KCC

"On the Pulse of Morning" -- we listened to Maya Angelou recite her Inauguration poem as our "last thing" for this year.  Work time was then provided for students to complete studying, papers, or projects for other classes.  (We completed our scored work over 2 weeks ago, including the final exam, per KCC's academic calendar.)

U.S. History

In 2nd hour we defined the phrase "implicit bias" and discussed it, then watched a short (4-min) video about implicit bias followed by a bit of discussion.  We then viewed the "Racial Stereotyping" (12 min.) and "Lisa Kudrow.." (4 min.) video clips that depict implicit bias on the subtopics of race and gender.  We discussed, then.  To conclude the year, we listened to Maya Angelou's reading of her Inauguration poem "On The Pulse of Morning."  As time permitted, we reviewed a small bit for the final exam. 

World History

Study day!  (Keep the blue paper for "Human vol. 3" for after the final exam. 

KCC

See U.S. post.  ; )

U.S. History

We continued with some quick, varied resources to add to our understanding of the past connecting to today while adding to our blue EQ page...1. Who are we, America? rhetorical question and a list of answers -- copy from a classmate onto EQ #1.  2.  Copy quick note about "ancestral suffering."  3. Copy quick notes about the Great Migration.  4. Copy quick notes about Implicit bias.  5. Add a few quick notes from the video about Implicit Bias.  We'll apply these concepts to a couple of contemporary issues in the U.S. that connect to our history studies before then doing a full-circle wrap-up activity.

World History

New sheets of blue paper were provided and students put as the heading our very first EQ of the year -- What does it mean to be human?  And then we looked at some "People of History" images via slideshow put together by a team of historians and artists to show what some famous people from history would likely look like if they lived in today's culture.  We viewed some more of Peter Menzel's work -- this time a series of pictures of "A Week's Worth of Groceries" for families around the world.  The, I posed some thoughts and questions to the students to ponder via a very short slideshow, "Are We Really Different?" Make sure to add to your blue paper the words from the last slide.  Then, we continued to add to our blue paper while viewing the first 30 minutes of the beautiful documentary "Human" -- volume 3.  

KCC

We continued working through a variety of quick resources: "Lisa Kudrow in epic speech on sexism" (which is actually a clip from the show "Scandal" in which the character she plays gives an interview as a presidential candidate); a series of three youtubes about the psychology of subconscious bias.

U.S. History

We viewed the "When American was Rocked" episode (about culture shifts and teenagers in the post-war era) of 10 Days that Unexpectedly Changed America.  (We'll resume out Cold War work Tuesday; the internet was down today.)

World History

Exam study day!  The lesson activities planned for today will be conducted Tuesday due to no internet service this morning, which means the exam study day I'd planned for next week was simply switched to today.  If you signed up to re-do a skill, be sure to come in during Advisory today to work on it if you aren't in MAP testing.

THURSDAY KCC

See U.S. post.

THURSDAY U.S. History

We viewed the "When America Rocked" episode of 10 Days that Unexpectedly Changed America while recording a minimum of 10 key facts -- to be discussed together tomorrow.

THURSDAY World History

Exam study day!  Friday and Tuesday will be busy with new instructional activities.  Use your study time well!

KCC

We continued with our various, quick instructional activities for our two Essential Questions:  Bike Thief video with discussion, excerpt from Obama's "More Perfect Union" speech that provides several different lenses on the topic of race with discussion, a few notes on social class and life starts, and a short video on the modern feminist movement featuring Gloria Steinem...with discussion.  See a reliable classmate for the notes and see me for the video links.

U.S. History

5th hour finished viewing the last 15 minutes of the 30 Days episode, we checked in on the thesis and awarded prizes, then discussed EQ answers from the film for both #1 and #2.  We then did a true crash course on the Cold War by doing a 1-time viewing of Crash Course U.S. History: Cold War while doing our best to pull onto paper just the 4-part thesis -- to be discussed and prizes awarded.  Tomorrow will be a rearranged order of lessons to accommodate my absence, and then Friday we'll return to the Cold War topic before moving on to yet more instructional activities. 

World History

In 7th hour students were given time to collaborate on EQ answers (#1 & #2) from the French Revolution.  Then, 7th hour got back their Egalite for All analyses to edit and then to use collaboratively to add Haitian Revolution answers to both E.Q.s  In ALL CLASSES a conceptual handout on the three case study revolutions was provided, discussed, and a few clarifying notes added -- see a reliable classmate to copy those few things.  The remaining time was given for students to work collaboratively to complete the Unit-Closure Work Page and then to study for the final exam.  Tomorrow there will be more time to finish the UCWP and to study, but be mindful that Friday we will have new instructional activities; so, be sure to be preparing for exams at home, as well. 

KCC

We discussed the thesis for the Crash Course U.S. History: Cold War episode, awarded prizes, and then added EQ notes as I presented a quick slideshow about Cold War propaganda in the U.S. and the U.S.S.R. based on a lecture by Dr. Christine Varga-Harris.  We then visited the question "Who are we, America" with a list of answers and then doing some modern-day check-ins on some different groups in our society using a variety of quick, interesting sources...

U.S. History

I am prepared to start signing exemption forms today -- reminder they are due to the office BEFORE 3:30 tomorrow.  We pulled a 5-part thesis from the "Life on the Rez" episode of 30 Days, added EQs from it, checked in on the thesis winners, and discussed the show.  

World History

We finished our note-taking from The French Revolution documentary -- from 1:15:50 to the end -- please view at home if you were absent, as the video is loaded into Google Classroom.  We then added some notes to the portion of the outline on the backside that comes after the end of the film -- catch up with a reliable classmate to copy these notes and we then watched the movie trailer for Les Mis as a cultural reference point within it's historical context (again, catch up with the timeline notes).  ; )  Students then collaborated to add EQs to their EQ page related to the French Revolution.  The Egalite for All film analyses were returned, thesis edited and discussed, and then time given to pull EQs from that collaboratively.  If anyone would like to sign up for one last Audio-Visual Claim & Evidence skills performance, see me today to sign up!  

KCC

We finished the 30 Days analysis and discussed the thesis and other discussion points.  We then watched at full speed and only one time "Crash Course U.S. History: The Cold War" while working out a thesis -- to be discussed tomorrow.  If you were absent, please watch from You tube tonight.

U.S. History

Students finished sharing their research with the class.  We then began taking E.Q. notes and writing the thesis while viewing the "Life on the Rez" episode of 30 Days.  

World History

Begin studying for finals!  Reminder -- re-do work (for those who signed up) is to be done this week during Advisory and/or before/after school -- to be completed by this Friday.  We continued our viewing of "The French Revolution" while taking notes -- 34:38-1:22:24. 

KCC

The prizes were awarded for the best capture of the thesis for The Butler, and we discussed the thesis via Smart Board reveal of the answer key.  We discussed the EQ ideas they put on their paper yesterday in their small group collaboration of the film. We then began an analysis of the "Life on the Rez" episode of 30 Days, adding EQ notes and identifying the thesis. 

U.S. History

The writing option is due today in Google Classroom and in turnitin.com.  The final exam study guide was provided.  Some time was given for students to create 1 Google Slide, listing the source they used for their research and a picture or two, and then we began a casual sharing with the class what we each learned in the Research while adding to our 2 EQs.

World History

The writing option is due today -- in Google Classroom and also in turnitin.com.  Today is the deadline to sign up for individualized skills re-dos.  (The re-do work will start in Advisory Monday for those signed up and the deadline for the work completion is next Friday.)  If you want the option to do a Socratic Replacement, go ahead and begin the work on your own and have it submitted by next Friday.  If you want to remedy your Empires Research score, sign up today and then we'll meet during Advisory Monday to discuss the details of the work.  7th hour was provided the final exam study guide.  The Egalite for All A/V C&E was returned to the students for them to decide if they want it to be scored to replace the "Crash Course #40 Decolonization" A/V C&E (write "grade" on it), or if they want to stay with the CC#40 score and not have the Egalite one graded (write "No" on it).  We then continued with our note-taking from The French Revolution documentary -- viewing from near the beginning through ~40:00.  (The video is in Google Classroom for you to be able to make this up at home if you were absent.)

KCC

We finished our analysis of "The Butler," awarded the grand prizes for the best theses, and discussed the film together.

U.S. History

Day 2 of Research -- turn it in in Google Classroom before you go nigh-night tonight.  

World History

The study guide for the final exam was provided and discussed, and then time was given for students to find and organize their materials and then to review with whatever study method best works for them.  (MAP testing during 7th hour today -- they'll get the study guide tomorrow.)  Tomorrow we'll be back to our current unit of study and pick right back up with the French Revolution film and notes.

KCC

We continued our viewing and analysis through 1:44:00.  I have a second copy of the DVD you may borrow if you've been absent.

U.S. History

Research day 1 of 2!  Pick up a research ideas handout of possible topics and also see me to get back the survey you took at the beginning of the school year on which I marked items that might prove good research topics.  Use the Research Cheats doc in Google Classroom for your instructions, advice on finding expert-level sources, and grading criteria.  (The assignment is set up in Google Classroom, as usual.)  9 page minimum!  (9 FULL pages as a goal MINIMUM.)  ; )  This is due BEFORE Friday, as you'll be sharing your information with the class aloud on Friday. 

World History

Time was given to finish the C&E work on the Haitian Revolution documentary -- if absent, see me to finish at 7:40am Thurday and/or during Advisory Thursday.  The C&E we did on the excerpt from Create Dangerously was returned, edited via Smart Board and discussed.  A bit of time was given to collaborate on the 2 EQs related to the Haitian Revolution -- more time will be given Friday when the work on the video is returned.  We then began note-taking on the French Revolution while viewing the documentary -- see note page outline, see helper page for spelling of the trickier terms...we viewed through 10:00 (make up on your own).  

KCC

The Butler analysis continued (15:45-1:00:00) -- see me to borrow my 2nd copy of the DVD if you were absent. 

U.S. History

We finished analyzing The Butler (1:47:55 -- end); you may borrow my extra copy of the DVD to view at home, and then we discussed the thesis and other aspects of the movie, including a quick fact check on what was true of the era but not true of Eugene Allen's life and a bit on some details that were true in both.  TODAY is the day to sign up with me for skills re-dos (Context & Lens, A/V C&E, and/or Reading C&E), and the re-do work begins Thursday in Advisory.  For the Socratic Replacement and/or writing -- go ahead and work on those on your own and be sure to turn them in by Friday.  Reread over the entire "Research Cheats" doc in Google Classroom, as we'll begin 2 days of Research tomorrow.

World History

We finished viewing our video for analysis on the Haitian Revolution -- if you were absent, see me to set up a time to make up this scored work. 

KCC

Textbooks were collected today.  Note:  final grades for the KCC portion of the class are finished and can be viewed.  A handout about "Cognitive Dissonance" and one, also, about "Political Correctness" were provided and discussed...to address the different meanings of the phrase "politically correct," the ways in which it can be intended as respectful, and ways in which it has been misused to shame, limit voices, and shut down dialogue.  We set up our new E.Q. page with 2 questions -- see a reliable classmate.  We then set up a Claim & Evidence page for the film The Butler and viewed through 15:45.  We are not presently planning to take a score on this film analysis, but to do the C&E as a competition (for a prize a little better than the same ol' peppermints we'd been treating on)...  I have an extra copy of the DVD you can borrow to catch up on your viewing at home. 

U.S. History

The same handout was provided and discussed as was posted at the start of the World History post.  Reminder that the Global Issues writing is due this Friday for those taking that option.  We continued our viewing of The Butler (starting at 1:06:51 and watching through 1:49:03 in 2nd hour and through 1:47:55 in 5th hour; I have an extra copy of the DVD you can take home to watch).  

World History

A handout was provided today to address the different meanings of the phrase "politically correct," the ways in which it can be intended as respectful, and ways in which it has been misused, sadly, to shame, limit voices, and shut down dialogue.  Please pick up this handout and see me if you have any questions.  Reminder that anyone doing the Modern Europe writing (Renaissance, Reformation, & Exploration) should be working on it, seeing me as needed for feedback and help, and wrapping it up to turn in by Friday -- both to Google Classroom and to turnitin.com.  The Create Dangerously except work completed on Friday was returned to the students for them to discern the level of success they had on it and to mark "GRADE" on the front page if they'd like it to be scored to replace the Reformation C&E --OR-- to mark "NO" on it to indicate their choice to stay with their previous Reformation C&E score.  We then set up a new Claim & Evidence page to do one for Audio-visual on a film we are using in class on the Haitian Revolution.  If you were absent, see me to get the context notes and to set up a time to make-up today's viewing and analysis.

KCC

Final Exam -- Part II.  ALSO -- if you hadn't already received a score and feedback on your writing...and you turned it in late -- please look to see the feedback, as some of your papers are still ungrade-able.  The absolute final deadline for fixing and resubmitting is 3:09 today, as I am submitting grades to KCC this afternoon.

U.S. History

We continued viewing The Butler (from 23:53-1:06:51) while continuing the Claim & Evidence work page on it.

World History

Students finished the in-class Reading Claim & Evidence skills assessment over the Haitian Revolution excerpt.  If you were absent, see me to set up a time to make up this work. 

KCC

Final Exam Part I.

U.S. History

We set up a new E.Q. page (copy from a reliable classmate).  A new handout about cognitive dissonance was distributed and discussed.  We then set up to do a Claim & Evidence on Lee Daniels' film, The Butler, viewing through 23:43.  This, at present, isn't planned to be a score, but rather for information gathering using this skill -- with prizes for those who do the best at nailing down the thesis and collecting evidence throughout the film.  Before we began, I gave the students a few important context notes about the film via Smart Board -- copy from a reliable classmate. (As a matter of seeing the long-term plans between here and the end -- our next work will be to view the 30 Days episode wherein Morgan Spurlock lives on a Navajo reservation, and that will be followed by some extended choice-based research, and then I'll adjust the remaining activities based on what was or wasn't covered by your research -- that will be shared.)

World History

The Modern Europe writing (Renaissance, Reformation, Exploration EQ) writing is optional -- check your writing score on the World Religions writing, and if you are satisfied with that score, you can choose simply to freeze on that score for writing.  If, however, you are not pleased with that writing performance, then plan to move forward with using the writing helper docs in Google Classroom to do the writing in the new assignment spot set up for it in Google Classroom.  A spot has also been created in turnitin.com for the mandatory submission there, as well.  PLEASE feel very free to come in during Advisory to work on the writing to access feedback from me while you work.  ; )  A handout was provided about the cognitive dissonance we've been discussing all year -- to discuss with greater clarity and with a visual aid.  We discussed our Mental Map Timeline and made some additions to it -- copy from a reliable classmate.  We set up a new E.Q. page -- Modern Western Civilization (a shift from a Mediterranean view to an Atlantic one)  #1 for the front side: "Who is a revolutionary (examples and descriptions)?"  and on the back side: #2 What was the Enlightenment?  We then began a new Reading Claim & Evidence -- to be finished in class tomorrow.

KCC

Work day -- finish the GI UCWP, watch The Presidents video as detailed yesterday as one review option, and use the final exam study guide to prep for the test that begins tomorrow.  NOTE:  One item that needs to be studied for the exam that was erroneously left off of the study guide is the UCWP for the Intro unit -- be sure to use that, too!  Tomorrow's portion is 48 questions that cover Intro, Colonization, and the Revolution units.  Friday will be #49-100 that includes a few questions from the Revolution unit and then continues on with questions from the remaining units.

U.S. History

Finish The President video as detailed yesterday, finish the UCWP, and also see your writing score and feedback, seeing me with any questions.  These things are homework if not finished in class, as we will begin a new unit tomorrow. If you did not turn in the Turn of the Century Writing, you can either back up and to that writing or you can do the Global Issues writing -- go ahead and get started!  If you earned a score on the Turn of the Century Writing that is displeasing to you, go ahead and get started on the Global Issues writing.  If you are satisfied with your Turn of the Century writing, then you may choose to stay with that score and have a break from writing.  

World History

In 4th hour we did our Socratic follow-up and fact-check lead by me (edit notes as needed.)  In 4th & 7th hours time was given for collaboration in our small groups to pull main ideas from Guns, Germs, & Steel onto the E.Q. page.  In all hours the Unit-Closure Work Packet for this unit was worked on individually or collaboratively -- finish for homework as needed. 

KCC

Study day for the final exam -- study guide and the Global Issues UCWP were provided yesterday.  If you wish to view the video noted on the U.S. post as a chronological review of the Turn of the Century and the Global Issues units, see the details there.  ; )  Today is the absolute deadline for submitting writing.  The final exam will begin this Thursday. 

U.S.

View The Presidents video via You tube (the one loaded in G. Classroom is sending error messages) -- the "Wilson to FDR: 1913-1945" episode...while adding EQs and CQs and also adding to the presidents' political parties packet.  The UCWP was distributed for students to begin if they have time at the end of today...some time will be given tomorrow to finish it. 

World History

We continued our Socratic discussion from yesterday.  In 1st and 7th hours we also did the fact-checking followup with me at the lead and then students collaborated in small groups to add exploration related big ideas to the E.Q. page.  The Unit-Closure Work Packet was distributed and begun.  (4th hour has a bit of discussion to finish up tomorrow and then we'll address these other things.)

KCC

The final exam study guide and the Global Issues UCWP were both distributed and time was given to prepare the materials.

U.S. History

We viewed the "Einstein's Letter" episode of 10 Days that Unexpectedly Changed America series while adding E.Q.s and C.Q.s.  

World History

Socratic discussion!  We will continue tomorrow.  If you are absent both days, then be sure to complete the Socratic Replacement found in Google Classroom.

KCC

See the U.S. post.  In this class we viewed "10 Days..." through 2:40.

U.S. History

We added more EQs and CQs while going through a slideshow with video clips about Jesse Owens and a video clip about the internment of Japanese Americans.  We then did the same while viewing the Einstein episode of 10 Days that Unexpectedly Changed America (available on You tube; 2nd hour watched through 3:09; 5th hour did not yet start).  In 5th hour we also read the poem "The Abyss "and discussed (as it related to genocides) -- pick up a copy, read, mark key points, and keep with your notes.

World History

The Reformation reading claim & evidence work was returned -- edit your thesis as needed via the key on the Smart Board, and be sure to let me know what questions you may have about the information, the skill process, and/or your score.  We finished our note-taking from Guns, Germs, & Steel and also noted things we have in our own thoughts about the film onto our note pages so as to be prepared for Monday's Socratic discussion.

KCC

See U.S. post.  (Reminder that skills re-do work is due by Friday with the only exception being that writing re-work is due by Tuesday.)

U.S. History

We finished note-taking, organized by the Shoah slideshow but accompanied by much discussion.  If you were absent, please copy notes from a reliable classmate and then this evening click through the slideshow for additional explanation and many primary source images.  

World History

We finished episode 2 of Guns, Germs, & Steel while continuing work on the thesis flow chart and adding evidence details (1st hour from 42:19-end; 4th hour from 52:21-end; 7th hour 45:00-end).  We then began the third and final episode ("Into the Tropics") -- 1st hour until 29:50, 4th hour until 41:50, & 7th hour until 33:36.

KCC

Check your class grade, as the KCC part of the semester is quickly drawing to a close.  See, also, the score and feedback on your writing.  Any late submissions must be turned in absolutely no later than next Tuesday, 5/7.  Writing will not be accepted after Tuesday, May 7th.  Reminder to students working on skills re-dos to finish the work by Friday; those working on Claim & Evidence skills need to make sure to come in during every Advisory this week to accomplish these tasks.  We then began note-taking and adding CQs while viewing the Oprah special of Elie Wiesel returning to Auschwitz; we viewed through the end. (It is loaded in Google Classroom.)  We also began taking notes from a slideshow entitled "Shoah" -- if you were absent copy the notes from a reliable classmate and then see the slideshow in Google Classroom tomorrow night.

U.S. History

We finished EQ & CQ additions while finishing the rest of Elie Wiesel at Auschwitz with Oprah (2nd Hr 36:23 to the end; 5th Hr 40:25 to the end).  We then added more EQ and CQ from all of the various follow-up information I organized into a slideshow -- to be finished in class tomorrow.  If you were absent, see a reliable classmate to copy down the missed notes, and then tomorrow evening see the slideshow and accompanying handouts in Google Classroom. 

World History

Guns, Germs, & Steel continued with flow chart thesis page and the evidence notes page:  1st hour added new subheading "Episode 2: Conquest" and viewed through 42:19 in that episode; 4th hour in episode 2 continued from yesterday, viewing through 52:21; 7th hour also already in episode 2 from yesterday viewing today through 45:00.  The videos are loaded in Google Classroom so you can stay caught up despite absences; the papers will not be directly scored but will, instead, be used in a scored Socratic discussion.