World History

We set up our new C.Q. page for the next unit -- Urban Empires -- so as to have it ready for use tomorrow's drop-in lesson with a substitute teacher, "Bizarre Foods; Cuba" episode.  We then used the rest of the class time to finish the E.Q. writing.  On Friday students will finish the editing process and do/complete the metacognitive writing -- both of which are due on Monday.  (The EQ writing must also be submitted to turnitin.com.)

U.S. History

We set up our E.Q. and C.Q. pages for the next unit -- Turn of the Century, as you'll need to use them for the rearranged order of lessons to accommodate instruction from a substitute teacher in my absence tomorrow.  The new E.Q. is "Who were we at the turn of the century?"  Back to our progress with finalizing the current unit (Civil War Era) -- finish working collaboratively on the UCWP to review big ideas prior to our writing that will begin on Friday.  (The UCWP is a significant piece of the final exam study guide, also.)  Finish the UCWP for homework between now and Friday if not finished in class today.

KCC

Writing day.  We'll have another in-class day tomorrow, but will move on to the new unit for our in-class studies on Thursday.  The essays will be finished for homework after tomorrow and they will be due on Monday, when the Metacognitive writing is also due.

World History

Writing!  Find and revisit your "Writing Notes to Self" page and the "Edit My Writing Now" handout, then decide upon which of the 2 essential questions for this unit on which you will write.  Looking over your long list of detailed examples, decide what 2, 3, or 4 groups your evidence could be arranged into and use those categories (2-4 big ideas) for your thesis statement.  Use the above-mentioned papers and the new score sheet (same criteria as in the past) to work through the development of the rest of your argumentative paragraph.  See me during this work for feedback and guidance as needed.  We'll have another writing day during class tomorrow.

U.S. History

Research is due today!  The Sojourner Truth A/V Claim & Evidence work and the Hortons' Reading Claim & Evidence work were returned with scores for students to chart, edit, and discuss.  Students then began collaborative work to complete the Unit-Closure Work Packet...to be completed in class tomorrow (and after that for homework as needed).  If tomorrow's a busy night for you, consider working on it some this evening.

KCC

The scored Hortons wp and Sojourner Truth wp were returned, charted, and edited.  Students used them, then, to complete the UCWP #s 12 & 13.  Writing time!  Tomorrow will be the last in-class writing day for this essay, which is due at the start of class Friday.

World History

Finish and review the Unit-Closure Work Packet!  Tomorrow we embark on our end-of-unit, argumentative writing on the E.Q.s  ; )

U.S. History

Research time -- add today's 45 minutes of focused research to the 30 minutes from Friday, and the read-and-highlighted articles you submit tomorrow (from expert sources!) should evidence 75 minutes of time on task! ; )

KCC

Writing!  Remember to use your "Notes to Self" that contains your individualized list from feedback on past writings, your "Edit" pg., and the score sheet.  We'll have in-class writing time on Monday and Tuesday, and after that the essays need to be completed for homework -- due at the start of class next Friday.

World History

We finished and reviewed the UCWP from yesterday -- in collaborative groups and then did a whole-class structured review.

U.S. History

Student self-assessments were given to them to use one more time by putting "+" marks to the RIGHT of ever bullet point (subskill) at which they are confidently performing well.  Students were asked to think about any items not yet "+-marked" and to talk with me today in class or during Advisory for any spots where they need or want even the least bit of assistance (with tips on skills, with organization, etc.)  Chromebooks were assigned and students recorded their numbers for future use; we also followed a quick link to align their personal school Google accounts to print to lab 212.  The remaining time was given for Curiosity Research -- by the end of Monday it will be 75 total minutes of time-on-task research, which should be obviously reflected in the quantity of material turned in on Tuesday.  Score sheets were distributed and discussed as criteria review.

KCC

Research is due today.  Students worked collaboratively to finish the UCWP and then began organizing to write.  We'll work in class on the writing tomorrow, Monday, and Tuesday; the papers are due next Friday.  (We'll begin our next unit of study in class on Wednesday.)

World History

Research is due today.  Students worked collaboratively on the new Unit-Closure Work Pages that were distributed.  This should give some good review prior to writing and will also serve as a critical piece of the final exam study guide.  

U.S. History

We finished the "Johson to Arthur" episode of "The Presidents."  (Avail. on You tube...made by the History Channel.) EQ, CQ, and Political Parties note pages!  ; )

KCC

Research is due tomorrow.  Reading is due next Wed (instead of this Friday).  Students worked collaboratively on the UCWP -- to be finished in class tomorrow (not homework).

World History

Research day (details posted yesterday) -- due first thing tomorrow.

U.S. History

We continued our screening of the History Channel's The Presidents with note-taking as detailed yesterday -- today we viewed the rest of the "Taylor-to-Lincoln" episode, and in 1st and 2nd hours we viewed 11 minutes into the "Andrew Johnson to Arthur" episode -- to be finished in class tomorrow.  (And then researching, UCWP, and writing!)  ; )

KCC

Students used Chromebooks in the classroom to do their Curiosity Research.  We'll have other work to do in class tomorrow. however, the research is not due until Thursday to allow time to finish at home as needed.  NOTE: the homework reading that was assigned to be due for this Friday is now due, instead, next Wednesday.  (That way you aren't burdened with a reading-ahead assignment on the next unit during the evenings that we're working on our writing assessment.)

World History

Students did an informal "quiz" as a point of review, interest, and conversation -- can you name the religions depicted in the 8 posters on the bulletin board?  Can you identify all of the religions in the PSA -- if you were absent, email me and I'll reply with a Google share of the 1-minute video.  Students also self-assessed their confidence and performance levels on the individual parts for each of our six history skills -- this go around, put a "+" sign to the RIGHT of each bullet-point item that you do well already.  Then, think about any items on which you might not yet being doing as well and decide which of them would be better with some one-on-one talk with me, and please see me during class or Advisory.  I'd love to help you out!  [For items that just need a little boost in individual motivation/effort, let's get going!  ; )  ]  Students selected a Chromebook for in-class use and reported the number -- you'll use the exact same Chromebook every time we use them in my room.  Research score sheets, a review of the criteria aloud in different words, and reminder to use the highlighted helper page...Tomorrow we'll spend 45 minutes time-on-task, focused exclusively on the research performances for a skill score.

U.S. History

We added notes onto our E.Q. pages of three of the biggest challenges faced by African-Americans immediately post-civil war AND the list of 5 of the biggest challenges still facing blacks 100 years later in the 1960s (see a reliable classmate to copy these notes).  We watched a 3-min video about Lincoln-IL connections (email me and I'll reply with a Google share of it) -- add to your C.Q. page, and do the same with the Lincoln-Watseka connections article.  Add to your E.Q., C.Q., and Presidents' Political parties packet while viewing from You tube the History Channel's "The  Presidents" video series -- the first 22 minutes of the "Taylor to Lincoln" episode -- to be finished in class tomorrow.

KCC

Students collaborated on their at-home reading-notes for the Turn of the Century Unit.  New assignment -- pp.524-551 due next Friday.  We read Jourdon Anderson's letter for our E.Q. and C.Q. pages, discussed the core issues identified for free black post civil war were the same issues about which civil rights activists (MLK, etc.) marched 100 years later.  We looked at some images on the SMARTboard with casual commentary from me about IL-Lincoln connections (debate sites, Springfield -- especially his presidential museum), and we read an article about Lincoln-Watseka connections, also. ; )  

World History

We finished Fordson and then collaborated in small groups for our E.Q. pages. 

U.S. History

We did an A/V Claim /Evidence ("circles page") for Sojourner Truth's speech "Ain't I a Woman?"  See me to set up a time to do this assessment.  We then read Jourdon Anderson's letter for our E.Q. and C.Q. pages.  

KCC

See U.S. post, and THEN....we did a scored A/V Claim and Evidence page on a speech reenactment (Sojourner Truth's "Ain't I a Woman")  -- see me to set up a time to make up this assessment.

World History

Fordson continued -- 3rd hour 14:10-51:02; 5th hour 23:12-1:00:17.  

U.S. History

2nd hour viewed the 3-minute video noted on yesterday's blog post.  All classes read the quick, underlined portions of four already-short articles and collaborated to pull accurate, key points of evidence onto their E.Q. pages.  In 1st hour we also viewed the map of active hate groups in the U.S. via the Southern Poverty Law Center as a point of reference to cause-effect connections to today...sadly.

KCC

See U.S. History post!  Also, reminder -- homework reading and note-taking is due Friday. ; )

World History

Bhagavad Gita Context & Lens was returned for students to chart, discuss, and edit.  We discussed as a whole class the primary source text for the religion of Islam.  We then began screening the documentary "Fordson: Faith, Fasting, & Football" while adding to our E.Q. and C.Q. pages.

U.S. History

Students finished the scored analysis of the Hortons' scholarly essay, "Call Me Mister."  We watched a 3-min video about the history and implications of the Klu Klux Klan while adding relevant notes to our Essential Question (immediate push-back following conclusion of Civil War and passage of the 13th Amendment): http://www.history.com/topics/ku-klux-klan. Students then worked in groups to pull more E.Q. points from the already-underlined critical portions of some short articles -- see your group in class tomorrow to get caught up with the article and to continue with the remaining three.

KCC

See U.S. post ; )

World History

In 5th hour we finished the Islam slideshow for "Basic Notes." In both hours we completed the primary source close read of the Islamic text excerpts from the Koran/Q'uran -- students will collaborate in groups to edit pages as needed and then we'll have a casual, whole-class discussion/clarification session.

U.S. History

We continued our work on the Hortons' article -- to be finished in class tomorrow.  If you were absent, be sure to see me to schedule a time to make up this scored assessment.

KCC

"Linclon" Context & Lens (scored) was returned and edited.  We viewed the 13th Amendment image on the SMARTboad, and then began addressing "Now what?" historically with an analysis of the Hortons' essay "Call Me Mister" -- a scored assessment to be finished in class tomorrow.

World History

We finished the PBS video section from Friday -- "The Messenger" portion (avail. on Youtube) while recording notes on the outline provided.  We then added to our "Basic Notes" page "Islam Basic Notes" from my slideshow and discussion; if you were absent, email me and I'll respond with a Google share of the slideshow.  

U.S. History

Socratic score sheets were returned to students, and we held follow-up discussion from their scored discussion (for me to clear up muddy spots of content where needed).  The "Lincoln" context & lens papers (scored) were returned, discussed, and edited.  Students collaborated in their small groups to pull relevant notes from their two sets of movie notes onto their E.Q. pages.  We viewed an image of the original 13th Amendment (courtesy National Archives) and to address the obvious historical question of "now what?" we began an article analysis of the Hortons' "Call Me Mister" -- this individual, scored work must be done with me in the classroom.  If you've been absent, see me to set up a time to make up this work.  ...to be finished in class tomorrow...

KCC

We finished screening Lincoln and then discussed it as a class, including additional details I provided from my outside research.  Students then collaborated to add to their E.Q. notes from their notes on the two films. Remember to chip away at the homework reading! ; )

World History

In 3rd hour we stepped back to the E.Q.s to push for further clarification and to rework all of your current E.Q. notes for accuracy and clarity.  More examples were provided and small-group help with the teacher available.  Islam: Empire of Faith by PBS (available on you tube) -- we viewed while check-marking the outline notes page and adding notes into the white space provided in that outline -- 3rd hour watched through 50:03, and 5th hour through 40:04.

U.S. History

In 2nd and 6th hours we continued and completed our Socratic discussion from yesterday.  In all hours I did some post-discussion clarification on content as needed -- to be added to movie notes pages and/or to C.Q. pages as relevant for research day.  Student collaborated to pull E.Q.-relevant ideas and specific examples from the movie notes pages onto their E.Q. pages.  In 1st hour the Lincoln Context/Lens work was returned, charted, discussed, and edited.

KCC

"Lincoln" (1:23:00-2:09:35)

World History

In 5th hour we discussed the work page for the Christianity primary source close-read and then students collaborated to add notes to their E.Q.s  In 3rd hour we began viewing-for-information on our 5th world religion, Islam, with a viewing outline/notes page -- to be finished in class tomorrow.

U.S. History

Socratic discussion over "12 Years a Slave" and "Lincoln."  If you were absent, pick up a make-up work page from the tray at the side of the room.

KCC

"Lincoln" 38:46-1:23:00.

World History

We finished our note-taking from the Christianity slideshow and then completed the "Christianity Close-Read" work page -- pick up a work page and the accompanying context packet and primary source page.  Check in with a classmate for the accuracy of your answers once completed (we discussed in class) and to collaborate on the E.Q.s

U.S. History

We finished screening "Lincoln" -- have notes and your "12 Years a Slave" notes ready for tomorrow's scored Socratic discussion. 

KCC

To keep a healthy pace and not be overwhelmed with reading next unit, we set up our Turn of the Century E.Q. page (Who were we at the turn of the century?) and will begin our at-home reading for that next unit while we continue in our class time to explore the current Civil War unit.  HW reading: pp.494-523 due next Friday (2/17).  In class we set up our viewing notes page for "Lincoln" and screened the first 38 minutes of the film -- to be continued in class over the next few days.

World History

Read pp.218-219 to take notes on Christianity. If you were absent, also email me and I'll reply with a Google share of the Christianity slideshow for more note-taking.  

U.S. History

"Lincoln" -- finished in 1st hour, to be finished tomorrow in hours 2 & 6.  Socratic discussion over "12 Years a Slave" and "Lincoln" will be held on Thursday.

KCC

The Catton Reading Claim & Evidence work was returned, charted, edited, and discussed.  Students finished their scored Context & Lens work on "Lincoln" -- passes for Advisory to finish as needed.  Tomorrow we'll begin screening the film!  ; )

World History

We added to our "Judaism Basic Notes" from a slideshow presentation.  (Remember that we already read an excerpt of Judaic primary source information, Deuteronomy, when we studied the Ancient Hebrews and Jews earlier in the year for our Ag and then Urban units.)  We began "Christianity Basic Notes" while reading pp.218-219 -- to be finished in class tomorrow.

U.S. History

We continued "Lincoln" -- 1st hour through 1:46:16, 2nd hour through 1:22:16, and 6th hour through 57:55.

KCC

We finished our discussion of "12 Years a Slave" and then began a scored Context & Lens skill performance in preparation for the film "Lincoln."  

World History

We began our study of Judaism as a world religion with some note-taking on our "Basic Notes" page -- create a subheading "Judaism Basic Notes" and record bullet-point notes from reading pp.226-227 in the World History textbook.  (5th hour also finished screening Bizarre Foods Japan episode...they were a partial day behind due to SMARTboard bulb burn-out.)  

U.S. History

We continued our note-taking (see reliable classmate for the three categories) from the film "Lincoln" in preparation for a scored Socratic discussion that will be held next week.  We'll continue the film and notes Monday...  In 1st hour we viewed through the first hour and four minutes, 2nd hour through 52:52, and 6th hour through 45:00.

KCC

We viewed the following scenes from "12 Years A Slave" while continuing with our notes: scene 27 to the letter burning, scene 31 to being tied to the post (very graphic after that point), and scene 34 to the end.  We discussed the notes and observations informally (not scored), but connecting to E.Q. and C.Q. pages. ; )  I also shared images of the actress Lupita Nyong'o in character as Patsy and out of character, as herself as a point of conversation about perceptions about human beings, what affects those perceptions, and what is the impact because of those perceptions.

World History

We finished our Socratic discussion from yesterday and then revisited/finished the drop-in lesson began last week when the Accuplacer KCC testing was taking place -- "Bizarre Foods: Japan" episode.  (Tomorrow we'll jump back into our studies of world religions, going on to the topic of Judaism.)

U.S. History

Students finished the Lincoln Context & Lens scored skill assessment -- for those who need more time, they are to come in during Advisory tomorrow to complete the work.  We set up our "Lincoln" viewing notes and began our screening of the film.  1st hour watched to 32:25, 2nd hour watched to   14:56, and 6th hour did not yet begin (as we are a day behind due to the SIP-day schedule yesterday).

KCC

We finished our casual follow-up (and adding to CQ page) from the Socratic discussion and score sheets were distributed.  We began work with the film "12 Years a Slave" -- recording a few context notes from the board and then taking notes onto a new handout while viewing select clips.  So far, we've screened scene #8 to where the wagon is arriving at the plantation and scene #12 to where the lady walks away on the upper porch balcony...more tomorrow.

World History

We had our scored Socratic discussion on Buddhism today (the primary source notes, the basic notes, your E.Q. connections, and curiosity questions).  If you were absent, pick up a Socratic make-up work sheet from the tray at the side of the classroom.

U.S. History

We finished the scored Context & Lens work on the film and case study of "Lincoln."  If you were absent, see me to set up a time to complete this assessment; if you were here, but need more time, plan to come in to my room to finish this work during Advisory on Thursday.  ; )  

KCC

We continued and finished the Socratic discussion that was begun last Thursday.  Some follow-up, casual discussion led by Mrs. C followed w/ some potential C.Q. research ideas on the SMARTboard.

World History

Finish the Buddhism readings (parts I, II, and III) and record notes and questions onto the work page provided -- this will be the focus of our scored Socratic discussion tomorrow.

U.S. History

We finished viewing the following from "12 Years a Slave": scene 27 to the burning of the letter; scene 31 to where Patsy is tied to the post (to watch past this is VERY graphic); and scene 34 to where Solomon's wagon is rolling well down the lane.  Be sure to record many notes and reflections.  Also, add to your paper a note of which part of the film that we viewed was the most thought-provoking for you and why (bullet-point notes is fine).  Finally, email me and I will reply with an attachment of a slide of images that shows Patsy and also shows the actress Lupita Nyong'o (not in character) so you can add deep-thinking notes of reflection about humanity, images, perceptions, and treatment of others.  KEEP this note page to use in our "12 Years a Slave" AND "Lincoln" Socratic discussion to be held next week.  We began individual, scored "Context & Lens" work on "Lincoln" -- to be finished in class tomorrow.  If you were absent, see me to set up a time to make up this assessment.  ; )

KCC

Students collaborated on their homework reading notes.  We swapped white books-- turning in the Part I book and receiving the Part II book (report in to me to receive a book and for me to record your book #).  Next HW assignment -- pp.438-466 due Monday.  Students finished their scored, in-class Reading Claim & Evidence work on Catton's "Hayfoot, Strawfoot!"  Remember to USE your 1/2-sheet of "Claim & Evidence Tricks."  

World History

We finished our case study work on the Dalai Lama -- in 3rd hour we watched the 8-minute video and in 5th hour we viewed the images and read over the quotes -- all via SMARTboard.  (Email me and I'll reply with the file as an attachment for you.)  For all of that work, add to your E.Q. and C.Q. pages!  In both hours students finished their work on the 3-part reading and note-page on Buddhism in preparation for the scored Socratic discussion that will take place tomorrow.  We also finished the final 5 slides of the Buddhism Basic Notes slideshow -- email me and I'll reply with a Google share of it.

U.S. History

We edited, discussed, self-scored (practice) and charted the "Hayfoot, Strawfoot!" claim & reading work.  Students collaborated to pull E.Q. notes and C.Q. questions from the article.  We then began our analysis of select clips from the film "12 Years a Slave" -- pick up a notes page and Human Rights handout for reference.  Copy onto the back side of the notes page the contextual info I provided via SMARTboard (see a reliable classmate).  We viewed Scene 8 through the wagon arriving at the big house an scene 12 through the plantation owner's wife on the porch, walking away.

FRIDAY -- KCC

If you were absent, see me to schedule a time to complete the scored Reading Claim & Evidence ("circles") work on the Catton article.  ; )

FRIDAY -- World History

Work on the "Socratic Discussion on Buddhism" work page, using the accompanying packet of 3 articles.  There will be some time given in class on Monday, and the scored discussion will be Tuesday.  

FRIDAY -- U.S. History

Catton's "Hayfoot, Strawfoot!" article -- "circles page" -- remember to make use of the 1/2-sheet "Claim & Evidence Tricks" to guide you or at least to use as a double-check before you tuck it away as "done."  ; )  Finish this for homework for Monday.

KCC

Socratic discussion over Lowen's Chapter 5.  Pick up a make-up sheet from the tray in the classroom if you were absent. 

World History

Students finished their scored work on the Bhagavad Gita excerpts and context -- Context & Lens score...See me to schedule a time to make up this work if you've been absent.  We began our "Buddhism Basic Notes" from an instructional slideshow and then from a series of quotes and a short video about/from the Dalai Lama.  Email me and I'll reply with a Google share of the sources.  In some hours students read a short article about the Dalai Lama accompanied with a map handout to show the location of Tibet.  (We'll come back to "Bizarre Foods: Japan" as a refresher/energy boost sometime next week.)

U.S. History

See a reliable classmate to "steal" some E.Q. ideas/notes from the Antietam video. ; )  We discussed together the John Brown case study notes -- be sure to talk through with a reliable classmate to make sure you have all of the important ideas as well as clarity about them.  Then, see what E.Q. relevant info you can pull from the case study onto your E.Q. page.  We read aloud together excerpts from the primary source of South Carolina's secession declaration -- pick up a copy and read through it.  See a reliable classmate for the short discussion we had about the primary cause of their secession and their legal argument.  Finally, I distributed the work page for our next Reading Claim & Evidence (that will be for an article by Catton) and encouraged the kids to USE their 1/2-sheet "Claim & Evidence Tricks" when doing the work during class tomorrow (when a sub will be here).  (Extra copies of the "Tricks" page were made available.)

KCC

Preparation for tomorrow's Socratic discussion over Lowen's chapter 5...

World History

Due to Accuplacer (KCC placement) testing today, we did a drop-in lesson w/ the Bizarre Foods episode about Japan.  Tomorrow we'll be back to our World Religions studies.

U.S. History

Due to Accuplacer (KCC placement) testing today, we did a supplemental lesson -- viewing the "Antietam" episode from 10 Days That Unexpectedly Changed America while adding to our C.Q. pages.  If you missed class, it will be enough for this activity, this time, to check in with a reliable classmate to see what were the key ideas from the film.

KCC

Collaborate on the homework notes.  New HW -- pp.467-493 due Monday.  Read and take notes (see note page handout) from excerpts from James Loewen's Chapter 5 in preparation for a Socratic discussion.  Discussion will be tomorrow or Thursday, depending on the timing of the KCC Accuplacer test.

World History

Pull E.Q. notes from your "Hinduism Basic Notes."  Students then began an individual, scored assessment -- Context & Lens about Hinduism's Bhagavad Gita.  See me to set up a time to make up this work.

U.S. History

Students finished their collaborative reading and note-taking from the excerpts from Loewen's Chapter 6 -- finish for homework if needed.  Also, pull relevant info onto the E.Q. page that can help with ideas and/or evidence for when it comes to be writing time later.  We will discuss the entire John Brown info (from both sources) casually (not formal Socratic) tomorrow or Thursday, depending on the timing of the Accuplacer testing for KCC.

KCC

HW reminder.  We finished our 2 times of viewing Crash Course U.S. History: Civil War Part II.  We then read aloud together from the primary source of South Carolina's document of secession.

World History

Add to Hinduism Basic Notes from my slideshow and accompanying discussion (if absent, email me and I'll reply with a Google share of the slideshow -- and then see me or a reliable classmate for any clarity you need).  Add to notes, also, from the Amma article and Ganesh handout (images of each were made available on the SMARTboard and some discussion of some of the many symbols on the Ganesh images were discussed).

U.S. History

We finished the last bit of the "Gold Rush" DVD episode while adding CQs.  We then returned to our case study of John Brown from Thursday -- finish reading excerpts from the children's book while recording bullet-point factual notes and questions onto the handout.  Students then worked in collaborative groups to pull notes from James Loewen's chapter 6 on John Brown -- record these notes on the back side of the handout...Heading it "James Loewen, Ch. 6" -- to be finished in class tomorrow.

FRIDAY -- KCC

Collaborate on themes from your textbook homework reading & notes.  Begin work on the next hw reading/notes assignment -- pp.438-466 -- due Tuesday.

FRIDAY -- World History

Students read the information on the back side of the world religions map handout that was distributed Thursday.  Set up a note page titled "Hinduism Basic Notes" and record bullet-point factual notes from pp.222-223 in the World History textbook.  Review the symbols work page -- symbol-religion matches and the names and meanings of the symbols.

FRIDAY -- U.S. History

Students recorded C.Q.s while viewing the episode "Gold Rush" -- to be finished in class on Monday.  

KCC

Students finished the work page on the Quindlen article and then we discussed through the entire process and answers together, distributing fresh copies of the "Claim & Evidence Tricks" helper page.  As always, see me for one-on-one help that will make the learning quicker and easier for you if the methods used so far in whole-class instruction haven't yet gotten you, personally, to where you want to be with your skills performances. ; )  Students then took E.Q. notes from Crash Course U.S. History: Civil War Part II.  Reminder: HW reading and note-taking is due tomorrow; be sure to keep up with the reading so to be in line with your comprehension and being ready for the end-of-unit writing.  Remember the speed-read strategies we discussed at the start of first semester and please see me in Advisory if you'd like any further, individualized help with this.  

World History

We discussed the symbols page with corrective note-taking.  A map handout was distributed and discussed.

U.S. History

We took E.Q. notes from Crash Course U.S. History: Civil War Part II.  We then moved on to using the story of John Brown as a case study in the abolition movement and the concept of historiography -- pick up a note page and a reading packet -- to be finished in class tomorrow.

KCC

HW reminder (reading & notes due Friday).  We viewed "Crash Course U.S. History #20" (Civil War Part I) for E.Q. notes (and CQs as relevant).  Students then began Claim/Evidence work (circles page) on the Quindlen article about Mary Todd Lincoln -- practice on the skill with a shorter article while extracting unit-relevant information.  We'll finish the article in class tomorrow, go over answers, and discuss how/where the answers were found.

World History

We finished setting up our E.Q. and C.Q. pages (see a reliable classmate).  I took students through a slideshow of quotes from different religions and philosophies w/ an image clue to have them guess the religion/philosophy just as a hook to get them into the unit while also seeing both the diversity and the commonality between the belief systems.  A new Outline on Popular Details was provided (which will be valuable also at UCWP time); for today read through all of it and see what piques your curiosity -- add it to your CQ page.  Finally, we began collaborative work with the symbols work page.  Pick up a paper and have your group catch you up with what they've done so far -- to be finished in class tomorrow.

U.S. History

We finished our exam review (and note-taking to put with our study materials) to be helpful in May.  We continued our Civil War studies that were just barely begun prior to the exam...We set up our E.Q. and C.Q. pages (see a reliable classmate for set up).  The scored A/V Claim & Evidence (Crash Course circles) and Reading Claim & Evidence (Quindlen circles) were returned to the students; these scores were on 1st semester.  Please edit your thesis answers and then pull from them anything that helps to answer the E.Q. on the new E.Q. page.  

KCC

Homework -- read pp.408-437 and take notes on our new E.Q. page (Why was the Civil War significant?) -- due Friday.  Metacognitive essays (w/ helpful feedback) and Argumentative essays (scored w/ feedback and invite to do writers' conferences) were returned to the students.  Time was provided in class to seek one-on-one help with regard to writings and/or to begin work on the reading homework.  We also revisited the History's Habits of Mind to informally consider what we've learned first semester with regard to the list and to seek further clarity on any items on the list as needed.  I also discussed with students about historiographic essays and how our "circles" pages are the first step (high-school/undergrad step) in that chain of learning and honing of history skills.  

U.S. History

Students set up a new note page they titled "Finals" onto which they made notes as needed as we reviewed the content of the final exam.  Hook this onto your packet of study materials as another review and clarifying item, and keep your study materials in a safe place to use, again, for the final exam in May -- that exam will be cumulative.

World History

Students set up a new note page they titled "Finals" onto which they made notes as needed as we reviewed the content of the final exam.  Hook this onto your packet of study materials as another review and clarifying item, and keep your study materials in a safe place to use, again, for the final exam in May -- that exam will be cumulative.  We checked in on our Mental Map Timeline and discussed why the World Religions unit is placed at this time in our curriculum and clarification was given that this topic is essential to understanding urban and imperial human history; it is an academic study of the basic content of major world religions.  (Individual philosophies and spiritual beliefs are personal prerogatives for each student, and that right and freedom is respected as a private matter and personal boundary.)  We set up our new E.Q. and C.Q. pages -- please collaborate with me or a reliable classmate for the set up and for the clarifying explanation on the E.Q.s 

KCC

Any remaining research make-up work and/or corrections/updates to turn in?  Any remaining make-up work and/or skills re-do work to turn in and/or to see me to set up times to finish?  Whole class -- EXAM PREP -- we did a review game.  Make sure to study well tonight!  We'll have our exam in the Library Lab; make sure you know your username and password for logging into the school computers AND for logging into your school Google accounts -- your exam answers will be entered into a Google form. ; )  (I checked in individually with a few students who need to rework some things in their recent argumentative essays and a few who need to do more writing to reach required page count.)

World History

3rd hour finished the Chavin video.  Any skills re-do work to turn in and/or to see me to set up times to finish?  Whole class -- EXAM PREP -- we did a review game.  Make sure to study well tonight!  We'll have our exam in the Library Lab; make sure you know your username and password for logging into the school computers AND for logging into your school Google accounts -- your exam answers will be entered into a Google form. ; )

U.S. History

Any remaining research make-up work and/or corrections/updates to turn in?  Any remaining make-up work on the Quindlen article (Mary Todd "circles pages") and/or Crash Course Civil War "circles pages"?  Any skills re-do work to turn in and/or to see me to set up times to finish?  Whole class -- EXAM PREP -- we did a review game.  Make sure to study well tonight!  We'll have our exam in the Library Lab; make sure you know your username and password for logging into the school computers AND for logging into your school Google accounts -- your exam answers will be entered into a Google form. ; )

KCC

Scored Curiosity Research was returned to the students today.  Students signed up for skills re-dos worked on those in class with the option, also, to get a pass to come in for more work time during Advisory.  The class period was made available for studying for the final exam.  ; )

World History

Homework focus for tonight: complete and study the Urban Unit-Closure Work Packet.  Students signed up for skills re-dos, please see me for a pass to come in during Advisory.  We screened the Chavin video while recording notes on a "circles" (Claim & Evidence) work page.  The info is needed for this unit -- for the final exam, but the skill for VIDEO (our first) is practice.  (Video on youtube: The History Channel's "Digging for Truth: The Real Temple of Doom."  (Please pick up a 1/2-sheet handout on the Chavin video and also the work page.)

U.S. History

Skills re-do time for those signed up...and, also, see me for a pass during Advisory if more time is needed.  In-class study time provided.  Homework for tonight -- study for the final exam! ; )  The scored curiosity research was returned to students today.

KCC

Both essays are due today!  Study time!  ; )

World History

I checked in with students who signed up for a skills re-do -- to set the work time and/or to provide the score sheet.  See me if you are one of these students, but who was absent today.  In all hours we finished the screening and note-taking on the Olmec video (email me and I'll reply with a Google share of the video.)  In 5th hour we read over a 1/2-sheet handout about the Chavin video and then began screening it (to 3:00) with a "circles page."  (This type of page for video is a new skill for us; so, this time the skill is for practice, but the information is not "practice" -- it is needed for the final.)   (Next semester we'll start taking scores on the "Audio-visual Claim & Evidence" skill.)  Homework tonight is to memorize thoroughly the Unit-Closure Work Packet from the Ag unit.