U.S. History

Students finished reading and annotating Jane Addams' obituary, and then collaborated to add the most essential information about what her life represents of the national and global events of the time -- to their EQ pages.  I shared a few pictures that relate to her hometown of Cedarville (5 miles from my hometown of Freeport in the unglaciated hills of NW IL and where I lived and attended Jane Addams Elementary School for kindergarten).  It's a population similar to Crescent City, and her childhood home is still there as is her grade school; it is also where she is buried, in a humble, standard grave plot in the little, local cemetery.

World History

Day 2 of 3 for preparing the slide show and presentation notes -- see the details posted yesterday and the clear instructions on the documents referenced.  Reminder -- both the research and the slideshow are due by Tuesday.

KCC

Students finished reading and annotating Jane Addams' obituary, and then collaborated to add the most essential information about what her life represents of the national and global events of the time -- to their EQ pages.  I shared a few pictures that relate to her hometown of Cedarville (5 miles from my hometown of Freeport in the unglaciated hills of NW IL and where I lived and attended Jane Addams Elementary School for kindergarten).  It's a population similar to Crescent City, and her childhood home is still there as is her grade school; it is also where she is buried, in a humble, standard grave plot in the little, local cemetery.  We watched the 20-minute video about the work of Hull House, "An Experiment in Democracy" while adding notes to our EQ pages.  Add to your CQ page "hullhousemuseum.org" as an option for further learning at research time.  Monday we will deep-dive into the subtopic of women's suffrage with a "Hollywood style" film that students tend to find interesting.

World History

The rubric for the empires research project was posted and discussed as was the template for the slideshow portion.  I also went through an example and a nonexample of how to create and present a slideshow.  The presentation prep helper doc was also posted and discussed.  The research and slideshow should both be turned in to Google Classroom and be ready to present by next Tuesday.

U.S. History

I presented some immigration research to fill the gaps of our studies to round out Hilda's story and the contemporary immigration case study.  See the slideshow and add notes to your EQ page.  We then began a case study of Jane Addams, viewing relevant pictures and then marking key points in her New York Times obituary while reading.  

KCC

I presented some immigration research to fill the gaps of our studies to round out Hilda's story and the contemporary immigration case study.  See the slideshow and add notes to your EQ page.  We then began a case study of Jane Addams, viewing relevant pictures and then marking key points in her New York Times obituary while reading.  

U.S. History

We watched a clip from American Tail and discussed, discussed the 2 docs I shared that outlines a fairly typical immigration process in terms of paperwork and fees, and in 6th & 7th hours we finished discussing the images and the poem excerpt on my front bulletin boards.  The Context & Lens over Hilda's story was returned with scores -- collaborate to correct as needed.  Finally, edit your thesis to Crash Course #25 per the thesis (that I showed on the Smart Board).  

World History

Final day of research -- due tomorrow; so, finish for homework as needed. 

KCC

See U.S. post minus the C&L editing.  Chapter 17 is due next Tuesday. 

U.S. History

I shared that today is Mardi Gras, French for "Fat Tuesday," the day before the start of Lent when Catholics traditionally would use up their rich/indulgent ingredients (butter, sugar, etc.) so they didn't waste during Lent when they could not be used.  That connects to Hilda's immigrant story in one way -- the most popular Fat Tuesday food in America is the paczki (punch-key) (big, heavy, filled donut), which is Polish in origin (although not Jewish).  Additionally, today's case study of a contemporary immigration story focuses on Haiti, and Kanival/Kanaval (Carnival/Mardi Gras) is huge in Haiti, featuring street parades and vibrant, political music contests of rara music.  Jameson and I then co-presented a slideshow of his and Beatha's immigration story.  Remember to finish Crash Course #25 before tomorrow.

World History

Day 2 of 3 for research -- we will look at a rubric tomorrow and then get instructions for the slideshow and presentation on Thursday.  Today and tomorrow, the focus is simply on doing really great research, following the instructions laid out last week and reviewed yesterday.  Remember: this is the last research of the year; so, it is worth your while to do a great job on it; see the feedback on your old research; focus on the EMPIRE phase and not on the cultural info from before it was an empire; Google the empire to find articles that may cover several topics as the easiest way to start; be sure to use only expert sources.  New support advice today, as you may begin deep-dive on subtopics not covered adequately in the more general articles: use short phrases when googling, be active and use synonyms as needed in searches (real research is sometimes a hunt); use the many helpful tips on the Research Cheats doc; mine wikipedia's bibliography for expert sources; if you find an expert video, see me for instructions on how to use it to get credit.

KCC

I shared that today is Mardi Gras, French for "Fat Tuesday," the day before the start of Lent when Catholics traditionally would use up their rich/indulgent ingredients (butter, sugar, etc.) so they didn't waste during Lent when they could not be used.  That connects to Hilda's immigrant story in one way -- the most popular Fat Tuesday food in America is the paczki (punch-key) (big, heavy, filled donut), which is Polish in origin (although not Jewish).  Additionally, today's case study of a contemporary immigration story focuses on Haiti, and Kanival/Kanaval (Carnival/Mardi Gras) is huge in Haiti, featuring street parades and vibrant, political music contests of rara music.  Jameson and I then co-presented a slideshow of his and Beatha's immigration story.  Remember to finish Crash Course #25 before tomorrow.

U.S. History

In 6th & 7th hours we went through the pictures on the bulletin board to get a sense of the themes represented there (helpful for EQ page); please take a close look at the pictures sometime in the next few days.  Also, read the excerpt of the poem that's woven through those 2 bulletin boards.  (It's from Maya Angelou's "On The Pulse of Morning" -- the same poem from which last unit's excerpt came regarding slavery "Bought.  Sold.  Stolen.  Arriving on a nightmare, praying for a dream.")  In all hours we sampled some Haitian music and freshly fried and seasoned plantains as connection to Hilda's mystery bag bananas and prelude to tomorrow's presentation on a contemporary immigration story from Haiti.  Do the practice C&E on Crash Course U.S. History #25.

World History

World Religion CQ Research was returned via Google Classroom today.  Research day 1 of 3 for the empires project -- see the instructions in Thursday and Friday's posts and those on the actual assignment itself. 

KCC

Reminder -- Chapter 17 is due next Tuesday (~1 week away).  We went through the pictures on the bulletin board to get a sense of the themes represented there (helpful for EQ page); please take a close look at the pictures sometime in the next few days.  Also, read the excerpt of the poem that's woven through those 2 bulletin boards.  (It's from Maya Angelou's "On The Pulse of Morning" -- the same poem from which last unit's excerpt came regarding slavery "Bought.  Sold.  Stolen.  Arriving on a nightmare, praying for a dream.")  We sampled some Haitian music and freshly fried and seasoned plantains as connection to Hilda's mystery bag bananas and prelude to tomorrow's presentation on a contemporary immigration story from Haiti.  Do the practice C&E on Crash Course U.S. History #25.

U.S. History

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by working on a practice C&E over Crash Course U.S. History #25.  You can be of help on Monday to the folks who needed to explore, read, write, counsel today.

World History

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by continuing with the research that was begun yesterday.  If you need to read, reflect, write, counsel, that is equally okay.

KCC

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by completing the Crash Course #25 we began yesterday.  You can be of help on Monday to the folks who needed to explore, read, write, counsel today.

U.S. History -- THURSDAY

We finished our Socratic discussion.  If you were absent, complete and turn in the Socratic Replacement.  (Google Classroom > Classwork > Socratic (topic in left margin) > Socratic Replacment (doc))  Students collaborate for themes to add to the EQ page from Hilda's story.  In 4th hour students added EQ notes from Dr. Hartman of ISU -- see a reliable classmate if you were absent. In 4th hour we also began a practice C&E on Crash Course U.S. History #25.

World History -- THURSDAY

Complete UCWP #1 & 2 now that you've done the writing -- feel very free to collaborate with others.  Go to your writing in Google Classroom; unsubmit it, highlight your name and comment in the margin with the score you think you will earn on the writing.  Then, resubmit it.  We set up our new EQ page -- see a reliable classmate.  We then chose our topics for our empires research -- see the options posted and then see me to sign up for your topic.  This will be our last research of the year, and so it is worth your while to do a great job on it!  Once you've told me your topic, open the other doc labeled "template" and read the directions at the top.  Beneath the directions, type your name, the name of your empire, and the dates of your empire (Google the dates).  Then, begin the research.

KCC -- THURSDAY

We finished our Socratic discussion over Hilda's story.  If you were absent for the discussion, complete and turn in the Socratic Replacement (Google Classroom > Classwork > Socratic (topic left margin) > Socratic Replacement (doc))  We added a note to our EQ page of some quotes about the era from Dr. Hartman of ISU and also added EQ themes from Hilda's story.  We began a practice C&E on Crash Course U.S. History #25.

U.S. History

Scored Socratic discussion today!

World History

The Fordson C&E was returned and edited today.  Finish and edit your writing -- look at your old writing feedback, use the Edit My Writing Now helper doc in Google Classroom, use grammar and spell check features in turnitin.com, and use the other helper writing docs in Google Classroom as needed for grammar, clarity, etc.  Then, submit final draft UNhighlighted to turnitin.com and highlighted to Google Classroom.

KCC

Chapter 16 is due.  Chapter 17 is due in 2 weeks (T 3/3): pp.494-495, 498-bottom516, & 522.  Scored Socratic discussion today -- to be continued tomorrow.

U.S. History

Finish reading Hilda's story and taking notes -- Socratic discussion tomorrow.

World History

Writing day 2 -- turn your themes/categories into a thesis sentence.  (See the "Monical's" sample.)  Then, begin creating the first evidence section full of detailed examples.  Be sure to include a sampling of examples from several religions -- at least 3 different ones per evidence section.  Tomorrow we will finish and edit the writing, and it is due by Wednesday.

KCC

Chapter 16 was due today, but considering some books would have been at school Friday (snow day), the due date is pushed to tomorrow.  Finish reading and note-taking from Hilda's story -- Socratic discussion is tomorrow.

U.S. History

Ditto the KCC post.  ; )

World History

Writing day 1 -- see classmate to copy down and go through the practice round of how to go from an EQ page of note to discerning categories/themes/big answers and then how to turn that into a thesis sentence.  Then, open a doc in the assigned spot -- Google Classroom > Classwork > World Religions E.Q. Writing and type which of the 2 EQs you are choosing to focus for your writing.  Then, brainstorm a list of categories/themes that come to mind as you read carefully over all of your many EQ notes on the question you chose.  Then, if needed, combine categories/themes so that you end up with no more than 4 (at least 2, no more than 4) without deleting information/evidence.  If time, then write your thesis sentence and delete the brainstorm list.  Finish the category decision-making for homework as needed. 

KCC

Reading day (and note-taking) -- Hilda's story...in preparation for Socratic discussion on Monday.

U.S. History

Hilda's story -- more reading time -- take good notes in prep of Socratic discussion. 4th & 6th hours were asked to view their scored, returned writing and to check in on their overall class grade in Power School.  (7th hour writing is in the process of being graded, still.)

World History

We added a note on the culture affecting religion EQ regarding Christianity and the Roman Empire -- see a reliable classmate about the note.  See the posters in the classroom and guess the religion depicted in each.  View, also, the editorial cartoon and copy from a classmate the Elie Wiesel quote.  Finally, watch the PSA and see how many religions you can identify.  Homework -- finish the Unit-Closure Work Packet. 

KCC

Reading day -- Hilda's story...be sure to take good notes in prep for Socratic. HW -- Chapter 16 in the Henretta textbook.

U.S. History

We finished the Context & Lens assessment -- if you were absent, see me to set up a time to make up this missed work.  We then made observations (on the new handout) of the "mystery bag" I brought around for each student to see, and then we began note-taking while reading the rest of the packet, going on the journey of Hilda's story (primary source memoir) -- to be continued in class tomorrow.   (This reading and these notes will be used in the near future for a scored Socratic discussion.)

World History

The first 25 minutes of class was research time -- World Religions CQ is due in Google Classroom by tomorrow -- finish for homework as needed.  (Be sure to follow the instructions provided.)  The remaining class time was collaborative work on the Unit-Closure Work Packet -- be sure to add picture notes or hashtags while completing it.  For tonight for homework, finish at least 1/2 of the UCWP.  

KCC

Chapter 16 is due next Tuesday:  467-top of 468, top 1/2 of 475, bottom 1/2 of 479 - top of 480, & 482-492 (~14 pages total).  In class we finished taking Class Activities EQ notes from "The Homestead Strike" video we began yesterday.  We then began work on Hilda Polacheck's story by making observations on one of the new handouts of the "mystery bag" I brought around for each student to see, and then we completed a Context & Lens (not for a score, but to aid Socratic later) by using the first several pages of the I Came A Stranger excerpts packet. Some students then began note-taking on the other handout while reading the rest of the same packet, going on the journey of Hilda's story (primary source memoir) -- to be continued in class tomorrow.  The C&L and the reading notes will all be used for a scored Socratic discussion soon.   

U.S. History

We revisited the students' class list of answers to "Who are we, America?" to add and edit as the students see fit.  We the finished taking EQ notes from the video as detailed for Friday.  Finally, we began an in-class assessment -- a context and lens.

World History

We discussed and edited the practice Context & Lens from Friday.  We then began the Curiosity Research assignment in Google Classroom > Classwork > World Religions Curiosity Research.  Read carefully the instructions there.  You will be given 25 more minutes in class tomorrow, and then if not finished it will be homework.

KCC

Writing is due.  Check in your Henretta textbook with me and then pick up the new book -- volume 2 and let me know the # or letter on the back cover of the new book.  We revisited your class collection of answers to the question "Who are we, America?"  We then set up our new Essential Question for the unit (Who were we at the turn of the century?) and began note-taking from the "Homestead Strike" episode of 10 Days That Unexpectedly Changed America (through 32:30) -- to be finished in class tomorrow.

U.S. History -- FRIDAY

Take EQ notes and capture a few CQs while viewing "The Homestead Strike" episode of 10 Days That Unexpectedly Changed America.

World History -- FRIDAY

Do a practice context & lens on the primary source excerpt for our 5th world religion case study, Islam.  Keep the work page to be discussed as a class and edited on Monday.  Begin your curiosity research for the World Religions unit -- see the assignment set up in Google Classroom for instructions.  It is due before class time Tuesday.

KCC -- FRIDAY

The last writing day.  Papers are due before class Monday.  Please use correct MLA formatting, edit your writing well, submit an UNhighlighted copy to turnitin.com and a highlighted copy to the assignment spot in Google Classroom, "Civil War Era Writing."

U.S. History

Your scored research was returned in Google Classroom -- take a look at it and also let me know if you have any questions.  Writing day!  Please use the MLA doc for formatting and the Edit My Writing Now doc for editing help.  The paragraphs are due by class time tomorrow -- UNhighlighted in turnitin.com and highlighted in Google Classroom.  We set up our new E.Q. and C.Q. pages for the next unit, as you will need to use them tomorrow with the sub -- see a reliable classmate for the set up. 

World History

We finished our A/V Claim & Evidence over the documentary "Fordson."  If you were absent, see me to complete this assessment in my room.  We began a practice Context & Lens over a primary source excerpt from Islamic text -- to be finished in class tomorrow.

KCC

Writing day.  Tomorrow is the last in-class writing day for these papers, which are due before class time Monday.  

U.S. History

Writing day.  The writing is due Friday -- make use of feedback on previous writings and also use the rubric and/or the Edit My Writing Now doc.

World History

Ditto yesterday's post.  ; )

KCC

See your scored research in Google Classroom.  Writing day -- we are going to push the due date to Monday so that you can either finish by Friday and have a weekend free of history work or you can have a bit of breathing room if you're week is overwhelmingly loaded with school work and other stressors and then have the benefit of time on the weekend to finish the writing.  Make sure to make use of feedback on your previous writings.

U.S. History -- TUESDAY

Writing day.

World History -- TUESDAY

We continued our work on the scored AV C&E assessment.  If you were absent, see me to set up a time to make up the viewing of the part/s you missed.

KCC -- TUESDAY

Writing day.

U.S. History

We finished viewing the 1865-1885 episode of History Channel's "The Presidents."  We then began the end-of-unit writing to answer the essential question.  As always, start by making a list of possible themes based on a careful read through all of your many E.Q. notes; then, combine those themes to reduce the list to no more than 4 items without losing ideas.  See me to talk through how to do the combining if you get stuck.  ;)  Then, go back through your EQ notes and color-code them to match with the themes.  If time remains, go back to your old writings to look at the feedback and/or look at your "Writing Notes to Self" and read over the writing rubric.

World History

We finished taking notes from the Islam slideshow onto the Outline of Popular Details -- copy notes form a reliable classmate and then view slideshow.  Then, we collaborated in our small groups to get several EQ answers for #1 & #2 from our Islam: Empire of Faith note page and from our OOPD slideshow notes.  We then began a scored AV C&E -- if you were absent, see me to set up a time to make up the missed viewing.

KCC

Writing day 2.  (Due Thursday)  By today you should have discerned your themes and color-coded your notes by theme.  Now, today, see the feedback on your old writings, review the rubric, and begin the writing of the paper.