces we've highlighted already for reference.  (We added some dates to the song-by-song note page and did 2 songs as samples -- see a reliable classmate for help with this.)  We will be having a Socratic Discussion over "Hamilton" once we've finished.

KCC

See your research scores in Google Classroom, including any comments in the margins.  We discussed Crash Course #7 and edited out EQ pages as needed.  We viewed a 4-minute History.com video on the Declaration and then read the document for ourselves, marking the thesis portions together.  We then began our venture into "Hamilton: An American Musical" -- see U.S. post for details  .  .  .    ; )

KCC

We finished working through "The Founders" packet with highlighters and pens -- see a reliable classmate.  Remember -- get caught up with Chapter 5 (due 2 days ago) and with Chapter 6 (due next Monday.)  Add "Class Activities E.Q. notes" while viewing "Crash Course U.S. History #7" and also record the thesis of the video.

U.S. History

We discussed and edited our notes and thesis from the Crash Course #7 video.  Set up a new subheading under EQ #1 "The Declaration" and add "yes" and "no" notes from the 4-minute video from the History Channel.  (One caveat -- Gingrich's assertion that even today the U.S. is the only gov system like ours is a nice feeling of patriotism, but in our era, not factually precise...there are clearly others.  Otherwise accurate historical info in the video!)  We also read The Declaration itself, highlighting the thesis in the intro and conclusion and marking the evidence section -- see a reliable classmate for these marks.  I then played Lin-Manuel Miranda's poetry jam performance at the White House as a fun intro into "Hamilton," which we'll begin analyzing tomorrow. 

World History

We began our in-class scored assessment work (Context & Lens skill) on excerpts from the Native Australian primary source Gadi Mirrabooka.  If you were absent, see me to set up a time to make up this work in my room.

KCC

Anybody else have Chapter 5 notes done?  If so, come see me.  Reminder that Chapter 6 notes are due Monday.  We finished talking through the timeline with note additions and highlighting and then we did the same with The Founders packet.  Add a big note on your EQ #2 to see the Founder's Packet (as there's A LOT of info there)...

U.S. History

Finish the note-taking onto EQ #1 from the Crash Course #7 video -- finish for homework as needed....and when done, write the thesis.  We'll discuss together tomorrow.

World History

We completed the vocab portion of the Unit-Closure Work Packet for this unit -- a pause to review and solidify the core concepts before moving on...So, do all of the vocab, including the top two items under "key ideas" on the top of pg. 2 -- provide a definition, a specific example, and a picture note and/or hashtag for each item.  Use your many papers and notes and work together!  ; )  Finish this for homework, as we'll move on to new work tomorrow.

KCC

Writing is due (UNhighlighted to turnitin.com and highlighted in Google Classroom in the last assignment item set up in Classwork).  Chapter 5 notes are due today -- collaborate to build a list of potential themes.  Chapter 6 is due Monday.  We began our in-class work on the new unit -- setting up the "Class Activities EQ Page" for those who want to keep those notes distinct from the textbook notes.  We discussed our way through the "Founder or Not?" slideshow as some thoughts for getting started and then sampled some John Mellencamp songs while doing a folder organization (Current Unit, Class Basics, UCWP/Final Exams, Claim & Evidence, Context & Lens, & Socratic).  Three anchor pieces were distributed -- a map, "The Founders," and a timeline -- we began discussing our way through them aloud together while highlighting select, designated elements and also adding some pen/pencil notes.  If you were absent, see a reliable classmate to get caught up. 

U.S. History

We finished adding notes, highlighting, and discussing "The Founders" anchor packet of information.  Add some CQs about the Founding Mothers on your CQ page.  Add a big note on your EQ page under EQ #2 -- "SEE 'The Founders' packet!"  Then, add EQ notes "yesses" and "no's" for EQ #1 while viewing "Crash Course U.S. History #7" -- to be finished in class tomorrow.  (Create a subheading on the EQ page for this video.)

World History

We finished viewing and discussing the slideshow of images of a few of the most famous items from Native Australian cultures.  Add some trends notes and also some CQs.  Students then collaborated to add to their E.Q. pages.  We spend the 2nd half of class doing a review game of the key terms, trends, and concepts from the unit thus far.

KCC

Writing Day 4 of 4.  Writing is due before class time Tuesday to turnitin.com (UNhighlighted) and to the specified assignment location in Google Classroom (HIGHLIGHTED).  Also, Chapter 5 notes for the new unit ("A New Republic") are due Tuesday.

U.S. History

Writing is due by today -- highlighted in the correct assignment slot in Google Classroom and UNhighlighted to turnitin.com.  We did a folder organization while sampling some American 80s/90s pop culture (Mellencamp song samples).  We finished working through together the timeline handout from yesterday -- if you were absent, connect with a reliable classmate to copy down the added notes and see where we highlighted.  We then began work together on our second and final "anchor" piece for the unit -- the packet on the Founding Fathers (and mothers)....again, reliable classmate for notes and highlighting through the first page.  We ALSO copied down the 5 achievements from there into the "yes" column for E.Q. #1 and the 2 failures into the "No" column of that same E.Q.  

World History

We had a multi-step, structured work time to confirm our notes from our readings and then to share the information with the rest of the class.  If you were absent, connect with a reliable classmate to copy down the notes.  In 1st and 7th hours we also began viewing the slideshow; if you were absent, you can see those first few slides once it's posted Tuesday afternoon.  

KCC

Writing day 3 of 4!  Writing for this unit and Chapter 5 notes for next unit are both due next Tuesday....plan to finish writing tomorrow so on the weekend all you have left is editing on the paper and finishing up the reading/notes that you didn't already accomplish ahead of time last week.  

U.S. History

We began our new unit -- "A New Republic".  Set up a new E.Q. page with this EQ on the front: 1. Was the U.S. Revolution revolutionary?  (set up 2 columns: "yes" and "not so much"); on the back side, set up this question: 2. What is a revolutionary? (noun...descriptors and examples).  Set up a new C.Q. page, also.  We discussed a bit the Williamsburg web site videos as reference for the late colonial period in which our revolution takes place and a reference map handout was provided.    We went through a quick slide show -- "Founder or Not?" Our two anchor pieces this unit will be a timeline and a small packet about the most famous of the founders....today the timeline was provided and we went through it together, highlighting particular aspects -- see a reliable classmate to get caught up with that piece.

World History

Students finished the reading and note-taking that was detailed yesterday.  In some hours we had time to gather in our like-article groups to collaboratively confirm, clarify, and correct our notes to prepare to share with the rest of the class.

KCC

Writing Day #2 of 4...to be continued in class tomorrow and Thursday -- officially due BEFORE class time next Tuesday.  Work to finish by the end of class this Thursday so you simply have an editing focus over the weekend.  ; )

U.S. History

Writing Day #2 -- the last one!  While the writing is not officially due until Wednesday night (at least sometime BEFORE class time Thursday), it is homework after today.  Feel free to come in during Advisory for help as needed.  Tomorrow we move on to our new unit!  ; )

World History

Intro Unit E.Q. writing was returned -- chart on the "Skills Tracking Page" and as you look through all of the feedback, create a page (on paper or in the Writing section of Classwork) titled "Writing Notes To Self" onto which you want to make a bullet-point list of reminders from the feedback I gave on your writing.  We then did a self-evaluation of our successes in class and/or where more help (or effort?) is needed -- on the "Skills Breakdown" assess for the following skills that we've completed so far this year:  Socratic Discussion, Research, Argumentative Writing, and Audio-Visual Claim * Evidence....put a "+" sign beside each bullet point that you're groovy on and circle each bullet point that you're still needing to improve on (need help or need more effort, regardless).  Finally, we continued work on our trends note page -- the one from yesterday about Native Australians onto which we rewrote our notes about Nat. Aust. culture from #4 of the movie notes as we sorted them out by the trends listed there...we added to this note page today by taking notes from some articles about the Nat. Aust. culture -- everyone should read the Intro packet, and then see me for which of the other four articles is your assigned one.  (We'll info-share on the others later...) 

KCC

Ditto the U.S. post.  And...we discussed that the new challenge with writing a college-level argumentative essay (in lieu of a high school paragraph) is three-fold:  1.  To maintain focus on the question throughout the entirety (no random info dumps)  2. To organize within each paragraph as well as organization for the essay as a whole (don't forget to organize within each paragraph),  AND  3.  Formal MLA format INCLUDING parenthetical citations and a works cited page.  

U.S. History

We checked in on any questions students had about the Unit-Closure Work Page.  Then, it is writing day -- day 1 for some and day 2 for others, depending on their choice of more research or start the writing on Friday.  For those who started Friday, be sure to revisit your themes in light of the thesis of the Crash Course that was returned on Friday.  For those getting started today, be sure to check out the helper docs in the "Writing" collection (4 items) under Classwork in Google Classroom -- especially the bullet-points at #5 in "Edit My Writing Now," the rubric, and the "Highlighted Winter Sample Paragraph" -- the writing for everyone is due in Google Classroom (highlighted) AND turnitin.com (UNhighlighted) BEFORE the start of class Thursday.  Tomorrow's class time will also be for writing, but then it will be homework to finish if needed after that.  

World History

We discussed (and edited on our note page) the thesis of Rabbit-Proof Fence.  Make a note on your CQ page to beward Keith Windshuttle, as his writing often comes up when Googling the film and he has what we would typically consider "expert credentials"; however, scholars have dismissed his arguments as akin to Holocaust-denial...Even the official website of the Australian Government recognizes the Stolen Generations tragedy.  Collaborate with classmates to discern E.Q. notes from the film.  We read the article about the pot of tea while adding E.Q. notes and C.Q.s and we also discussed the term "agency" from our intro unit with regard to Molly, her mother, and the couple who paid for the pot of tea.  Finally, transfer relevant notes from the movie page to the new note page handout of Communal trends, and continue adding notes to that new trends page while reading the two assigned articles -- "Intro" for everyone and then one of the four remaining articles.  (We'll collaborate later to share the information with each other from the various articles.)