World History

Day 4 of 5 for research!  By the start of class Thursday all research should be completed as well as the reading of it and highlighting key points (phrases, sentences).  For subtopic #4 (Ethnocentrism), add these additional phrases and words that may be helpful in Googling, as the term ethnocentrism won't necessarily be used in every article, but rather, some synonyms):  disrespect for rivals, disrespect for enemies, discrimination, oppression, prejudice, and exclusion.

KCC

We continued our Socratic discussion, with group #1 having another turn in the discussion circled, followed, again, by group #2.  Chapter 19 reading and note-taking will be due next Friday (p.552, pp.556-561, & pp.569-577.  Collaborate with some peers about the themes emerging in Chapter 18, which is due today.

U.S. History

Context & Lens follow-up discussion (scoring and answers) and Socratic follow-up discussion (scores distributed and fact-check by me).  View Crash Course U.S. History #25 while taking thesis notes and evidence notes directly onto your E.Q. page -- get at least 15 minutes of work done on it and then we'll finish beyond that on Tuesday.

World History

Research day 3 of 5...remember to use your "Research Cheats" doc in Google Classroom for help with getting to the EXPERTS, and remember to maintain focus in your work during class time, as finding the rest of the information will now start to take more work and time (the obvious, easy-to-find stuff has, well, already been found by you in your first 2 days).  ; )

KCC

Socratic discussion today -- to be continued in class tomorrow...

U.S. History

Socratic discussion today!  If you were absent, see the "Socratic Replacement" assignment available in the "About" section of Google Classroom.

World History

Research day #2 of 5...Reminders of key instructions were provided via SMARTboard and with oral commentary.  Additionally, add this helpful clarifier to subtopic #3 (Institutions) on your doc:  "government/political power."

KCC

Ditto U.S. post ; )

U.S. History

Day 2 of 2 for reading Hilda's story -- "I Came a Stranger" -- Socratic discussion over it will be Wednesday (tomorrow!)  Remember to reread the "Socratic Cheats" document in Google Classroom for pointers on getting easy points in the discussion.  

World History

I checked in with students to confirm their research topics.  Reminder -- this is a project for our EMPIRES unit, and so, be sure you are focusing on the time period in which your chosen empire is, indeed, an empire (ie. if you're collecting information on the Roman Republic, that is not during the Roman Empire -- focus on the Roman EMPIRE) ; )  Additionally, reminder that this is a research score -- follow carefully the few, simple instructions posted in Google Classroom in the "Empires Research Work" document; to make this as easy for you as possible, it is posted so that each of you has your own copy...you can copy and paste your online research directly into that doc under each of the five categories.  You will have four more class days to conduct this research. 

KCC

See the U.S. post.  The only difference is that this class is not doing a Context & Lens work page, but instead has done a Reading Claim & Evidence on the scholarly essay "A Little Milk, A Little Honey."

U.S. History

Socratic discussion will be this Wednesday, and we'll be discussing the packet I Came A Stranger -- both the Context & Lens work (which will be scored and then returned at the very start of class on Wednesday) and most heavily the rest of the packet which is her actual story (Chapters 1-4 and a few very short excerpts of subsequent chapters).  To prepare this second, large, important piece, students are given today and tomorrow in class to read while recording story notes as well as their thoughts and questions while reading.  Borrow the packet to read for homework as needed.

World History

The writing is due today -- hard copy printout handed to me AND digital version submitted to turnitin.com.  We viewed select scenes of Monty Python and the Holy Grail as a humorous way to stir up some talking points about the Medieval era in Europe relative to other locations at that time and to other eras of that location -- see a reliable classmate for notes of clarification.  We set up our Empires E.Q. page (no C.Q. page this unit); the EQ is "Were urban empires advanced forms of civilization?"  Create two columns on this page -- one for "yes" examples and one for "no" nonexamples.  Finally, go into the Stream in Google Classroom to the 2nd item in the list to see instructions for selecting your empire research topic.

KCC

Excerpts of Chapter 18 reading (w/ note-taking) is due next Friday: p.524 - top of p.526, 533-537, 541-543, & 546-550.  A few minutes was given today for students to collaborate on themes they see emerging from Chapter 17.  Students then finished their scored Claim & Evidence assessment over the essay that was begun yesterday.  They can come in during Advisory today for more work time to finish this if needed.

U.S. History

Students finished the scored Context & Lens assessments -- if needed, they are welcome to come in during Advisory or to make other arrangements with me to have more time to finish beyond class today if needed.

World History

See returned scored research in Google Classroom.  Writing day -- be sure that by the time you arrive to class on Monday that you have 1. a hard copy printout of your writing ready to hand to me and 2. submitted it digitally to turnitin.com.

KCC

Students continued work on the scored Claim & Evidence essay analysis -- if you were absent, see me to set up a time to do this scored work.  Reminder -- Chapter 17 notes are due tomorrow.

U.S. History

15 minutes of class time was provided to finish the note-taking from "The Homestead Strike" video -- if you need more time than this, finish for homework.  We then began work on Context & Lens assessment for a score relevant to a turn-of-the-century immigrant memoir we will read excerpts from a bit later -- to be finished in class tomorrow.  If you were absent, see me to set up a time to make up the C&L assessment work.

World History

PSAT testing today!  7th hour did meet, and the time was provided as a bonus day to work on the writing.

KCC

We began a Claim & Evidence article analysis for a score -- if you were absent, see me to set up a time to make up this missed assessment work.  

U.S. History

The writing is due today -- hard copy printout to me and digital copy to turnitin.com.  We set up our new E.Q. and C.Q. pages for this next unit -- "Turn of the Century."  The E.Q. is "Who were we at the turn of the century?"  Then view the "Homestead Strike" episode of 10 Days that Unexpectedly Changed America while recording E.Q. notes and a few C.Q.s  (available in Google Classroom).

World History

Writing day 1 of 2!  Please be sure to enroll in the current class hour for turnitin.com if you switched hours at semester -- the codes for your current class hour are in the "About" section of Google Classroom.  Use the 5 writing instructions and helper documents found in the same section of Google Classroom, starting with "Thesis Themes work page."  Be sure to see me while writing if you want to talk through your ideas aloud and/or if you have any questions along the way.  Tomorrow is the PSAT for Sophomores and Friday will be our 2nd in-class writing day.  The paragraphs are due before the start of class Monday -- hard copy printout to hand to me AND digital copy submitted to turnitin.com.

KCC

We viewed the "Homestead Strike" episode of 10 Days that Unexpectedly Changed America while recording EQ notes and CQ questions.

U.S. History

See your returned research in Google Classroom.  Today is day 2 of writing -- finish for homework as needed.  By the start of class tomorrow it should already be submitted to turnitin.com and a hard copy printout ready to hand in to me.

World History

Research is due in Google Classroom today.  The class time was provided for students to work on the Unit-Closure Work Packet to help organize some of their thoughts before we write (tomorrow) and this will also serve as study guide for the final exam -- finish for homework as needed.

KCC

Writing is due today.  Digital copy should be submitted to turnitin.com and hard copy handed in to me.  We checked in our two books and checked out the next two books, set up our new E.Q. and C.Q. pages and began the reading and note-taking homework of Chapter 17 -- due by the start of class Fridya.  (For subsequent chapters, the reading will be reduced to select parts; Mrs. Cluver will let you know which parts when each new chapter is assigned.  If you like to read ahead for your own time management, just see me -- I'll be more than glad to let you know the assigned portions.)

U.S. History

We began our Essential Question end-of-unit argumentative writing -- see the instruction and helper pages in the About section of Google Classroom clustered together in a small section dedicated to writing.  Be sure to have the writing submitted to your CURRENT class period (not last semester's class hour) for turnitin.com AND also have a hard copy printout ready to hand in by the start of class on Wednesday.

World History

4th & 7th hours finished their Socratic discussion.  1st hour received their Socratic scores.  In all hours I shared some follow-up info/clarification as well as the thesis answer key for the Fordson film.  The remaining time was provided for students to continue their Curiosity Research, which is due before the start of class tomorrow in Google Classroom -- see instructions in the ABOUT sections of Google Classroom (entitled "Research Cheats.")

KCC

See your returned Research in Google Classroom.  Today is the final in-class writing day -- papers are due at class time Monday -- turnitin.com and highlighted hard copy.

U.S. History

Research was due before class time today -- in Google Classroom.  The Civil War Era Unit-Closure Work Packet was provided and class time provided for students to work collaboratively on this -- finish for homework as needed.  On Monday we begin the end-of-unit writing.

World History

The scored A/V Claim & Evidence work on Fordson was returned for the students to chart and to use in today's Socratic discussion, which is also over the two Essential Questions.  If you were absent, be sure to complete the Socratic Replacement work found in Google Classroom ("About" section).

KCC

Writing is due Monday...

U.S. History

1 hr. 15 minutes of focused research from expert sources is due in Google Classroom before class time tomorrow -- be sure to follow the instructions on the "Research Cheats" doc in Google Classroom.  ; )

World History

View the PSA and see how many world religions you can identify.  We also did a guessing/identifying contest with the 8 posters presently on display in the classroom.  Prepare for tomorrow's Socratic discussion -- be sure to have with you high quality (and good quantity) notes for EQ #1 and EQ #2, as those will be two of our three discussion topics.  The third item will be the Fordson film, and I'll return to you tomorrow your scored Fordson film analyses so that you'll have those notes in hand before the discussion begins.  Also to prepare -- this evening or tomorrow morning, reread the "Socratic Cheats" document found in Google Classroom.  We then spent 20 minutes today working on our new World Religions Curiosity Research -- open and read "Research Cheats" in Google Classroom for your instructions.  (We'll come back to the research for the full 45-ish minutes on Monday, and so, I'll be scoring on the expectation of a combined total of 65 minutes of focused research.  If you were absent, be sure to spend 20 minutes researching before Monday.)  

KCC

Writing -- day 1 of 2 in class -- due by class time Monday.  (Thursday is the practice ACT.)

U.S. History

Research day 2 of 2!  Yesterday afforded 30 minutes in class and today 45 minutes -- so, in terms of quantity, your work should reflect a full 1 hour and 15 minutes of focused research from expert sources.  REREAD the "Research Cheats" doc in Google Classroom (ABOUT section) for full instructions and submit the work in proper format in Google Classroom (assignment in the stream) before class time tomorrow. 

World History

We finished our analysis of "Fordson" -- if you were absent, see me to set up a time to make up this scored work.  (It will also be used in the Socratic discussion on Friday alongside the 2 EQs.)

KCC

Research is due today.  The Unit-Closure Work Packet was provided with class time to collaborate and get it finished ...finish for homework as needed.  Tomorrow we begin the writing!

U.S. History

Finish your viewing of "The President" as detailed over the past few days (add to EQ, CQ, & Pres. Pol. Parties packet).  Then use the Research Cheats doc in Google Classroom for instructions to begin your research for this unit...As for quantity, I'm looking for 1 hr 15 minutes focused time-on-task, as you have the class time remaining today after finishing the video and class time tomorrow.  Research is due before class time Thursday.

World History

The Urban writing was returned to students and time given to look over, make notes onto their "Writing Notes to Self" pages, and to ask questions/discuss.  We then continued our scored analysis of "Fordson" -- if you were absent, see me to set up a time to make up this missed work.

KCC

Research day 2 of 2 -- due in Google Classroom by class time tomorrow.

U.S. History

Continue the E.Q., C.Q., and Presidents' Political Parties work while finishing the episode of "The Presidents" from Thursday and then getting a large portion of the 2nd episode in as well -- to be finished in class tomorrow.

World History

We began our Audi-Visual Claim & Evidence work on the documentary "Fordson: Faith, Fasting, & Football" -- if you were absent, see me to set up a time to make up this work for this scored assessment. 

KCC

We finished the "The Presidents" documentary as review as detailed the past two days.  We then began working on our independent Curiosity Research -- today and Monday are our in-class days, and so it will be a college-level time-on-task expectation for quantity based on 80 minutes of total provided work time.  It is due in Google Classroom (see the CQ assignment in the Stream) by the start of class on Tuesday.  As always, boost your grade with some extra work outside the 80 minutes ; )

U.S. History

View the SPLC map, record the # of contemporary hate groups on your E.Q. page, and then take a few minutes to look the map over and determine if there are any CQs you'd like to add to that page.  Then, begin viewing the first 30 minutes of the first of the two "The Presidents" documentaries while 1. Adding to your EQ notes as needed during this chronological review of the extended Civil War era, 2. Add CQs, and 3. Add to your "Presidents' Political Parties" packet..to be continued in class on Monday.

World History

In 7th hour we finished the slideshow.  In all hours students completed the Islamic Primary Source reading with guide page, and then we discussed it.  We then began viewing the documentary "Fordson: Faith, Fasting, and Football" for a scored Audio-Visual Claim & Evidence -- if you were absent, see me to set up a time to make-up the work on this assessment...to be continued in class Monday.

KCC

We continued with the DVD notes through 38:05 -- to be finished tomorrow in class. 

U.S. History

I shared with the students a few artifacts found years ago in the old bus barn that relate to the Ku Klux Klan and also to the earliest days of women voting in IL -- students were invited to add CQs to their page for possible options on research day.  We also read, took notes, and discussed the short article about the Confederate battle flags, added notes that I shared with them about some basic history of Confederate monuments, and then we discussed Symbolic Interactionism with regard to symbols having multiple, strong meanings and the misunderstandings and conflict that can result.  Students then viewed the SLPC map of contemporary hate groups, recording the total number in their notes and then having a few minutes to look it over to see if their are some CQs to add to that page.  

World History

We finished the first 46 minutes of the "Origins of Islam" documentary while adding to our checklist note page.  We then took "Religion Basic Notes" from the Islam slideshow.

KCC

We viewed the rest of the documentary episode detailed yesterday and began the "Andrew Johnson to Arthur: 1865-1885" episode -- the first 10 minutes...to be finished in class tomorrow.

U.S. History

We continued some EQ note-taking on a number of short articles and quick videos about the Reconstruction era -- work toward equality and backlash against it:  3 very short video clips about the Ku Klux Klan, an article about the Confederate battle flags, a few notes about Confederate war monuments (see a reliable classmate), and discussion about symbolic interactionism and the various misunderstandings that can result, and also view the SLPC map of active hate groups (record the number for EQ and consider the other info as possible CQ).

World History

We completed our checklist-and-notes page for the 40 minutes of the PBS documentary "Islam: Empire of Faith."

KCC

We discussed the videos from Friday and I shared a few historical notes about Confederate monuments (see a reliable classmate) and then students viewed the SPLC map loaded on Google Classroom -- make note of the # of groups on your E.Q. page and feel free to add some specifics onto your CQ page for later research.  We then also discussed Symbolic Interactionism with regard to language use and visual symbols and how we all risk misunderstanding each other as well as being misunderstood.

U.S. History

We discussed the Hortons' article and added a note on our EQ page "See the Horton's article."  We then added some notes directly onto our E.Q. page...I shared a few facts from an article from VA Tech History Dept. (see a reliable classmate to copy these).

World History

We finished the note-taking from the Christianity slideshow.  Students then collaborated to determine 4-7 examples from Christianity for the essential questions -- add to your E.Q. page.  We then began our study of the fifth religion of our unit -- use the handout as checklist and to add additional notes into the blank spaces while viewing the first 10 minutes of the PBS documentary "Islam: Empire of Faith" (which covers the origins of the religion) -- to be continued in class tomorrow.

KCC

We finished reading and note-taking from the article about the CSA battle flags, and then we discussed it.  View the three very short videos about the unfortunate history of the KKK and take notes -- view the third one FIRST, and move your way up the list, watching to top post last/third.  

U.S. History

Finish annotating the reading from yesterday -- be prepared to discuss it on Monday.

World History

We did a close-read of a primary source from Christianity while completing a very short work page, and then we discussed it and edited our papers.  We then began taking notes from the Christianity slideshow with discussion -- to be finished in class on Monday.

KCC

Students finished reading the article about the two versions of Sojourner Truth's speech and then we discussed.  I then gave to them some info to add to their notes from a History.com article about Jefferson Davis post-war and from the Virginia Tech History Department about some major timeline events in the long era after the Civil War.  Students then began taking EQ notes from an easy CNN article about the Confederate battle flags -- to be finished in class tomorrow.

World History

Students finished taking notes from the Judaism slideshow.  Remember that we already read a primary source from Judaism when we studied the Ancient Hebrews as a Nomadic Pastoralist Agri-culture.  (We read an excerpt of Deuteronomy from the Torah.)  Students then collaborated to pull at least 5-6 total examples for the two E.Q.s specific to Judaism.

U.S. History

Students edited their Sojourner Truth thesis per answer key on the Smart Board and then we read and discussed to versions of her speech per an article handout.  We began our work to understand Reconstruction by way of the Hortons' essay "Call Me Mister" -- annotate as you read...to be finished in class tomorrow.

KCC

Ditto U.S., and also collaborate on Chapter 16 themes.

US History

The Lincoln C&L was returned -- chart your score, correct any incomplete or incorrect answers, and as always, see me if you have any questions.  The "The Other Lincoln" claim & evidence group work pages were returned (each student had their own copy), winning group announced and prizes awarded, and all students asked to edit their thesis per the answer key on the Smart Board.  We then did a practice round of the A/V Claim & Evidence skill on Alfre Woodard's rendition of Sojourner Truth's speech, "Ain't I A Woman?"  See a reliable classmate for the basic context & lens notes they wrote, and then use the video link for the claim & evidence analysis.  The answer reveal will be tomorrow.

World History

Hours 1 & 4 viewed the "Eastern Australia" episode of "Bizarre Foods" while adding some CQs to their pages.  Hour 7 got caught up from the early dismissal last Wednesday -- view the Dalai Lama slides, and watch the video found in the link on the last slide (8min.) while adding notes to your "Religion Basic Notes" page.  Then, look through all of your many Buddhism notes and pull a handful of E.Q. notes for E.Q. 1 and for E.Q. 2.  We then took notes from the Judaism slideshow on the "Religion Basic Notes" page -- to be finished in class tomorrow.

KCC

Ditto U.S.  ; )

U.S. History

Students were given time to finish their collaborative work on the article "The Other Lincoln."  CQs were added to the C.Q. page as we did a quick intro on a number of Lincoln-related topics and sources...that can be looked into in depth individually at research time.

World History

Reminder -- finish reading and note-taking on the Buddhism packet (4 Noble Truths, 8-Fold Path, and 2 examples from the sample chapters) and also the Dalai Lama packet.  I then shared a few images and quotes of the Dalai Lama and an 8-minute video -- add notes from these.  Students then collaborated to pull examples for EQ 1 and then EQ 2 regarding Buddhism.  Finally, we began our study of Judaism by note-taking from a slideshow with discussion.

KCC

Ditto U.S....

U.S. History

Students finished or nearly finished their collaborative C&E work on the article "The Other Lincoln" -- a few minutes will be given at the start of class tomorrow to finish.

World History

7th hour finished the Buddhism slideshow and notes.  In all hours students read the packet from 2 sources on Buddhism and recorded notes on the 4 Noble Truths, the 8-Fold Path, and 2 example excerpt verses of their own choosing from the Dhammapadda portion.  We viewed the Tibet map with brief discussion of the contemporary issue between Tibet and China and it's relevance to the Dalai Lama.  Students then read the Dalai Lama article and recorded bullet-point notes.

KCC

We finished and discussed "Lincoln."  Groups checked in with each other on key themes that emerged in Chapter 15.  Chapter 16 is due Friday.

U.S. History

We finished viewing "Lincoln," and then discussed our thoughts, observations, and questions and the "Mystery Quote" (by Tony Kushner, screenwriter).  We then began a Claim & Evidence on the article "The Other Lincoln" -- this one collaboratively in assigned groups to take a big of pressure off as we secure the information and practice this skill with peers...to be finished in class on Tuesday and prizes awarded to the winning group Wednesday.

World History

Prizes were awarded to the "Bhagavad Gita" Context & Lens group winners!  We then discussed and edited our individual pages.  We began taking notes about Buddhism on our "Religion Basic Notes" page or doc...First, from my slideshow, and then from the reading packet -- the reading packet to be finished on Tuesday for hours 1 & 4...The slideshow to be finished and then reading begun for 7th hour on Tuesday.

KCC

"Lincoln" continued until 2:00:09.

U.S. History

"Lincoln" continued...until 2:16:16.

World History

We completed the competitive group work on the Bhagavad Gita, and then any remaining time was given for students to 1. Get caught up with any remaining make-up work from illnesses/absences, 2. Do the same for other classes, or 3. Read for AR.

KCC

Ditto U.S., except 45:55-1:16:55.

U.S. History

We viewed "Lincoln" and took notes from ~55:30-~1:42:25.

World History

1st hour finished the Amma article and then collaborated to pull E.Q. examples (for #1 & #2) specific to Hinduism -- try to get 2-3 for each question.  Students then began collaborative work on a Context & Lens about a Hinduism primary source -- the Bhagavad Gita -- as a competition for a treat (in lieu of an assessment score); we just did this skill on Hammurabi's Code not too long ago ; )  

KCC

Ditto U.S., except view through the 50-minute mark. ; )

U.S. History

We continued viewing "Lincoln" while adding Who? What? Why? notes specific to the process of the 14th Amendment.  To make smoother student analysis of the What? and Why? while viewing a Hollywood-paced film, I gave the students the names of the most key players:  Lincoln, Secretary of State Seward, Thaddeus Stevens, Preston Blair, Fernando Wood, Alexander Stephens, & James Ashley.  View through the 62-minute mark.  To be continued in class tomorrow.

World History

We finished taking notes from the slideshow and then added notes from the Ganesh and Amma articles ...images were also provided on the SMART Board.  Students then collaborated to pull ideas from their notes onto their EQ page -- EQ 1 & 2.

KCC

Ditto U.S. History except only to ~6:00 in the film.  Also, collaborate on key themes from Chapter 14.  Chapter 15 is due next Friday.

U.S. History

We finished the C&L assessment work and then began screening "Lincoln" while recording who, what, and why to keep track of the different key players involved or against the 13th Amendment -- we viewed through ~26:00.

World History

The Urban Reading C&E was returned, charted, and edited.  In 1st hour we finished editing our symbols work page.  In 1st and 4th hours we finished setting up our EQ pages.  In all hours we read over the Outline of Popular Details and selected a few items from the last 1 1/2 pages (Taoism and after) for possible research interests for the CQ page.  We viewed and discussed the Map and Dates for World Religions.  We then set up a "Religions Basic Notes" page and then a subheading "Hinduism" -- record very short, bullet-point notes there while reading "Hinduism Background Article" and the first 7 slides of the "Hinduism Slideshow" -- to be finished in class Monday.

KCC

Ditto U.S. History, except today we started the Context & Lens.  (The Socratic scores were returned to the students, also.)

U.S. History

We finished the last bit of the episode as detailed yesterday and then got back into our Context & Lens work from Tuesday to work on...to be finished in class tomorrow.

World History

Urban EQ paragraphs were collected today.  Be sure you also have it submitted to turnitin.com.  We finished the bit of "Bizarre Foods" that was not yet viewed yesterday.  We then began our World Religions unit with a slideshow and then a symbols work page -- on the wp, record the religion or philosophy you think (guess if needed) goes with each set of symbols and then also indicate the name of each symbol and it's meaning (again, infer/guess as needed).

KCC -- WEDNESDAY

See U.S. post.

U.S. History -- WEDNESDAY

Due to Mrs. Cluver's illness we viewed the "Murder at the Fair" episode of "10 Days that Unexpectedly Changed America" while adding CQs to our CQ page.

World History -- WEDNESDAY

Due to Mrs. Cluver's illness, we watched the Japan episode of "Bizarre Foods" and added CQs to a new C.Q. page.

KCC

We finished our Socratic discussion.  "Hayfoot, Strawfoot" Reading C&E was returned with scores -- chart, edit, discuss.  Students collaborated on Chapter 13 themes and a reminder was given that Chapter 14 is due this Friday.  Students then collaborated on their thoughts they recorded last week on the "Mystery Quote."

U.S. History

In 3rd hour we discussed their thoughts on the Mystery Quote and I gave a preview of the last bits of this unit that are left to explore.  In all classes we began work on a scored Context & Lens assessment in preparation for our use of the film Lincoln -- C&L work to be finished in class tomorrow.

World History

Socratic score sheets were given to the students with feedback.  Writing!  Follow the instructions posted yesterday AND be sure to have this work due before the start of class tomorrow -- a hard copy printout ready to hand to me that has themes and matching evidence color-coded and also a digital (UNhighlighted) copy submitted to turnitin.com.

KCC

Socratic discussion continued -- group 1 finished and group 2 began.

U.S. History

We finished our informal Socratic follow-up discussion together.  The scored "Hayfoot, Strawfoot" Reading Claim & Evidence was returned, charted, edited, & discussed.  In 6th hour we also discussed our varied answers from the mystery quote and went over the remaining agenda for the unit.

World History

4th & 7th hours finished their Socratic discussions.  All hours began day one of two for the end-of-unit writing on the E.Q.  Use the instruction and helper documents in Google Classroom (About section).  

KCC

Socratic!  If you are in the "Life in a Totalitarian System" group and were absent today, then complete the "Socratic Replacement" option found in Google Classroom.

U.S. History

We finished the video as detailed yesterday and then continued with the Socratic discussion from Wednesday.  

World History

Socratic discussion!  If you were absent, complete the "Socratic Replacment" option available in Google Classroom.