KCC

We added notes on our EQ page in the subsection "Slavery" from our 4th and final source -- the first of the Nash articles in the 2nd text.  (It's article #6 "Black People in A White People's Country.")  A handout was provided for the scoring criteria for our second Socratic discussion, which will be held tomorrow and will be scored by Mrs. Cluver.  (Finish the Nash article for homework as needed.)

World History

Reading-for-information about Native Australians -- pick up a work page and follow the directions.  (You'll read and take notes on the Introduction article, and then choose one (1) of the remaining four articles to read and take notes.)  Of course, capture CQs on your CQ page, also, as they pop up.

U.S.

We finished the "Layering-to-Later" segment on our E.Q. and C.Q. pages by adding notes from whole-class contributions about the Occupation (recall that you need the facts from the other two articles, from the other two groups -- so copy notes from a reliable classmate who recorded the shared notes from the SMARTboard).  The second L-t-T item was a quick, easy read about the subcultures of the 11 regions of the U.S. with a taste of some history that influenced the zones -- think, especially about the East Coast (colonial) area.  Simply read and record curiosities onto your C.Q. page.  We then began the skill of Research.  A handout was provided, and we highlighted it together with detailed discussion.  Pick one up, read it carefully, and see me with any questions you may have.  We began, then, to conduct on-line research in the lab -- to be continued and finished during class tomorrow.

KCC

We began work on the colonialism subtopic of "Slavery," and are preparing our EQ and CQ pages with that subheading in anticipation of our 2nd (and 1st scored) Socratic discussion.  Be sure to label your notes and questions, also, according to source.  1st source:  the Middle Passage clip from the film Amistad (see You tube).  2nd source:  "Myths and Misconceptions" article.  3rd source:  "The Origins of Slavery."  We'll add on the 4th and final source tomorrow.

World History

We finished Rabbit-Proof Fence (w/ w.p.) and then pulled relevant answers from it onto the E.Q. page.  (And added curiosity questions to C.Q. pages as relevant to each student.)  We then began a new work page "Native Australians: Reading for Information" while reading the "Intro." packet and another packet of choice (each student chooses.)  Use your "Outline of Popular Details" to help with definitions of the work page categories and also use a dictionary as needed while reading.

U.S.

We finished our group work on the Haiti Occupation sources as detailed yesterday.

KCC

Student groups took turns sharing the thesis, 5 key facts, and the author's creds/specialty for the assigned articles -- add to your EQ pages!  We then took time to transfer Crash Course work page info to the EQ page (w/ our tps partners).  

World History

We viewed from ~14 minutes until 40 minutes of Rabbit-Proof Fence, and then started up, again, at 1:00:00 until ~ 1:13:00 in 3rd hour and ~1:17:00 in 7th hour.  We'll view the last few minutes in class tomorrow.  Be sure to add notes to the work pages while viewing.

U.S.

We had or first Socratic discussion -- the focus of which was the subtopic of slavery...discussing the notes we added to our EQ page and the questions we added to our CQ page from the Amistad clip and the two articles.  Edit your pages as we discuss to aid your prep for the end-of-unit writing.  Be sure to pick up a Socratic Discussion instructions page and score sheet.  Students scored themselves and recorded "9/21 practice" on their "Skills Tracking Page."  We then set up a new subheading on the EQ and CQ pages "U.S. Occupation of Haiti 1915-1934," under which we"ll add notes and questions from the assigned readings and collaboration via SMARTboard -- to be continued in class tomorrow.

KCC

Students collaborated in groups (based on which article they were assigned) to (1) Edit their pages via discussion, (2) Further edit per my answer key, (3) self-score their work and then chart on the Skills Tracking Page "9/18 practice."  Groups then prepared to teach their content to the rest of the class by prepping:  Context/Lens of the author: basic creds and area of specialty; Thesis/Claim; and the 5 most compelling facts/evidences.  See me to learn your group and work with them to catch up with the editing.  See me to report in on which article you read so I can create a record.  We'll begin the teaching on Monday!

World

In 7th hour, we finished our discussion and note-taking on the top of the "Outline of Popular Details -- Communal."  We then began our study of Native Australians cultures with the use of the film "Rabbit-Proof Fence."  Pick up a map handout and see a reliable classmate to add highlights and a few notes.  Pick up the work page of 4 questions to be completed while viewing.  See me if you need to set up a time to view any missed portion.  On your CQ page, make a note to yourself "Rabbit-Proof Fence -- be ware of Windschuttle."  (He is a gentleman with what appear to be legit credentials; however, his writings have been debunked by historians.  So, if you choose to research Rabbit-Proof Fence on research day, don't take any of his publications as mainstream, acceptable history.  He is akin to a Holocaust-denier.)

U.S.

Set up subheadings on your EQ and CQ pages of "slavery" so that the notes and questions you log in for the next 4 activities will be easy to locate for the Socratic discussion about slavery that is planned for Monday.  We viewed the "Middle Passage" scene from Amistad (see You tube), read/viewed the bottom 1/2 of pp.44-45 in the text book, and read the articles "Myths and Misconceptions..." and "The Origins..."  

KCC

Final work day -- finish for homework as needed the article analysis.

World

Labeling slips were provided to the students for our six skills and one called "Current Unit," and time and paperclips were also provided for students to organize all of their papers according to skill.  Note:  some basic classroom papers (Skills Tracking Page, Mental Map Timeline, Standards-Based Grading, etc.) will remain loose from the clips and categories.  Also, the Unit-Closure Work Page will stand alone.   There are two skills we've not yet practiced, and so those labels/clips will be empty for just a short time (Context/Lens  and  A/V Claim/Evidence) -- the other four skill labels will have papers!  In 7th hour we self-scored our EQ sentence and charted onto our Skills Tracking Page "9/16 practice" in the first box next to "Writing."  To start the new unit, we reviewed and added to our Mental Map Timeline and set up new E.Q. and C.Q. pages, labeled with the unit name, "Communal."  (The new E.Q. is "How are Communal Cultures relevant?")  Finally, read the handout "Outline of Popular Details: Communal," marking the items that seem particularly interesting.  (You may choose to research them at the end of the unit if we haven't already covered them thoroughly with the mandatory materials.)  We spent a long time talking through and adding notes about the top portion of that outline -- see a reliable classmate for those notes and discussion for comprehension.

U.S.

We completed an analytical "Claim/Evidence work page" (circles page) for the You tube video "Crash Course U.S. History #2."  Students then edited their pages according to the key I shared via SMARTboard, scored themselves, and recorded this skills practice on their Skills Tracking Page.  They then pulled content from that work page onto their E.Q. page to use in their near-future writing.

KCC

Work day -- finish the analytical reading assignments as detailed yesterday.

World

Due to our unusual schedule today (SIP day), we postponed the regularly scheduled unit instruction to tomorrow, and today we viewed the first 40-45 minutes of (check Youtube) "National Geographic: 30 Years of National Geographic Specials."  While viewing, record CQs onto a new CQ page entitled "Communal Curiosity Questions."

U.S.

Due to our unusual schedule today (SIP Day), we are post-poning our regularly-schedule unit work until tomorrow, and doing a different history lesson today.  We viewed (available on Youtube, I believe!) a portion of "10 Days That Unexpectedly Changed America" by The History Channel -- the "Massacre at Mystic" episode.  While viewing, record CQs onto your CQ page.

KCC

We finished the video analysis, worked in tps groups to discuss and edit our pages, and then I shared my answer key on the SMARTboard for further discussion and editing.  Students then scored themselves and recorded "9/15 practice" on their Skills Tracking Page.  We began working on a new analysis ("circles") page, but now for an assigned article in our 2nd textbook.  For homework google context/lens for your assigned author -- basic credentials and area of history expertise.  We'll continue the actual reading and analysis tomorrow in class.

World

Metacognitive writing is due today.  We took notes via SMARTboard to guide us through the process of editing our EQ sentences (thesis statements).  Students worked in their tps groups to go through the editing process, score themselves, and chart "practice 9/15" on their Skills Tracking Pages.  Remaining time was used, then, to complete item #1 on the Unit-Closure work page and to accomplish at least half of it -- to be finished in class tomorrow.

U.S.

We continued exploring select elements of the text with discussion and adding relevant items to our E.Q. and C.Q. pages:  p.9 map, p.13 image, p.19 image, p.32 map, p.40 Locke.  (See reliable classmate for added discussion notes, particularly about "historiography" as related to p.19 and also about Mann's addition to p.40.)  In some hours we began a video analysis of a Youtube clip "Crash Course U.S. History #2" -- see 2 1/2-sheets of instructions and criteria; use the provided Claim/Evidence ("circles") work page.

KCC

I shared with the students the famous folks I've linked to my website (pictures, quotes, a quick back-story, and that there is a link attached to each that will lead visitors to a legit web site for each human rights advocate). We charted last week's Socratic Discussion onto our Skills Tracking pages as "9/11 practice."  We completed a claim/evidence ("circles") work page for Crash Course U.S. History #2 (You tube), capturing the thesis in the box in the center, collecting organized evidence into the evidence circles, and then editing (making more specific) the thesis by use of the conclusion and reviewing the collected evidence.  We charted this on our Skills Tracking page under "A/V Claim/Evidence" as "9/14 practice."  (The answer key was shared with the students -- edit your pages, and then students scored themselves on the performance.)  We then began work in the 2nd textbook "Portrait of America."  Each student was assigned one of four different scholarly essays to analyze with a Claim/Evidence ("circles") page; 2 1/2-sheets of instructions were provided.  FIRST, though, the students were instructed to Google context/lens information about their author.

World History

We finished discussing the "Target" writing paragraphs work page.  We then completed our Essential Question writing for this first unit -- see the work page with the criteria for writing this thesis statement.  Then, pick up a handout "Why Only a Sentence?" (and read it).  On Google docs, complete the Metacognitive Writing assignment, print, and turn in to Mrs. Cluver.  As time permits, pick up and begin work on the Unit-Closure work page -- THIS page can be completed with the use of any and all of your papers, by working with partners, and with the use of the web as needed -- to be continued in class tomorrow.

U.S.

I shared with the students the famous folks I've linked to my website (pictures, quotes, a quick back-story, and that there is a link attached to each that will lead visitors to a legit web site for each human rights advocate).  We worked in tps groups to pull things from our Loewen analysis onto our EQ and CQ pages.  A handout "Textbook Outline" was provided to the students, and they were asked to read over it, marking items of particular interest/importance to them and then list those items onto their CQ page so they can be sure to dive into it on research day IF it's not thoroughly covered in the remaining, select activities of the unit.  Finally, we began work on those various activities:  Read over "Timeline and Map" handout, asking questions about abbreviations as needed (and we discussed the page together); on that same page, make the list of the 13 colonies (note: Maine is not one of the original colonies -- it was actually part of Massachusetts).  Next, on a 1/2-sheet of paper make a list of at least 4 observations from the map and images on p.9 of the textbook.  (We shared this in class and students added others' excellent observations to their own papers.)

KCC

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans. We continued our Socratic Discussion (while adding to our E.Q. and C.Q. pages).  We began an analysis of video material ("Crash Course U.S. History #2) with work page -- to be continued in class on Monday.

World History

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans. Students shared the most interesting piece of their research and source credentials with the class, self-scored their performance, and charted "9/11 Practice" on their Skills Tracking page for "Research."  We then began work on the end-of-unit writing assessment -- about the Essential Question.  We first completed a work page about paragraph structure for argumentative paragraphs, critiqued two sample paragraphs for quality (clarity), and discussed in depth how to write to an effective (high-scoring) thesis statement.  To begin the actual writing, read over your list of answers on your E.Q. page and consider carefully what key points you feel best answer the question.  Select two (2) or three (3).  We'll continue with this work in class on Monday.

U.S. History

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans.  We continued with our Loewen reading analysis (details posted yesterday), but now in pairs to benefit from collaborative thinking on this first go at this particular skill.  I posted the answer key on the SMARTboard for students to use to edit their papers and then self-score their first performance.  We charted "9/11 practice" on our Skills Tracking page for "Reading Claim & Evidence."  In some hours an outline of the textbook for this unit was provided and students were invited to read over it and record curiosity questions onto their C.Q. page.  

KCC

We continued our Socratic discussion from yesterday -- to be finished in class tomorrow.

World History

Research day -- nearly 50  minutes of quality, focused research time.  Use the instructions provided yesterday and have your work ready to turn in and share tomorrow.

U.S.

We talked breifly about what we learned about Dr. James Loewen from yesterday's short interview article.  We then began an analytical reading of excerpts from Chapter 2 of Loewen's book, "Lies My Teacher Told Me."  (Ch. 2 addresses the era of our current studies.)  As this is the first "Claim & Evidence" work page we are completing, I explained it and provided two 1/2 sheets to aid the students.  The first is a scoring page that details the criteria for the 3.0 (90%) target goal, and the second is a step-by-step (4-step) guide to completing successfully this type of reading analysis.  Please see me as you work for feedback and personal clarification as needed -- to be finished in class tomorrow.

KCC

We discussed how to "gut a book," using the front and back ends to discern the thesis and key supports....using the middle sections as needed for specific types of evidence.  We then continued in our tps groups to work through the rest of the 1491 excerpts for our EQ (and adding to our CQ page, also).  We then had our first, practice Socratic discussion (real discussion, just a self-score rather than grade) -- to work through our ideas about the EQ -- be sure to edit your EQ page to refine your ideas and to add new ones.

World History

Research Day!  A page of instructions (and tips and tricks!) was distributed and discussed with highlighting, and a 1/2-sheet scoring sheet was also distributed and discussed.  The remaining time (40 minutes) was spent doing the research in the lab.  Be sure to spend 40 focused minutes.  As this is our first go at this challenging task and students were just getting into a good swing of the research process, we'll be back in the lab tomorrow for 45 minutes of focused research -- due first thing at class Friday!

U.S.

We finished our work on excerpts from Charles C. Mann's 1491 (see details posted yesterday) -- finish for homework as needed.  We then began work on more excerpts from James Loewen...First, read the Decatur Magazine article to gain more context and lens about Loewen, and then begin the analytical work with the Claim/Evidence (circles) page while reading the excerpts from Loewen's "Lies My Teacher Told Me" (from his Chapter 2).  USE the 2 1/2-sheets of instructions to guide you with the reading and work page -- to be continued in class tomorrow.

KCC

I introduced Charles C. Mann to the students (noted on p.33 of the text) and then they worked in their tps groups to read the Mann excerpts prepared for them from 1491 -- adding to your EQ and CQ pages.  We will finish this in class tomorrow and then have a Socratic Discussion.

World History

We added to our EQ and CQ pages while viewing a few more of the Human Rights PSAs.  We then had our first Socratic Discussion about our EQ -- add to and edit your notes page.  Pick up an instruction page and a score page.  We recorded a "practice" on our skills tracking page for it.  Finally, I shared with the students a bit about the famous Human Rights advocates pictured, quoted, and linked on my web page.  Tomorrow is research day -- be sure to have your list of CQs with you!

U.S.

1st hour did the Context & Lens questions about Mann as detailed Friday.  All classes read the 1491 excerpts and recorded notes onto their EQ page and also added questions to their CQ page.  Read at least through p.18 for homework to catch up to each other.  We'll continue from there tomorrow in class.

KCC

Reading day -- finish the chapter (p.17-31) before Tuesday.  We discussed further, as needed by the students, what types of things to record onto the EQ page from the reading.

World History

7th hour finished the last few minutes of "Third Rock" (w/ notes).  We added to our EQ page "Material World" while viewing images of family possessions from 10 locations around the world.  (Also add to the CQ page.)  Continue with the EQ and CQ work with the subheading "UN Declaration of Human Rights."  Watch the intro video (~10 min.) at www.youthforhumanrights.org as well as at least the following PSAs: #s1, 4, 11, 12, 14, & 18 -- a few more to come on Tuesday.

U.S.

1st hour -- timeline and maps -- see details posted yesterday.  We added CQ questions about the 6 cultures we just mapped.  We then began work on a packet of excerpts from chapters 1 & 11 from Charles C. Mann's 1491.  Use the first few pages of the packet (book covers and an extra handout inserted by me) to answer the 1/2-sheet of Context/Lens questions.  We discussed the answers (edit your page) and recorded on our skills tracking page for Context/Lens "9/4 practice."  Then, begin reading the marked sections to take notes onto your EQ page and your CQ page -- to be finished in class Tuesday.

KCC

Reading day -- work on Chapter 1, following the details posted yesterday.  For homework, finish reading through pg.16.

World History

In 3rd hour we viewed Scene 5 of Over the Hedge (see instructions posted yesterday).  In all hours we added to our EQ and CQ pages while viewing scene 14 from the animated Disney film Pocahontas and the entire episode of "Third Rock from the Sun" (see Youtube for the clips) in which Dick decides the family needs to be more "average."  (Pick up a Third Rock handout for context/background info.)  Be sure to insert subheadings into your EQ page to note the sources for each short collection of thoughts you record.  We also listened to Mrs. C do a read-a-loud of "A Perspective Worth Pondering" (some relative statistics for the world population).  

U.S.

1st hour finished what is posted in yesterday's post.  In all classes we discussed BCE/BC and CE/AD time eras.  In hours 5 & 6 we constructed quick, basic timelines for the cultures noted on the handout (Some Famous Early American Urban Cultures) and then created maps for them, as well on provided handouts.  (See a reliable classmate for the emphasis added to the handout prior to timeline-making.)  Add to your CQ page questions you wonder about any of these particular cultures.  In some hours we began reading a packet of excerpts from Charles C. Mann's book 1491 -- first answer the questions on the 1/2-sheet about the author (context/lens) by using the web page I included at the front of the packet, and then take EQ and CQ notes while reading -- to be continued in class tomorrow.

KCC

We viewed some images of forks (yes, forks) to discuss the significance of multiple perspectives on a topic.  We read an excerpt by James Loewen and added to our EQ page and discussed the piece.  EQ and CQ pages were collected -- to be redistributed and used in May...to come full circle to our opening question and thoughts.  We set up a new E.Q. page, "Unit 1 Essential Question" with this question "What is colonialism?"  We defined the term to get started.  We talked through how to "gut a book" (effectively pull out accurate meaning and comprehend what we're reading) -- let's begin by adding notes that answer the new E.Q. while reading the start of our textbook....Read the introduction carefully on pp.2-7, then skip the end and read carefully the summary and timeline on pp.32-33, and then go back to page 8 and begin reading the body of the text for the full story and details (pp.8-31).  Remember, you're analyzing for facts that will help to answer the E.Q.; so, that's a lot of reading and thinking, but not a ton of note-taking.  It's focused note-taking on the question.  Finally, record your curiosities as they come to mind (on your C.Q. page).  We'll continue this work in class tomorrow.

World History

We discussed the Crubaugh letter with answers on the SMARTboard (edit your individual papers), and we then did another "circle page" (claim/evidence work page) for a new reading, a poem by Laing (also in think-pair-share groups).  We went over answers on the SMARTboard (edit your paper).  We noted on our Skills Tracking Sheet in the first box for "Reading Claim/Evidence" that on 9/2 we did 2 practices.  Use the Crubaugh work page and Laing work page to add to your E.Q. list of possible answers.  We discussed images of forks (yes, forks) to explore the significance of different perspectives.  We viewed scene #5 from the animated film "Over the Hedge" to add further answers to our E.Q. page and we discussed it, also.

U.S.

In first hour we got caught up from picture day -- see yesterday's post of details of work accomplished in the other hours.  We then did the following in all hours...We discussed some images of forks (yes, forks) for the purpose of exploring the significance of different perspectives.  We also discussed the comedian viewed yesterday in terms of social and racial groups and "who can say what" and why.  We added to our EQ and CQ pages while reading with our think-pair-share partners an excerpt from James Loewen's book.  A handout about some early Americans was distributed and we began discussing.

KCC

We continued work on our E.Q. page by adding more bullet-point answers, inserting subheadings for each new information source as we go:  A Brief Lesson on White Privilege (add bullet points from first 4 minutes of the Youtube clip).  Be sure to set up a second, full sheet of paper for a "Intro and Unit 1 Curiosity Questions" page and then add some curiosity questions that came to mind while viewing that Youtube clip -- they can be small, trivial curiosities or deep, profound questions.  By the end of the unit you should have a long list of different types of questions that came to mind that weren't answered by the videos, readings, or other class activities.  In hours 5 & 6 we also added to those pages while viewing the clips from Youtube "Lisa Kudrow's Epic Speech" ( ~2 minutes, from an episode of Scandal in which she is interviewed as a presidential candidate), "Wealth Distribution in America" (6 1/2 minutes with excellent, crisp narration and colorful charts and graphics), and "Hari Kondabolu 2042."  View these to make up the work.  We also took a few notes onto a separate sheet of paper about race, gender, and social class -- copy from a reliable classmate.  (1st hour is a bit behind as a result of picture day.)

World History

We discussed students' observations of the four classroom posters.  We added a few notes to our Mental Map Timeline (copy from a reliable classmate), and discussed it relative to the error on the Minions poster.  We set up an "Intro Curiosity Questions" page (giving it that heading), and writing onto it the four questions you came up with from the posters yesterday.  Keep this C.Q. page, as we'll use it all unit.  We also set up an "Intro Essential Questions" page (giving it that heading) on which we then wrote the current E.Q.: "What does it mean to be human?"  We will come back to the E.Q. page right after we work with some readings.... Do a close-read (read multiple times, look up terms as needed, etc.) on the letter from Dr. Crubaugh while completing the Claim/Evience work page (page with the square and evidence circles) -- finish for homework as needed.

U.S.

We continued work on our E.Q. page by adding more bullet-point answers, inserting subheadings for each new information source as we go:  A Brief Lesson on White Privilege (add bullet points from first 4 minutes of the Youtube clip).  Be sure to set up a second, full sheet of paper for a "Intro and Unit 1 Curiosity Questions" page and then add some curiosity questions that came to mind while viewing that Youtube clip -- they can be small, trivial curiosities or deep, profound questions.  By the end of the unit you should have a long list of different types of questions that came to mind that weren't answered by the videos, readings, or other class activities.  In hours 5 & 6 we also added to those pages while viewing the clips from Youtube "Lisa Kudrow's Epic Speech" ( ~2 minutes, from an episode of Scandal in which she is interviewed as a presidential candidate), "Wealth Distribution in America" (6 1/2 minutes with excellent, crisp narration and colorful charts and graphics), and "Hari Kondabolu 2042."  View these to make up the work.  We also took a few notes onto a separate sheet of paper about race, gender, and social class -- copy from a reliable classmate.  (1st hour is a bit behind as a result of picture day.)

KCC

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  We discussed briefly the posters currently hanging in the classroom and how they connect to U.S. History specifically.  We set up our first Essential Question page with the heading "Introduction Essential Question" and with this question: "Who are we, America?"  In some hours we also created a subheading "Initial/Starting Thoughts" and began to record a bullet-point list of individual thoughts of possible answers.  (Headings and subheadings on these pages are critical, as we'll be using these pages for several days at least, and having the various notes labeled and organized makes the final work with it possible.)  We viewed the first of several video clips, recording possible bullet-point answers under a new subheading on the E.Q. page, "A Brief Lesson on White Privilege." (Email me at sherry.cluver@watsekaschools.org and I will reply with the video link.)  While viewing, record curiosity questions onto a seperate sheet of paper we entitled "Intro and Unit 1 Curiosity Questions."

World History

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  On a half-sheet of paper, students made (1) an observation and (2) created a question of curiosity about the four posters in the classroom -- to be discussed tomorrow.  

U.S.

We finished our discussion of Standards-Based Grading (w/ highlighting).  A scores tracking sheet, sample transcript and report card handout, semester grade handout, and FAQs page were distributed to students, with a packet for students also to take home for parents/guardians to have and keep.  We discussed briefly the posters currently hanging in the classroom and how they connect to U.S. History specifically.  We set up our first Essential Question page with the heading "Introduction Essential Question" and with this question: "Who are we, America?"  In some hours we also created a subheading "Initial/Starting Thoughts" and began to record a bullet-point list of individual thoughts of possible answers -- to be continued in class tomorrow.  (Headings and subheadings on these pages are critical, as we'll be using these pages for several days at least, and having the various notes labeled and organized makes the final work with it possible.)

KCC

Permission slips?  We discussed the 10 History's Habits of Mind for students to edit their pages.  A handout was provided that shows the sources for our history curriculum.  Finally, a handout was provided to begin going into detail on Standards-Based Grading (S.B.G.); talk with a reliable classmate to see where we've highlighted key points so far -- to be continued in class on Monday.  To accompany the SBG handout and discussion, the following were also distributed and discussed: Skills Tracking Page, Sample Transcript, & a page entitled "Semester Grades."

World History

Permission slips?  We finished discussing briefly the 6 scored history skills, using our History Skills Brainstorm work pages.  We worked on a new handout, "History's Habits of Mind" on which are listed the top 10 skills the experts believe history students should practice.  On your handout, write your own translation of each -- work at breaking each down for comprehension and putting it into your own words.  Feel free to work with a classmate, and please look up words that you don't know!  ; )  A handout "Standards-Based Grading" was distributed and we viewed the Youtube link listed toward the top of the page -- more work on this Monday.  (Another handout "Curriculum Sources" was also distributed; it's a quick, FYI page.)

U.S.

Permission slips?  We discussed the 10 History's Habits of Mind for students to edit their pages.  A handout was provided that shows the sources for our history curriculum.  Finally, a handout was provided to begin going into detail on Standards-Based Grading (S.B.G.); talk with a reliable classmate to see where we've highlighted key points so far -- to be continued in class on Monday. To accompany the SBG handout and discussion, the following were also distributed and discussed: Skills Tracking Page, Sample Transcript, & a page entitled "Semester Grades." 

U.S. History

Seating chart.  Permission slips are due today.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  We also discussed that not only are these six, particular skills those used by scholars at the top of the history pyramid, AND are ALSO life skills that empower all students regardless of their future paths. Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

World History

Seating chart.  Permission slips are due today.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  We ALSO discussed how these 6, particular skills are not only the top skills used by scholars at the top of the history pyramid, but are ALSO relevant life skills that will be helpful and empowering for all students regardless of their future paths.  Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

KCC

Seating chart.  Permission slips are due today.  Students finished reading and highlighting their two syllabi and I finished recording their textbook numbers.  Create a brainstorm list of history skills, and then add to it from the notes of a reliable classmate to capture the class ideas generated on the SMARTboard.  We discussed which 6 skills will be scored in the class -- to be discussed further tomorrow.  Finally, a handout, "History's Habits of Mind," was provided, and students are to make note next to each of their own translation (in their own, brief words). 

U.S. History

Rules, permission slip, and student survey were distributed for students to read and/or complete.  The Mental Map Timeline for the year was distributed and we discussed it.  On a separate sheet of paper, brainstorm a list of "History Skills" for tomorrow's discussion -- what are the skills of an historian?  What does an historian do?  What does she/he need to be able to do?  What are her/his skills?

World History

Rules, permission slip, and student survey were distributed for students to read and/or complete.  The Mental Map Timeline for the year was distributed and we began to discuss it with some notes -- to be continued in class tomorrow.

KCC

Rules pages, permission slips, and syllabi for both semesters were distributed -- be sure to pick up and read these items.  See me with any questions you may have about the information you read.  Textbooks (2) were distributed; like other HS classes, these are yours to borrow, and, if returned in poor condition -- yours to pay replacement costs.  However, like other college classes, these are college books (expensive!)!  So, please take good care of them.  Finally, a "Survey" page was completed by all students to provide for me some information about the students.    

All Classes, One More Time

You're all still at home today, Tuesday, or possibly working a job.  So, there's no homework.  Tomorrow, however, the studies begin, and you'll see three distinct posts with class details -- one for U.S. History, one for World History, and one for the KCC Dual-Credit U.S. History.  This is THE way to find out your make-up work for any absences.

Goodbye, Summer  .  .  .  

All Classes

I'm here, but you're likely enjoying some Fruit Loops after rolling out of bed around 11am (at the earliest).  One more day and then, it's up at the crack of dawn!

THURSDAY Sociology

"30 Days" choice episodes  .  .  .

THURSDAY World History

Writing day -- follow the directions on the "Year-End Metacognition Writing" handout and turn in to Mrs. Cluver.  You will need the "Curriculum Sources" packet to complete this work.

THURSDAY U.S. History

Writing day -- follow the directions on the "Year-End Metacognition Writing" handout and turn in to Mrs. Cluver.  You will need the "Curriculum Sources" packet to complete this work.

Sociology

"30 Days" choice episodes...

World History

Re-do deadline is today.  A conceptual handout about the French, U.S., and Haitian revolutions was provided and discussed.  We watched a 3-minute video about the Enlightenment (available on You tube "Scientific Revolution and Enlightenment Review by Mr. Klaff."  Students then worked on the Unit-Closure Work Page for this final unit and any remaining time was provided for prep for the final exam.

U.S. History

Re-do deadline is today. We did a close-read of Maya Angelou's "On The Pulse of Morning" with discussion and then read aloud together a handout of quotes from Loewen's last chapter.  I pared down the details to study on the IL Constitution page.  The remaining time was provided for final exam prep.

Sociology

"30 Days" student choice...

World History

We finished our viewing, note-taking, and EQ analysis of the French Revolution DVD as detailed last Friday.  The final exam study guide was provided.  We discussed our plans for our remaining days:  tomorrow we will doe some reading and view a video clip about some other Latin American revolutions and the Enlightenment.  We will also begin work on the Unit-Closure Work Page for "Modern Western Civ."  Thursday will be a writing day in the lab during which students will write casually (1st person) answers to specific writing prompts.  Friday and Tuesday will be in-class review days to prep for the final exam.

U.S. History

Students copied from the SMARTboard onto their final exam study guides four study items specific to the U.S. Constitution.  We made a couple of written adjustments to the Mental Map Timelines.  We discussed the remaining plans, making quick notes onto the "End of Year Agenda" handout from last week -- this Wed will be the poem close-read and handout of Loewen quote excerpts.  Thursday will be a writing day in the computer lab to answer in casual, 1st-person voice specific question prompts.  Friday and next Tuesday will be in-class final exams prep days.

Sociology

"30 Days" choice...

World History

We continued our note-taking on the French Revolution DVD as detailed Friday.  The EQ writing was returned to the students and time provided for them to consider the feedback, to ask questions, to consider their overall composite grade for the semester, and to sign up for any desired skills re-dos.  Today is the deadline to sign up so that we may schedule the work times.  The deadline to submit the completed re-do work is Wednesday.

U.S. History

Today is the deadline for re-do sign-ups for skill scores; the work will then be due by Wednesday.  We finished the Youtube and notes as detailed Friday.  Students began collaborative work on the Unit-Closure Work Page and the Final Exams Study Guide was also provided.  We will have some more time in class tomorrow to work on these items.  Thursday and Friday will involve other instructional activities.

Sociology

We finished our written analysis of "Gran Torino."  I provided one last handout to the students. 

Next week, Juniors will watch their choice of some of the remaining "30 Days" episodes.  (The final exam has now already been accomplished -- the "Gran Torino" project -- so as to accommodate the seniors' schedule and to include all students in the learning regardless of exam exemptions.)

World History

We began analysis of the French Revolution by way of 2 handouts for structure and note-taking while screening The History Channel's "The French Revolution: Liberte, Egalite, Franternite -- A New Republic is Born in Blood."  (Available on Youtube, I believe).  We viewed the first 35 minutes -- the rest to be continued on Monday and finished on Tuesday.

U.S. History

We finished our reading of the last Loewen packet of excerpts and then collaborated for our EQ page.  Research and writing assignments were returned with scores -- discern today, and at the very latest, Monday to sign up for any desired re-dos of skills.  To wrap up our chronological sequence of instruction, we analyzed for our EQ page "Crash Course: Obamanation" (available on Youtube).

Sociology

"Gran Torino" analysis continued.  Argumentative paragraphs were returned to the students.

World Histpry

We finished the "Egalite for All" DVD (available on Youtube) while taking notes onto our handouts, and then, students collaborated to add notes onto their EQ pages.

U.S. History

We finished our note-taking from "The Presidents" DVD (available on youtube) and then collaborated to add relevant notes to our EQ pages.  We went through a very short slideshow about gender inequity and the women's movement in the post-war era -- email me, and I'll share it with you via Google.  (You'll need to see me to get the stories that go along with the last slide.)  We began reading our last packet of excerpts from Loewen -- annotate the text as you read.

Sociology

We continued our analysis of "Gran Torino" -- 39 minutes worth.  Also, the "Institutions" unit research was returned (scored).

World History

We collaborated to add more bullet points onto our EQ page from Danticat's excerpts.  We then began note-taking from the PBS DVD "Egalite for All" (start to 25 minutes).  See the two handouts to aid your comprehension and organization.  We'll finish this by the end of class tomorrow.

U.S. History

We took notes on the final episode of "The Presidents" -- on our regular DVD notes pages, on the political parties handout note pages, AND onto our EQ pages.  There is a small bit to finish tomorrow.

Sociology

We began our analysis of "Gran Torino."  Preview the analysis pages, pull out and reference as needed your "cheat sheet" as prepared yesterday, and view the first 11 minutes of the film.  This will be continued in class over the next three days.

World History

The "Modern Europe" quick unit is open for research and argumentative writing as a "re-do" choice for students on an individual basis.  The "Guns, Germs, and Steel" claim/evidence work pages were put out to the students for their discernment of whether they wish to submit it for scoring or if they wish to "hold" on their most recent, previous AV Claim/Evidence skill score (which was for "Engineering and Empire: The Persians."  We began our final unit of the year -- "Modern Western Civ." (aka Enlightenment & Revolutions) by adding a few, quick notes to our Mental Map Timeline and setting up our new EQ page.  We then began close-read work with an excerpt from Haitian-American author Edwidge Danticat's "Create Dangerously."  Vocab support page was provided, students were encouraged to look up any additional terms that were unfamiliar to them, personally, as they read, and the focus is to pull out bullet-point notes for our new EQ.

U.S. History

In 4th hour we caught up with the couple of items accomplished in hours 1 & 2 that we didn't have time to address 4th hour yesterday:  the "Robinson Claim/Evidence" work pages were returned and we viewed the Hari Kondabolu clip for our EQ page.  In all hours we read a primary source -- excerpts from several of James Baldwin's essays for our EQ page.

Sociology

Guided prep day for the "Gran Torino" film analysis that begins tomorrow!

World History

Time was provided for students to finish individually their claim/evidence work pages for "Guns, Germs, and Steel."  They are due today.  When turned in, pick up the Unit-Closure Work Page and complete it by tomorrow, finishing for homework as needed.  The research and/or writing for this unit is available as a re-do for those skills; so, keep your EQ pages so that when you receive back your previous writing, you are in position to take advantage of the re-do if desired.

U.S. History

We finished viewing and note taking for "The Presidents" DVD (through the Ford Administration).  We then viewed the 7 1/2 minute You tube video of Democracy Now wherein George Takei is interviewed about being in an internment camp during WWII. (Add to your EQ page for all of these clips.)  8:00 minute clip "We Are Still Here" that features three Native American teenagers.  2 1/2 minute Hari Kandabolu clip about 2042.  The Eugene Robinson claim/evidence work pages were returned.  Be sure to use your "homework time" to see me for help with skills and to schedule skills re-dos as needed.  Most students are doing good work and earning nice scores, but there is still time to reach a bit as desired.  ; )

Sociology

We did the following while adding to our EQ page:  viewed a video clip from You tube by Hari Kondbalu ""2042," read an editorial cartoon about race, read the article "As American As Apple Pie," watched the Lisa Kudrow clip from You tube (from the show "Scandal") in which she is interviewed as a presidential contender, and took notes about "the gender movie test."  See youtube, the back bin of articles, and a reliable classmate to catch up on these various activities.  You will receive your scored argumentative writing next week, at which point you will decide whether to hold with that score of if you wish to opt to write on the inequity EQ as a replacement score.  Next week we will embark on our capstone activity -- analyzing the film "Gran Torino."  A prep guide was provided today and the assignment give to create a "cheat sheet" with clear, detailed definitions for the key concepts noted on that page.  Leave ample space for each concept, as our focus on Monday will be to create accurate, clear, and detailed examples (several) for each concept.  Tuesday we begin the analysis.

World History

We finished viewing "Guns, Germs, and Steel" with our note-taking, then students used the remaining class time (~30 minutes) to complete and finalize the claim/evidence ("circles") work page.  "The Reformation" claim/evidence work pages were returned to the students who opted to have them scored.

U.S. History

We continued with our note-taking from "The Presidents: Truman through Ford," reaching to 41:00 in the film -- available on Youtube.  We'll finish the last bit in class on Monday.

Sociology

Students read the eviction article and pulled bullet point answers onto their EQ page and then we discussed it alongside the Ruby Payne social class "quizzes."  Students then added more EQ answers from 2 quote page handouts, listening to excerpts from then-candidate Obama's speech, "A More Perfect Union," and while viewing the Youtube clip "The Promise" (11:58, Phyllis Unterwchuetz).

World History

"Guns, Germs, and Steel" continued as detailed previously -- viewed episode 3 (Into the Tropics).  5th 12:41-end; 7th 4:22-43 min; 8th start to 43 min.  We will finish this activity tomorrow.

U.S. History

We finished reading the Zellner packet and pulling answers for our EQ page.  We then began watching the third disc of "The Presidents" (part I of disc 3 = "Truman to Ford"); available on Youtube.  We got ~ 8minutes in and will finish the rest in class tomorrow.

World History

5th hour AV Claim/Evidence work pages (Persia) were returned -- I forgot to distribute them yesterday during 5th hour.  We continued our analysis of "Guns, Germs, and Steel" as detailed on previous days.  Be sure to make up any viewing you've missed.  We watched until ~the end of Episode #2 "Conquest."

Sociology

We discussed the two prison articles, adding to our EQ bullet points.  The EQ argumentative writing is optional -- you may do the writing if you wish to use it as a replacement score.  The agenda for the remainder of the school year was provided.  We set up a new, and final, EQ page for the "Social Inequity" unit with this EQ -- "What are the consequences to society of inequitable opportunities for groups within the culture?"  Students took the "Ruby Payne quizzes" and read an article about "Family Evictions" and added bullet-point answers on their EQ pages.

U.S. History

We finished viewing and note-taking for "The Presidents" DVD through the end of FDR's time in office (the "Wilson to Franklin D. Roosevelt: 1913-1945 episode) -- available on Youtube.  Be sure, also, to continue with the political parties hand out note page for this video.  The agenda for the rest of the year was distributed and discussed.  We set up a new EQ page with the heading of the unit "Modern U.S." and this EQ -- "Who are we, America?"  Pull out some bullet-point answers from the FDR portion of the film notes to help answer the EQ.  Then, reading the Bob Zellner packet (w/ contextual inserts) to add yet more bullet-point answers to the EQ page.

Sociology

Students finished their work with the two articles as detailed yesterday.

World History

"Guns, Germs, and Steel" continued with flow chart and claim/evidence work page.  We viewed until ~30 minutes into episode 2 "Conquest."  (If not available on Youtube or Netflix, see me to set up a time to make up what you've missed, if absent.)  The scored AV Claim/Evidence work pages over "Engineering an Empire: The Persians" were returned to the students.