KCC

Repeat reminder:  If you want to have the opportunity to take a traditional, multiple choice end-of-unit test to average into your course grade, you have to submit your Civil War writing (due many weeks ago) by Monday.  As this is a gift of a very late, additional chance, this is a firm deadline.  We explored the topic of Indian Boarding Schools at the turn of the 20th century by way of Louise Erdrich's poem "Indian Boarding School:  The Runaways" and two helper pages of info from Dr. Jean Griffith of Wichita State's English Department.  (3 handouts in total)  We then began our chronological review work with the "Cleveland to Taft" episode of the History Channel's The Presidents (available on You tube) -- add to your notes, CQ ideas, and the Simplified History of Presidents' Political Parties.  We viewed through ~10:00 and will finish the last bit in class on Monday before we do the remaining end-of-unit work (Research, Unit-Closure Work Packet, Test, and Writing).

U.S. History

Writing day 1!  Use your UCWP and your EQ page to make sure you make a complete list of all the big answers (topics from the whole unit), take a good look through your old writings and feedback (especially the most recent Civil War writing), and then use the several helper docs in Google Classroom > Classwork...at the very top click on "view more" and then click on the section named "Writing."  See me for help and to talk through transitioning your full list to thesis themes and/or smoothing out your thesis statement.  The plan is to have class time Monday to finish the writing and then Tuesday to edit.

World History

We resumed our empires presentations while adding to our E.Q. note pages.  (If you were absent, see a reliable classmate to copy the notes.)

KCC

We finished screening How We Got the Vote while marking facts on the timeline and transcript and also adding notes of new information onto the note page we set up specifically for this task. After some discussion of the film and the topic in general, I had students add to wherever they record CQ ideas "Women in History in Google Classroom" as a note/reminder to themselves that when it comes research time one option they have is to use the link I posted in Google Classroom that contains a very long list of expert resources on the topic that I got from the History Symposium at ISU this winter.  Clarification/rule with regard to the end-of-unit test -- if you want to have the option of taking the test to average into your class grade, you have to have your Civil War Era writing submitted by Monday.  Louise Erdrich's "Indian Boarding Schools: The Runaways" was distributed --we'll work with this poem in class tomorrow.

U.S. History

Finish the Unit-Closure Work Packet, as it will put you in good shape for the writing that we'll begin tomorrow, and it will also serve a study guide for those opting to take the end-of-unit test and for those who will take the year-end final exam.  Reminder: the Curiosity Research is due by tomorrow.

World History

Work day!  ; )   (~1/3 of all sophomores were on an English trip today; students present in class today were given time to make sure they are all caught up with all of their World History work and then allowed to work on work for other classes or AR reading.)

KCC

Using the timeline, people page, and transcript, students viewed How We Got the Vote, marking key points on those three pages, and writing notes of other new facts onto the note page we set up yesterday.  If you were absent, see me to set up a time to view this video and make up this work. 

U.S. History

15 more minutes of class time was given for research -- finish for homework if need with the target goal of more than 4 pages (size 12 single-spaced) of expert info, read and key points highlighted.  For those on an interesting research trail who want to go above and beyond the 90% goal, you have from now through Friday before it's due...extra "homework time."  We then began work on the Turn of the Century Unit-Closure Work Packet -- use your papers, use your neighbors, use your neighbors' papers -- whatever is the quickest and easiest ways to transfer the specified highlights to that organized, thin packet is great!  Finish 1/3 of the packet before tomorrow.  IF you are interested in signing up for an individualized option to include a traditional test on this unit into your overall class grade, speak with me or email me today.  ; )

World History

We continued our E.Q. note taking from students' empires information -- if you were absent, see a reliable classmate to copy the notes.

KCC

We discussed Iron Jawed Angels, students added some follow-up facts onto their note pages (from me), and we discussed a new timeline handout.  I also shared an image of Susan B. Anthony's tombstone on election day.  We then set up a note page to outline 1st through 4th wave feminism with some discussion and the rest of the paper was then set up as a note page for the documentary How We Got the Vote.  (See a reliable classmate for all of these notes.)  A transcript handout was also provided to accompany the video.  I will provide one last handout tomorrow and then we'll begin the viewing and note-taking.

U.S. History

We finished adding to our E.Q. and C.Q. pages and to the "Simplified History of Presidents' Political Parties" while viewing the rest of the video from yesterday.  For 2nd hour 37:33-end, and for 5th hour 29:49-end.  The rest of the period was given for Curiosity Research work time:  first, reread the 2 pages of the Research Cheats doc to get refreshed on instructions and pointers for maximizing research time-on-task ("quality quantity").  There will be 15 more minutes given in class tomorrow, and then if you would like more time beyond that, it will be homework.  4+ pages for 3.0 due by Thursday.  (6+ =3.5; 6+ w/ extensive commentary = 4.0)  See me if you have any questions, as always.

World History

Research is due; slideshow is due.  Today we set up our Empires E.Q. page (see a reliable classmate) and then began note-taking as classmates took turns sharing their empire research.  

KCC

We viewed from 1:16:48 through the end of Iron Jawed Angels while continuing our note-taking.

U.S. History

In 5th hour we discussed the poem and I suggested 2 facts to add to the poem page.  In both hours we began viewing the "Cleveland to Taft: 1885-1913" episode of The Presidents (by History Channel; available on You tube), using it as a double-check, chronological clean-up round for E.Q. notes and C.Q. ideas while also keeping pace with our "Simplified History of Presidents' Political Parties.  

World History

Submit Research, submit slideshow, and prepare your speaker notes before tomorrow.  In class tomorrow we will begin our sharing and note-taking.

KCC

The scored Crash Course #27 was returned to the students, edited, and discussed.  Students were asked to check their writing assessments in Google Classroom, as I will enter grades into Power School starting Monday and there are a number of students who need to turn in the writing or need to make corrections per my instructions on their paper and then resubmit.  We then continued our analysis of Iron Jawed Angels, from 45:46--47:45, and then from 53:05--1:16:48.

U.S. History

Crash Course #27 A/V C&E scored work was returned, edited, and discussed.  Students were asked to check their Civil War Writing assessment in Google Classroom, as I will begin entering scores to Power School starting Monday and there are quite a lot who need to turn in the work or make corrections as indicated in my note to them and then resubmit the writing.  We continued with our work on breaking down the poem indicated yesterday -- making use of 2 rounds of helper information from Professor Dr. Jean Griffith (English Dept., Wichita State); then, collaborate to add relevant notes to the E.Q. page!  We then got set up to begin adding to our "Simplified History of Presidents' Political Parties" packet, to our E.Q. notes for the unit, and to our C.Q. pages while viewing the "Cleveland to Taft: 1885-1913" episode of The Presidents (by the History Channel, available on You tube).  We'll begin the viewing in class on Monday.

World History

Work day -- 1 of 2 left!  Reminders:  1. The research projects (Research doc AND the slideshow should BOTH/EACH) be submitted in Google Classroom before Tuesday.  2. Revisit the rubric in Google Classroom as you work.  3. Use the slideshow template to make quick, easy work of putting together your slideshow correctly.  4. Remember always that this is a Research score, and so, please mind #2 & #3 for high scores and low stress.  5. A handout was provided to make your presenting/sharing information with the class (starting Tuesday) as low stress and easy as possible.

KCC

We continued screening Iron Jawed Angels and taking notes -- from 3:20 -- 45:46.  We'll pick up from there tomorrow in class.

U.S. History

We finished viewing "How We Got The Vote" while adding to our note page any new information that isn't able simply to be marked on the timeline or in the transcript page.  We discussed the info and film once done.  I asked students to add to their C.Q. page "Women in History in Google Classroom" (I will post a doc full of expert resources you can use at research time) and "Early 1900s teen girls move north for jobs, send money home."  We then began some short work on our last subtopic of the unit -- read the Louise Erdrich's poem "Indian Boarding School:  The Runaways," making notes off to the side as to what each part of the poem means -- use your knowledge of the film Rabbit-Proof Fence from the start of World History last year and the "making white" of native people in Australia...  There will be two rounds of helpful information given tomorrow to break down the poem the rest of the way for ultimate clarity, completeness, and accuracy.  For now, give it a good read and get your best insights and "translations" on the paper.

World History

Due date for the research project is Tuesday (3/26).  The rubric was shared in Google Classroom, read aloud together, and discussed -- notice that this is a research skill score -- emphasis on the information.  The slideshow template is provided in Google Classroom -- we went through it with discussion; make this simple, clear, and straightforward...the purpose is to make it easy to share information with your classmates as we take our turns in class.  (The emphasis is on the information.)  It will be less awkward and you'll feel more confident if your slideshow follows the parameters put in the template for you (heavy on pictures and limit on words).  We'll discuss tomorrow tips and tricks for low-stress presenting, but know already right now that you WILL be allowed/encouraged to have cheat notes with you -- the slideshow is a visual for your listeners.  (You do NOT need to put all of your reminders in there; you will have cheat notes in your hand.)

KCC

We discussed Andrew's question about Americans, work, and work ethic versus laziness -- if interested, see me for the talking points from the research I did.  I shared with the students some immigration documents information on a handout and we discussed -- to satisfy curiosity about what is typical in the process.  See me if you have questions after reading over it.  Also, finish pulling E.Q.-specific notes from Jane Addams' obituary -- finish for homework as needed.  We then began work on a new subtopic, women's suffrage; view from the beginning of Iron Jawed Angels through 3:20.  (We just barely got started and will continue tomorrow.)  While viewing, take notes of plot points and character involvement with those plot points.

U.S. History

We viewed "How We Got The Vote" to take notes on new information that wasn't already in Iron Jawed Angels, in the timeline handout, or on the transcript -- mark the timeline and transcript for key movie points that pop.  We will finish this in class tomorrow.  If you were absent, set up a time to make up the missed viewing from my DVD.  (I've not been able yet to find it on You tube...?)

World History

The last in-class research day!  I reminded the students if any of them are still feeling stuck, to google the empire name to find expert articles that covers various aspects of the empire, and then do specific Google hunts for subtopics for which they need more information.  Tomorrow, I also told them, you will receive the rubric for the project, instructions on the slideshow, the due date, and pointers for making the sharing/presentation low stress; it is a Research score, and so, the bulk of the grade comes from the research, which is why we've been focusing exclusively on that for these several days and not yet looking toward the other parts.  ; )

KCC

We finished our discussion w/ slideshow of the contemporary immigration case study.  We then added to our EQ notes (issues of the era and attempts at solutions) from Jane Addams' obituary -- to be finished in class tomorrow.

U.S. History

We discussed Iron Jawed Angels, adding a few facts from my notes onto new note pages the students set up entitled "Women's Suffrage Movement: Fact checking I.J.A."  I provided a timeline printout and we went through the underlined high points aloud together.  Students then added more to their new note page about the documentary How We Got The Vote some context info about the film from me, fact check info about the I.J.A. characters when comparing that sheet to a new handout with images of the actual people, and then notes also of any new info (not already in IJA or on the timeline) while viewing the first few minutes of How We Got The Vote.  (A transcript handout was provided to aid students in understanding more clearly the interviews with 90-year-old Mabel Vernon and 92-year-old Alice Paul.)  We will continue with the documentary and note-taking tomorrow.

World History

Research time!  We started the day with reminders that real research is a HUNT, and to use short phrases, try synonyms, and use the tips and tricks on your Research Cheats doc in Google Classroom!  Additionally, if stuck, you can mine from Wikipedia's bibliography expert sources (do NOT use Wikipedia as is, but they sometimes note expert sources in their bibliography, and you can go DIRECTLY to those sources...IF they are expert).  Additionally, if you find expert information in video form, see me, and we can work out a way for you to use it.  Tomorrow is our last in-class day for research; so, use your time well and consider if you need to work on it for homework or if tomorrow will be adequate time for you to find the rest of the specified/assigned information.

KCC

We finished our note-taking, question-adding, and discussion from the Immigration Research slideshow, and then began the Contemporary Immigration Case Study slideshow with some comparing and contrasting with Hilda's story -- to be finished in class tomorrow.

U.S. History

We finished screening and note-taking on the rest of Iron Jawed Angels and had a bit of collaboration time to add to and edit our notes -- more work with this information will come tomorrow.

World History

Confirm that you have typed into your Research doc alongside the name of your empire, the DATES for which it was in its EMPIRE PHASE....so as to be sure that when you begin your research you remain focused on the correct time period.  Next, read over all of the instructions and subtopics information on the Empire Case Study research doc and then get going with the research.  Please be in touch if you have any questions whatsoever.  You will also have Tuesday and Wednesday for in-class research time, as it will require three class days and the use of focused research skills in order to complete the work in class. If you were absent, be sure to work on this at home to get caught up.

World History

We finished viewing Bizarre Foods (see yesterday's post).  The World Religions Research was returned with scores and feedback via Google Classroom -- please take a thorough look there and let me know if you have any questions for me.  We then began our unit on Urban Empires by taking a look at out Mental Map Timeline and brainstormed together via Smart Board what we know about empires (and a silly Minions poster on the wall helps spur a bit of thought, too).  Whereas the last unit was different in the way of me giving more direct instruction than usual (the Basic Notes slideshows), this one is different in that we are putting your research skills to their final test of the year as you undertake a research project on a specific empire that will be shared with the rest of the class in a couple of weeks....Go to the sign-up doc in Google Classroom (Stream) to choose your topic.  (Be sure to read the instructions on that page and see me if you have any questions.)  Then, use the "Empires Case Study Research" doc to begin the work; again, read the instructions.  You will have next Monday through Wednesday in class to continue and finish the research, as it will take more time for this work since you are required to find particular things.  Feel free to work on this outside of class as needed.

KCC

All juniors were in the practice SAT test during 6th hour today.  ; )

U.S. History

In 5th hour we finished recording the dates-for-perspective relative to Jane Addams' opening of the Hull House for historical context of how brief our U.S. History is.  We then used two handouts (picture page and note page) while viewing the first 35 minutes of Iron Jawed Angels.  We will continue the film and note-taking tomorrow.

World History

As a transition from the heavy lifting of our writing to the serious start of the next unit, we are doing a quick, drop-in lesson -- viewing the "Cuba" episode of Bizarre Foods while recording on paper 10 accurate cultural observations, working the clarity of our notes for accuracy.  We viewed through 36:00 and will finish tomorrow before starting our unit on Empires.

KCC

Today time was given to complete the Crash Course A/V C&E for an assessment score -- if you were absent, see me to set up a time to make up this work in my classroom.  

U.S. History

In 5th hour I provided a handout of our kids' immigration paperwork process, which is fairly typical, to satisfy curiosity about what it looks like.  In both hours students finished reading Jane Addams' obituary while adding notes to the EQ page and questions to the CQ page. 2nd hour received the picture/actor helper page as well as the note page for Iron Jawed Angels, which we will begin tomorrow (minus scene 7).

World History

Day 3 of 3 for in-class work on the end-of-unit writing.  See posts from the previous 2 days.  The writing is due UNhighlighted at turnitin.com and also highlighted (lt. colors to show text structure) in Google Classroom (where the assignment is set up for you in Classwork: "World Religions E.Q. Writing.") this evening.  Before submitting to either place, please use the "Edit My Writing Now" doc and be sure to follow the MLA formatting instructions.

KCC

We continued work on our scored A/V C&E -- to be finished in class next Wednesday, when we return from break.  

U.S. History

We finished the case study slideshow.  We then read the NYT obituary for Jane Addams, adding to our E.Q. notes -- additional issues and additional attempts at solutions  as well as helpful details for issues or solutions perhaps already listed on your page...to be finished in class next Wednesday.

World History

Writing day 2 of 3.  Day 3 will be next Wednesday -- our first day back from break.

KCC

Ditto the U.S. post bit about plantains and foods.  We went over the thesis for Crash Course #25 with edit and discussion as needed.  We then set up to do a scored A/V C&E -- to be continued in class tomorrow.

U.S. History

We sampled some fried plantains and talked a bit about Haitian cuisine and the comforts of foods from home and the struggle with facing foods in a new land.  We continued with the contemporary immigration case study slide show, adding a few CQs -- a tiny bit to finish tomorrow.

World History

Writing day 1!  Choose either EQ #1 ---OR--- EQ #2.  Then, spend quality time with your many notes for your chosen question to discern which 2, 3, or 4 categories those notes could be put into (choose your thesis themes).

KCC

We finished Crash Course #25 and then discussed and edited together via answer key on the Smart Board.  Then, a new A/V C&E was begun for a score.

U.S. History

We finished our discussion of the slideshow of information on historical trends in immigration and current policy insights -- adding to our E.Q. page as relevant and C.Q. page as desired.  We then began a discussion of a contemporary immigration case study to identify commonalities in the immigration experience regardless of time period -- to be continued in class tomorrow.  For either slideshow -- first, copy notes from reliable classmate, and then, view the slides in Google Classroom (Research slides posted today; case study slides to be posted tomorrow.)

World History

Finish the Unit-Closure Work Packet (except #1 & 2, which we'll come back to after we've done the writing), and add picture notes or hashtags for the vocab.  ; )

KCC

Socratic follow up -- fact-checking from me, score sheets distributed, Context & Lens returned and time given to edit and ask questions.  Crash Course #25 (practice) -- continued.  A bit of time to be given Monday to finish.

U.S. History

Immigration Now & Then -- view the American Tale clip and think about what it conjurs with regard to common impressions of immigrants before they leave their home country to come to America.  Then, think about what the hot topics are presently about the subject of immigration -- your thoughts, what you hear others mention, what you see and hear in the news, etc.  We then began taking notes on a slideshow to get a variety of facts and statistics and historical research from expert sources so that we can expand our understanding of the long, multifaceted, multi-lensed topic -- copy the missed EQ notes and CQ suggestions from a reliable classmate and then view the slideshow on Google Classroom Monday night when it is posted; this order of work will give you the clearest, most complete understanding of the missed discussion.

World History

Unit-Closure Work Packet work time -- use your many religion papers from the unit to complete this organization/review packet...finishing at least half of it by Monday.