KCC -- TUESDAY 3/31

Day "I don't know what number" of shelter-in-place is frightening, as Mrs. C has forgotten entirely how to apply mascara. One thing she's learned, kids, is that the daily, approved escape by way of fast food drive-thru for vanilla Coke is more necessary than usual, and every once in awhile it's a "large with extra vanilla" kind of day.  Ya hear me, there?  (Wink.)  As for instruction, first, do an A/V Claim & Evidence on The Necessary War.  Second, complete a journal entry on your "My Story" doc, reflecting upon today's "shelter-in-place" experience.  Reminder, your chapters 19 & 20 notes should be done; if they are not, panic a bit and hop to it!  Then, begin the new note-taking from the Henretta text, CHOOSE EITHER Chapter 21 OR Chapter 22 (each is ~14 pages total).  Once you've taken your notes, submit them to Google Classroom where the assignment is set up for you...due by next Monday (4/6)  Then, I'll arrange note-sharing so Chapter 21 peeps can get the Chapter 22 notes and vice versa.  (Ch.21: p.608, 612-top section 614, top 620, top 624, 629-top633, 635-637 --OR--  Ch.22: p.639-top640, 643-top650, 657-663)   (Tomorrow we will use our Crash Course C&E and our The Necessary War C&E...details on the compare/contrast will be posted for you tomorrow along with some additional items.) ;)   

U.S. History -- MONDAY 3/30

I'm setting aside what I'd originally planned for today, because this idea is too important not to give priority; I'm stealing it from a post that Sylvia Curry shared on Facebook.  About 50-60 years from now your grandchildren will call you up (or teleport?) or maybe they'll be incredible and stop in for a visit and bring you a latte or vanilla Coke or some new magical water...anywho, and they'll want to ask you about the pandemic of 2020 that you endured as a teenager.  They'll want to record you talking about it or take notes for a school project.  Even just 20-30 years from now your own kids will ask you what it was like.  YOU will be a primary source; you can give a first-person account of history from your individual perspective.  Granted, a primary source is exactly that -- one perspective, and so, it doesn't tell the whole story.  It does, however, tell a piece of the story, and that has a valuable place in the larger narrative!  To that end, I've set up a journal entry assignment in Google Classroom, and today I want you to get started by remembering back to Tuesday, 3/17, when you were on your first day at home due to the school shut-down in Illinois, and record what you can remember from that first week and then the second week ("spring break").  After that it will be easy to do a quick end-of-day recap each day moving forward.  So, tomorrow there will be a new assignment posted here relating to Global Issues at the turn of the 20th century to go along with just a 1-day (3/31) journal entry.   Please note that your old Turn of the Century CQ Research (due way back before we began sheltering-in-place) has been scored with feedback and also entered into Power School.

World History -- MONDAY 3/30

I'm setting aside what I'd originally planned for today, because this idea is too important not to give priority; I'm stealing it from a post that Sylvia Curry shared on Facebook.  About 50-60 years from now your grandchildren will call you up (or teleport?) or maybe they'll be incredible and stop in for a visit and bring you a latte or vanilla Coke or some new magical water...anywho, and they'll want to ask you about the pandemic of 2020 that you endured as a teenager.  They'll want to record you talking about it or take notes for a school project.  Even just 20-30 years from now your own kids will ask you what it was like.  YOU will be a primary source; you can give a first-person account of history from your individual perspective.  Granted, a primary source is exactly that -- one perspective, and so, it doesn't tell the whole story.  It does, however, tell a piece of the story, and that has a valuable place in the larger narrative!  To that end, I've set up a journal entry assignment in Google Classroom, and today I want you to get started by remembering back to Tuesday, 3/17, when you were on your first day at home due to the school shut-down in Illinois, and record what you can remember from that first week and then the second week ("spring break").  After that it will be easy to do a quick end-of-day recap each day moving forward.  So, tomorrow there will be a new assignment posted here relating to Modern Europe to go along with just a 1-day (3/31) journal entry.

KCC -- MONDAY 3/30

I'm setting aside what I'd originally planned for today, because this idea is too important not to give priority; I'm stealing it from a post that Sylvia Curry shared on Facebook.  About 50-60 years from now your grandchildren will call you up (or teleport?) or maybe they'll be incredible and stop in for a visit and bring you a latte or vanilla Coke or some new magical water...anywho, and they'll want to ask you about the pandemic of 2020 that you endured as a teenager.  They'll want to record you talking about it or take notes for a school project.  Even just 20-30 years from now your own kids will ask you what it was like.  YOU will be a primary source; you can give a first-person account of history from your individual perspective.  Granted, a primary source is exactly that -- one perspective, and so, it doesn't tell the whole story.  It does, however, tell a piece of the story, and that has a valuable place in the larger narrative!  To that end, I've set up a journal entry assignment in Google Classroom, and today I want you to get started by remembering back to Tuesday, 3/17, when you were on your first day at home due to the school shut-down in Illinois, and record what you can remember from that first week and then the second week ("spring break").  After that it will be easy to do a quick end-of-day recap each day moving forward.  So, tomorrow there will be a new assignment posted here relating to Global Issues at the turn of the 20th century to go along with just a 1-day (3/31) journal entry.  Please note that your old Turn of the Century CQ Research (due way back before we began sheltering-in-place) has been scored with feedback and also entered into Power School.

U.S. History

 Happy National Breakfast Club Day!  So, you've done a crash course (literally) on World War I, and that should have given you notes on the big themes as well as some of the details of who is fighting for which reasons, with whom, and against whom.  To clarify some important points about the war in an in-depth, slower pace, please create a new subheading on your E.Q. page, "The Necessary War by the BBC," and then as you view the film, do a Claim & Evidence set up.  Today, view through the first 30 minutes while doing the C&E on the E.Q. page for it.  On Monday the 30th I'll have the instructions posted for the last part of the video and other instructions.  (Later we'll discuss if Crash Course and the BBC agree in their theses or disagree.  First, however, we need careful focus on the BBC film to discern accurately it's thesis and also to capture any new, factual details.)  This is the 2nd and LAST thing we are doing on WWI; so, sink your teeth into and do a thorough job.  To help, there are some helper docs loaded into Google Classroom along with the video.  ; )

World History

Happy National Breakfast Club Day!  Yesterday you provided information on three pieces of artwork from the Renaissance on the assignment in Google Classroom.  Today, I'd like you to complete a new assignment in Google Classroom called "Day 2 of Renaissance Art."  The instructions are on that assignment document.  Enjoy!  ; )

KCC

Happy National Breakfast Club Day!  Today should be your 3rd and final day to complete your A/V C&E analysis of Crash Course U.S. History: America in WWI (#30).  I am in progress of grading your Turn of the Century C.Q. Research; it will be returned to you in Google Classroom by Monday, and scores will be entered into Power School by Monday.  ; )

U.S. History

The annual, overwhelmingly beautiful take-over of Washington DC by cherry blossoms is soon to begin!  Your school work for today is to embark on day 3 of 3 for finishing an in-depth A/V C&E analysis of Crash Course U.S. History: America in WWI (#30).  If you have a few minutes, then, look up some additional pics of the DC blossoms -- the town turns a pale pink -- amazing!  

World History

The annual, overwhelmingly beautiful take-over of Washington DC by cherry blossoms is soon to begin!  Your school work for today is to embark on an adventure of Renaissance art -- the assignment with detailed instructions is posted in the stream of Google Classroom.  If you have a few minutes, then, look up some additional pics of the DC blossoms -- the town turns a pale pink -- amazing!  

KCC

 The annual, overwhelmingly beautiful take-over of Washington DC by cherry blossoms is soon to begin!  Your school work for today is to embark on day 2 of 3 for doing an in-depth A/V C&E analysis of Crash Course U.S. History: America in WWI (#30).  If you have a few minutes, then, look up some additional pics of the DC blossoms -- the town turns a pale pink -- amazing!  

U.S. History

Today is day 2 of 3 for working on lots (!) of short notes (!) while analyzing the Crash Course.  Do check in here tomorrow for potentially new information and so as not to miss any of my great humor.  ; )

World History

 The Crash Course World History: Imperialism (#35) has been scored, and for this go-round I erred on the side of extra leniency.  I entered your score in Power School to replace the Fordson grade IF this new score was better.  Otherwise I left your Fordson score as active and did not enter this one for you.  When we return to school I will return the papers to you and we will discuss the answer key via Smart Board so you can edit for the correct information and verify which parts you did well and if there are any parts you want to adjust for future A/V C&Es.  ; )  For today's work, please view the TICE ART 1010 video and take notes about all of these many famous Renaissance people, ideas, and creations; use the spelling helper page as needed.  It moves very quickly, and so, be prepared to pause, rewind, and possibly watch more than once.  (It is short -- just 10:25; so the time to pause and re-watch is built into our work time.)  See ya back here tomorrow!  ; )

KCC

 KEEP all of your many Turn of the Century notes (textbook and class activities), as I will decide upon one of the EQs (Turn of Century OR Global Issues) about which for you write after we finish the next unit.  To clarify, the Global Issues unit covers the same time period, but focuses on WWI, the Great Depression, and WWII.  So, KEEP ALL of your Turn of the Century notes.  As for new work, now, set up your new E.Q. page "Global Issues Class Activities E.Q." with this essential question:  "In what ways were global issues also American issues?"  (In other words we'll be looking at international events, but with regard to the E.Q. page moments of focus we'll hone in on the American impacts and effects.)  We'll jump right in with World War I -- set up a Claim & Evidence page for Crash Course U.S. History: America in WWI (#30), and take today, Thursday, and Friday to work on and complete that C&E analysis.  But, do peek in tomorrow, as there may be some critical information or more amazing humor. ; )

U.S. History

For today, Wednesday, and Thursday work on and finish the A/V C&E that we began on Crash Course U.S. History: America in WWI (#30).  Remember to take many evidence notes, and to keep each note brief.  If anyone finds that there are school mates from WCHS who can't get to the high school to pick up the grab-n-go breakfast and lunch, please let me or another adult know; there are many who are willing to help make sure nobody is hungry.

World History

 For today, finish adding notes on your E.Q. page from the video that was begun on Friday.  If anyone finds that there are school mates from WCHS who can't get to the high school to pick up the grab-n-go breakfast and lunch, please let me or another adult know; there are many who are willing to help make sure nobody is hungry.

KCC

Today, focus on completing the notes for Chapters 19 & 20.  There will be a new assignment posted tomorrow. If anyone finds that there are school mates from WCHS who can't get to the high school to pick up the grab-n-go breakfast and lunch, please let me or another adult know; there are many who are willing to help make sure nobody is hungry.

U.S. History

Research was due.  KEEP your Turn of the Century E.Q. page, as there will be a writing choice later.  Set up a new E.Q. page -- "Global Issues E.Q." with this question -- "In what ways were global issues also American issues?"  On separate paper set up to do a Claim & Evidence on the You tube video "Crash Course U.S. History: America in WWI" (#30).  Check Google Classroom daily -- the "Make-up Work" link. 

World History

The empires research score sheets were distributed -- do NOT "resolve comments" in Google Classroom (leave them in place).  Email me if you are interested in improving your score; we can discuss options.  All late submissions and re-submissions of the World Religion E.Q. Writing has been scored, commented upon, returned, and entered.  The Empires E.Q. Writing is available as an option in Google Classroom.  The Crash Course: Imperialism will be scored and entered by Wednesday.  In 3rd hour we took notes about the Tripartite World of the Medieval Era on a note page handout.  If you were absent, copy the notes from a reliable classmate -- yes, they can snap a pic and text it to you. ; )  In both hours we viewed some Google images of Gothic cathedrals -- give it a try.  We added a couple of quick notes to our Mental Map Timeline -- copy from a friend if you were absent.  Finish adding E.Q. notes from the video that was started Friday.  Check Google Classroom daily -- the Make-up Work link.  

KCC

Research was due.  Finish chapters 19 & 20 note-taking.  Check Google Classroom daily at the "Make-up Work" link.

U.S. History -- FRIDAY

Day 2 of 2 for research -- due by Monday.

World History -- FRIDAY

Set up a new E.Q. page for the new unit by titling it "Modern Europe E.Q."  Your first source of notes, and thus, your first subheading should be "Islam: Empire of Faith 'The Awakening' episode by PBS."  Then, view this video from Google Classroom while adding many short, factual notes to your E.Q. page.  You should get through at least 30 minutes if not further by the end of class Friday.  We will view the last 20-25 minutes in class on Monday.  

KCC -- FRIDAY

Research day 3 of 3 -- due by Monday.

U.S. History

Note of context regarding the end of the unit -- you may have wondered why we haven't done deep-dives on WWI, the Depression, and WWII.  It is because there are so many big themes for this time period that this unit we are focusing on domestic topics, and next unit we will remain in this time period but focus directly on the global issues.  Today, begin working on Turn of the Century CQ Research -- it is set up for you in Google Classroom with instructions.  You will also have class time tomorrow for this, and then it is due by class time Monday. 

World History

We finished our review game of the Unit-Closure Work Page on empires.  Please note that it is time to do the empires E.Q. writing; this unit I am going to give you the option of staying, for now, with your world religion writing score OR taking the option to do the empires writing for which we are all ready and poised to begin.  The writing assignment is set up in Google Classroom for you with due date if you are interested and you are welcome to see me during Advisory and/or to email me for any one-on-one support or questions that you'd like.  We viewed the first 5 scenes of Monty Python's Holy Grail as a humorous hook into our Medieval transition into the next unit of "Modern Europe." (It is a 1970s British humor sort of like Will Ferrell's current work on the U.S.)  In 5th hour we completed a note page with discussion to pivot from that humor to a serious historical fact-check and perspective of facts; print one out or pick one up from the room and then get the notes and explanations from a reliable classmate.  (We will do this Monday in 3rd hour.)  In 5th hour we also added a few things to our Mental Map Timeline.

KCC

Chapter 18 notes were returned with scores, and the pages for Chapters 19 & 20 were assigned, due next Thursday:  pp.552, "Newcomers"p.556--top1/2 561, 569-577, 579, "Progressive"p.605-606.  Reminder that writing with scores and feedback or directions on what needs to be done before being resubmitted for grading...posted in Google Classroom yesterday.  Add a big, bold note on your EQ page -- "Indian Boarding Schools" so you remember to include it as a critical theme in your next writing.  Remaining time was given for CQ research -- due by class time Monday.

U.S. History

Add an E.Q. note "Indian Boarding Schools," as that is a significant theme of the era.  We finished taking EQ notes and adding CQs while also keeping up with the Presidents' Political Parties page while viewing the rest of "The Presidents" episode.  Tomorrow we'll begin our Curiosity Research.

World History

Unit-Closure Work Page is due today.  I lead the class through a group-based review game -- to be finished in class tomorrow after which we will discuss the end-of-unit writing.

KCC

Chapter 18 notes are due today.  The class period was given for the Curiosity Research that was begun yesterday in Google Classroom.

U.S. History

Use the three handouts to break down the poem, "Indian Boarding Schools: The Runaways," and see a reliable classmate for confirming understanding and adding any relevant notes.  Add some EQ notes about this subtopic. Then, we began viewing The Presidents video, episode "Cleveland to Taft: 1885-1913" while keeping up with our Presidents' Political Parties packet and adding EQ notes and CQ questions.  In 4th hour we viewed through 12:45, 6th 9:50, and 7th 9:38.

World History

The World Religion E.Q. Writing was returned -- look at your in Google Classroom for score and feedback.  Complete the Empires Unit-Closure Work Page, adding a picture note or hashtag for each item, and then spend some time individually or in small group reviewing the information.

KCC

Chapter 18 is due tomorrow.  Use the three handouts to break down the poem, "Indian Boarding Schools: The Runaways," and see a reliable classmate for confirming understanding and adding any relevant notes.  Add some EQ notes about this subtopic.  Then, begin the CQ research -- criteria posted on the assignment in Google Classroom.

U.S. History

We finished viewing and note-taking from How We Got The Vote.  See a reliable classmate for collaboration on what we discussed for our notes afterward and the additions we made to our CQ options.

World History

We finished our individual, scored assessment over a video.  See me to set up a time to make up this work if you were absent. 

KCC

We finished viewing and note-taking from How We Got The Vote.  See a reliable classmate for collaboration on what we discussed for our notes afterward and the additions we made to our CQ options.

U.S. History

Make a note to self on your EQ page "See IJA notes and timeline handout," and then create a subheading "How We Got the Vote" and copy from a reliable classmate the pre-viewing context notes about the documentary.  We then added EQ notes while viewing the film of new information not already in our IJA notes nor on the timeline.  In 4th hour we viewed through 32:37; 6th hour through 35:07; and in 7th hour through 33:35.  We'll view from there to the end on Monday.  Be sure to pick up a transcript handout to make the viewing of the interview portions easier, as the women are difficult to understand at some points of their talking.  If you were absent, see me to set up a time to make up the missed viewing.

World History

We finished taking notes from classmates' empire presentations -- copy notes from a reliable classmate and then view the slideshows.  We then began an A/V C&E for a score.  If you were absent, see me to set up a time to make up this work. 

KCC

We viewed 8:10-46:20 of How We Got the Vote with the aid of the timeline and a transcript page, adding EQ notes -- to be finished Monday.  Work on Chapter 18 notes -- due Wednesday.

U.S. History

We finished viewing Iron Jawed Angels while taking notes.  Students added facts from me about the Iron Jawed Angels real-life historical story -- see a reliable classmate if you were absent.  We discussed and highlighted the most famous elements of a timeline on the subject of women's rights -- get handout and check in with a reliable classmate.  We prepared to view the documentary How We Got the Vote with a handout of images of the actual historical people, discussed the three from the IJA that are missing from the new handout (see a reliable classmate), and in some hours began maing notes on our E.Q. page: "See IJA notes and timeline," and then set up on the E.Q. page for HWGtV with a subheading, and some context notes...more to come tomorrow. 

World History

More student presentations were given today -- copy notes from a reliable classmate and then view the slideshows.  In 5th hour we also began a scored A/V C&E assessment -- we'll get you started on it tomorrow in class.

KCC

Reminder -- Chapter 18 due next Wednesday.  Students added facts from me about the Iron Jawed Angels real-life historical story -- see a reliable classmate if you were absent.  We discussed and highlighted the most famous elements of a timeline on the subject of women's rights -- get handout and check in with a reliable classmate.  We prepared to view the documentary How We Got the Vote with a handout of images of the actual historical people, discussed the three from the IJA that are missing from the new handout (see a reliable classmate), made a note on our Class Activities E.Q. page: "See IJA notes and timeline," and then set up on the E.Q. page for HWGtV with a subheading, some context notes, and then notes while viewing the documentary.  Keep the timeline handy, as the facts that come up in the film that are already on the timeline obviously need not be written on the EQ page...just looking for additional facts.  Pick up one of the transcript handouts to aid your understanding of the clips of interviews with Alice Paul and Mabel Vernon.  We viewed through 8:10 -- see me to set up a time to view what you missed. 

U.S. History

We continued E.Q. note-taking from Iron Jawed Angels: 4th hour 1:08:45-1:44:50, 6th 1:05:32-1:45:43, & 7th 1:03:45-1:45:43.

World History

We continued taking E.Q. notes from classmates' slideshow presentations.  Copy notes from a reliable classmate and then view the slideshows.

KCC

We finished our note-taking from Iron Jawed Angels (from 1:31:42 through to the end) and collaborated on the film afterward.  The 16 pages assigned for Chapter 18 are due next Wednesday: pp.524-top of 526, 533-537, 541-543, & 546-550.

U.S. History

Iron Jawed Angles note-taking continued...4th hour 16:45-47:45 and then 53:05-1:08:45, 6th hour 15:50-47:45 and then 53:05-1:05:32, 7th hour 14:38-47:45 and then 53:05-1:03:45.

World History

Research and slideshow assignments, both, should have been turned in to Google Classroom by last night.  Today we began taking EQ notes from other students' presentations -- if you were absent, copy notes from a reliable classmate and then view the accompanying slideshows in the stream of Google Classroom.

KCC

Iron Jawed Angels note-taking continued Scene #8 through 1:31:42. Chapter 17 notes are due today.

U.S. History -- MONDAY

In 6th hour I shared some Jane Addams related pics of Cedarville, her hometown 5 minutes from my hometown in NW IL.  We viewed a 20-minute video about Hull House that had archival film footage of Addams speaking with children and many primary source photos -- see me to set up a time to make up this missed viewing for EQ notes.  Add hullhousemuseum.org to your CQ page.  Also, copy from a classmate the dates I shared that connect to the J. Addams article we read (add the dates to your EQ page).  We then began note-taking while viewing Iron Jawed Angels -- see note page and character helper page; in 4th we viewed through 16:45, in 6th through 15:50, and in 7th through 14:38.

World History

Finish the slideshow and prep your presentation "cheat notes" -- the research and the slideshow should both be turned in to Google Classroom by tonight.  The in-class presentations begin tomorrow.  

KCC

Chapter 17 notes are due tomorrow.  We viewed the first 42:45 of Iron Jawed Angels while taking notes -- see note page and also character helper page.

U.S. History

Students finished reading and annotating Jane Addams' obituary, and then collaborated to add the most essential information about what her life represents of the national and global events of the time -- to their EQ pages.  I shared a few pictures that relate to her hometown of Cedarville (5 miles from my hometown of Freeport in the unglaciated hills of NW IL and where I lived and attended Jane Addams Elementary School for kindergarten).  It's a population similar to Crescent City, and her childhood home is still there as is her grade school; it is also where she is buried, in a humble, standard grave plot in the little, local cemetery.

World History

Day 2 of 3 for preparing the slide show and presentation notes -- see the details posted yesterday and the clear instructions on the documents referenced.  Reminder -- both the research and the slideshow are due by Tuesday.

KCC

Students finished reading and annotating Jane Addams' obituary, and then collaborated to add the most essential information about what her life represents of the national and global events of the time -- to their EQ pages.  I shared a few pictures that relate to her hometown of Cedarville (5 miles from my hometown of Freeport in the unglaciated hills of NW IL and where I lived and attended Jane Addams Elementary School for kindergarten).  It's a population similar to Crescent City, and her childhood home is still there as is her grade school; it is also where she is buried, in a humble, standard grave plot in the little, local cemetery.  We watched the 20-minute video about the work of Hull House, "An Experiment in Democracy" while adding notes to our EQ pages.  Add to your CQ page "hullhousemuseum.org" as an option for further learning at research time.  Monday we will deep-dive into the subtopic of women's suffrage with a "Hollywood style" film that students tend to find interesting.

World History

The rubric for the empires research project was posted and discussed as was the template for the slideshow portion.  I also went through an example and a nonexample of how to create and present a slideshow.  The presentation prep helper doc was also posted and discussed.  The research and slideshow should both be turned in to Google Classroom and be ready to present by next Tuesday.

U.S. History

I presented some immigration research to fill the gaps of our studies to round out Hilda's story and the contemporary immigration case study.  See the slideshow and add notes to your EQ page.  We then began a case study of Jane Addams, viewing relevant pictures and then marking key points in her New York Times obituary while reading.  

KCC

I presented some immigration research to fill the gaps of our studies to round out Hilda's story and the contemporary immigration case study.  See the slideshow and add notes to your EQ page.  We then began a case study of Jane Addams, viewing relevant pictures and then marking key points in her New York Times obituary while reading.  

U.S. History

We watched a clip from American Tail and discussed, discussed the 2 docs I shared that outlines a fairly typical immigration process in terms of paperwork and fees, and in 6th & 7th hours we finished discussing the images and the poem excerpt on my front bulletin boards.  The Context & Lens over Hilda's story was returned with scores -- collaborate to correct as needed.  Finally, edit your thesis to Crash Course #25 per the thesis (that I showed on the Smart Board).  

World History

Final day of research -- due tomorrow; so, finish for homework as needed. 

KCC

See U.S. post minus the C&L editing.  Chapter 17 is due next Tuesday. 

U.S. History

I shared that today is Mardi Gras, French for "Fat Tuesday," the day before the start of Lent when Catholics traditionally would use up their rich/indulgent ingredients (butter, sugar, etc.) so they didn't waste during Lent when they could not be used.  That connects to Hilda's immigrant story in one way -- the most popular Fat Tuesday food in America is the paczki (punch-key) (big, heavy, filled donut), which is Polish in origin (although not Jewish).  Additionally, today's case study of a contemporary immigration story focuses on Haiti, and Kanival/Kanaval (Carnival/Mardi Gras) is huge in Haiti, featuring street parades and vibrant, political music contests of rara music.  Jameson and I then co-presented a slideshow of his and Beatha's immigration story.  Remember to finish Crash Course #25 before tomorrow.

World History

Day 2 of 3 for research -- we will look at a rubric tomorrow and then get instructions for the slideshow and presentation on Thursday.  Today and tomorrow, the focus is simply on doing really great research, following the instructions laid out last week and reviewed yesterday.  Remember: this is the last research of the year; so, it is worth your while to do a great job on it; see the feedback on your old research; focus on the EMPIRE phase and not on the cultural info from before it was an empire; Google the empire to find articles that may cover several topics as the easiest way to start; be sure to use only expert sources.  New support advice today, as you may begin deep-dive on subtopics not covered adequately in the more general articles: use short phrases when googling, be active and use synonyms as needed in searches (real research is sometimes a hunt); use the many helpful tips on the Research Cheats doc; mine wikipedia's bibliography for expert sources; if you find an expert video, see me for instructions on how to use it to get credit.

KCC

I shared that today is Mardi Gras, French for "Fat Tuesday," the day before the start of Lent when Catholics traditionally would use up their rich/indulgent ingredients (butter, sugar, etc.) so they didn't waste during Lent when they could not be used.  That connects to Hilda's immigrant story in one way -- the most popular Fat Tuesday food in America is the paczki (punch-key) (big, heavy, filled donut), which is Polish in origin (although not Jewish).  Additionally, today's case study of a contemporary immigration story focuses on Haiti, and Kanival/Kanaval (Carnival/Mardi Gras) is huge in Haiti, featuring street parades and vibrant, political music contests of rara music.  Jameson and I then co-presented a slideshow of his and Beatha's immigration story.  Remember to finish Crash Course #25 before tomorrow.

U.S. History

In 6th & 7th hours we went through the pictures on the bulletin board to get a sense of the themes represented there (helpful for EQ page); please take a close look at the pictures sometime in the next few days.  Also, read the excerpt of the poem that's woven through those 2 bulletin boards.  (It's from Maya Angelou's "On The Pulse of Morning" -- the same poem from which last unit's excerpt came regarding slavery "Bought.  Sold.  Stolen.  Arriving on a nightmare, praying for a dream.")  In all hours we sampled some Haitian music and freshly fried and seasoned plantains as connection to Hilda's mystery bag bananas and prelude to tomorrow's presentation on a contemporary immigration story from Haiti.  Do the practice C&E on Crash Course U.S. History #25.

World History

World Religion CQ Research was returned via Google Classroom today.  Research day 1 of 3 for the empires project -- see the instructions in Thursday and Friday's posts and those on the actual assignment itself. 

KCC

Reminder -- Chapter 17 is due next Tuesday (~1 week away).  We went through the pictures on the bulletin board to get a sense of the themes represented there (helpful for EQ page); please take a close look at the pictures sometime in the next few days.  Also, read the excerpt of the poem that's woven through those 2 bulletin boards.  (It's from Maya Angelou's "On The Pulse of Morning" -- the same poem from which last unit's excerpt came regarding slavery "Bought.  Sold.  Stolen.  Arriving on a nightmare, praying for a dream.")  We sampled some Haitian music and freshly fried and seasoned plantains as connection to Hilda's mystery bag bananas and prelude to tomorrow's presentation on a contemporary immigration story from Haiti.  Do the practice C&E on Crash Course U.S. History #25.

U.S. History

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by working on a practice C&E over Crash Course U.S. History #25.  You can be of help on Monday to the folks who needed to explore, read, write, counsel today.

World History

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by continuing with the research that was begun yesterday.  If you need to read, reflect, write, counsel, that is equally okay.

KCC

Please read my instructions and the four articles I posted in Google Classroom.  If you need a break from the heaviness of things, you are welcome to distract yourself by completing the Crash Course #25 we began yesterday.  You can be of help on Monday to the folks who needed to explore, read, write, counsel today.

U.S. History -- THURSDAY

We finished our Socratic discussion.  If you were absent, complete and turn in the Socratic Replacement.  (Google Classroom > Classwork > Socratic (topic in left margin) > Socratic Replacment (doc))  Students collaborate for themes to add to the EQ page from Hilda's story.  In 4th hour students added EQ notes from Dr. Hartman of ISU -- see a reliable classmate if you were absent. In 4th hour we also began a practice C&E on Crash Course U.S. History #25.

World History -- THURSDAY

Complete UCWP #1 & 2 now that you've done the writing -- feel very free to collaborate with others.  Go to your writing in Google Classroom; unsubmit it, highlight your name and comment in the margin with the score you think you will earn on the writing.  Then, resubmit it.  We set up our new EQ page -- see a reliable classmate.  We then chose our topics for our empires research -- see the options posted and then see me to sign up for your topic.  This will be our last research of the year, and so it is worth your while to do a great job on it!  Once you've told me your topic, open the other doc labeled "template" and read the directions at the top.  Beneath the directions, type your name, the name of your empire, and the dates of your empire (Google the dates).  Then, begin the research.

KCC -- THURSDAY

We finished our Socratic discussion over Hilda's story.  If you were absent for the discussion, complete and turn in the Socratic Replacement (Google Classroom > Classwork > Socratic (topic left margin) > Socratic Replacement (doc))  We added a note to our EQ page of some quotes about the era from Dr. Hartman of ISU and also added EQ themes from Hilda's story.  We began a practice C&E on Crash Course U.S. History #25.

U.S. History

Scored Socratic discussion today!

World History

The Fordson C&E was returned and edited today.  Finish and edit your writing -- look at your old writing feedback, use the Edit My Writing Now helper doc in Google Classroom, use grammar and spell check features in turnitin.com, and use the other helper writing docs in Google Classroom as needed for grammar, clarity, etc.  Then, submit final draft UNhighlighted to turnitin.com and highlighted to Google Classroom.

KCC

Chapter 16 is due.  Chapter 17 is due in 2 weeks (T 3/3): pp.494-495, 498-bottom516, & 522.  Scored Socratic discussion today -- to be continued tomorrow.

U.S. History

Finish reading Hilda's story and taking notes -- Socratic discussion tomorrow.

World History

Writing day 2 -- turn your themes/categories into a thesis sentence.  (See the "Monical's" sample.)  Then, begin creating the first evidence section full of detailed examples.  Be sure to include a sampling of examples from several religions -- at least 3 different ones per evidence section.  Tomorrow we will finish and edit the writing, and it is due by Wednesday.

KCC

Chapter 16 was due today, but considering some books would have been at school Friday (snow day), the due date is pushed to tomorrow.  Finish reading and note-taking from Hilda's story -- Socratic discussion is tomorrow.

U.S. History

Ditto the KCC post.  ; )

World History

Writing day 1 -- see classmate to copy down and go through the practice round of how to go from an EQ page of note to discerning categories/themes/big answers and then how to turn that into a thesis sentence.  Then, open a doc in the assigned spot -- Google Classroom > Classwork > World Religions E.Q. Writing and type which of the 2 EQs you are choosing to focus for your writing.  Then, brainstorm a list of categories/themes that come to mind as you read carefully over all of your many EQ notes on the question you chose.  Then, if needed, combine categories/themes so that you end up with no more than 4 (at least 2, no more than 4) without deleting information/evidence.  If time, then write your thesis sentence and delete the brainstorm list.  Finish the category decision-making for homework as needed. 

KCC

Reading day (and note-taking) -- Hilda's story...in preparation for Socratic discussion on Monday.

U.S. History

Hilda's story -- more reading time -- take good notes in prep of Socratic discussion. 4th & 6th hours were asked to view their scored, returned writing and to check in on their overall class grade in Power School.  (7th hour writing is in the process of being graded, still.)

World History

We added a note on the culture affecting religion EQ regarding Christianity and the Roman Empire -- see a reliable classmate about the note.  See the posters in the classroom and guess the religion depicted in each.  View, also, the editorial cartoon and copy from a classmate the Elie Wiesel quote.  Finally, watch the PSA and see how many religions you can identify.  Homework -- finish the Unit-Closure Work Packet. 

KCC

Reading day -- Hilda's story...be sure to take good notes in prep for Socratic. HW -- Chapter 16 in the Henretta textbook.

U.S. History

We finished the Context & Lens assessment -- if you were absent, see me to set up a time to make up this missed work.  We then made observations (on the new handout) of the "mystery bag" I brought around for each student to see, and then we began note-taking while reading the rest of the packet, going on the journey of Hilda's story (primary source memoir) -- to be continued in class tomorrow.   (This reading and these notes will be used in the near future for a scored Socratic discussion.)

World History

The first 25 minutes of class was research time -- World Religions CQ is due in Google Classroom by tomorrow -- finish for homework as needed.  (Be sure to follow the instructions provided.)  The remaining class time was collaborative work on the Unit-Closure Work Packet -- be sure to add picture notes or hashtags while completing it.  For tonight for homework, finish at least 1/2 of the UCWP.  

KCC

Chapter 16 is due next Tuesday:  467-top of 468, top 1/2 of 475, bottom 1/2 of 479 - top of 480, & 482-492 (~14 pages total).  In class we finished taking Class Activities EQ notes from "The Homestead Strike" video we began yesterday.  We then began work on Hilda Polacheck's story by making observations on one of the new handouts of the "mystery bag" I brought around for each student to see, and then we completed a Context & Lens (not for a score, but to aid Socratic later) by using the first several pages of the I Came A Stranger excerpts packet. Some students then began note-taking on the other handout while reading the rest of the same packet, going on the journey of Hilda's story (primary source memoir) -- to be continued in class tomorrow.  The C&L and the reading notes will all be used for a scored Socratic discussion soon.   

U.S. History

We revisited the students' class list of answers to "Who are we, America?" to add and edit as the students see fit.  We the finished taking EQ notes from the video as detailed for Friday.  Finally, we began an in-class assessment -- a context and lens.

World History

We discussed and edited the practice Context & Lens from Friday.  We then began the Curiosity Research assignment in Google Classroom > Classwork > World Religions Curiosity Research.  Read carefully the instructions there.  You will be given 25 more minutes in class tomorrow, and then if not finished it will be homework.

KCC

Writing is due.  Check in your Henretta textbook with me and then pick up the new book -- volume 2 and let me know the # or letter on the back cover of the new book.  We revisited your class collection of answers to the question "Who are we, America?"  We then set up our new Essential Question for the unit (Who were we at the turn of the century?) and began note-taking from the "Homestead Strike" episode of 10 Days That Unexpectedly Changed America (through 32:30) -- to be finished in class tomorrow.

U.S. History -- FRIDAY

Take EQ notes and capture a few CQs while viewing "The Homestead Strike" episode of 10 Days That Unexpectedly Changed America.

World History -- FRIDAY

Do a practice context & lens on the primary source excerpt for our 5th world religion case study, Islam.  Keep the work page to be discussed as a class and edited on Monday.  Begin your curiosity research for the World Religions unit -- see the assignment set up in Google Classroom for instructions.  It is due before class time Tuesday.

KCC -- FRIDAY

The last writing day.  Papers are due before class Monday.  Please use correct MLA formatting, edit your writing well, submit an UNhighlighted copy to turnitin.com and a highlighted copy to the assignment spot in Google Classroom, "Civil War Era Writing."

U.S. History

Your scored research was returned in Google Classroom -- take a look at it and also let me know if you have any questions.  Writing day!  Please use the MLA doc for formatting and the Edit My Writing Now doc for editing help.  The paragraphs are due by class time tomorrow -- UNhighlighted in turnitin.com and highlighted in Google Classroom.  We set up our new E.Q. and C.Q. pages for the next unit, as you will need to use them tomorrow with the sub -- see a reliable classmate for the set up. 

World History

We finished our A/V Claim & Evidence over the documentary "Fordson."  If you were absent, see me to complete this assessment in my room.  We began a practice Context & Lens over a primary source excerpt from Islamic text -- to be finished in class tomorrow.

KCC

Writing day.  Tomorrow is the last in-class writing day for these papers, which are due before class time Monday.  

U.S. History

Writing day.  The writing is due Friday -- make use of feedback on previous writings and also use the rubric and/or the Edit My Writing Now doc.

World History

Ditto yesterday's post.  ; )

KCC

See your scored research in Google Classroom.  Writing day -- we are going to push the due date to Monday so that you can either finish by Friday and have a weekend free of history work or you can have a bit of breathing room if you're week is overwhelmingly loaded with school work and other stressors and then have the benefit of time on the weekend to finish the writing.  Make sure to make use of feedback on your previous writings.

U.S. History -- TUESDAY

Writing day.

World History -- TUESDAY

We continued our work on the scored AV C&E assessment.  If you were absent, see me to set up a time to make up the viewing of the part/s you missed.

KCC -- TUESDAY

Writing day.