Note the dates at the top of each of these posts -- if you are a "white day" kiddo, for example, you don't have to work on this until we are in class together on Wednesday and I get you started. While I love the initiative you may have to work ahead, there will be times some things won't make sense out of order and without the in-class guides and starters. ; )
Reminder: the "History Basics Homework" assignment was due in Google Classroom.
A new handout, "Mental Map Timeline" was distributed and discussed; it contains the units of study we will explore this year. We'll use this each unit and there will be final exam questions about it on the winter & spring exams.
We went through a super-short (3-slide) slideshow ("Are We Really Different?") to reconnect to exactly where we left off at the end of the World History class last year with the EQ of what it means to be human and discussed that these themes will continue to be relevant this year.
We set up our first note page (in a notebook or on loose-leaf, whichever you prefer) with this heading -- "Exploration and Colonization Essential Question TEXTBOOK notes" and with this big question -- "What was colonialism in North America?" Throughout the unit you will continually collect answers to this question about what it was like here in that era and then use those notes for your end-of-unit writing (which is in lieu of a traditional "test"). You'll keep all the notes you end up taking from the white (Henretta) text together and we'll have a separate section in your notebook or collection of loose paper clipped together for "Expl. & Col. E.Q. CLASS ACTIVITIES," and then you'll use both sets of notes for the unit at writing time. The white textbook notes are for a Context & Lens grade, and each set of chapter notes is averaged together instead of replacing each other. (Similarly the history essays will be averaged instead of replacing each other.) NOTE: to accommodate paper quarantine to reduce spread of germs, you will end up ripping your note pages out of your notebook and stapling them to turn them in...other details later in class, but knowing this much might be relevant to how you decide to organize your paper preferences.)
Your at-home work is to begin the reading and note-taking from the white Henretta text, using the tips "How to Gut a Book" and the "KCC Context & Lens" scoring rubric as guides while reading carefully the following pages: 2--3, 6--1/2-way-thru-9, 16 "sacred power"--top-1/2-22, & bottom-of-25--32. These notes are due on Monday 8/31 "maroon day students" and Tuesday 9/1 "white day students."
Having your white book with you at class can be wise in case you/we finish our in-class work early you can chip away a bit at the homework reading. Your choice, however. The red Oates book you can leave in your locker until I specify we are ready to use it. ; )
What do I do?
1. Notice post dates and avoid working ahead. (Pro tip.) ; )
2. Read over Mental Map Timeline.
3. View "Are We Really Different" slideshow.
4. Set up E.Q. reading notes page & see "How to Gut a Book" & then the rubric.
5. Read & take notes from assigned pages from Ch. 1 in white Henretta textbook. (due Mon. 8/31 for maroon & Tues. 9/1 for white)
