U.S. History

We reviewed safety procedures (fire, tornado, intruder).  We reviewed the famous basics from the highlighted timeline with a practice quiz and discussion.  A 2nd map was provided and discussed as well as a handout with two different visual "mental/study tricks" timelines.  We set up our E.Q. and C.Q. pages ("What is Colonialism?")  Use all of the 4 handouts to then add E.Q. notes and C.Q. questions -- more time will be given at the start of class on Tuesday to finish the E.Q. & C.Q. work.  

World History

We discussed very briefly the holidays of Onam and Labor Day and that I have a very large collection of holiday posters for different cultures and religions that will rotate through the bulletin boards throughout the year as a quick window of curiosity into others' customs and a celebration of one's own.  Students were asked to turn in to me a paper listing the holidays that are important to them so I can assess if I need to make any additions to my collection.  We added E.Q. notes and C.Q. questions while reading "100 People: A World Portrait" and the article about Hannah Garry.  We read the handout of contextual (background) information about "Third Rock from the Sun" and then we set up an entirely new sheet of paper for an A/V Claim & Evidence -- "Third Rock from the Sun" -- see a reliable classmate for the full set-up structure.  The remaining instructions will be finished in class on Tuesday before we begin this scored assessment.  

KCC

Chapter 1 notes and rubric are due today.   Chapter 2 will be assigned early next week when your scored notes from Chapter 1 are returned and won't be due until the following Tuesday so that you have a full week, including a weekend, to accomplish the work.  We did some review of the anchor handouts (timelines, maps) and then added Class Activities E.Q. notes and C.Q. questions while viewing the first 13:55 of Massacre at Mystic.  Tune in to the nuance of the historical facts, including the several reasons why the colonists did what they did.  

U.S. History

Finish reviewing the handout from yesterday (front and back), seeking clarification and adding cheat notes everywhere you need.  We then color-coded together a new map handout and corresponding timeline (see a reliable classmate).  Then, collaborate in groups to review this handout of U.S. facts to dust off the cobwebs that might have accumulated since middle school, seek clarification, and add cheat notes everywhere you need. 

World History

We reviewed thoroughly safety procedures for this classroom (fire, tornado, intruder).  We continued adding notes to our E.Q. page and questions to our C.Q. page while viewing more resources:  3rd hour the remaining of the planned samples of the human rights PSAs (3rd hour = #19, 20, 24, & 26); in both hours the Over the Hedge clip and the Pocahontas clips.  

KCC

Reminder -- Chapter 1 notes due with rubric at start of class tomorrow.  We did a thorough review of safety procedures for my classroom (fire, tornado, intruder).  I provided another map -- this one emphasizing some Native American cultures as well as addressing the locations of Columbus and Amerigo Vespucci's places of landing.  I also provided a handout with 2 different visual timelines (one on each side) to emphasize the duration of the colonial period (with a verbal caveat about the late colonial images -- most colonists would have been unable to afford that level of luxury) and the other to give visual representation to the racial history in North America.  So, you now have 4 new handouts from me between yesterday and today -- handouts we'll revisit as anchors for the unit.  We set up a separate E.Q. page -- "Class Activities E.Q. notes" that will be helpful in the end-of-unit writing, also.  Add some E.Q. answers to this page from all of those 4 handouts -- collaborate as desired! : )  

World History

I returned the "Let's Get Acquainted" packets with feedback; if I posed new, written questions to you and you feel inclined to respond, please do!  We added to our E.Q. and C.Q. pages while viewing the Introductory, 9-minute video about human rights and the following PSAs:  3rd hour watched #1, 4, 11, 12, & 14....5th watched all of those plus #18, 19, 20, 24, & 26.  5th hour also set up the subheading "Over the Hedge" on their E.Q. pages, and we will view a clip from that film from which we'll add E.Q. notes tomorrow.

U.S. History

Students finished their work on the scored assessment -- the Loewen Chapter 2 Claim & Evidence.  If you were absent, see me to set up a time to make up this work.  

KCC

Reminder -- Chapter 1 notes are due at the start of class on Friday along with the rubric.  We added the E.Q. for the unit to the top of those notes: "What is Colonialism?"  A review page was handed out for students to read through with their collaborative groups, to add cheat notes/reminders, and to see me if the group is stuck on any item/s -- a review of Communal, Ag, & Urban cultures as well as Guns, Germs, & Steel.   We then color-coded a map handout of the 13 colonies and a corresponding timeline; students also digested the timeline together, seeking clarification from me as needed and adding cheat notes.  (See a reliable classmate for this.)

U.S. History

We continued our work on Loewen Chapter 2 for a scored Claim & Evidence; if you were absent, see me to set up a time to make up this assessment. 

World History

Permission slips?  One last review of where to find the Make-up Work.  The "My Voice Matters" work was returned to the students with written feedback; I shared a quote about keeping heads down and voices quiet inhibits creativity, innovation, and learning (be brave and use your voice). ; )  We then added notes to the last item in that packet -- Cognitive Dissonance from 2 slideshows; see slideshows and then a reliable classmate to know which parts to write down.  A Cognitive Dissonance handout was also provided.  We then discussed another handout -- "P.C" versus Being Respectful, which emphasizes being respectful AND using your voice (not letting paranoia about "the right word/s" keep you from discussion.)  We then began our first, short unit, "Human," by setting up our E.Q. page and our C.Q. page -- see a reliable classmate for the info added to them.  We'll begin our exploration of content for these pages tomorrow with some quick UN Human Rights videos.

KCC

Hard copy printouts of the Reading/Note-taking Rubric were provided and the class period was given to chip away at the Chapter 1 notes.  The finished notes are due at the start of class Friday -- finish for homework and please submit the rubric with your notebook.  

U.S. History

Permission slips?  We began work on a scored Claim & Evidence assessment -- to be continued in class tomorrow.

World History

Permission slips?  We reviewed, again, where to find the Make-up Work.  ; )  In 5th hour we finished the slideshow discussion about serving a volleyball as metaphor for tweaking skills performances until you get it where you want it.  Students then completed a work packet -- "My Voice Matters."  Please turn this in.

KCC

Permission slips?  I shared with the students a bit more opening perspective -- that much of what we do in class will be similar to what the other U.S. kids are doing, but not always, and that while here may be some of the same resources used, the rubric for this class is a little more rigorous.  (All rubrics are in Google Classroom, and each will be discussed before embarking on any skill.)  The biggest differences between the KCC class and the other U.S. classes will be that there is homework for this one -- the reading and note-taking from the Henretta texbook, which will comprise the Context & Lens skill this year (rubric reviewed today) and the notes from which will form the bulk of the evidence provided in their end-of-unit writing.  That's the other biggest difference; instead of a meaty argumentative paragraph, this class requires a 5-page argumentative essay with a works cited page.  We will work together to learn how to do this, but for now it's good to know that it's the same as the paragraph except for the length of the evidence, and you'll have plenty of it from the reading/note-taking.  The weekly reading will take 2-3 hours (a week, NOT per night); it should be manageable.  We began the Chapter 1 note-taking together in class; more time will be given in class tomorrow.

U.S. History

Permission slips?  We brainstormed a class list of "Who are we, America?" -- each student has on their own paper and I have one on the SMART Board, as well; we'll revisit this list repeatedly throughout the year to add and edit as the students see fit.  To pick up where we left off, I went through the 3-slide slide-show to revisit the themes of humanity we discerned last year in World History.  To practice our Claim & Evidence skill, students worked collaboratively to identify James Loewen's thesis in the introductory paragraph I provided them; we discussed/edited our answers and reviewed the C&E Rubric found in Google Classroom.  (BTW, James Loewen's "Lies My Teacher Told Me" will be used periodically in this class; if you are interested in reading the entire book, I have a full class set of them and you are most welcome to borrow one to take home.)  We then began an individual, scored Reading Claim & Evidence on sizeable excerpts from Loewen's Chapter 2 as a way to jump right into our first unit -- "Exploration & Colonization."  C&E Tricks (instruction) pages were provided.  We will finish this assessment in class on Monday.

World History

Permission slips?  We reviewed where to find Make-up Work (Google Classroom --> Classwork --> Make-up Work.)  Students completed the "Let's Get Acquainted" packet from yesterday and turned it in to me.  I took students through 2 very short slideshows to set the paradigm for why we do history class differently than when I was a h.s. student and also why not to get too frustrated if their first skill scores aren't as high as where they usually end up ...try, adjust, practice...you'll get there!  

KCC

Permission slips?  We brainstormed a class list of "Who are we, America?" -- each student has on their own paper and I have one on the SMART Board, as well; we'll revisit this list repeatedly throughout the year to add and edit as the students see fit.  Students took a few notes from the SMART Board for how to "Gut A Book" -- nonfiction/history reading strategies to make sure we are comprehending what we are reading, getting useful notes, AND being efficient (not wasting time).  (See a reliable classmate.)  We then set up our first note page with the unit title "Exploration and Colonization" and the subheading "Chapter 1" (there are ~4 chapters in this unit).  I detailed the exact assigned reading pages, as we are triaging the top reading passages to keep the reading quantity to a reasonable amount -- more on this Monday when we will also begin the Chapter 1 reading together as a whole class...

U.S. History

Permission slips?  If not, bring 'em in tomorrow.  Seating chart.  We set up for Google Classroom for this class -- see me for the code.  We discussed the list of History's Habits of Mind as an introduction; this list will be used periodically throughout the year.  Students completed "So, You Ain't New to Cluver's Room" and turned it in.  We did a quick review of how our class skills translate to the world outside of history AND outside of the classroom -- real world applications!  We also reviewed the importance of using your voice and being open to new information -- both.  New copies of the handouts from last year -- "Cognitive Dissonance" and "PC versus Respectful" -- were provided and discussed.  

World History

Permission slips?  If not, bring 'em tomorrow.  Seating chart.  We joined this class in Google Classroom -- see me for the code.  The Mental Map Timeline was distributed and discussed with a sketch and clarifiers on the back side (see a reliable classmate).  The list of History's Habits of Mind was introduced, as it will be used from time to time this year.  A handout of the History skills for this year was distributed and discussed.  Students then began work on a survey -- "Let's Get Acquainted."

KCC

Permission slips?  If not -- bring 'em tomorrow.  Seating chart.  We joined this class in Google Classroom -- see me for the code.  The Mental Map Timeline was distributed and discussed.  We introduced the list of History's Habits of Mind, as we'll use this from time to time this year.  The KCC syllabus was distributed and discussed.  Students completed the student survey, "So, you ain't new to Cluver's room."

WEDNESDAY -- World History

We went over rules and recommended supplies before going through a short slideshow to discuss what professional Historians do.  A packet of information about grades, skills, etc. was distributed for students to read and then to give to their parents/guardians.  Please return the signed permission slip (last page of packet so as to be torn off and packet left at home for parents to reference when desired).  Course materials referenced here can be found in Google Classroom, which will be shown Thursday.

WEDNESDAY -- U.S. History

After reviewing rules, recommended supplies, & the skills of professional historians, a packet of information for parents was distributed, including the film permission slip.  Please feel free to review the content of the packet before handing it over to your parents; please return the signed permission slip tomorrow, leaving the rest of the packet at home for your parents.  The U.S. History Mental Map Timeline was distributed and discussed.  All materials referenced here can be found in Google Classroom -- to be set up Thursday.

WEDNESDAY -- KCC

We discussed a few basics about college classes, credits, costs and the benefit they are gaining by working on these history credits now.  The textbooks were distributed to borrow for the semester and it was suggested that if they prefer to own their book so as to write/highlight in it to look for a cheap used copy at abebooks.com or textbooks.com.  We discussed useful supplies and reviewed the core skills of professional historians.  Finally, parent packets of information and film permission slips were distributed as a matter of the high school side of the dual-credit.  Syllabi for the college side of things will be distributed and discussed tomorrow.  Course materials referenced here will be in Google Classroom -- to be set up Thursday.

U.S. History

Welcome back to school!

World History

Welcome back to school!

KCC

Welcome back to school!