U.S. History

4th hour -- finish writing, but do not yet turn it in.  6th & 7th hours -- edit writing using the several editing docs in the writing collection in Google Classroom and then submit an UNhighlighted copy to turnitin.com and a highlighted copy to Google Classroom.

World History

Finish note-taking onto the trends note page begun on Friday while reading the Intro article and one of the other four articles. 

KCC

Writing day -- note it is a 4-page MINIMUM -- go for 5 or 6.  ; )  

U.S. History

A writing day!  4th hour -- day 2 -- finish discerning themes, creating a thesis statement, and starting to craft the first evidence section of your paragraph.  Hours 6 & 7 are on day 3 -- finish your paragraphs, but don't submit them, yet.  We will do careful editing on Monday!  ; )

World History

Check your grades this afternoon and note that any work turned in by 3:30 today I will grade before eligibility is run on Sunday.  By 3:30 TODAY.  This is already late work, that was due quite awhile ago.  Read the tea article and add a few E.Q. answers/notes to your E.Q. page.  Use the new trends note page to take notes from the "Intro" article about Native Australians, and then add more notes to the same page while reading your choice of one of the four other articles -- we'll finish the second article in class on Monday.

KCC

The Reading Claim & Evidence work was returned with scores, answer keys put on the Smart Board, and time given to ask questions.  We discussed college-level argumentative writing and look at the helper docs in Google Classroom for writing.  Begin by creating a doc in the writing assignment spot in Google Classroom and typing onto it all of the themes you've discerned for the 4 chapters; then, you'll want to cluster them into like categories until you have no more than four -- to be continued in class on Monday.

U.S. History

Writing!  Today, finish spending time with all of your E.Q. notes to discern themes/categories/subtopics that represent well all that you've recorded, and then turn that list of big answers into a thesis sentence.  Using the structure of that thesis sentence (the order in which you listed the themes), begin creating your evidence sections of the paragraph.  We'll continue the work on the writing tomorrow with editing to be done Monday.  Writing will be due Monday night.

World History

In 3rd hour we finished viewing and note-taking on the last few minutes of the film.  In all hours we did a series of follow-up activities...Collaborate over and add to or edit your film notes in small groups.  We then discussed briefly and answered questions about the film as a whole class as needed.  Students then collaborated in small groups to discern on paper the thesis of the film before copying down the answer key from the Smart Board with much discussion.  (See a reliable classmate for the notes and discussion if you were absent.  If you missed any of the film, come in during Advisory to watch the missed part/s and/or see it from You tube at home.  More collaboration about the film -- this time pulling E.Q. notes for #1 and #1 on the Communal E.Q. page from what we've seen and learned from the film.  Finally, we added a note of clarification/caution on our CQ page -- see a reliable classmate.

KCC

"Unity Day" event in gym for all juniors this morning; thus, no class except for Chapter 4 notes being returned and reminder that the research is due.

U.S. History

Research is due.  We did collaborative work on a handout that is a pretend E.Q. page about a pretend unit of study called "Winter" to model the process of turning E.Q. notes into a thesis and a paragraph to answer the essential question.  See a reliable classmate for this discussion -- there are 2 key points I want students to get out of this.  ; )  We then became acquainted/reintroduced to the helper docs available in Google Classroom for writing:  Google Classroom > Classwork > Writing (topic in small print in the left margin.  Writing is a complex, multi-step process, and so, let's start at the beginning and do that piece well -- create a doc in the assignment spot in Google Classroom > Classwork > "Exploratin & Colonization E.Q. Writing" and on that doc, brainstorm your list of possible categories into which you could fit each of your many E.Q. notes.  Then, consider how to combine categories if needed so that you end up with no more than 4, leaving out no big themes, just wordsmithing how to name the 4 (or 2 or 3) categories so that all the E.Q. notes can fit.  Only then do you want to turn that list of 2-4 categories/themes into one sentence, being sure to word it so that it answers directly the essential question.  I can help with this!  ; )

World History

The Intro/Human E.Q. writing has been graded and returned.  Look at your score and feedback; let me know if you have any questions. ; )  We continued our note-taking from "Rabbit-Proof Fence" (57:30-1:23:56 in 3rd hour; in 5th 1:04:15-1:23:56).

KCC

Chapter 4 notes are due today.  Research work day #2 -- research is due by tomorrow.  ; )

U.S. History

Research day #2 of 2 -- due by tomorrow.

World History

KACC field trip for Sophomores!

KCC

Research day!  Reminder Chapter 4 notes are due tomorrow.  The research is due by Thursday.  We may have a small bit of time to research in class tomorrow.

U.S. History

Research day!  We began independently looking up some of our C.Q. questions, using the Research Cheats doc in Google Classroom as our guide of instructions -- Google Classroom > Classwork > Research topic > Research Cheats.  The assignment is also found in the Classwork section of Google Classroom -- where you'll set up your research doc, do the work, and eventually submit.  The criteria for this round, as 2 class days are provided for the work: 90% = 9+pages, 95% = 11+ pages on time, and 100% = 11+ pages on time with commentary (3-5 comments per page).  

World History

We continued adding notes from Rabbit-Proof Fence -- 3rd hour through 57:30, and 5th hour through 1:04:15.  I provided a handout that lists the 30 UN human rights to aid us in question #3.

KCC

We set up our Research assignment in Google Classroom by creating a doc, each, and typing the grading criteria (see a reliable classmate for the details), and I pointed out to them in Google Classroom > Classwork > Research topic:  the Research Cheats doc (their instructions), the media chart, and the Miner Library (KCC) link to which you have access as a KCC student!  (I distributed to students their usernames and ID #s -- if you were absent, see me.)  There are loads of expensive expert sources at college libraries, and as a KCC student you can access all of that via Miner Library online for free!  : )  We discussed college homework being an average of 2-4 hours a week per credit hour, and with this class being 3 credits, an average perhaps of 9 hours a week.  However, some classes have more, some less, and it's usually in bursts of 1-3 a week punctuated by insanely busy project, test, or paper weeks of caffeine and no sleep.  As you are on a high school schedule, however, I am keeping your homework at a steady, consistent pace, and keeping it under 4 hours a week...with an average of only 2.  (In other words, the work with the Henretta text (white book) is a slow grind, but it could be worse.)  ; )  Today was given as a momentary breather -- either use today to make good progress with the Chapter 4 reading and note-taking, or if you did that over the weekend (good job!), then today can be used for a full day head start on the research!  The research is officially to start tomorrow in class with a bit of time also given in class on Wed., and the scoring criteria is set with those parameters (1 class period plus ~15 more minutes of another period of work time).  So, a head start today really is a legit head start!  

U.S. History

The scored Crash Course #2 was returned, charted, edited, discussed, and time for questions allowed.  (We listened to the intro and conclusion while looking at  the thesis on the Smart Board to hear where those answers came from.) We did the second and final day of our review game.  Monday we start research, and then on to the writing after that!  ; )

World History

We finished our note-taking on the Outline of Popular Details, including the top 1/3 of the front side -- see a reliable classmate.  We began analyzing the film "Rabbit-Proof Fence" -- see note page.  In 3rd we viewed the first 14 minutes, and in 5th hour the first 22 minutes.

KCC

Chapter 3 notes were returned with score sheets and feedback.  Chapter 4 is due next Wednesday: 98 -- top-3/4-of-102,  bottom-1/2-of 107 -- top-1/2-of 108, 110 "The En." - 1/2 of 112, 118-121, map on 119, bottom-1/2 122 -- top-1/2 124, 126.  The scored Crash Course #2 was returned, charted, edited, discussed, and time for questions allowed.  (We listened to the intro and conclusion while looking at  the thesis on the Smart Board to hear where those answers came from.)  Finish the Unit-Closure Work Packet.

U.S. History

Review game day -- group competition.  We reviewed our newly completed UCWP in groups as I checked for completion (team bonus points in the game for all papers completed), and then we did a review game over the material for prizes.  Those who didn't finish their homework yesterday -- finish tonight -- we'll play one more round of the review game tomorrow -- prizes!  ; )

World History

Please go to your research assignment and see your score and feedback, or to see if there is a message from me about something you need to fix so that you can resubmit it for a grade.  Please go to Power School and check your overall grade for the class.  It's wise to check in on your grades on Power School once or twice a week.  We then took time to organize our many papers into categories so that they can be of great help to us as we move through the year, repeating skills and needing to use these old papers time and time, again:  Class Basics, Current Unit, Writing, Claim & Evidence, Context & Lens, Research, Socratic, & Unit-Closure Work Pages (this last one can be called "Exams" if you like).  We set up our new E.Q. and C.Q. pages for our unit on Communal Cultures.  We added a few notes to our Mental Map Timeline.  See a reliable classmate for the info for these.   We worked with a new handout -- "Outline of Popular Details" -- as for the long list of case study cultures on that page, read over the list and chose 3-5 that you think would be interesting to study and write them on your C.Q. page; except, don't choose the following, as they will already be used in class as required case studies: Native Australians, Yanomamo, or Ute.  We also took some notes on the back side of that handout -- see a reliable classmate.

KCC

Chapter 3 notes are due today.  Students finished their article analyses (Reading Claim & Evidence) assessment.  If you were absent, see me to set up a time to make up this scored work in my room.  Work then began on the Unit-Closure Work Page -- see classmates for which items we'll do together later in class.  The remaining items should be completed using your many class papers and materials -- full permission (and encouragement) to collaborate!  ; )

U.S. History

Finish the "11 American Nations" article while adding C.Q.s  Finish the Unit-Closure Work Packet AND add a picture note or hashtag for each item.  Finish this work for homework if not completed in class.  

World History

3rd Hr -- we went through the editing docs in Google Classroom and the time was given for students to use them to spiff up their paragraphs.  The final drafts should be submitted tonight to turnitin.com (UNhighlighted) and the Google Classroom (highlighted).  In 5th hour we set up our new C.Q. page "Communal Cultures C.Q." and added some C.Q.s while viewing doing a quick culture exploration drop-in lesson via the "Tanzania" episode of Bizarre Foods. 

KCC

Reminder -- Chapter 3 notes due tomorrow.  We worked on our articles analyses today -- to be finished in class tomorrow.

U.S. History

4th & 7th hours -- a bit of time was given to finish the Crash Course C&E for a score; if you were absent from this work in any of the class hours (4, 6, or 7), see me to set up a time to make up this work.  All classes read a quick, easy article, "11 American Nations" for a layering-to-today connection with the colonial era while adding CQs to their CQ page.  Students then began collaborative work on the Unit-Closure Work Page, adding hashtags and/or pictures notes.  

World History

Students were directed to look at their returned research and if it was not scored but instead had a note about needing to fix some things, they should resubmit it after making the corrections.  Note -- the scores for the research are not yet in Power School; they will be tomorrow once folks have had a second chance to get on board with doing the work correctly. ; )  3rd hr writing -- take a look at the "Day 2" doc in the writing collection of helper docs in Google Classroom and finish your paragraph; do not submit it, yet, as we'll edit tomorrow for a stronger final draft.  5th hr writing -- use the three editing-related docs in Google Classroom and spiff up your paragraph into a final draft.  Then submit it to turnitin.com (info for adding this class is posted in the writing section on Google Classroom) -- this submission needs to be UNhighlighted.  Then, submit to the correct assignment spot in Google Classroom a highlighted copy of it.  

KCC

Students read the short "11 American Nations" article for an easy layering-to-today connect with the colonial era while adding CQs to their notebook.  Then we began individual reading claim & evidence assessments over the scholarly essays chosen yesterday -- to be continued in class tomorow.

U.S. History

In 4th & 7th hours students collaborated to pull E.Q. big ideas onto their E.Q. pages and also made a note "see '1491'."  Socratic scores were distributed, charted, and discussed when needed.  Students then finished the Crash Course assessment -- if you were absent, see me to set up a time to make up this scored skill work. 

World History

We progressed with our writing -- be sure to use the helper docs available in Google Classroom > Classwork > Writing.  In 3rd hour I showed to them the "Another Way to Visualize" doc in the event that they find outlining helpful before writing; other options for organizing thoughts (highlighting EQ evidence to match chosen categories, etc.) is better and easier for some folks.  In all classes students should now be building their paragraph in the correct assignment spot where they will later turn it in for scoring = Google Classroom > Classwork > Intro/Humanity E.Q. Writing (the very top item).  In 5th hour I showed to the kids the "Day 2" doc, as they are a day ahead and are ready for this; do NOT yet submit the writing, however.  Tomorrow will be our editing day in 5th hour.

KCC

Students chose their essay from the "red book" to analyze tomorrow for a score.  We made a note on our Class Activities EQ page -- "Remember '1491'" and then a bit of time was given for students to collaborate on themes from the "1491" excerpts to add to their growing list of themes.  Students then finished their individual, scored assessment on a Crash Course video.  If you were absent, see me to set up a time to make up the assessment with me.

U.S. History

We finished our Socratic discussion and I took the kids through my notes of clarity and follow-up (see a reliable classmate).  We then began an individual, scored video assessment -- to be continued in class on Monday.

World History

In 3rd hour we viewed together and discussed the following items in Google Classroom: Winter Sample Paragraph, English Instructors, Anti-plagiarism Lesson, MLA formatting helper page, and the Writing Rubric.  3rd hour then started and 5th hour continued with spending quality time with their E.Q. notes to discern possible categories/themes for all those details that answers the E.Q. -- make a copy of the Thesis Themes page and do your work there.  5th hour students then moved on to turning their list of 2, 3, or 4 categories/themes into a thesis sentence and constructing their paragraph in Google Classroom where the writing assignment is set up.  We will work on the writing more in class on Monday.

KCC

Socratic scores were returned and Skills Tracking Pages provided.  Students then began an individual, scored assessment over a video -- to be continued in class Monday.  Reminder -- Chapter 3 notes are due Thursday.

U.S. History

Socratic discussion!

World History

Socratic scores were distributed for students to chart and to ask questions.  We then worked together on a practice session of discerning themes from a list of notes -- see me or a reliable classmate about this if you were absent.  We then looked at the sample paragraph from that practice session as a visual of what a clear text structure should look like for an argumentative paragraph -- see "Sample Winter Paragraph" in Google Classroom > Classwork > Writing...and also look at all of the other writing helper pages in their (which we discussed in class today).  Then, to begin your writing process on the Intro/Human essential question, make a copy of the Thesis Themes Work for yourself in your drive and then read over all of your EQ notes to discern the 2, 3, or 4 categories into which your notes could be sorted.  

KCC

The scored Chapter 2 notes were returned with feedback.  Chapter 3 parts were assigned -- due next Thursday; remember to help yourself out by including page #s when the page # changes and to use all of the subheadings.  (Ch 3 = p.64-65, 68--top-1/2-of-69, 74, 77--midway-91, 96)  We finished our Socratic discussion.  We then began scored, individual assessment work -- a Claim & Evidence on a Crash Course episode.

U.S. History

Today was work time provided to complete a Claim & Evidence on the excerpts of Charles C. Mann's Chapter 11 (from his book 1491) in preparation for tomorrow's Socratic discussion.  The packet, itself, will not be scored, but the discussion will be!  ; )

World History

We finished our Socratic discussion.  If you were absent both days, please complete and turn in the Socratic Replacement found in Google Classroom > Classwork > Socratic.  The "Third Rock" A/V Claim & Evidence was returned for students to chart the score on the newly provided Skills Tracking Page, edit their thesis per the answer key on the Smart Board, and to pull E.Q. notes.  Tomorrow we use the E.Q. page to write!  ; ) In 5th hour we did a tutorial on transforming notes into a text structure with a clear thesis -- see me or a reliable classmate for details. The handout is available in the tray on the side of the room.

KCC

Socratic discussion!  This will be continued in class tomorrow.  Chapter 2 notes are due today.

U.S. History

The Reading Claim & Evidence skill assessment over the excerpts of Loewen's Chapter 2 was returned and time given for students to chart their score on a newly distributed Skills Tracking Page, to edit their thesis via my answer key on the Smart Board, and then we discussed the thesis and 2 pieces of evidence.  (See a reliable classmate.)  Then, comb through this good work you did on Loewen's chapter to pull EQ notes -- both themes and evidence.  (Set up a themes area on your E.Q. page if you haven't already.)  Students finished reading the full packet (the 2-pages from yesterday was a photocopy error -- see the new 4-page packet) and taking E.Q. notes and adding C.Q.s.  We proceeded to go into depth on the Haudenosaunee influence on British colonists by way of a C&E on excerpts from chapter 11 of Charles C. Mann's book, 1491 -- to be used in a scored Socratic discussion; more time in class tomorrow to work on 1491 with the discussion to be held Thursday.

World History

The research is due -- be sure to have turned it in in the proper assignment spot in Google Classroom.  We had a scored Socratic discussion today over the unit Essential Question -- if you were absent, be sure to be ready to participate when we continue tomorrow.  If absent both days, then complete and turn in the "Socratic Replacement" found in Google Classroom > Classwork > Socratic > Socratic Replacement. 

KCC

Reminder -- Chapter 2 notes are due tomorrow.  Tomorrow we will have a scored Socratic discussion over the Chapter 11 excerpts from 1491 -- see score sheet in Google Classroom and if needed the Socratic Cheats doc.

U.S. History

We discussed the students' most interesting things learned on Thursday and Friday from the Williamsburg site.  Make note on your CQ page of history.org as potential for research later.  We went over the lesson plans for the rest of the unit to give the long-view perspective and then picked up by taking a look at slavery of the era -- add the "1619 Project" by the NYT on your C.Q. page.  We added EQs and CQs while viewing the Middle Passage clip from Speilberg's Amistad.  (Be forewarned, it is graphic.)  We did the same, then, with the article "Origins of Slavery."  

World History

We reviewed, again, the Research Cheats doc in Google Classroom and I demonstrated the basics of checking for credentials on the Smart Board; then, the class time was for the students to finish their research.  Reminder -- it is due tonight, and it should be a minimum of 9 pages -- see Research Cheats for detailed instructions.  At the end of class we prepared for tomorrow's Socratic discussion by going over the rubric and pointing out to the students the "Socratic Cheats" doc that they should read before coming to class.  The discussion will be over the Essential Question and the notes/answers they've prepared throughout this unit of study.

KCC

Reminder -- Chapter 2 notes are due Wednesday.  We discussed the students' most interesting things learned on Thursday and Friday from the Williamsburg site.  Make note on your CQ page of history.org as potential for research later.  We went over the lesson plans for the rest of the unit to give the long-view perspective and then picked up by taking a look at slavery of the era -- add the "1619 Project" by the NYT on your C.Q. page.  We added EQs and CQs while viewing the Middle Passage clip from Speilberg's Amistad.  (Be forewarned, it is graphic.)  There will be more information on slavery in our textbook pages yet to be assigned.  We proceeded to go into depth on the Haudenosaunee influence on British colonists by way of a C&E on excerpts from chapter 11 of Charles C. Mann's book, 1491 -- to be used in a scored Socratic discussion.

U.S. History

In 6th hour we discussed the Jamestown letter.  We spent the remaining time at history.org, learning about life in the late colonial era by way of the Colonial Williamsburg website history.org.  View the following vodcasts while adding E.Q. notes...(history.org>multimedia(top of screen)>vodcasts(left column):  Dirty Life out Back, Market House, Historic Farming.  Then, spend 30 minutes viewing as many vodcasts, videos, and/or exhibits at history.org as possible while continuing to add to the E.Q. page. 

World History

We reviewed the instructions and shortcuts to success on the "Research Cheats" doc in Google Classroom and then the remaining time was given for students to conduct their research.  (Reminder: appropriate to the class time that is being given -- today and Monday -- you should have a minimum of at least 9 full pages of text read and key points highlighted...from EXPERT sources.)  ; )

KCC

Reminder -- Chapter 2 notes are due next Wednesday.  Students were given the 48 minutes to read and view as many vodcasts, videos, and exhibits at history.org as possible (Colonial Williamsburg -- late colonial era) -- simply add to your Class Activities E.Q. Notes.  ; )

World History

We completed the Unit-Closure Work Packet -- keep this for future use!  We went over the Research Rubric, Media Chart, and then in detail went through the Research Cheats doc that has all of the rubric information in clear, list, instructional form followed by a healthy dose of tips for accessing expert sources in the least amount of time (work smarter, not harder).  Then, we set up a doc in the "Intro/Human Research" assignment slot found in Google Classroom and began using our Research Cheats instructions to research some of our CQs from the unit.  Note: for a 90% this time you'll want more than 9 pages of content; 95%=11+ pages; 100%=11+ pages with extensive commentary in the margins.)  You'll have all of class time tomorrow (Friday) and on Monday to complete this scored research skill.

U.S. History

6th hour finished the reading and note-taking from the Price excerpt about London.  All classes then took notes from my short slideshow that paints a fuller picture of Europe from historian Stannard.  We discussed the significance of scholarly secondary sources for giving context to primary sources (using John Smith's account of the Pocahontas story as anecdote) before reading the short packet about the Jamestown letter -- take notes on the EQ page from the scholarly info and from the letter itself.  In hours 4 & 7 we then went to history.org to view these videos from Colonial Williamsburg for a taste of daily life in Virginia in the LATE colonial period: history.org>multimedia>vodcasts:  "Dirty Life out Back"...(We'll do more tomorrow...)  

KCC

We discussed the notes we took from the Jamestown letter.  We then went to history.org to view these videos from Colonial Williamsburg for a taste of daily life in Virginia in the LATE colonial period: history.org>multimedia>vodcasts:  Dirty Life out Back, then Market Houses, then Historic Farming.  Students were then given time to explore a choice of materials on that site -- either watch and take notes from 5 more videos of choice --OR-- notes form 3 videos and a couple of the exhibits (Interactive>Online Exhibits) -- to be continued in class tomorrow.

U.S. History

We finished viewing and analyzing the "Massacre at Mystic" film while adding EQs and CQs.  Students collaborated on the thesis of the show and we discussed and edited via Smart Board.  To dive a bit deeper into the Europe of that era, students added EQs and CQs while reading an excerpt of an essay by Price followed by a quick slide slideshow about Europe with info from the scholar Stannard.  

World History

Time was given for students to finish their work on the A/V Claim & Evidence on the episode of "Third Rock from the Sun" that was viewed and analyzed yesterday.  If you've been absent, see me to set up a time to make up this scored assessment.  We watched a short clip of a Jell-o scene per the curiosity from the "Third Rock..." handout.  We then added more E.Q. notes and C.Q. questions while viewing the images from the "Material World" slides.  

KCC

The scored Chapter 1 notes were returned and students collaborated on the themes.  Chapter 2 reading and notes were assigned to be due next Wednesday: pp34-top of 35; p.40 "England's"-47; p.51 "New England"-62, paying extra careful attention to p.34 and p.62 (intro and concl. of chapter).  We discussed and edited the thesis of "Massacre at Mystic" via Smart Board.  We added notes to our Class Activities E.Q.s from my short slideshow about Europe (by the scholar Stannard).  We then discussed the importance of scholarly secondary sources accompanying primary source material and then added EQ notes from the short article on a Jamestown letter.  

U.S. History

Pull E.Q.s from the 4 map and/or timeline handouts; work collaboratively.  We then added E.Q. notes from the film "Massacre at Mystic" as well as some CQs.  Be sure to look carefully for the multiple reasons why the colonists did what they did.  We watched through 32:02 in 4th hour, 6th= 21:13, 7th= 25:47.  

World History

We did an scored assessment -- an Audio-Visual Claim & Evidence.  If you were absent, see me to set up a time to make up this work.  

KCC

Chapter 1 notes (and your notebooks) will be returned with scores tomorrow at which point I'll give you the specific reading sections for the Chapter 2 assigned reading to be due next Wednesday.  We added a quick note to map #2 (see a classmate -- Wampanoag).  We viewed the rest of "Massacre at Mystic" while adding to our Class Activities E.Q.s and C.Q.s   Students collaborated afterward to attempt to discern accurately the film's thesis -- to be discussed via Smart Board tomorrow.