U.S. History

Socratic scores were distributed.  We finished the Crash Course analysis that was begun yesterday -- finish for homework if needed.  

World History

Look at your Deuteronomy Context & Lens score, and then self-assess your performance on the Hammurabi's Code Context & Lens we completed yesterday to decide if you want me to score your Hammurabi's Code to replace the previous one, or if you want to stay with the old score.  Yes, I'm making you do some metacognition (thinking about your own thinking).  Next, let's continue (for some -- start) an A/V Claim & Evidence on the You tube video Crash Course World History #4 about Egypt.  This is a practice skill which will help you prepare for the scored video coming up later, AND the information about Egypt is critical.  So, do a good job on it, but with just a little less pressure. ; ) A handout about hieroglyphics and cartouches was distributed as an item of interest, and there are also some artifacts on the side of the room to observe.  A bit of time will be given Monday to complete the video analysis.

KCC

Socratic scores were distributed and time given to ask questions.  Time was given for students to collaborate to discern themes from the 12 Years A Slave work about slavery for their Class Activities E.Q. page and also to make a reminder note to themselves "see 12 Y.A.S. notes."  Students did a practice A/V C&E over Crash Course U.S. History #20 Civil War part I -- the info is critical, and a solid practice of the skill important; so, do a good job on it.  Finish this for homework as needed (due by Monday).  Also, the textbook reading and notes for chapters 9 & 10 are due Monday. 

U.S. History

We finished our Socratic discussion, edited our notes with my fact-check follow-up, and then collaborated to pull info about slavery onto our E.Q. page.  If you were absent remember that there is Socratic Replacement work in Google Classroom so that you can earn your points.  We then began a practice A/V C&E over Crash Course U.S. History #20 -- Civil War part I...the info is not "practice," but critical for the writing and the UCWP, and if you do the skill well, it puts you in good shape for a score performance soon.  Focus on taking SHORT notes -- a lot of information and in few words.  We'll finish the video analysis tomorrow in class.

World History

Students finished the context & lens assessment over Hammurabi's Code.  If you were absent, see me to set up a time to make up this scored work in my room.  Next, do a claim & evidence over Crash Course World History: Egypt (#4) from You tube -- this is the only source we are using for this culture case study; so, do a good job.  We will discuss the thesis on the Smart Board when everyone is finished so you can self-score and edit; as a skill, this is a practice round with a scored A/V Claim & Evidence coming up later in the unit.  A good practice is important, as is the information that is needed later for the E.Q. and for the U.C.W.P.  The Crash Course will be finished in class tomorrow.  ; )

KCC

Socratic discussion!  

U.S. History

4th had their turn to contemplate the "Patsy" versus Lupita Nyong'o images for their Socratic prep, and then in all hours we conducted our Socratic discussion -- to be finished in class on Monday.

World History

We worked on a Context & Lens skills assessment about Hammurabi's Code, including a short secondary source by an expert for context and then reading portions of the primary source document.  This will be finished in class on Monday.  If you were absent, see me to set up a time to finish this work with me.  Reminder -- the Ag writing option is due today.

KCC

Writing is due today.  We viewed scene 34 through to the end of 12 Years A Slave and then I showed images of the character Patsy relative to the actress who played her, Lupita Nyong'o, for some additional food for thought for their analyses.  Be prepared for Socratic discussion over this film on Monday, and possibly also on Tuesday.  Chapters 9 & 10 reading and note-taking was assigned -- due Monday, December 2nd.  (Ch 9 254-255, 258-260, bottom 1/2 p265-1/2 p266, top paragraph p.268, map on 270, map on 272, 273-top 1/2 p. 278, all of 281-284.  Ch 10   p.286- top 1/3 p.287, "Jackson" p.295-302, bottom "Whigs" p.305-top 1/2 p. 306, bottom "Tippecanoe" p.309-top 1/4 p.310, p.312.)  This is ~23 pages with both chapters combined, ~1/2 hour of class time was given today to get a good start on it, and the due date allows over a week of time with 2 weekends included.  Hopefully this gives you a bit of breathing room while we continue to move forward.  ; )

U.S. History

In all hours we used the 12 Years A Slave note page and helper doc of the human rights to take analytical notes in prep for a Socratic discussion; today we viewed the following excerpts of the film in 4th hour: scene 8 through when the plantation owner's wife speaks to Eliza when Eliza is in the wagon; scene 12 through when the plantation owner's wife turns her back to Platt/Solomon and walks away on the porch; scene 27 through the letter burning (note: Platt?Solomon is now on a different plantation); scene 31 through the point when Patsy is tied to the post; and scene 34 through to the end of the film including the informational captions at the very end.  Hour 6 started at scene 12, having seen scene 8 yesterday, and hour 7 started today at scene 31, having viewed 8, 12, & 27 yesterday.  Note: this is a realistic portrayal of slavery; beware that younger children are not in the room if you are viewing this as make-up work via You tube, Netflix, etc.  6th & 7th hours also viewed a slide of "Patsy" and the acress (Lupita Nyong'o) as food for thought for their page and tomorrow's discussion as well.  4th hour will see this at the start of class tomorrow before we begin our discussion.  We will have our scored Socratic discussion tomorrow in all U.S. classes.  7th hour research was returned with scores and feedback; please look at it thoroughly, let me know if you have any questions, and if something is in need of repair before it can be scored, be sure to get that done before the end of Friday.

World History

3rd hour finished color-coding the urban culture hearths maps and adding notes at the top -- see a reliable classmate to copy down the coloring and notes.  We then added EQ notes to the EQ pages while reading about the cultures of the Mesopotamia region from the article posted in Google Classroom.  Finish this for homework if not completed in class.  In 5th hour we also began a context & lens skill assessment related to Hammurabi's Code -- if you were absent, see me to set up a time to make-up this scored work.  Reminder: the Ag writing option is due tomorrow.

KCC

We took some context notes about 12 Years A Slave on the back of the note page that was distributed Tuesday, then we took analysis notes on the four prompts on the front side of the note page while viewing the following excerpts of the film: scene 8 through when the plantation owner's wife speaks to Eliza when Eliza is in the wagon; scene 12 through when the plantation owner's wife turns her back to Platt/Solomon and walks away on the porch; scene 27 through the letter burning (note: Platt?Solomon is now on a different plantation); and scene 31 through the point when Patsy is tied to the post.  Note: this is a realistic portrayal of slavery; beware that younger children are not in the room if you are viewing this as make-up work via You tube, Netflix, etc.  We will view the last clip tomorrow and then have a scored Socratic discussion on Monday.

World History

Ag writing option is due Friday.  Collaborate to add EQ notes (+s and -s) about the Urban Jews.  We color-coded our maps of the 6 urban culture hearths and then began adding EQ notes about Mesopotamian cultures directly from the reading loaded into Google Classroom -- to be finished tomorrow in class. ; )

U.S. History

4th & 6th hours Curiosity Research was returned with scores and feedback.  If yours was returned in need of work before it can be scored -- make the corrections and resubmit by Friday.  7th hour research will be returned tomorrow. 

In 6th & 7th hours I discussed the posters, books, and videos up front as prelude to our unit. 

In 4th & 6th hours we finished highlighting and discussing the timeline. 

In 6th & 7th hours we began our analysis of sizeable clips from the film 12 Years a Slave while adding notes to the provided page of prompts.  A helper doc of the 30 UN human rights was also provided, and we took some background/context notes onto the back of the note page via Smart Board. (See a reliable classmate to copy down those notes.)  6th hour watched scene 8 through when Platt and Eliza get out of the wagon at their new plantation "home."  7th hour watched the same as well as scene 12 through the drink of water and when the plantation owner's wife on the porch turns to walk away and scene 27 through the burning of the paper in the fire.  If you were absent, you are welcome to watch this in my classroom before or after school (see me to set up a day/time) or you can look for it on youtube, Netflix, etc.  Please be mindful that it is an accurate, intense depiction of slavery and is not for younger viewers -- be mindful of younger siblings, etc. in the vicinity.  This will be used on Friday for a scored Socratic discussion.  4th hour will begin the film analysis tomorrow.  

KCC

Writing day!  Papers due Friday.  We'll resume with the Civil War Era unit of in-class activities tomorrow. ; )

World History

The Ag research option is due today.  Read the packet of info about the Hebrews transitioning to urban culture at which point they come to be called Jews while adding notes to the provide note page.  Finish this for homework if note completed during class.

U.S. History

Writing is due. We did a folder organization.  We began our Civil War era unit in class today by editing our "Who Are We, America?" list of student/class answers, recorded a mystery quote from the board and took our best guess on paper as to who said it and in what context (on what topic), and we set up our new EQ.  I went through the overview of the unit -- big picture pieces versus in-depth analysis activities and then we began with our unit anchor pieces -- revisiting the "Simplified Timeline of U.S. Slavery and Racial Issues," color-coding a map together via Smart Board, and highlighting key points on a timeline of the era.  See a reliable classmate for the notes and highlighting; you can print the handouts from Google Classroom or pick them up from my actual classroom. 

KCC

Writing is due Friday.  We began our Civil War era unit in class today by editing our "Who Are We, America?" list of student/class answers, recorded a mystery quote from the board and took our best guess on paper as to who said it and in what context (on what topic), and we set up our new EQ.  At-home reading for this unit won't be assigned until Friday so that you can focus on your writing.  I went through the overview of the unit -- big picture pieces versus in-depth analysis activities and then we began with our unit anchor pieces -- revisiting the "Simplified Timeline of U.S. Slavery and Racial Issues," color-coding a map together via Smart Board, and highlighting key points on a timeline of the era.  See a reliable classmate for the notes and highlighting; you can print the handouts from Google Classroom or pick them up from my actual classroom.  ; )  The "12 Years a Slave" note page and helper doc of human rights was distributed -- to be used in class tomorrow as we view clips from the film.

U.S. History

Editing day!  I've added a helper doc about commas; use the many helper docs in the Writing section of Google Classroom while editing, but start FIRST with "Edit My Writing Now."  Submit the final draft UNhighlighted to turnitin.com and the highlighted copy to Google Classroom -- due before class time tomorrow.  The Civil War Era unit begins tomorrow.

World History

The UCWP should be done.  If you are taking the research option, it is due by tomorrow.  If you are taking the writing option, it is due by Friday.  For the research and the writing you are most welcome to come in during Advisory if you'd like any guidance or to check in to talk through any aspects of it. ; )  We began our Urban Cultures unit of study today -- we set up our EQ and CQ pages, viewed a few humorous clips for discussion, added some notes to our Mental Map timeline, and took notes on the Outline of Popular details.  (See a reliable classmate for copying down the relevant notes.)  The note page for our first case study was distributed -- to be started during class tomorrow.

KCC

Writing day #2.  After today the writing is homework, to be due by Friday.  (Note: I have added a comma page to the collection of writing helper docs.)

U.S. History

Writing day -- finish by Monday, but do not submit.  Monday will be a focused editing day to fine-tune and improve the work to a true final draft.

World History

The UCWP should be finished by Monday.  If you are taking the Ag Curiosity Research option, it is due by next Tuesday.  If you are taking the Ag Writing option, it is due by next Friday.  Today is a work day to make progress on those items, and on Monday our in-class time will be focused on starting our new unit of study.  (If you want/need help with Research and/or with Writing, you are welcome to come in during Advisory next week.)

KCC

Research is due.  Writing day.  Monday will also be a writing day, and after that we begin our new unit in class and the writing becomes homework -- due next Friday.

U.S. History

The Unit-Closure Work Packet should be done and the Revolution Curiosity Research done and submitted.  The writing begins today -- remember that turnitin.com has anti-plagiarism and grammar tools that you should use for writing, and also use your Writing Notes to Self wherein you recorded a cheat list of feedback from your last paragraph.  For this writing you have the choice of focusing on either EQ #1 or EQ #2; if choosing #2 be mindful this is not to be a narrative biography of a person or people, but rather an argumentative essay in which you either argue particular traits critical to being a revolutionary or argue that several particular people were the most revolutionary.  We will continue with more writing time in class tomorrow.

World History

3rd hour finished watching the "Tanzania" episode of Bizarre Foods, and both classes put key points about the Maasai onto their E.Q. pages (working collaboratively, using their web quest notes).  Finish the Unit-Closure Work Packet.  As you finish the packet, see me to get your instructions for the Ag Curiosity Research.

KCC

Reminder -- Chapter 8 notes should be done as should the Unit-Closure Work Packet.  Today the essay analyses (reading claim & evidence) were returned -- chart the score, edit the thesis per the key on the Smart Board, and ask questions if you have them.  Today's focus is research -- see the instructions referenced and detailed on the assignment in Google Classroom -- due by tomorrow.  As some students may be ready to begin the writing even though the class as a whole officially begins writing tomorrow...remember that turnitin.com has anti-plagiarism and grammar tools that you should use for writing, and also use your Writing Notes to Self wherein you recorded a cheat list of feedback from your last paper.  For this writing you have the choice of focusing on either EQ #1 or EQ #2; if choosing #2 be mindful this is not to be a narrative biography of a person or people, but rather an argumentative essay in which you either argue particular traits critical to being a revolutionary or argue that several particular people were the most revolutionary.  Tomorrow and Monday will be writing work days in class, and then it will be finished for homework, due next Friday.  (We'll begin our new unit in class next Tuesday.)

WEDNESDAY -- U.S. History

Finish the Unit-Closure Work Packet.  Finish and submit your Curiosity Research by tonight.

TUESDAY -- U.S. History

Finish "The Pres" film while adding to your E.Q., C.Q., and Presidents' Political Parties pages.  The Trail of Tears Context & Lens assessment was returned to chart, edit, and discuss.  Begin work on the new Curiosity Research assignment set up in Google Classroom -- due Wednesday night.  Begin work on the Unit-Closure Work Packet -- to be finished in class Wednesday or for homework.

World History

The Deuteronomy/Hebrews primary source Context & Lens assessment was returned -- chart the score, edit the information if needed, and see me with any questions.  The Communal E.Q. writing was returned in Google Classroom -- chart your score, add feedback to your list ("Writing Notes to Self"), and see me with questions.  We also reviewed again the grammar check and plagiarism/originality check features in turnitin.com. Students collaborated to pull big ideas about Maasai onto the E.Q. page; label the Maasai as "NP -- nomadic pastoralists."  In 3rd hour we began adding Maasai notes to our EQ page also from the "Tanzania" episode of Bizarre Foods -- viewing through 5:27 and to be finished tomorrow.  5th hour watched this video earlier in the year, and so they got a head start today on the Agri-cultures Unit Closure Work Packet -- to be finished in class tomorrow; remember to include #s or picture notes for processing and memory tricks.

KCC

Finish the UCWP and the Chapter 8 notes by tomorrow.  When you have time, begin the research -- to be done as homework and due by Friday.  ; )

World History

Complete the Maasai web quest -- see instruction/worksheet pages.  In 3rd hour I also read aloud 14 Cows for America, as I'd read it to 5th hour yesterday.  

KCC

Instructor evaluations were completed today.  Reminder to be getting Chapter 8 notes finished -- finish by tomorrow or by Thursday at the latest.  A packet of information about the Presidents' Political Parties was distributed -- this will be a item of study listed on the final exam study guide; feel free to use it when watching "The Presidents': Washington through Monroe," which is a decent overview of some key things in the unit that began post-revolution.  The Unit-Closure Work Packet was distributed and time given for students to work independently or collaboratively.  Tomorrow time will be given for finishing the UCWP and for starting the Curiosity Research; the research will then be finished for homework, due Thursday night.  Work on either this evening as desired.

U.S. History

We finished "The Presidents" video while adding to our E.Q., C.Q., and Presidents' Political Parties pages.  The Trail of Tears context & lens assessment was returned to be charted and edited.  We then began our end-of-unit curiosity research.  See the assignment set up with instructions in Google Classroom -- it is due tomorrow night.

World History

3rd hour = Veterans' Day Assembly!  5th hour learned about our final case study of the unit, the Maasia (a nomadic pastoralist group), as I read aloud the children's book 14 Cows for America and then they embarked on a guided Web Quest.  (See the Maasai web quest handout.)

KCC

Veterans' Day Assembly!

U.S. History

Watch the "Washington to Monroe" episode of The Presidents while discerning if you need to add any big ideas to your EQ page; add a few CQs.  Also, keep pace with the Presidents' Political Parties handout packet while viewing.  

World History

We did a reading claim & evidence scored assessment over a primary source material from Hebrew culture.  

KCC

All late-work writing has been graded and returned.  Reminder: Chapter 8 notes are due Wednesday.  We finished the Reading Claim & Evidence assessment -- with the option to come in during Advisory to finish as needed.

U.S. History

We took notes from the remaining three Potawatomi articles (Feathers, Regalia, and Medicine Wheel).  We also watched the two very short videos -- add EQ notes from these, too.  On your CQ page add as a research option -- Citizen Potawatomi Nation in CO ~33,000 people potawatomi.org.  In some hours we began viewing The Presidents video while listening for big themes or helpful info for our EQs, filling in names on the Presidents' Political Parties packet, and adding a few CQs -- to be finished in class tomorrow.

World History

Finish reading the 2 Hebrews articles while adding EQ notes and a few CQs -- finish for homework if needed.

KCC

Article analysis work time.

U.S. History

Watchekee!  Add notes to your EQ page and CQs to your CQ page -- 3 very short articles ("Watchekee first articles") and 1 very short video clip (4-min.).  More on Watchekee tomorrow in class  .  .  .

World History

Add notes to your EQ page from the Navajo article, add CQs as well.  Then, label that Navajo subheading with an SV or an NP once you discern which type of agri-culture they are.  We then began a new case study of the Ancient Hebrews by discussing and doing some labeling on a recap map -- see a reliable classmate for the note additions.  We then added notes directly to our EQ page (and some CQs) while reading the 2 articles abut the Hebrews -- to be finished in class tomorrow.

KCC

Chapter 7 notes were returned with scores and feedback.  Chapter 8 is due next Wednesday (p.224, bottom229-235, 230 maps, 236"Aristocratic"-244 2/3 down, 250"Women's"-252).  We watched the three short videos about the Potawatomi and read the three remaining short articles -- adding notes form all 4 items.  (In class each student read 1 of the remaining 3 articles and then they collaborated to share the information.)  We then began a scored Reading Claim & Evidence.

U.S. History

Edit and self-score via the answer keys on the Smart Board -- "God and The Founders" and Crash Course U.S. History: "The Constitution."  Collaborate on these for your E.Q. pages.  Spend an additional 15 minutes on the Trail of Tears web quest that was begun yesterday.  Pull key notes for the E.Q. page, collaborating with peers.  

World History

Spend an additional 20 minutes exploring and taking down short notes on the Catal-Huyuk.  We then collaborated about the Catal-Huyuk for our E.Q. pages and passed around a small sample of obsidian.  We ventured into our third case study for the agri-cultures unit -- the Navajo...watch the very short video.  (We'll read the article while adding notes directly to the E.Q. page tomorrow.)  In 5th hour we also read and took EQ notes from the Navajo article. (We will do this tomorrow in 3rd hour.)   

KCC

Chapter 7 notes are due today.  We went over the answer keys for the thesis for "God and the Founders" and Crash Course U.S. History:" The Constitution" so students can discern how they would have scored on these practice skills and to edit their papers so as to have all of the critical information if they had missed any of the items.  In our "Class Activities E.Q. Notes" for the unit students added a few context notes about the Trail of Tears (see a reliable classmate) before we read and took notes from three short articles about Princess Watchekee.  More on Watchekee tomorrow!

U.S. History

We finished the Trail of Tears context & lens assessment.  If you were absent, see me to make up this scored work in my room.  Students then did ~15 minutes of work on the Trail of Tears webquest --see handout in Google Classroom.  An additional 15 minutes will be expected in class tomorrow, also. 

World History

We did a folder reorganization -- sorting all of our many communal unit papers into the categories we established at the end of the intro unit.  We finished the Natufians DVD in 3rd hour; we had already finished it 5th hour on Friday.  We discussed my couple of fact-check criticisms of it -- see a reliable classmate for those couple of notes.  Collaborate to pull the big answers and best pieces of detailed evidence from the Natufians notes onto the E.Q. page, and be sure to label the Natufians on the EQ page as being the sedentary village type of agri-culture.  Add CQs as needed to the CQ page.  We then began a webquest on the sedentary village agri-culture of the Catal-Huyuk -- ~15 minutes of looking, reading, and note-taking.  There will be additional time to do more notes in class tomorrow.

KCC

Writing has been graded and returned -- look in Google Classroom for your score and feedback, creating a document "Writing Notes to Self" to make a cheat-sheet list of your personalized feedback to use on your next writing.  If you don't yet have a score, see the reason it was kicked back to you, and follow the directions there.  See me for any individualized help you may want.  Make use of the originality check and the grammar check features in turnitin.com.  Reminder that Chapter 7 notes are due tomorrow.  Students chose their article from the list for the Reading Claim & Evidence that we will do soon.  (I need time to make the desired number of copies of the various articles.)  Finally, finish the Crash Course U.S. History: Constitution (#8) as a practice A/V C&E.  (The information is critical.)  ; )

U.S. History

20 minutes was given for students to complete their analysis of Crash Course U.S. History: The Constitution (#8), at which point it became homework to finish...due Monday.  We then began work on a scored Context & Lens skill on the topic of the Trail of Tears -- see me to set up a time to make up this assessment in my room. 

World History

Read the very short Economist article excerpt and take down those details as EQ notes -- there's a lot crammed in there to help your note page!  Work at taking VERY short notes, as that not only saves you time and lead or ink, but is the right way to take notes to avoid accidental plagiarism in your writing later.  If something needs to be written as it is in the article, like the list of animals and disease connections, then put it into quotation marks in your notes.  We then watched the first 2:05 and then from 26:00-44:55 of a video about our first case study, the Natufians -- Origins of Civilization: The First Farmers.  If you can find this on Youtube, great, but I've not had luck doing so; you will need to set up a time to come in and watch my DVD during Advisory or before or after school.

KCC

Students collaborated to pull Hamilton notes onto their Class Activities EQ notes -- themes/big ideas and references to particular songs of information.  Then finish the practice Reading Claim & Evidence on the article "God and the Founders."  (Not for a score, but the information is critically important!)  Then, begin a practice A/V Claim & Evidence on Crash Course U.S. History:  The Constitution (#8) -- to be finished in class on Monday.  Remember to get Chapter 7 notes done by Tuesday.