World History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued work on the Bhagavad Gita close-read assignment as detailed yesterday -- to be finished in class on Tuesday.  (Look at the feedback and scores on last semester's "Context/Lens" work for easy reminders to yourself on what you want to continue and/or change on this sort of work in this semester -- ie. B.Gita work.)

U.S. History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We visited our "Mental Map Timeline" and discussed it as a visual cue for the context of our current unit of study.  The current "Outline of Some Popular Details" was distributed and students read over the list carefully, marking items of curiosity.  We viewed via You tube "Crash Course Civil War #20" as a focused intro to the unit while recording curiosity questions onto our new "Civil War Curiosity Questions" page that we set up.  Finally, part I of III Textbook Work Pages was distributed -- to be completed in class on Tuesday.

Sociology

We continued our work with the film "The Butler" -- we viewed from 12:17 until 43:53.

World History

We took bullet-point notes for our two EQs while reading the textbook pages about Hinduism as posted yesterday.  Also, be certain to record CQs!  We began individual work on a close-read assignment with context/lens information and then excerpts from the primary source, The Bhagavad Gita -- utilize the accompanying work page for all of the clear instructions -- to be continued in class tomorrow.

U.S. History

We finished our work from yesterday with episode 2.

Sociology

After reviewing our notes from yesterday, we added the third and final sociological perspective to the notes with much discussion.  We then set up an analysis page for the film "Lee Daniels' The Butler," on which we will record examples of Cecil's words and actions to evidence "Functionalism" (AND the reasons for his words/actions), and on the bottom half of the page we'll do the same, but for the older son, Louis', words and actions of "Conflict Perspective."  Today we watched through 12:17.  Make this up via You tube or Netflicks, or see me to make arrangements as needed.

World History

We discussed and edited our symbols work page.  We read aloud together a handout about Hinduism that corresponds with a map handout that we also discussed at length.  We then began our studies, specifically, of Hinduism -- add bullet point notes to both or the EQs and questions to the CQ page while reading pp.123-125 and the following pages in the "reference" section in the back of the book -- pp.R60-R61 and p.R70.

U.S. History

We finished the episode from yesterday, and then began the same review work (notes and CQs) for episode II -- also found on youtube ("The Presidents" - John Q. Adams to Polk).

Sociology

Permission slips?  We began taking notes on our introductory/foundational concepts -- copy the class thesis/goal w/ relevant definitions and, on the other side the sociological perspectives -- to be continued in class tomorrow.  Be sure to copy the notes from a reliable classmate and to capture, also examples and explanations/discussion to aid in your comprehension.  To start our discussion of Symbolic Interactionism, we viewed a short clip from the film Da Vinci Code (3:51-5:16).

World History

We "quizzed" ourselves in review of the pre-holiday slideshow depicting a variety of religions and philosophies with regard to what is often called "The Golden Rule."  We set up our EQ and CQ pages (EQs are on side board -- put one on each, different side of your paper).  The World Religions "Outline of Popular Details" was distributed -- read over it carefully and mark with "?" items about which you are curious.  We then worked on a symbols page in our think-pair-share groups -- indicating the names of the religions/philosophies associated with each symbol and the symbols' names and meanings.  We'll discuss and edit together tomorrow.

U.S. History

"The Presidents" DVD -- notes and curiosity questions while viewing.  (Available on You tube:  "The Presidents" by The History Channel -- episode 1 of disc 1 -- "Washington to Monroe.")

Sociology

Permission slips?

We finished viewing "30 Days in A Wheelchair," and discussed informally our observations.

World History

I shared data with the students regarding first semester grades distribution relative to a standard, bell-shaped curve - they should be proud of their work!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

U.S. History

Reminder -- Constitution Test retakes -- Part I on Tues., and Part II on Wed..  We set up for the new semester...We discussed grades distribution relative to a standard, bell-shaped curve and observed what an excellent job the students did!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

We set up to take notes from "The Presidents" DVD -- see a reliable classmate for the info to copy.  We will record basic, chronological notes of key ideas as we take a quick, concise overview of where we've been so far WHILE embedding into our notes curiosity questions as we view!  (Think "How?" and "Why?" to engage in the material, and questions will, then, naturally arise.)  Be sure to mark the questions with a big "?" or some other way to make them stand out visually.

Sociology

A handout was distributed and discussed with regard to Standards-Based Grading, including a copy of a sample transcript and a display of 1st semester data on grades -- please see me to go over this system of grading if you were absent.    Student surveys were returned.  We began screening "30 Days in a Wheelchair" while recording observations onto our individual note pages -- to be continued in class on Monday.  (We're jumping right in, with the vocabulary and Soc-specific instruction to follow.)

World History

We concluded our review game!

U.S. History

We concluded our review game.

Sociology

Seating chart was followed by 7 personal survey questions (turn in your answers).  We then began to go over logistics for the class ("Certificate of Diplomacy," Unit 'To Do' List, permission slip for films, and website & STI handout).  The oral emphasis included that you will want to be sure to have a way to keep all of your Sociology papers together and organized, to check my website if you're ever absent, and to check your scores on STI about once a week or so.  We then went through with discussion and notes the "Sociology" 1/2-sheet handout that provides the course description (copy the notes from a reliable classmate).  A bit more intro prep tomorrow then right into an episode of "30 Days" to analyze!

World History

A comic strip was distributed.  We played a review game, using the 1st semester final exam -- to be continued in class tomorrow.

U.S. History

Reminder -- Constitution Test re-takes are next Tuesday (part I) and Wednesday (part II).  We played a collaborative review game, using the 1st semester final exam questions -- to be continued tomorrow.

Sociology

Exam prep -- make study guide/cheat sheets with CLEAR and COMPLETE definitions as well as accurate, specific examples.  Check in with each other and/or me to confirm your accuracy -- while you can have these notes out to reference during the film analysis (exam), you will be successful only if you come in having prepared and studied it.  You need to be prepared to apply the concepts, which is appropriately challenging.  Students were allowed a few minutes to preview the exam so that when we start at the very beginning of class tomorrow they are already familiar with the format and expectations for clarity/detail.  Holiday snacks were provided -- see Mrs. C if you were absent!

World History

"Re-do" work is due today.  Study!  EQ paragraphs were returned in some classes (see feedback and keep for future writing); +5 will be added to that score when entered into STI to account for the first time writing the full paragraph.  Other classes will receive their paragraphs tomorrow.  Students were alerted not to skip past the very first item on every one of their Unit-Closure Work Pages -- the E.Q.s!

U.S. History

"Re-do" work is due today.  Today is research day -- due at the end of the hour for those choosing to do this work for this unit, otherwise your previous research score will stand.  Study time!

Sociology

We finished the "Savage Inequalities" article analysis.  Students were then given the choice of whether to keep the work page for the information, or if they wish to turn it in to have me score it to replace the previous "reading claim/evidence" work (the "polygamy" article).  The EQ argumentative paragraphs (socialization) were returned to the students today.  On Monday we'll focus exclusively on making progress in prepping for the final exam -- please work on this over the weekend if you feel that you might not be confident on most of the terms.  The exam for this class will actually begin on TUESDAY (!) and we will continue and finish during the official test session on Wednesday.

World History

Materials were provided to students who signed up to re-do particular skills -- this work is do first thing, when you walk into class, on Monday.  The class period was provided for study time for final exams -- first, prep all of your materials and confirm accuracy (copies of my answer key are available), then, use your most effective strategy/ies to begin memorizing! 

U.S. History

Any remaining Kammen analyses you want to turn in to replace the Meacham claim/evidence score?

Today is writing day -- anyone wishing to do the EQ argumentative paragraph to answer our current EQ, pick up a score sheet, use your previous writings for tips and pointers, and submit your work by the end of the class period.

Monday will be research day, but if anyone wanting to do a new research assignment to replace the previous one wishes to get this done today (because you've chosen not to write), pick up a score sheet.  Be sure to use your two, full-page handouts with research tips and pointers.  Research is due by the end of class on Monday.

Materials were provided to the students who signed up to re-do the audio-visual (video) Claim/Evidence skill -- it is due first thing, when you walk into class on Monday.

The context/lens page ("12 Years A Slave") was returned to the students.

STUDY time -- prep and review your materials; collaboration with peers is welcome. 

Sociology

An analytical/informative page about our end-of-semester skill scores was provided and discussed.  Anyone wishing to redo any skills areas must see me today (or if absent, first thing tomorrow) to make arrangements, as the final deadline for "redo work" is first thing Monday.  We wrapped up our discussion of the social classes "quizzes," and I provided a handout with some summative food for thought.  I provided via SMARTboard a few notes on "Education."  Students began work on an a claim/evidence work page for the article "Savage Inequalities" -- to be completed in class tomorrow.

World History

An analytical information sheet about our end-of-semester skill scores was provided and discussed.  If you are interested in completing and "redos" for any skill areas, you need to see me today (or if you're absent, first thing tomorrow) to make arrangements, as the final deadline for any "redo" work is first thing Monday.  Remember, that redo work is independent/individual work -- no collaboration.  In lieu of a reflective paragraph to wrap up this unit, I gave a media presentation to reflect on the semester -- how the puzzle pieces come together for the "big picture."  Remaining time was allowed for final exam prep.  In 8th hour the "Iraq" work pages were returned and my answer framework provided via SMARTboard.

U.S. History

An analytical, informative handout with details about our end-of-unit skill scores was distributed and discussed.  We marked in our study materials particular items for focus and items to x-out (not study) in preparation for the final exam -- to target our study efforts.  If you wish to have your Kammen work page scored to replace the Meacham score, finish for homework and submit tomorrow at the start of class.  If you wish to do the "A New Republic" EQ argumentative paragraph to replace the previous writing, pick up an instruction/score sheet and complete this when we are in the computer lab tomorrow -- due at the end of the class period.  If you would like to conduct "A New Republic" curiosity research to replace the previous research score, pick up an instruction/score sheet and complete this when we are in the computer lab on Monday -- due at the end of the period on Monday.  If you are interested in any "redos" for other skill areas, you need to see me today (or if absent today, then first thing Friday) to set that up with me, as any "redo" work must be completed over the weekend (individually, independently) and submitted at the start of class on Monday.  Lastly, study for the final exam!

Sociology

We considered further the topic of social classes by viewing the following scenes from the Julia Roberts film Mona Lisa Smile (on You tube?): "Art History 101," "Joan Brandwyn," the wedding scene that follows, and "Accepted to Yale Law School."  A handout of "quizzes" about social classes was completed and discussed.

World History

Claim/evidence work pages (Egypt, Iraq, China) were returned with a score on the Iraq work page.  My thesis and evidence categories were provided on the SMARTboard and students were invited to see me with any questions.  Work was continued on the Unit-Closure Work Page.

U.S. History

Socratic scores were returned to the students.  We finished the Kammen analysis work in 1st and 2nd hour -- a very small bit of time will be allowed at the start of class tomorrow to finalize.  4th hour began this work later, and so, they borrowed articles to finish tonight as needed.  The final exam study guide and the Unit-Closure Work Pages were provided to the students.

Sociology

We finished "The Farm," and discussed the documentary.  Reminder that anyone interested in doing a final round of curiosity research has until tomorrow to submit the work.

World History

We were in the lab to finalize our EQ paragraphs -- due by the end of the hour.  Students were then to work on their Unit-Closure Work Pages.

U.S. History

We wrapped up our discussion about "12 Years A Slave," and then began work on a claim/evidence work page for excerpts from Michael Kammen's book Mystic Chords of Memory -- to be finished in class tomorrow.  Thursday will be a choice day -- either to conduct curiosity research for an updated score to replace the previous one or to study for the final exam.  Friday will be the same opportunity of choice with regard to EQ paragraph writing.  (Each student makes an individual choice.)  Retakes for the Constitution Test began today -- part I; part II will be tomorrow.  

Sociology

"The Farm" continued -- to be finished in class tomorrow.

World History

5th and 7th hours were provided the final exam study guide and the Urban Unit-Closure Work Page; the class time was provided for working on these items.  Tomorrow we'll be back in the lab for some reflective work and to finalize our paragraphs that were begun on Friday.

8th hour was provided the EQ writing score sheet and the class period was provided in the computer lab to complete the paragraph writing.  We'll be back in the lab tomorrow for final edits on the paragraphs and also to do reflective writing.

U.S. History

Socratic discussion today! 

Sociology

We continued viewing "The Farm" while taking notes of key analytical points -- to be continued in class tomorrow.  (A few students have selected to complete a claim/evidence work page for this film to replace their previous c/e work page.)

World History

Hours 5 & 7 did their EQ paragraph writing in the computer lab today -- a bit of time will be available Tuesday when we're back in the lab, if needed.  Hour 8 began work on the new "Unit-Closure Work Page -- Urban," and the EQ writing prep packet was distributed and discussed -- be ready to write on Monday.  (Due to computer lab availability, the 3 sections are doing the same work, but on different days.)

U.S. History

We screened from "12 Years a Slave" scenes 8, 12, 27, 31, & 34 while completing the analysis page provided.  A handout listing the 30 UN Human Rights was also provided.  The score sheet for Monday's Socratic discussion was distributed and discussed. The "12 Years a Slave" context/lens work pages are officially due today.

Sociology

We finished our notes and discussion about Social Functions of Religion and then began a new note page about Government and Economy -- via SMARTboard.

World History

A handout ("Semester Grades") was provided and discussed.  Students conducted 30 minutes of curiosity research -- score sheets were provided to guide them; you should also use the two pages of typed tips provided earlier in the semester. 

U.S. History

A handout ("Semester Grades") was distributed and discussed.  We worked on our textbook work packets -- to be finished for homework by Friday -- and read an article with accompanying flow chart about the history of U.S. political parties.  We began work on "12 Years a Slave" -- use the provided article to complete the Context & Lens work page; we will view select clips from the film and use our notes for Socratic discussion on Monday.

Sociology

We finished viewing and discussing the "Pancake Girl" video.  A handout note page was provided for discussion on some religion-related terminology and we then began taking notes on the back side of that page about some key functions of religion in society.

U.S. History

Constitution Tests were returned and recollected.  As indicated on the study guide for that test, students earning less than a 65% will need to retake it and pass in order to meet graduation requirements; the score on the first take, however, is the score recorded to comprise a portion of the 1st semester final exam.  Please see me with any questions you have or to get extra clarity as needed.  The "Crash Course: Constitution" context/lens analysis work pages were returned and discussed, also.  Students continued and nearly finished the work on the text book work pages -- #7 to the end to be finished in class tomorrow.

Sociology

We finished discussing the examples and evidence from the recent "30 Days" episode to prepare with clarity for the final exam.  I distributed 2 handouts for students to read and consider in light of our Socialization unit.  We also viewed the TED talk video of Ash Beckham -- "Pancake Girl" with a corresponding work page.

World History

We finished viewing and analyzing (workpage) the Chavin DVD and collaborated in small groups to edit notes and to add to our EQ and CQ pages.  We revisited the "Mental Map Timeline" for the year and the "Outline of Popular Details -- URBAN" to review the context of these studies and the big themes and trends.  Checkmark the items for Olmec and Chavin that we covered and make notes of which remaining things you may want to research for curiosity.  The score sheet for tomorrow's Socratic Discussion was distributed; be sure to have this with you as well as your EQ page and various note pages and work sheets from throughout the unit.  We'll be researching and writing later this week; so, be sure to get caught up and to have your materials with you.  Also, find your older research and writing score sheets to review helpful, personalized tips.

U.S. History

We continued our work on "Part II -- Textbook Work Pages" -- to be finished in the first part of class tomorrow (and/or for homework tomorrow eve).

Sociology

Any remaining reflective paragraphs to turn in from Friday?  Thesis/evidence work pages for the race DVD were returned, discussed, and edited.  Remaining research was shared.  We discussed the handout from yesterday and highlighted key terms.  We then continued with the analysis of "30 Days: Atheist & Christianity."  We'll continue our discussion and editing of our pages in class on Monday.

World History

Context/Lens Hammurabi's Code was returned and discussed.  We viewed a DVD about the Chavin while completing the analysis notes page -- to be continued in class on Monday.  "History Channel: Digging for Truth -- The Real Temple of Doom" (see Youtube).

U.S. History

We continued work on the work packets detailed yesterday -- to be finished in class Monday.  We also discussed briefly the complexity of the recent Grand Jury decision in Ferguson, MO in light of our constitution studies and historical racial issues.

Sociology

Pick up and read the new handout about Social Institutions and view "30 Days: Atheist & Christianity" to complete the analysis -- to be finished in class tomorrow.

World History

We finished the Olmec DVD/notes as detailed Friday.  Pick up the Chavin 1/2-page disclaimer and the full-page notepage -- we'll use this tomorrow in class.  Be sure to collaborate with a peer to edit your Olmec notes and also to extract some bullet points for the EQ page.

U.S. History

Part II of the Constitution Test.  Begin work on "Part II -- A New Republic -- Texbook Work Pages."

Sociology

E.Q. argumentative paragraphs were finished and turned in.  Complete the reflective paragraph by Monday -- see 1/2-sheet paper with writing prompts and instructions.

World History

Three-article work packet is due.  We color-coded and discussed the Olmec & Chavin map.  We began analysis work on Olmec work pages while viewing History Channel's "Digging for The Truth: Kings of the Stone Age" through 27:00 (see You tube) -- to be finished in class on Monday.

U.S. History

Constitution Test -- Part I.  Part II will be on Monday, and it will cover the last portion of the study guide, from "no quartering of soldiers" through to the end.

Sociology

Writing day!  We'll be back in the lab tomorrow to finish the EQ paragraphs.

World History

Work day -- continue work on the three "Layering-to-Today" articles as detailed yesterday....due first thing tomorrow -- finish for homework as needed.

U.S. History

4th hour finished the "Crash Course: Constitution" analysis and turned it in.  In all hours time was given to continue preparing for tomorrow's Constitution test.

Sociology

Students shared their research and were scored.  A handout of socialization-related lyrics from a South Pacific song was distributed and discussed.  A quote was provided on the SMARTboard for students to copy, along with some notes to break it down.  Score sheets/instructions for the end-of-unit EQ writing were distributed and discussed, and students were given time to prepare to write.  We'll be in the lab tomorrow for the writing.

World History

We continued our work on the Layering-to-Today articles and analysis work pages.  We will finish in class tomorrow.

U.S. History

1st and 2nd hours -- study guide work time -- for homework, work through at least the 7 articles.  All hours -- contrary to original plans, we'll have in-class time to work through the amendments section of the study guide.  Check in with a reliable classmate for additional clarifiers and pointers given in class about the study guide and the test.  4th hour -- we did the analysis of "Crash Course: Constitution" (see You tube).

Sociology

We viewed and added notes to our EQ page: "The Global POV Project" (13:32) - see You tube.  We then began curiosity research -- 20 minutes of focused research, using verified expert sources -- see score sheet.

World History

Students collaborated in small groups to do a quick discussion and editing of notes (on EQ page) with regard to Egypt and the Indus River Valley.  Students check-marked the content addressed that is found on the Outline of Popular Details in the Egypt and IRV sections.  Then, begin work on the "Layering to Today" articles and accompanying work pages -- be sure to read the additional instruction page -- to be continued in class tomorrow.

U.S. History

4th hour received their graded Meacham claim/evidence work pages and we discussed.  In all classes we discussed the amendments.  1st and 2nd hours received their Constitution Test study guides and we discussed -- you'll have tomorrow (Wed) in class to work on it, but Thurs we'll be on to other work.  1st and 2nd hours finished the "Crash Course: Constitution" analysis page as detailed yesterday; 4th hour will begin this work tomorrow.

Sociology

We viewed two more clips about the topic of race to add to our EQ and CQ pages:  "The Promise, a Lesson in White privilege" as told by Phyllis Unterschuetz (view the first 10:18; 11:58 total) and "Hari Kondabolu -- white people will be the minority..." (2:56) (see You tube for both).  For "The Promise," also record analytical notes on a separate page (clearly labeled) and turn in:  the setting of Phyllis' interaction with the waitress, Phyllis' lens in the first 1/2 of the story, Phyllis' lens in the second 1/2 of the story, and the waitress' lens.  Be clear and detailed.  Turn in this analysis page.  We also viewed another clip about social class to add to the EQ and CQ pages: "Colorado Women Take Aim at Hunger" (6:30) -- You tube.  We're wrapping up the unit; so, be sure to get caught up with any work you may have missed! 

World History

Students completed the reading and note-taking assignment about Egypt as detailed last Thursday/Friday and then did the same work for the Indus River Valley (text pages 110-122) -- to be finished for homework as needed. 

U.S. History

The "God and the Founders" claim/evidence work pages were returned and discussed at length.  We began analysis of "Crash Course: Constitution" -- to be finished in class tomorrow.  4th hour had a substitute teacher due to a meeting I had that hour -- so, they will do the above plans tomorrow, and today, instead, worked on the Constitution study guide that the other classes will do in class tomorrow.  The exam is Friday -- study well!

Sociology

Due to technical difficulties, we'll have to back up to view and analyze the race-related video clips I had prepared for today.  We jumped ahead to the topic of social class stereotypes and viewed a video clap to analyze for bullet-points on our EQ page: "SNAP myth v. fact" (1:39) from You tube.

World History

We continued reading-for-information about Ancient Egypt as posted yesterday.  As students finished, they picked up a handout of the Egyptian hieroglyphics...for fun, try writing your name.

U.S. History

I distributed my answer key for the "Crash Course: Emerging Politics" for students to use to self-assess their analysis from yesterday...and to see me today in class with any questions they have.  Read the list of Constitution signers on p.199 of the text and see if there are any names you want to put on your CQ page for later research.  Finally, complete your note-taking on the Amendments -- to be finished for homework as needed.

Sociology

Students finished their claim/evidence work page begun yesterday and turned it in for scoring.  We viewed a series of video clips and made notes on our EQ and CQ pages...and had some informal discussion, as well:  from You tube: (1) "ABC's What Would You Do, Bike Thief" (11:44) and (2) "Black Guy Breaks into a Car" (1:43). (Analyze the treatment of the various people and the analysis of the psychologist with regard to society and race).

World History

We discussed the Shang Dynasty, discussing our gratitude for Professor Austin's talk in preparing a letter to him, editing our notes as needed, adding bullet points to our EQ page and questions to our CQ page, and then check-marking what we've covered on our "Outline of Popular Details."  In some classes we began work on Egypt -- reading-for-information textbook pages 79-107 (to be continued in class tomorrow), and a handout of Egyptian hieroglyphics.

U.S. History

Complete the analysis page (claim/evidence) for Crash Course: Emerging Politics found on You tube.  Do your best on this while viewing just one time; I'll give to you a copy of my answer key for you to self-assess...the better focus, effort, and detail you dedicate, the better practice this is for the scored analysis we'll do on a different episode tomorrow or Monday.  (Note: when we view the one to be scored, we'll watch it twice and view the intro and conclusion a total of three times to be sure you have ample thinking time on it.)  Also, we worked on note-taking on more of the Amendments....

Sociology

We discussed the handout of racial stereotypes and then completed a claim/evidence analysis page while viewing a DVD montage about racism in the United States.

World History

Professor Austin offered a talk about the Shang and Zhou dynasties -- copy from a reliable classmate the notes and pick up a handout from the bin in the back of the classroom.

U.S. History

We discussed the Electoral College further and added notes in our "Article II" (executive/presidential) section of our Constitution notes.  We then moved forward with groups presenting their key notes on Articles IV, V, VI, and VII. 

Sociology

Students worked in groups to debunk some racial stereotypes provided on a handout -- we will discuss this tomorrow as a whole class.

World History

We finished our work with Hammurabi's Code, completing the work page and then adding bullet points to our EQ page in collaboration with peers. (Finish for homework as needed.)  We also check-marked the items covered in class in the Mesopotamia section of the "Outline of Popular Details -- Urban."  Finally, we prepared for our next case study -- Ancient China, Shang Dynasty; Professor Steve Austin will be here to offer a talk and slideshow on the Shang and Zhou Dynasties during which students will complete the note packets provided today.

U.S. History

Tomorrow we'll come back to Articles IV-VII so that today's lesson can be done easily for homework (individual work rather than necessary collaboration) by the 2nd hour class (Veterans' Day assembly)....So, on a new sheet of paper we will jump ahead to take notes on the 27 Amendments -- use the text or web, whichever is easiest for homework.  We will have some more time in class to work on this, but 2nd hour will eventually (and likely) need to finish for homework Wednesday evening.

Sociology

We concluded our Socratic Discussion from Friday, and in doing so viewed scene #10 ("Rights and Obligations" from "30 Days: Straight Man in a Gay World." We also read an editorial cartoon (see handout) and read an article about banning divorce (see handout).  Tomorrow we'll head toward wrapping up the unit with discussion about the socialization implications of race and social class

World History

8th hour finished and turned in their Hammurabi's Code Context & Lens work pages.  All classes began their close-read of Hammurabi's Code while completing the accompanying work page of analysis questions -- to be continued in class tomorrow.

U.S. History

We took notes on key points of Article III of the Constitution from the textbook, working with our think-pair-share partners.  Then, students were assigned to slightly larger groups with the task of note-taking on either Article IV, or V, or VI, or VII, and then, tomorrow, students will be called upon randomly to provide notes via SMARTboard with explanations for the rest of the class on their group's assigned Article.

Sociology

We continued our Socratic discussion.  After viewing more clips on Monday, we'll continue the discussion further.

World History

Reflective writing and EQ writing from the Ag unit were returned along with a sample answer page.  Time was available to talk with me about any questions you have about your graded work, while the class worked, individually, on a "context/lens" work page and accompanying reading about Hammurabi's Code.  In hours 5 & 7, the work pages were turned in at the end of the class period.  8th hour will finish them in class Monday.  If you have any remaining questions about your work, see me during class on Monday as we work on more, independent work.

U.S. History

We read and took some notes about the Electoral College and also viewed a short video at www.archives.gov/federal-register/electoral-college

Sociology

We finished our work with the "30 Days" episode as detailed yesterday.  Be prepared for Socratic discussion tomorrow -- see updated, slightly more rigorous score expectations (handout).

World History

In 5th hour we discussed our map with regard to geographical similarities between the four culture hearths shown.  We continued reading and note-taking about Mesopotamia as detailed yesterday.  Students then discussed their notes (for editing their own) in mid-sized, assigned groups.  We also began a some context/lens work to prepare to read a primary source from Mesopotamia -- pick up the work page and information source (handouts).

U.S. History

We finished the "Constitution Hall Pass" video on "The Presidency" (as detailed in earlier posts) and our textbook notes on Article II.  We also read and took notes on a handout about the "Seven Roles of the President."  Finish all text notes for Articles I and II for homework as needed.

Sociology

"30 Days" analysis as detailed yesterday.

World History

We color-coded and discussed the map handout for the first four urban culture hearths.  We read-for-information about ancient urban Mesopotamian cultures while recording relevant bullet points onto our EQ page and curiosity questions onto our CQ page -- use pp.33-47 in the text book.

U.S. History

Finish note-taking about Article I from the textbook.  We began taking notes on Article II from the same website as the previous clip...this one is called "The Presidency."

Sociology

We discussed the polygamy articles and work pages while adding notes to our EQ and CQ pages.  We then wrapped up our discussion on the previous topic of gender, adding relevant notes to our EQ and CQ pages.  We prepared to analyze a new episode of "30 Days: Same Sex Parenting" while adding more bullet-point notes to our EQ page, questions onto our CQ page, AND identifying clearly on a separate sheet of paper one example of each: conflict perspective, functionalism perspective, symbolic interactionism, verstehen, and norms.  We begin the screening and analysis tomorrow.

World History

We finished the work page for the Loewen secondary source, close-read article and then discussed and edited as a whole class.

U.S. History

We completed the note-taking from the video clip described yesterday, and then, in t-p-s groups added notes from textbook pages 189-194.  The Meacham article work pages are due today.

Sociology

Students worked on the Parker article from Friday -- finish for homework to be completed for tomorrow.  (Then, we'll wrap up our discussion about "gender.")  The work pages about the articles regarding "polygamy" were returned and discussed -- discussion to be continued in class tomorrow  (add to your EQ & CQ pages in the process).

World History

We previewed together, discussed, and added some notes to our new "Outline of Popular Details -- Urban."  We began work in tps groups on a context/lens and main ideas work page for a close-read (challenging read) of a secondary (scholarly) source -- to be continued in class tomorrow.

U.S. History

We finished our in-class work time on the "God and the Founders" article and work page -- due first thing tomorrow...finish for homework.  We began our study of the Constitution -- the test will be calculated into the final exam grade; so you'll be accomplishing a portion of the semester exam early.  We read p.188 and the Preamble on p.189.  To begin the in-depth look at Article I, we began viewing the related mini-documentary on constitutioncenter.org -- in the "Constitution Hall Pass" series (click on "More," and scroll down to find the one about the "Legislative" branch.  1st hour viewed until 9:26; 2nd hour is just about to begin; 4th hour is at 4:19.  While viewing, record clear notes of main ideas, facts, and explanations to address the "what," "how," and "why" of this section of the Constitution...to be continued in class tomorrow.