Sociology

We continued with the work from Friday and will finish in class tomorrow.

World History

We finished discussing the questions from Friday.  Students then began the group reading work as detailed on the bottom half of that same work page -- to be continued in class tomorrow. 

U.S. History

"Lincoln..."  (And PARCC testing)

Sociology

We continued our analytical work with the articles -- to be continued in class on Monday.

World History

We discussed our Mental Map Timeline for context of our journey from August through to May, where the current unit fits, how the previous units were important baselines for contextual understanding of our springtime studies, and how we'll approach what's ahead.  We set up our Empires E.Q. page with the current question "Are empires advanced forms of civilization?" and set up two columns:  "Yes" and "No."  Any reasonable answer will be complex and contain positives and negatives about empires; so, we are ready to log in our evidence in the near future.  Finally, for today, we began our first analytical assignment that deals with historiography -- reading and discussion about how we have studied history in the past and trends of continuity and change of such study today.  Complete questions #1-3 on the "Empires Overview Readings" work page.  We will finish discussing together (and editing our answers) from that page in class on Monday.  See a reliable classmate to check your answers that were already discussed today (5th hour #1 & 2; 7th hr #1; 8th hr #1 & 2).

U.S. History

"Lincoln" continued...

Sociology

We began work on our analyses of the three very different articles about "polygamy."  This work will be continued in class tomorrow.

World History

"Unit-Closure Work Page" -- class time given for continued collaboration; finish for homework as needed.  Tomorrow we'll begin the new unit!

U.S. History

"Lincoln" continued...

Sociology

A handout of comic strips and one of an editorial cartoon were distributed and discussed as some points for conversation with regard to socialization -- they may be useful for the end-of-unit writing.  Students finished the evidence/claim work page for the Oprah article, and we discussed in detail both for the information and to self-check how well each student performed on the skill.  A packet of 3 claim/evidence work pages were distributed in preparation for three, very different, in-depth articles we will analyze on the topic of polygamy...which will be collected for a score.

World History

Paragraphs are officially due to day.  Students began collaborative work on our Unit-Closure Work Page -- to be finished in class tomorrow.

U.S. History

We are viewing Spielberg's "Lincoln" as a capstone to our unit, recording curiosity items while viewing.  (We saw until the 30-minute mark today.)

Sociology

We discussed (and edited our notes) from the "30 Days" episode -- see a reliable classmate.  We then began analysis work of a simple article from Oprah.com about different cultural ideas about marriage -- to be completed in class tomorrow.

World History

8th hour -- CQ research is due today with the score sheet.  All hours -- the 2nd and final writing day.  Paragraphs are due at the start of class tomorrow; have them already printed and ready to hand in before class starts.  (Finish for homework as needed.)

U.S. History

2nd and final writing day -- see details posted Friday.  The written paragraphs are due at the very start of class on Wednesday (if not already submitted).  (ACT is tomorrow.)

Sociology

We finished our screening and analysis of "30 Days: Same Sex Parenting" as detailed yesterday.  We'll discuss informally our notes/examples on Monday.

World History

EQ writing day -- end-of-unit written assessment.  Pick up the two handouts; 1 is the score criteria, and the other is a one-page tutorial to guide students who may not yet be confident with their writing through the process.  We'll be back in the lab on Monday for our second and final writing day.  EQ Research is due at the start of the hour today.

U.S. History

EQ writing day -- end-of-unit written assessment.  Pick up the two handouts -- 1 is the score criteria and writing prompt, and the other is a "tutorial" sample page to show the writing process to help students who may still need an extra boost in their paragraph writing.  We'll be back in the lab for our 2nd and final day of writing on Monday.  4th hour -- your EQ research is due at the start of class today.

Sociology

We finished taking (and discussing) notes via SMARTboard and began analysis of "30 Days: Same Sex Parenting."  (Set up your analysis page with six categories:  desocialization/resocialization, family, school, peers, media, and misc.)

World History

Research day!  Spend 40 minutes finding information on your World Religion curiosities, following the guidelines on the 1/2-sheet handout provided today (same as in the past) and make use of the 2, full-page handouts of expert criteria and research tips.  This is due first thing tomorrow.

U.S. History

1st & 2nd hours shared their research for a score.  4th hour went to the lab to conduct their curiosity research -- to be turned in instead of presented tomorrow.  Homework -- be sure to have your EQ pages and lots of bullet point answers tomorrow; more specific guidance on the writing will be provided tomorrow.

Sociology

Socialization notes via SMARTboard with much discussion -- copy and dialogue with a reliable classmate.

World History

We viewed excerpts of the DVD "Jerusalem: Center of the World" (PBS) while taking notes onto the provided work page.  If you were absent, pick up a note page and see if the film is available on You tube; there is interesting visual footage as well as cool facts not already covered in our other materials.  Tomorrow we will research and Friday we will write!  So, HW -- find your 2 full-page info sheets about research that we used last semester and have your CQ page of questions and Outline of Popular Details with you, also.

U.S. History

Hours 1 & 2 --  Curiosity Research -- use the 1/2-sheet score page AND the two, 1-page handouts provided earlier in the year!  The research should be ready to present and/or turn in when you come into class tomorrow -- finish for homework as needed.   4th hour completed the work page (Textbook III) as detailed yesterday, and will be in the lab tomorrow to conduct their curiosity research.

Sociology

We had a scored Socratic discussion about the documentary "Babies." 

World History

7th & 8th hours finished the Jerusalem article work pages.  In all hours we viewed a video clip about religious diversity, and an editorial cartoon handout was distributed.  In the remaining time, students collaborated in medium-sized groups to aid each other with their EQ notes.  (Jerusalem video clips tomorrow, research Thursday, and write on Friday!)

U.S. History

4th hour continued their Socratic discussion.  Hours 1 and 2 began work on the "Textbook Work Pages III" -- finish for homework, which includes reading Loewen's chapters 5 & 6.  (Research tomorrow, share research Thursday, and write on Friday!)

Sociology

We finished our analysis of "Babies" and prepared for the Socratic discussion on the film -- discussion to be held tomorrow for a score.  (Score sheets with mildly increased rigor were distributed and discussed.)

World History

We finished the "Jerusalem's Holy Ground" article analysis as detailed Friday -- due at the end of class today.  If a student doesn't finish comfortably/confidently within this time he/she will finish with me during a study hall or after school -- see me to arrange the work time.

U.S. History

Scored Socratic discussion about the assigned readings as detailed Friday.  If you were absent today and/or Friday, see me to pick up the make-up assignment.

Sociology

We continued our analysis and screening of "Babies," as detailed yesterday -- to be finished in class on Monday.

World History

The AV Claim/Evidence work page from yesterday was returned, discussed, and edited, and then recollected.  (Absent students need a fair chance to complete this work for points; see me to set up a time to complete this make-up work.)  Students began work on the Layer-to-Today work starting with the Reading Claim/Evidence work page ("Jerusalem's Holy Ground") while reading/analyzing the accompanying article -- to be complete in class on Monday.

U.S. History

4th hour finished viewing Crash Course U.S. History #21 to add to the EQ page of answers and evidence.  We continued our work on the Loewen work pages as detailed yesterday, and I specified that whichever chapter (either 5 or 6) that is assigned to you needs to be finished in the work pages for homework.  We will engage in a scored Socratic discussion on Monday based on these readings!  : ) 

Sociology

Paragraphs are due today.  We began screening "Babies," with analysis to transition us into our next unit of study (socialization) -- record as many examples (detailed evidences) of norms as possible for each of the four cultures featured in the film, AND, separately, build bullet points of evidence/answers for our new EQ #1 -- "How do children learn the norms of their culture?"  These analyses notes will be used for a scored Socratic discussion early next week.  See me to schedule a time to make up the viewing you missed if you can't access it on You Tube, Netflix, etc. ("Everybody Loves Babies" Focus Features, Universal Studios Home Entertainment -- 2010.)

World History

Students analyzed "Faith & Belief: Five Major World Religions" by way of a Claim/Evidence work page -- collected for a score.  If you were absent, see me to set up a time to make up this work.  Some classes got the next work page for the analysis of the Jerusalem article -- to be completed in class tomorrow.

U.S. History

The Quindlen work page was returned and discussed.  2nd and 4th hours finished the Presidents DVD as detailed previously.  All classes viewed Crash Course U.S. History #21 to add to our EQ page (available on You Tube).  Some classes began work on page one of the new work packet, "More from James Loewen's Lies My Teacher Told Me -- Civil War Era, Socratic Discussion Prep."   This will be continued in class tomorrow.

Sociology

Writing day!  (We reviewed goal, method, and tips.)  The paragraphs are due first thing tomorrow.

World History

We finished screening "Fordson."  Check-mark the items in the Islam portion of the Outline of Popular Details that we've covered, and any items remaining you may move to your CQ page as you wish.  The AV Claim/Evidence work page and 1/2-sheet of tips was provided and discussed so that we are ready to do this work tomorrow in class while viewing a short educational overview film of the five religions we've studied.

U.S. History

Quindllen analysis pages will be returned tomorrow (too many students need a last chance to submit it as late work today).  We discussed briefly John Wilkes Booth.  We continued note-taking from the Presidents DVD as detailed yesterday.

Sociology

The AV Claim/Evidence work page for "30 Days: Life on An Indian Reservation" was returned and discussed -- log the score onto you scores tracking page and see me or a reliably helpful friend for clarity as needed.  We then reviewed the writing task and scores criteria before heading to the lab to begin.  Remember, a solid, clear thesis makes the whole thing work -- follow the bullet points of instructions in sequence order to have easier success! ; )

World History

Bhagavad Gita Context/Lens work pages were returned -- log onto scores page, edit according to my answers, and seek help from me or a classmate as needed for clarity.  We continued our EQ and CQ work while viewing "Fordson" -- through 1:03 in 5th hour, 1:05 in 7th, and 1:07 in 8th hour.

U.S. History

Uncle Tom's Cabin Context/Lens work pages were returned -- log into your scores sheet and edit according to the answers on the SMARTboard.  Be certain to talk with me or a reliably helpful classmate to gain clarity as needed.  In 4th hour we finished the Sojourner Truth analysis as detailed on Friday -- complete and turn in.  We began the final phase of the unit -- Reconstruction -- by viewing and note-taking the first episode of disk #2 (Andrew Johnson to Arthur) of "The Presidents" by The History Channel -- available on You Tube.  (We viewed through 18:22 in 1st hour, 16:08 in 2nd, and just to 2:03 in 4th).  Be sure to capture key points AND curiosity questions.

Sociology

Taboo research work pages were turned in.    As a few, remaining items with potential for EQ evidence (to add to the EQ page in prep for writing), we viewed a second clip from "Bizarre Foods" (30:00-31:30), I shared a quote by Margaret Mead (see me), and we went through a slideshow "Tool User" (email me and I will reply with the file attached.)  A primer packet for writing basics was distributed and discussed (just a 2-pager), and then the scale sheet with the target and criteria for the writing assignment was distributed and discussed.  We'll be in the lab on Tuesday to begin putting words to paper; so, over the weekend, look through your note page (Culture Notes -- with the 6 concepts/vocab terms) and your EQ page of evidence to discern the 2 or 3 concepts that you think MOST affect human behavior.

World History

We continued screening "Fordson."  Speak with a reliable classmate for a synopsis of the highlights you missed and EQ-relevant items you may wish to add to your paper.

U.S. History

We viewed the Sojourner Truth "Ain't I a Woman" speech via You Tube three more times (as enacted by Alfre Woodard) to complete a claim/evidence work page.  The first time -- focus on capturing the "contradictory evidence" onto the bottom-right of the work page -- those items Truth notes as claimed by other people that she will then argue against.  Also, capture a "starter thesis" in the central box.  Upon the second viewing, confirm the completeness and accuracy of the contradictory evidence and capture a lot of evidence into the "evidence circles," organizing it with like items together.  Upon the third viewing, capture more evidence and contemplate your organization of it, labeling each sphere with it's own theme.  Finally, after viewing, review the evidence and themes and edit the central claim/thesis so that it is (1) accurate, and (2) detailed/nuanced/specific.  (Hint:  to say "Women should have equal rights" is a good starter thesis, but is not detailed enough to be the final thesis/claim for the work page -- it misses some things found in the evidence that need to be included.)  Students turned in this page today; if you were absent -- please turn it in on Tuesday.

Sociology

Research follow-up discussion was conducted, and then students added to their notes of evidence for their EQ pages while listening to a short excerpt from the Decatur Herald and Review about the Bethel School and viewing a video clip from "Bizarre Foods: Kalahari" -- a few more items to add tomorrow.  (Also -- an editorial cartoon handout for discussion...!)

World History

Adding to our EQ and CQ pages, we finished our slide show discussion from yesterday and began screening "Fordson: Faith, Fasting, and Football."

U.S. History

We viewed Alfre Woodard's enactment of Sojourner Truth's "Ain't I a Woman" speech (available on You Tube), then in tps groups pulled some helpful context from a mall packet of two articles.  In some classes we began our claim/evidence analysis of the speech -- pick up a "bubble" page.  We'll view the speech several times -- to be continued in class tomorrow.  (In 2nd and 4th hours we also added to our EQ page bullet-point notes from our work on Lincoln...already completed yesterday in 1st hour.)

Sociology

We discussed briefly Dr. Zellner, who I heard speak last night at Eureka College.  I returned Socratic discussion scores and we discussed context for those scores with regard to increasing rigor through the semester -- overall, really great first go at it!  Students shared aloud their "taboo" research -- follow-up research to be shared tomorrow. 

World History

We discussed briefly Dr. Zellner, who I heard speak last night at Eureka College.  Students finished their collaborative Islam Primary Source Close-Read -- we'll work with them for the EQ pages tomorrow.  We then began to pull EQ notes from the Islam slideshow -- to be finished in class tomorrow.

U.S. History

We discussed briefly Dr. Zellner, who I heard speak last night at Eureka College -- more to come in our "Post-War" unit of study later.  We concluded our work on "Exploring Lincoln" in the computer lab.  In some hours we also viewed a 7-minute clip (under "Lincoln Among Friends," the "Lincoln Writes First to His Wife" option, then select the "Other Resources" tab), and added to our EQ page about the Lincoln work packet. 

Sociology

We finished "30 Days" as detailed yesterday and discussed it at length -- adding to our note pages as we did so.

World History

Today at 3:00 was the scheduled date for making up the Buddhism Socratic discussion for students who were absent on that day.  If that pertains to you and you were absent today, as well, please see me to set up a way to earn a score/points for the work.  In class we continued work on the Islamic Primary Source Close-Read work page and accompanying text -- we did this in think-pair-share groups, and it will be finished in class tomorrow.

U.S. History

Students continued their work on "Exploring Lincoln" as detailed yesterday.  A few students were given time (as needed) to complete their Quindlen analyses.

Sociology

Students will share their research tomorrow when I return.  Today, they created a note page of the 6 categories of "Culture Notes" concepts, just like we did for the analysis of "No Reservations: Haiti."  use this page to record examples/evidence from "30 Days: Immigration."  We viewed until 37:00, and we'll finish in class tomorrow.

World History

A reminder was given that the students who were absent for our Buddhism Socratic Discussion (who also received a letter from me) need to plan to participate in the make-up discussion tomorrow (Tuesday) from 3:00-3:30 in Mrs. Cluver's classroom.  On your "Outline of Popular Details," checkmark the items we covered in the Christianity section and move to your CQ page any remaining curiosities you have.  We continued our note-taking on the viewing guide provided Thursday as we continued screening "Islam: Empire of Faith."  Some hours began work in their think-pair-share groups on the "Islamic Primary Source Close-Read" -- to be started/continued in class tomorrow.

U.S. History

Students were allowed an additional 15 minutes to complete their claim/evidence work pages on the Quindlen article.  Students who, for whatever reasons, did not complete with confidence at the end of the time were invited to let the substitute teacher know so he could clip their papers separately with a note -- I'll follow up with those students tomorrow when I am back.  Next, students worked in the lab in their think-pair-share groups on the "Exploring Lincoln" work guide -- to be continued in class tomorrow.

Sociology

We had lab-time for our research as assigned Wednesday.  Be sure to have your work finished to share/discuss clearly on Monday.

World History

We viewed "Islam: Empire of Faith" -- the first 30 minutes while recording notes onto the screening guide provided yesterday -- to be finished in class on Monday.  This should be available on You Tube. (It's a PBS production; see the precise name above.) 

U.S. History

We worked on the Anna Quindlen article about Mary Todd Lincoln -- to be finished in the first part of class on Monday.  (Note:  there is a "Crash Course U.S. History" on You Tube that covers the Civil War battles -- #19 -- for any students who are war/battle history buffs.)

Sociology

Socratic discussion over "No Reservations: Haiti."  See me to arrange plans to make up the score. 

World History

We analyzed a contemporary primary source via a slideshow, answering questions on scrap paper, and then translating some of those ideas into bullet-points for our EQ page.  The movie-viewing guide (and notes page) for "Islam: Empire of Faith" was distributed and instructions given -- to be continued in class tomorrow.

U.S. History

Finish the text work page as detailed yesterday.  We began work on a claim/evidence work page for an article by Anna Quindlen -- to be continued in class tomorrow.  (2 half sheets of review tips were provided as well as a reminder and time to review scores and feedback on this type of work page from previous units.)

Sociology

Be prepared for the Socratic Discussion tomorrow.  Today we began our research about Taboos -- if you were absent see me for the two handouts that provide your instructions and helpful tips. 

World History

Add points to the EQ and CQ pages from the Christianity Slideshow.  In 5th hour we also worked through the first 7 slides of the slideshow "Contemporary Primary Source for Analysis" -- to be continued in class tomorrow. (Email me for the slideshow and I'll reply with a Google Slides "share" of it.)

U.S. History

Hours 2 & 4 collaborated to add points to their EQ pages from their U.T.C work pages and their Presidents DVD notes (Lincoln section).  All hours worked on the "Textbook Work Pages -- Part II" -- to be finished in class tomorrow.

Sociology

We finished viewing the show and taking notes as detailed yesterday and then, on the back side, recorded bullet-point answers to the current EQ: "How does culture influence human behavior."  Also, review the "3.0/90%/A" criteria on the "Socratic Score Sheet" handout from last week, as we will have a scored Socratic discussion about the notes/show/EQ mentioned above....the discussion to be held during class on Thursday.

World History

Finish the "Christianity Primary Source" work page (2 reading packets and your EQ page will be needed).  This should be finished for homework as needed -- borrow the packets as needed.

U.S. History

Grab the video from You Tube -- we finished "Taylor to Lincoln" (episode 3 of disc 1) -- "The History Channel: The Presidents."  Take notes and record CQs all on the same chronology note page we began early in the semester.  In first hour we also began extracting EQ bullet points onto our EQ page from both the DVD notes AND the 2 "Uncle Tom's Cabin" work pages you have in your possession -- to be finished in class tomorrow.

Sociology

Students discussed the "Nacirema" article.  We then set up a notes page with 6 areas/categories -- each labeled with one of the six main concepts from our Culture Notes.  Add examples while viewing Anthony Bordain's "No Reservations: Haiti."  We viewed until 19:35.  This should be available on You Tube.  We'll finish in class tomorrow and then engage in a scored Socratic Dialogue about it on Wednesday - be sure to get caught up and come prepared for the discussion. 

World History

We added to our EQ and CQ pages while reading-for-information about Christianity (textbook pages 263-269, R58-R59, and R70).  Use the EQ and CQ pages as you then follow the directions on the "Christianity Close-Read" work page...there are two handouts of reading material to accompany this -- to be finished in class tomorrow.

U.S. History

In 2nd and 4th hours, students worked in groups to complete "Uncle Tom's Cabin -- Layering-to-Later."  In all classes we took notes on "The Presidents'" DVD -- episode 3 (available on You Tube).  (We viewed until 30:24 in 1st, 15:24 in 2nd, and 15:38 in 4th.)

Sociology

We made clear notes on our "Propaganda" handout about what, precisely, in reality each of those pieces of language might reasonable cause -- catch up with a reliable classmate.  We reviewed the notes we have on the "Culture" note page about Linguistic Relativity and then stapled to the note page the Prop. handout and the "Linguistic Relativity" handout.  Students then read the "Nacirema" article while making notes in the margins, underlining key points, etc. -- be ready to discuss on Monday.

World History

Students added to their EQ and CQ pages as we discussed our way through a slideshow about Judaism.  We rewatched a portion of the intro to the UN Human Rights DVD that we viewed at the start of the school year -- to revisit the section about Cyrus the Great in light of our recent Judaism studies and preview of Empires Unit to come next.  Check-mark the Judaism items in the "Outline of Popular Details" that we've covered and add to your CQ page any remaining questions you have about Judaism.  Finally, review briefly the world map (Eastern Hemisphere view) on which is noted the location and date of origination of the five religions for the unit.  On Monday we begin our study of Christianity.

U.S. History

We discussed in small groups #6 & 7 on the work page "Uncle Tom's Cabin, Layering-to-Later."  We viewed the clip of "Birth of a Nation" with scholarly commentary (https://www.youtube.com/watch?v=OMVognai5P4) and answered on our work pages #3-5 in small groups.

Sociology

We continued our small-group work on the concept of Linguistic Relativity -- discussing the question posed at the bottom of yesterday's handout.  We then discussed as a whole class, adding to our individual papers the examples.  A new handout with two different samples of propaganda (blog entries for a nonprofit web site) was provided and students analyzed in their small groups the ways in which the language of each sample might "affect reality."  We discussed as a whole class, as students edited their working notes...some AMAZING linguistic analyses from these students!!!  We'll wrap up the discussion tomorrow.

World History

Check-mark the studied items in the Buddhism section of the "Outline of Popular Details," and move any remaining curiosities onto your "C.Q. page."  Students worked in small, assigned groups to pull from their Socratic discussion notes (from the past few days) bullet-point answers/evidence for their two Essential Questions (on their E.Q. page).  Create subheadings for "Judaism" on your E.Q. and C.Q. pages.  We began work on the topic of Judaism with some basic reading-for-information from text pages 67-71, R64-R65, and R70; while reading, extract evidence for bullet-points onto the E.Q. page.  (Also, as always, capture your curiosity questions onto your C.Q. page while you work.)  Finish the reading for homework.

U.S. History

Students completed #1 & 2 on the "Layering-to-Later" work page regarding "Uncle Tom's Cabin," and then discussed in small groups (to edit their pages) these two questions as well as the entire "Primary Source Close-Read" work page for "U.T.'s C."  Due to time constraints we will do #3-5 on "Layering-to-Today" during class tomorrow when we have time for the full 8-minute clip.  Today, however, we had adequate time for the minstrel show archival footage (You Tube "Minstrel -- Glen Turnbill -- Blackface Minstrel..."); read carefully the info on the work page and complete #6 (give at least 5 observations).  (It will be clear to you that while these shows were intended to be entertaining, they were clearly offensive to people of color and to others who understood the concept of racism and racial stereotyping.)

Sociology

We finished our "Culture Notes" that were begun yesterday.  To explore the final, and most complex concept, "Linguistic Relativity," we viewed an episode of Sponge Bob -- "Squirrel Jokes" (available on You Tube) and read a handout with additional examples.  Catch up with a reliable classmate for the discussion and notes/example we've had with regard to these materials...more tomorrow!

World History

Socratic discussion about Buddhism primary source close-read materials.  SEE ME if you were absent to set up the make-up work.

U.S. History

Finish "Uncle Tom's Cabin Primary Source Close-Read" work page (using the story excerpt packet and character summary sheet) -- due tomorrow; borrow materials to finish for homework as needed.  Some students began work on the third and final phase of our work with "U.T.'s.C" -- "Layering-to-Later" work page (with one handout of reading material); we'll continue with this third piece in class tomorrow.

Sociology

Directions for the analysis page were revisited and then time allowed for students to edit their pages as they desired.  These pages were then collected.  We set up a "Culture Notes" page and recorded notes of the few key concepts via SMARTboard and with much discussion -- to be finished in class tomorrow.

World History

We finished our work on the Buddhism primary source close-read -- using the "Socratic Discussion on Buddhism" work page -- borrow reading materials as needed to finish tonight.  Be prepared to use this page tomorrow for a scored Socratic discussion.

U.S. History

We continued our Primary Source Close-Read of an excerpt of "Uncle Tom's Cabin" -- see accompanying work page -- finish through p.272 as homework.  We'll finish the rest in class tomorrow.

MONDAY Sociology

MONDAY -- Students finished their analysis of "30 Days: Life on An Indian Reservation."

MONDAY World History

MONDAY -- Students worked on the "Socratic Discussion on Buddhism" work page while using three reading packets, marked I, II, and III -- to be finished in class tomorrow.

MONDAY U.S. History

MONDAY -- Students finished the work page "Uncle Tom's Cabin Context & Lens" (with two articles) -- officially due tomorrow.  They then began work on the work page "Uncle Tom's Cabin Primary Source Close-read," (with the excerpt packet and a Characters Summary helper page).

Sociology

We began our culture unit by working on a Claim/Evidence work page while screening "30 Days: Life on an Indian Reservation" (we viewed until 15:04).  Be sure to pick up the w 1/2-sheets of instructions/clarification for this work, also.

World History

We read an article about the Dalai Lama, viewed a few slides with images and quotes, and viewed a Youtube video -- read/view while adding to your EQ and CQ pages.  Email me at sherry.cluver@mfschools.net to let me know to email to you the slides and video.

U.S. History

We began a work page "Uncle Toms' Cabin -- Context and Lens" with the use of 2 articles (named in the wp) -- to be finished in class on Monday.

Sociology

We continued our discussion of "The Butler," adding notes about where in the film we saw Symbolic Interactionism -- be sure to record at least two different ways each symbol could be understood.  We set up an Essentials Questions page, copying the EQ for the current unit onto it, and then adding bullet-points of possible answers based on what we've done so far.  We'll add to this page during the unit so that when it's time to write, we'll already have our "research" accomplished.  We also set up an Curiosity Questions page onto which students recorded random questions they have with regard to "30 Days In A Wheelchair" and "The Butler."  We'll also add to this page throughout the unit, and at the end, everyone will be assigned to select a few of their questions to research for a skill score.  Lastly, we reviewed the 3 sociological perspectives and the thesis of the class to be certain we all feel confident about all of this introductory, core material that will be utilized throughout the semester.

World History

8th hour read and discussed the "Amma" article.  7th & 8th hours check-marked their "Outlines of Popular Details," added to their CQ pages, and created "Buddhism" subheadings on their EQ and CQ pages  -- all as detailed in yesterday's post.  Read in the textbook pages 127-128, R56-R57, and R70 while adding notes to your EQ and CQ pages.  Finally, add to those same pages while viewing the Buddhism slideshow -- I'll reply with the link if you email me at sherry.cluver@mfschools.net.

U.S. History

Students finished the tps discussion on EQs from yesterday.  We discussed #6 on the work page and I shared with the students an excerpt from a Newsweek article that connects Dred Scott to today.  We completed #8 with an article about the Lincoln-Douglas debates and a clip of the 2008 L-D Reunion Tour show done in commemoration to the 150th anniversary of the debates -- email me at sherry.cluver@mfschools.net and I'll  reply with the link to that clip.

Sociology

We finished analyzing "The Butler," and held our first (informal) Socratic discussion -- to be continued in class tomorrow.

World History

The Bhagavad Gita work page was completed and turned in.  Students read a page about Ganesh, and we discussed the symbology of the parts of images of Ganesh via SMARTboard.  (See me for a copy of the article and to discuss the symbols, and EMAIL me so that I can send to you the image slide.)  We read and discussed a handout about orthodoxy and orthopraxy -- pick one up and keep it.  We read an article about the Hindu saint Amma, viewed some images of her on the SMARTboard, and discussed.  (See me to borrow the article.)  We then set up subheadings on our EQ and CQ pages for Buddhism, and began to add to those pages from our readings pp.127-128, R56-R57, and R70 -- to be continued in class tomorrow. 

U.S. History

We finished the textbook work page and discussed a few items as a whole class, adding a couple of key notes.  (See a reliable classmate.)  We discussed briefly the song titles in the CD to which we've been listening ("Songs of the Working People From the American Revolution to the Civil War") as excellent Curiosity Questions to research later.  Students then got into their TPS groups to discuss the full content of their work pages for the purpose of adding bullet-point answer to their EQ page.

Sociology

"The Butler" continued -- until 1:47:48. 

World History

We finished our work on the close-read detailed on Friday and turned it in for a score.  We then began a variety of Hinduism exploratory activities, starting with a slideshow -- students should add to their EQ and CQ pages.  Email me @ sherry.cluver@mfschools.net, and I'll reply with the slideshow attached (Google Slides).

U.S. History

We worked on the work page distributed Friday -- we'll finish the last bit of it in class tomorrow.

Sociology

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued our analysis and screening of "The Butler" as detailed on previous days (from 43:53 to 1:14:31) -- make up the viewing via Netflix or library check-out.  (See me if needed.)