KCC

The Chapter 9 group continued their presentation as we employed our best note-taking skills.  (I took notes strictly based on the presentation by the students and will distribute a copy of my notes to the class tomorrow to compare-contrast with theirs as a self-check on how to take quick, concise notes that still capture the critical elements.  (We're working to move away from their former transcription style of note-taking to more efficient and decisive -- processing (!) -- style.)

World History

"Layering-to-Today" -- see me to schedule a time to make up the reading analyses.  This will be continued in class tomorrow.

U.S.

See a reliable classmate to catch up with the text structure highlighting and discussion we did on the argumentative essay we call the Declaration of Independence, and then note on your E.Q. page the 4 core pieces of the argument (in the Dec.) that are revolutionary as well as the three notes I offered to the students re: Enlightenment and the Haudenosaunee.  Add to your C.Q. page from the Declaration.  

KCC

I provided a quotes handout with some discussion as one more piece of follow-up to our discussion from the other day.  The answer key for the Crash Course: Constitution "A/V Claim/Evidence" work page was provided on the SMARTboard, the students' scored pages returned, and time given to edit pages and to ask questions.  Read. pp.254-255.  We began our note-taking from the Chapter 9 group presentation; today I took notes on an easel to model how to quickly and concisely take clear and thorough notes (deciding instead of transcribing).  

World History

We finished our analysis of the Chavin video as detailed yesterday -- submitted for a score.  If you were absent, see me to schedule a time to make this up.

U.S.

Follow-up discussion -- some of my additions and commentary and suggestions for CQ research based on what I heard asked during student discussion yesterday -- see a reliable classmate to catch up with this chat and for the added notes.  We viewed some images of the actress who portrayed Patsy -- in character and as herself and discussed the superficial impression we get of people based on appearances and how often appearances are dictated by external circumstances.  A handout with two quotes about "hate" were distributed and discussed, and a note about "cognitive dissonance" made and discussed, also.  We began work on the Declaration of Independence -- on a separate sheet of paper, note the core argument made by the writers, indicate the TYPES of evidence used, and then note YOUR personal favorite line or phrase in the document -- to be continued in class Monday.  We also viewed a video clip (email me so I can reply with the link) about the Declaration and added to our EQ page from it.  (See a reliable classmate for the 2 notes I added for the E.Q. about the document.)  

KCC

Socratic follow-up discussion w/ images and remaining points and questions to explore.  The scored "12 Years a Slave" context/lens work pages were returned and time allowed for students to edit their answers as needed and to ask questions.  The discussion score sheets were also returned to the students.  A "Layering-to-Later" article was provided, read, and discussed.  

World History

We discussed together our notes from yesterday's video about the Olmec (edit your notes), and then students worked in tps groups to pull relevant notes from that note page onto the E.Q. page.  (Add CQs, also.)  We began study of the Chavin -- pick up a 1/2-sheet entitled "Chavin Special Note," read it, and then schedule a time to come in to make up this scored A/V Claim/Evidence work.

U.S.

Socratic discussion!  Pick up a make-up work page to earn points for this scored skill.

KCC

Socratic discussion!  Pick up a make-up page to earn points for this missed discussion.

World History

We took notes onto the Olmec handout with the urban trends categories while viewing the video from You tube noted on the note page.  As time permitted, we worked in tps groups to cull from the Olmec note page items for our E.Q. note page.

U.S.

We finished viewing "12 Years A Slave," added notes to the four categories on the note page handout, added C.Q.s to the C.Q. page, and read a handout "Layering-to-Today."  Bring these three items tomorrow for use in our scored Socratic Discussion.  Also, bring with you the Socratic Discussion score sheet (new, updated, and final level of criteria) that was distributed and discussed in class today.

KCC

We finished our viewing and note-taking on "12 Years A Slave" and prepared for Socratic discussion (see new score sheet with final increase in criteria).  Discussion will be tomorrow!

World History

Hammurabi Context/Lens pages were returned -- record on Skills Tracking Page, make edits as needed with your tps partner, and see me with any questions you have.  We took EQ notes on the Indus River Valley (textbook pp.66-71).  Finally, we prepared our 2nd "Urban Culture Hearth Map" -- for the Olmec and Chavin.

U.S.

We continued viewing "12 Years A Slave" and taking notes (and recording CQs).

KCC

We continued our note-taking from "12 Years A Slave" in prep for Socratic discussion -- we viewed through 1:35:26 today.

World History

Ag EQ writing was returned and students invited to record the score on their skills tracking page, make a bullet-point "to do" list of notes-to-self to remember for improvement for next time (which I collected to keep and return to them when they next write), and to see me for any questions they have about their writing and the score/feedback.  A handout about Egyptian hieroglyphics and cartouches was distributed.  Students worked in tps groups to pull from the Shang Dynasty slideshow notes to add to the E.Q. note page.  

U.S.

We continued our note-taking on "12 Years A Slave" (in prep for Socratic Discussion)  We viewed through 1:21:24 in 1st hour, 1:13:29 in 5th, and 1:10:42 in 6th.

TUESDAY -- KCC

We continued our viewing and analytical note-taking as detailed yesterday.

TUESDAY -- World History

We finished reading p.34-45 about Egypt while taking E.Q. notes and adding to our C.Q. pages and then took notes on a handout packet about the Shang Dynasty from a slideshow I presented courtesy of Professor Austin.  Copy notes from a reliable classmate and also email me sherry.cluver@watsekaschools.org to request a Google share of the slideshow.  

TUESDAY -- U.S.

Students completed the context/lens work as detailed yesterday -- see me to make up the work if you wish to have it scored.  I provided some quick context on the film adaptation of this story -- some fodder for your CQ pages.  Then, we began viewing while taking notes on the handout of guiding questions -- your many notes on this from the film will be used in a scored Socratic Discussion.  We viewed until 43 min in 1st hour, 26 min in 5th, and 22 min in 6th.  (Find on Youtube, Netflix, the library, or Red Box, or see me to make up the viewing in my classroom.)

KCC

Homework reminder -- go back through your notes on Chapters 5, 6, 7, & 8 to firm up your comprehension and clarity of your notes.  Also, if you are part of a group for any of the remaining chapters (9-11), revisit your presentation notes to firm up your comprehension and, thus, your preparedness to present with clear explanations to the class.  See me to set up a time to make up the scored context/lens work on "12 Years a Slave."  I shared with them some context on the film adaptation of the story from an article by a scholar (see me).  Finally, the students were provided analytical note-taking pages and a handout of the 30 human rights (UN) to use while viewing in preparation for a scored Socratic Discussion.

World History

Students discussed their work pages about Hammurabi's Code and edited their papers as needed, and then they further collaborated to pull relevant evidence from that work page for both columns on their E.Q. page (and questions for their C.Q. page).  We then began work on our studies of Egypt -- take E.Q. notes while reading pp.34-45 in the textbook -- to be finished in class tomorrow.

U.S.

A few student groups finished their presentations and then I led the students on a bit more discussion on the topic of women in the Revolutionary era. (They added to their E.Q. and C.Q. pages.)  We began work toward our viewing of "12 Years A Slave" -- see me to arrange a time to complete the Context/Lens work page if you wish to have it scored.  If your prefer to keep your most recent, previous Context/Lens score, then simply pick up a sheet from me and fill in the important information from a reliable classmate.  (This is a RARE option that I provide every once in a great while -- to choose whether to "stay" or to have a new work scored.)  I then shared some information with the class to provide scholarly insight about the film's adaptation of the "12 Years" story -- to be finished in class tomorrow in some hours.  Finally, a viewing notes page was provided on which students will take analytical notes during the film, which will be used for a scored Socratic discussion.

KCC

I took the students through a tutorial (so-to-speak) on reading comprehension and note-taking -- see me or a reliable classmate to copy down the "tips & tricks" as well as to discuss the process we modeled for both.

World History

We began work on reading the Mesopotamia primary source -- Hammurabi's Code.  Pick up a work page and reading packet -- finish for homework as needed.

U.S.

Students finished prepping their informal presentations and then shared the content of their reading excerpts with the class, as classmates added to their EQ and CQ pages.  

KCC

We finished the presentation and note-taking for Chapter 8.  

World History

Students collaborated in their tps groups to discuss and edit their E.Q. notes about Mesopotamia.  Also, add to your C.Q. pages.  We then began work with a primary source from Mesopotamia.  First, you need to see me to set up a time to complete the Context/Lens work page for a score.  Tomorrow we'll begin work on the source itself (Hammurabi's Code).

U.S.

Time was given to complete in collaborative groups the Part III "Context/Lens" work page -- finish for homework as needed.  Collaborate, also, to pull E.Q. bullet points from the work packet onto the E.Q. page -- finish for homework as needed.  (KEEP the work page to use for the study guide for the final exam.)  We began group work to read and take notes on short text excerpts on the topic of women in the Revolutionary Era -- take notes on a piece of your own paper.  The next step is for the group members to decide upon the 5 key words they will use to highlight the key points on paper (marker, computer paper) as they EXPLAIN the content of their article to the rest of the class -- to be continued in class tomorrow.

KCC

We continued our note-taking from the Chapter 8 slideshow presentation.

World History

We discussed the last question on the Loewen wp from yesterday.  A map was distributed to color code for the first four of the Urban Culture Hearth case studies, and then we began individual reading-for-information (note-taking on the E.Q. and C.Q. pages) about the Mesopotamia region as case study -- textbook pp.26-31.  In some hours we then checked in with our tps partners to discuss and edit the Mesopotamia E.Q. notes and then began work an a close-read of a Mesopotamia primary source -- two packets, two work pages -- to be continued in class tomorrow.

U.S. History

We continued work on Part THREE of the Context/Lens work -- collaboratively in groups.  This will be finished in class tomorrow.

KCC

The Chapter 7 group finished their presentation (and we wrapped up our note-taking on that chapter).  We began Chapter 8 -- to be continued in class tomorrow.  (We'll break for a very different activity between chapters 8 & 9...)

Word History

Students discussed their EQ notes and CQs from the Hebrews/Jews case study -- add to your notes and questions.  Students worked collaboratively on a work page for a secondary (scholarly) source -- James Lowen "Lies My Teacher Told Me."  We shared answers on the SMARTboard wtih discussion while editing our papers -- to be finished in class tomorrow.

U.S.

We viewed the Youtube video about nativism "Wrong then, wrong now" (~4 1/2 minutes) -- add to your E.Q. and C.Q. pages.  The scored Context/Lens work pages were returned to the students and they collaborated in their work pairs to make corrections (and to ask questions of me as needed).  Students then began Context/Lens Part Three (the final one for this unit); this one is done in collaborative groups -- to be finished in class tomorrow.

KCC

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  The chapter #7 student group began their teaching via slideshow -- to be continued in class tomorrow.

World History

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  We stapled the Outline of Popular Details -- Urban to our E.Q. page and then finished the E.Q. notes and C.Q. questions from the reading packet from Friday (about the Jewish people establishing an urban culture in the Levant and building the City of Jerusalem).  Finish this reading and note-taking for homework as needed.

U.S.

We discussed briefly the terror attacks in Paris, viewing news images of Paris from Friday night, images from around the world of people showing their solidarity with the French people, and excerpts from an article about 120 Muslim scholars from around the world who drafted an open letter (18 pages) refuting the extremist ideology of ISIS.  Students worked in small, collaborative groups to pull E.Q. key points from the "Trail of Tears" work we did individually on Friday onto the E.Q. page to be prepared for writing later.  Keep the "Trail of Tears" work pages for the end-of-unit (final exam) study guide.  We began some study of nativism (taking E.Q. notes and adding C.Q. questions) from Youtube video "Nativism History" (3:3ish minutes).  We did the same by listening to and discussing the song "No Irish Need Apply."  We'll have one more video clip on this topic tomorrow.

KCC

Essays are due today in hard copy and via turnitin.com.  We finished the Crash Course analysis and turned it in.  If you feel you would like extra work time for it, see me today to set that up.

World History

We defined "civilized" on our E.Q. page with much discussion.  The new "Outline of Popular Details" was distributed and discussed at length in lecture/discussion/notes style.  Add CQs to your CQ page using your Outline.  We then began our first case study -- reading about the transition the nomadic Hebrews made, becoming urban.  Record evidence (examples/details) about their culture exemplifying being "civilized" and also that of being "uncivilized" directly onto your E.Q. page -- create two columns a "+" column on the left and a "-" column on the right, and be sure to add the subheading "Hebrews/Jews" before you begin.  We'll continue with this work in class Monday.

U.S.

Webquest -- Trail of Tears...pick up an instruction/question page.

KCC

Papers due tomorrow!  (turnitin.com AND hard copy)  I shared a few more Chapter 6 items to add to notes, reminded those presenting on the remaining chapters to be sure to have THMs prepared for each red section.  We began an audio-visual claim/evidence analysis -- to be continued in class tomorrow.  If you were absent, see me to set up a time to come in to make up the work with me.

World History

Research scores were distributed to students.  Paragraphs, if not already turned in, are due (from Tuesday).  Time was provided for students to work collaboratively on their U.C.W.P. from Tuesday and to sort their Ag papers by skills -- finish for homework as needed.  We began our new unit on "Urban Culture" by notes added to the Mental Map Timeline and discussion.  We also set up our new C.Q. and E.Q. pages.

U.S.

We finished the viewing of The Presidents DVD through Polk -- see detailed instructions posted throughout this week.  We also brainstormed some C.Q. questions based on the four subtopics we will next explore:  Native American removal, Nativism, Women's rights, and Slavery and free blacks.

KCC

We continued our note-taking on Chapter 6 -- first from my additions and then continuing with the lesson from the student group and their slides.

World History

E.Q. writing was finished in class today and submitted with the score sheet. Begin work on the new, Ag Unit-Closure Work Page  -- to be finished in class Thursday.  (Edit #4 & 5 by replacing "Natufians" with "Catal-Huyuk" and cross out the last three items on the last page ("Reflective..." through "Organize...").

U.S.

We continued our viewing with the 4 note pages -- we viewed through the presidency of Andrew Jackson (available on You tube).

KCC

The last page of the study guide was provided -- work through it as needed as homework.  I shared a short slideshow about Cambria County and two video clips about Pittsburgh with relation to subculture connected to the Scots-Irish and German immigration into Pennsylvania.  The students were invited to think of a region in the country about which they are interested and to make note on their CQ page -- looking up the history behind it would be an interesting possibility on research day.  The Chapter 6 student group began teaching their chapter to us via slideshow -- if you were absent 1. Copy notes from a reliable classmate, and 2. Email one of the group members to request they Google share the slideshow with you to view.  We'll continue Chapter 6 tomorrow with the student group, with my additions, and if time, with a scored video analysis.

World History

Writing day -- we continued where we left off on Thursday.  We'll have a bit of time in the lab tomorrow to finish.

U.S.

We continued with our 4 different angles on note taking as detailed Thursday for "The Presidents" DVD series, watching through the Jefferson administration (available on You tube).  

KCC

Time was provided to work on writing revisions and to seek one-on-one advice while others chose to work on the end-of-chapter study guide that was provided.

World History

Research is due.  We began our work to be ready to write -- pick up an instruction/score sheet and follow the steps 1, 2, & 3 in order, taking adequate time on each.  We'll continue the writing work in class on Monday.

U.S.

We finished and turned in the current Context/Lens work page (as detailed yesterday).  This is for a score.  We began work with the "Presidents" DVD -- filling in names on the handout "Simplified History of U.S. Presidents' Political Parties," adding to our E.Q. page and C.Q. page, and taking most of the notes onto a new note page we set up today: "Presidents DVD Key Facts."  That new note page will be used for the Unit Closure Work Page and Final Exam.  These videos are available on Youtube (today we viewed the beginning of the first episode "Washington through Monroe" through just the first five minutes).  We'll continue with this in class on Monday.

KCC

I took the students through a lesson on intellectual property to fill some gaps in comprehension about quoting sources and referencing sources in our writing.  For homework -- read through your returned (but not yet scored) papers and come in tomorrow prepared with any questions you have for me for which you need my help in the correction process.  (Parts that need to be redone or that needs quotation marks are underlined -- identified by turnitin.com as being directly from another written source.)  The due date for the paper re-dos is next Friday, November 13th.  Be sure, also, to get the new slideshows finished up by tomorrow.

World History

Students were given a new challenge -- to think about their own thinking specifically about their Reading Claim & Evidence skills performance -- look at your Israel/Palestine analysis (circles) page, the Maasai page, and your most recent previous Reading Claim/Evidence score in the Skills Tracking Page.....And then DECIDE which, if either, of the two (I/Pal or Maasai) you'd like to have scored -- OR -- if you'd like to stick with the grade already on your chart and simply keep these new analyses in your folder so you have the information.  The rest of the class period was for time-on-task quality research of CQs -- due first thing tomorrow.  We will also begin our end-of-unit writing tomorrow -- have all of your writing papers and your current E.Q. page with you.

U.S.

Socratic scores were distributed (chart yours on your Skills Tracking page).  We did a bit of informal wrap-up discussion as some students got further clarity and/or added questions to their C.Q. pages. Students worked with think-pair-share partners to transfer their E.Q. ideas from their 2-column "Daily Life" notes onto their main E.Q. page for the unit (so as to be in good shape for the end-of-unit writing.) We discussed a handout 1607-1776 (and keep for final exam).  We previewed the remaining activities and topics for the rest of the unit and then began a new Context/Lens assignment -- to be finished in class tomorrow for a score.

KCC

Final work day -- finish the slideshow -- "Google share" it with me before class time tomorrow and be ready to teach it to the class.

World History

Students finished the Layering-to-Later work as detailed yesterday.  See me to discuss turning it in.  We then went into the lab to begin our curiosity research -- to be finished in class tomorrow -- due Thursday.

U.S.

Socratic discussion!  If you were absent, pick up a "Socratic Discussion Make Up Work" sheet.

KCC

Work day -- as detailed Friday.  

World

Deuteronomy work page (Context/Lens) was returned and discussed for editing.  The Socratic discussion score sheets were also returned.  In 7th hour we had some follow-up discussion about the Maasai and Catal-Huyuk -- see a reliable classmate to add these notes to your work pages.  We then began work on two article analyses for our "Layering-to-Today" portion of the unit.  See me to begin work on the two Claim/Evidence (circles) work pages for the article about the Maasai and the article about Israel and Palestine.  This work will be finished in class tomorrow, and then we'll begin our Curiosity Research -- have your CQ page with you tomorrow!

U.S.

We finished our "Daily Life" activities to be prepared for Socratic Discussion tomorrow.  Read and take notes on "To Live As A Slave,"  and "Deborah Sampson," and view the following video clips on History.org (multimedia -- videos):  "Cry Witch," and "Women in the Trades."  Preview the Socratic Discussion score sheet so you are familiar with the slightly higher expectations in the criteria.

KCC

We went through a lesson on how to prep the reading notes to teach it effectively to the rest of the class -- pick up an instruction page.  (We went through 2 sample slideshows -- a good example and a "non-example.")  If you've been absent, you will want to contact your group members (who read the same chapter) and be certain that your efforts into make-up work are to catch up to doing your equal share of the slideshow prep work.  We'll be in the lab Monday and Tuesday to finish -- slideshows are due Wednesday.  

World History

Socratic discussion -- Be sure to pick up a "make-up work" page and to see me if you have any questions about it.

U.S.

We continued our "Daily Life" work as detailed earlier this week.  Today, we added the "Barbarism" article, the "Who Built America" article, and the video clips "Interpreting African-American History" and "A Healing of a Soul."  (To get the videos...history.org -- multimedia -- videos)

KCC

Today is our last in-class work day for the assigned chapters -- come in tomorrow with the reading, thinking, and note-taking completed.

World

Finish the Maasai internet work packet as needed, and then do the Catal-Huyuk case study work (see new work page) -- finish for homework as needed.  These items will be used tomorrow for a scored Socratic discussion.  You may be in the 1/2 of the class that discusses the Maasai and only listens/edits notes for Catal-Huyuk, or vice versa -- prepare both well, as assigned.  ; )  Pick up the Socratic score sheet so you can be confident on the scoring this go 'round.

U.S.

We continued the "Daily Life" viewing/reading and notes as detailed on previous days -- for tomorrow be sure to have added notes (on both pages) for the articles "Every Day Life," "A Common American Soldier," and "Spies & Scouts..."  Finish for homework as needed.  This reading, thinking, and note-taking will be used for a scored Socratic discussion early next week, for some evidence on the end-of-unit E.Q. writing, and content on the semester-end final exam.  Tomorrow we proceed to more quick articles and video clips  .  .  .  

KCC

Work day for reading and note-taking on the assigned chapter -- see details posted the past two days. ; )

World History

In 3rd hour we read "14 Cows for America" aloud together and I showed to them the Maasai-made jewelry.  The Maasia map was distributed and discussed.  We then went to the computer lab to work on the "Maasai" work packet -- to be used for a scored Socratic discussion, and then, also used as a source for EQ notes for the end-of-unit writing.

U.S.

In 1st hour we edited and discussed the Meacham work page that was returned with a score and feedback -- then, transfer key EQ facts/examples from the work page onto your unit E.Q. page to use in your writing later.  We continued with our work to prepare for the Socratic discussion about "Revolutionary Era Daily Life" as detailed yesterday.  (Be sure to insert subheadings for each new source!)  To get to the videos, got to history.org -- select "mutimedia," and then select "videos."  Beneath the main video screen, you'll see the selection of videos below through which you can scroll to get to the precise items we used in class.  In 1st hour we added:  "Historic Farming," "Kids in the 18th Century," "Market Houses," and set up to be ready tomorrow for "A Common American Soldier Article."  In 5th and 6th hours we added "Dirty Life Out Back," and then the same titles as did 1st hour as well as the "Every Day Life in America Article."  (See me to borrow any needed articles.)

KCC

Registration forms need to be turned in  .  .  . !  Your completed homework by today is to have finished reading and note-taking through the end of p.159.  Today we began new reading assignments -- each student is assigned just one of the 6 remaining chapters for this unit for which s/he is to read carefully and take good E.Q. notes and C.Q. questions.  We'll have in-class reading time today, tomorrow, and Thursday.  It must be finished by class time Friday so every student is ready for the next step of this assignment... ; )  

World

Benner analyses were returned, edited via key on SMARTboard, and discussed.  Notes were then pulled from it for the E.Q. and C.Q. pages.  A bit of time was provided to finish the Deuteronomy reading from yesterday for the Ancient Hebrew case study.  We then shifted to a 2nd case study of nomadic pastoralist agri-cultures -- the Maasai!  We read aloud the children's book 14 Cows for American and then went to the lab to begin a webquest about the Maasai -- pick up a work packet that contains those directions.  The webquest will be continued in class tomorrow.

U.S.

The Meacham claim/evidence work pages were returned (with scores), and students edited their papers via my key on the SMARTboard and with much discussion.  Then, they added to their E.Q. and C.Q. pages from it.

We began some work on the social history (daily life) of the Revolutionary Era by way of a series of short articles and video clips...You will want your CQ page handy throughout all of this, and also, set up our core work page for it -- write the heading "Socratic Discussion -- Revolutionary Era Daily Life."  (Once we're done doing our individual note-taking on paper, we will have a SCORED, whole-class, formal Socratic discussion.)  On the page just set up, draw a line down the center to create two columns, labeling the left with the subheading "E.Q.," and the right "Interesting Facts."  To get us started, we are recording some information about the sources we are using.  On the FRONT side of the page, record info about Williamsburg from the handout "The History of Colonial Williamsburg," and on just for reference, on the BACK of your paper record the names and credentials for the authors of our other source "A Patriot's History" (see 1-page handout).

To proceed with the content...go to www.history.org, and select the "multimedia" link/tab and then select "video."  Scroll down below the main video screen to see the series of videos from which to choose, and use the arrows to the right to scroll through them to the right until you come to "Dirty Life Out Back."  View this while adding to the "E.Q." column, "Interesting Facts" column, and to your C.Q. page.  In 1st hour we also read and recorded notes for the article "Everyday Life In America."  In hours 5 and 6, we will read that article later, and today we viewed, instead, a second video "Historic Farming."

KCC

Pick up the Unit Closure Work Page and sample sheet for the first two items and proceed with the work as detailed therein.  Work on this for homework, knowing that you'll be given class time tomorrow, also.  Wednesday, however, we are moving on to new in-class work.  ; )

World History

We added to our Communal U.C.W.P. answers to the E.Q. portion -- in tps groups and then with brief whole-class discussion.  We began work on a primary source close-read for the Ancient Hebrews -- Deuteronomy.  See me to set up a time to complete the work page for a "Context/Lens" score.

U.S.

Today was the last day of in-class work to complete out back-up-and-review of the first unit -- see the detailed, step-by-step instructions posted last week.  The rest of the rewriting, color-coding, and picture notes needs to be completed for homework.  Tomorrow we are jumping into the unit 2 work where we last left off, and we're moving forward.  (Even after multiple assigned deadlines and catch-up reminder deadlines and several days of in-class work, the majority of the first hour students have largely blank Unit-Closure Work Pages -- yikes!  This is true for some, but far fewer students in hours 5 & 6.)  I am always willing to help and to answer questions -- let's get caught up!  

KCC

Papers are due!  Registration forms are due.  We went to the lab to complete a very casual reflective writing assignment "Metacognitive Writing."  (Pick up an instruction page.)  Whatever time remained was given to work on the reading homework -- to read through p.159 by the start of class on Tuesday.  Plan out your time management to make this a small amount over time -- it should be just a moderate amount of work.  ; )

World History

7th hour -- papers were returned as detailed yesterday (for 3rd hour yesterday).  We finished the claim/evidence (circles page) for the textbook excerpt and we discussed that identifying the thesis is nearly impossible, because there isn't one.  The intro leads us down one path, but the subheadings and text structure point to something else.  K-12 HISTORY textbooks, sadly, fail to stake expert claims.  They just give a lot of information without a framework or perspective.  SO, let's use the examples, evidence (details!) for our EQ and CQ pages, now...we can at least get that much from it.  ; )  Now that we all have back our Communal EQ writing (end-of-unit paragraphs), let's finish the E.Q. part on the Communal Unit-Closure Work Pages (see a reliable classmate to edit your paper for any additional key ideas we discussed that you may not yet have on yours.)  

U.S.

We continued our "big review activity" as detailed thoroughly yesterday.  For HOMEWORK -- you need to FINISH by Monday EITHER adding picture notes to the non-circled items on the UCWP ...OR finish transferring the circled items to the color/map page and adding picture notes to that.  

KCC

Reading day -- as detailed yesterday.  Be sure to bring in the completed KCC registration forms tomorrow.  Also due tomorrow is your first end-of-unit argumentative essay -- in hard copy to me at the start of class and also already submitted digitally on turnitin.com.  We'll do a different activity for the first half of class tomorrow, and then have the second half to work toward the homework goal for Monday to have read through the end of page 153.  We need to have read by Tuesday through the end of p.159, also as homework; we'll have other in-class activities on Monday.

World History

We finished our analyses of Benner's article -- collected for a score.  We then began a new claim/evidence analysis page (circles) for a few pages about Ancient Hebrews excerpted from a textbook -- to be finished in class tomorrow.  The end-of-unit argumentative (E.Q.) writing (paragraphs) were returned to the students with scores and a lot of feedback to help in growth for the next step.  Record the score on your Skills Tracking Page, read over the feedback carefully, dialogue with me over the parts where you need some one-on-one, oral work to come to good clarify, and then file it with your "Writing" papers.  (You can and should look at this old writing and feedback write before you begin preparing to write the next time!)  ; )

U.S. History

We're going to back up and do some intensive review and study guide (final exam) prep on the last unit before going any further with the current one.  On the far left side of a blank sheet of paper, trace the map of the colonies from p.57 in the textbook, including the OUTLINEs of each colony and label each with the colony name.  Also, use p.32 to mark and label Jamestown and Plymouth.  Next, using colored pencil, lightly color in the southern colonies in one color (Georgia, the Carolinas, Virginia, and Maryland).  Shade in the middle colonies in another color (Delaware, Pennsylvania, New Jersey, and New York).  Do likewise (new color) for the norther colonies ("New England") (the remaining 4).  We will log in details about each of the three regions onto this page from our UCWP; so, use your three map shading colors to divide the page into three sections -- a top 1/3, middle 1/3, and bottom 1/3, outlining each box in the corresponding color.  Now, transfer (rewrite) the following items from the UCWP into the correct region box on the map/color page:  Chesapeake, Jamestown, Virginia Company, New England, Plymouth, Pilgrims, Mayflower Compact, Puritans, Massachusetts Bay Company, The Great Migration, "What the Crash Course Team..."gender equality info, Regional differences..., "While there are some useful, general trends..." info about reasons for colonization in different regions, and under "Key Dates," the dates and related info for 1607, 1620, the added item of 1630, and 1643.

Next step is to add "picture notes" to all of the items transferred onto the map/color page as well as to the remaining items back on the UCWP.  These are just quick, easy, simple sketches that create a useful memory trick for remembering the meaning AND importance of each note item.  For example, next to the term "Exploration," I might draw a boat, a Hersheys' kiss (chocolate from Americas) and a cross (Christianity from Europe), and a circle/slash "No" sign over the words "human rights" to indicate that those rights were often violated.  The many students who are visual learners will benefit from studying with pictures alongside the written information, and ALL students benefit from the PROCESS of deciding what silly pictures to use -- it requires understanding the information (!) as well as spending time with the information.

We will continue this in class tomorrow.

KCC

We filled out the class registration forms for KCC for both semesters.  Reminder that the argumentative essays are due at the start of class Friday -- hard copy AND via turnitin.com  We'll do unit wrap-up work Friday and Monday.  For now, while you're still focused at night on the papers we'll keep it low-key during class with time given for a head-start on the core text reading for the new unit.  We set up our new E.Q. and C.Q. pages and then began reading on pp.128 and go until the bell.  We'll have more reading time in class tomorrow and some on Friday...

World History

We pulled facts from the video analysis work page onto our E.Q. page and curiosities onto our C.Q. page.  We then began our first case study for Agri-culture -- the Ancient Hebrews.  A map was provided and discussed.  Then, students began and nearly finished a Claim/Evidence work page for a reading packet by Benner -- to be finished in class tomorrow and collected to be scored.

U.S.

We finished editing our Context/Lens work pages from yesterday -- finish for homework as needed.  Pull facts from the work page onto your E.Q. page and curiosities onto your C.Q. page.  We then did some review questions and discussion from the first unit Unit-Closure Work Page and some from the work pages from this current unit that we just finished editing/discussing.

KCC

The third and final in-class writing day.  Tomorrow we'll move on to new work in class.  The papers need to be finished for homework -- due at the start of class time on Friday.  Be sure to have a hard copy print-out ready to hand to me on Friday and also be sure that you have already submitted it electronically via turnitin.com (see instruction handout).

World History

We finished our claim/evidence analysis of the video "From Hunter-Gatherers to Farmers" (see me to schedule a time to make up the video).  Students then edited their papers by use of my key on the SMARTboard and much discussion.  This was a practice round in terms of the skill, but the content is not "practice" -- be sure to make up the work.

U.S.

We finished the Meacham analysis.  If you need more time, see me TODAY to schedule a work time.  In 5th hour, students pulled EQ items from the Kammen analysis work page -- we forgot to do this last week.  In all classes, we began to edit our Context/Lens work packet (returned to students today with scores), by reading aloud the text material and pausing along the way to edit answers.  This way, those who struggled with the assignment are participating in a group modeling of the work process so as to be in more confident shape for the next time we perform this same type of reading skill.  It is critical that all students edit carefully their answers, as the content is also important.  This will be finished in class tomorrow.

KCC

Writing day!  (Tomorrow will be our last in-class work day for the papers.)

World History

We finished pulling E.Q. notes and C.Q. questions from the Economist excerpt from Friday.  We then read through and discussed the "Outline of Popular Details -- Ag handout."  Pull out a lot from the top 1/2 of the page for E.Q. notes to use in your writing later, and then, pull out 2-4 interesting-sounding cultures from the rest of the handout as possible topics for your C.Q. page.  We then began work on an Audio-Visual (video) Claim/Evidence work page ("circles page") with the aid of a 1/2-sheet of instructions ("Claim/Evidence Tricks") and me giving them some pointers when pausing the film a few times.  This work will be continued in class tomorrow.

U.S.

We reviewed the 1/2-sheet "Claim/Evidence Tricks" and then got back to work on the Meacham article analysis.  Students were reminded and invited to make good use of the dictionaries and to see me whenever they needed any bit of help with getting "unstuck" on word meaning, discerning a sentence, or clarity/validation on their work on their papers.  We'll finish this in class tomorrow.

KCC

Writing day.  FINISH your planning, highlighting, and organization before you log into the computer, as you want your essay to hit the 3.0 target by being clearly structured with decisive answers and an organized format.  We'll be back in the lab on Monday and Tuesday to continue this work. The finished essays will be printed and submitted to me in hard copy form as well as submitted via turnitin (see handout).

World History

Page 2 of the UCWP was distributed and worked on collaboratively -- finish for homework as needed.  (I failed to copy correctly, and page 2 was missing from the packet yesterday.)  We then began our "Agri-culture" unit -- see a reliable classmate for adding a note to our Mental Map Timeline, to set up our new E.Q page, and then catch up in class Monday with adding EQ notes from the 1-paragraph excerpt from an article in the Economist (handout).

U.S.

We discussed the Kammen piece.  In first hour, we went through some sentences to practice how "breaking it down" looks and feels -- that it is attacking and picking apart the text in small doses with dictionaries, access to the teacher with questions, time, tenacity, and patience.  In all hours students edited their papers according to my key on the SMARTboard and we discussed the process for the skill as well as the content of the actual article.  Add notes to your CQ and EQ pages.  We then began a new reading claim and evidence work page for Jon Meacham's "God and the Founders" -- this is individual, scored work -- to be finished in class on Monday.

KCC

Students finished sharing their research and then we prepared to write  ("Writing Tutorial;" analyze notes, discern themes, and color code; read carefully the criteria on the score sheet -- see a reliable classmate or me to go through the discussion on these items.)  Next step -- use your chosen themes and organized/coded notes to write -- continued in class tomorrow and Friday.  The papers will be submitted in hard copy form and on "Turn It In."

World

7th hour went to the lab to finish the writing work.  The Argumentative Writing is due today, in class unless specific arrangements are made with me otherwise.  If needed, finish the metacognitive writing as homework and submit tomorrow.  In ALL HOURS we worked on our Communal "Unit-Closure Work Pages" -- to be finished in class tomorrow.  (This helps reinforce in one place the big ideas from the unit and will also serve as study guide for the final exam.)

U.S.

We continued our group work on the analysis of the Kammen article.  Use your 1/2-sheet of tips and tricks, and keep scratch paper handy for scribbling terms and definitions as needed while reading -- to aid your comprehension for sentences that have a lot of tricky vocab all at once.  We'll discuss the analysis further tomorrow before students embark on a scored, individual analysis of a different article.

KCC

Students presented their research -- to be finished tomorrow.  Then, we'll begin preparing to write -- have your EQ notes pages handy!