World History

3rd hour = Veterans' Day Assembly!  5th hour learned about our final case study of the unit, the Maasia (a nomadic pastoralist group), as I read aloud the children's book 14 Cows for America and then they embarked on a guided Web Quest.  (See the Maasai web quest handout.)

KCC

Veterans' Day Assembly!

U.S. History

Watch the "Washington to Monroe" episode of The Presidents while discerning if you need to add any big ideas to your EQ page; add a few CQs.  Also, keep pace with the Presidents' Political Parties handout packet while viewing.  

World History

We did a reading claim & evidence scored assessment over a primary source material from Hebrew culture.  

KCC

All late-work writing has been graded and returned.  Reminder: Chapter 8 notes are due Wednesday.  We finished the Reading Claim & Evidence assessment -- with the option to come in during Advisory to finish as needed.

U.S. History

We took notes from the remaining three Potawatomi articles (Feathers, Regalia, and Medicine Wheel).  We also watched the two very short videos -- add EQ notes from these, too.  On your CQ page add as a research option -- Citizen Potawatomi Nation in CO ~33,000 people potawatomi.org.  In some hours we began viewing The Presidents video while listening for big themes or helpful info for our EQs, filling in names on the Presidents' Political Parties packet, and adding a few CQs -- to be finished in class tomorrow.

World History

Finish reading the 2 Hebrews articles while adding EQ notes and a few CQs -- finish for homework if needed.

KCC

Article analysis work time.

U.S. History

Watchekee!  Add notes to your EQ page and CQs to your CQ page -- 3 very short articles ("Watchekee first articles") and 1 very short video clip (4-min.).  More on Watchekee tomorrow in class  .  .  .

World History

Add notes to your EQ page from the Navajo article, add CQs as well.  Then, label that Navajo subheading with an SV or an NP once you discern which type of agri-culture they are.  We then began a new case study of the Ancient Hebrews by discussing and doing some labeling on a recap map -- see a reliable classmate for the note additions.  We then added notes directly to our EQ page (and some CQs) while reading the 2 articles abut the Hebrews -- to be finished in class tomorrow.

KCC

Chapter 7 notes were returned with scores and feedback.  Chapter 8 is due next Wednesday (p.224, bottom229-235, 230 maps, 236"Aristocratic"-244 2/3 down, 250"Women's"-252).  We watched the three short videos about the Potawatomi and read the three remaining short articles -- adding notes form all 4 items.  (In class each student read 1 of the remaining 3 articles and then they collaborated to share the information.)  We then began a scored Reading Claim & Evidence.

U.S. History

Edit and self-score via the answer keys on the Smart Board -- "God and The Founders" and Crash Course U.S. History: "The Constitution."  Collaborate on these for your E.Q. pages.  Spend an additional 15 minutes on the Trail of Tears web quest that was begun yesterday.  Pull key notes for the E.Q. page, collaborating with peers.  

World History

Spend an additional 20 minutes exploring and taking down short notes on the Catal-Huyuk.  We then collaborated about the Catal-Huyuk for our E.Q. pages and passed around a small sample of obsidian.  We ventured into our third case study for the agri-cultures unit -- the Navajo...watch the very short video.  (We'll read the article while adding notes directly to the E.Q. page tomorrow.)  In 5th hour we also read and took EQ notes from the Navajo article. (We will do this tomorrow in 3rd hour.)   

KCC

Chapter 7 notes are due today.  We went over the answer keys for the thesis for "God and the Founders" and Crash Course U.S. History:" The Constitution" so students can discern how they would have scored on these practice skills and to edit their papers so as to have all of the critical information if they had missed any of the items.  In our "Class Activities E.Q. Notes" for the unit students added a few context notes about the Trail of Tears (see a reliable classmate) before we read and took notes from three short articles about Princess Watchekee.  More on Watchekee tomorrow!

U.S. History

We finished the Trail of Tears context & lens assessment.  If you were absent, see me to make up this scored work in my room.  Students then did ~15 minutes of work on the Trail of Tears webquest --see handout in Google Classroom.  An additional 15 minutes will be expected in class tomorrow, also. 

World History

We did a folder reorganization -- sorting all of our many communal unit papers into the categories we established at the end of the intro unit.  We finished the Natufians DVD in 3rd hour; we had already finished it 5th hour on Friday.  We discussed my couple of fact-check criticisms of it -- see a reliable classmate for those couple of notes.  Collaborate to pull the big answers and best pieces of detailed evidence from the Natufians notes onto the E.Q. page, and be sure to label the Natufians on the EQ page as being the sedentary village type of agri-culture.  Add CQs as needed to the CQ page.  We then began a webquest on the sedentary village agri-culture of the Catal-Huyuk -- ~15 minutes of looking, reading, and note-taking.  There will be additional time to do more notes in class tomorrow.

KCC

Writing has been graded and returned -- look in Google Classroom for your score and feedback, creating a document "Writing Notes to Self" to make a cheat-sheet list of your personalized feedback to use on your next writing.  If you don't yet have a score, see the reason it was kicked back to you, and follow the directions there.  See me for any individualized help you may want.  Make use of the originality check and the grammar check features in turnitin.com.  Reminder that Chapter 7 notes are due tomorrow.  Students chose their article from the list for the Reading Claim & Evidence that we will do soon.  (I need time to make the desired number of copies of the various articles.)  Finally, finish the Crash Course U.S. History: Constitution (#8) as a practice A/V C&E.  (The information is critical.)  ; )

U.S. History

20 minutes was given for students to complete their analysis of Crash Course U.S. History: The Constitution (#8), at which point it became homework to finish...due Monday.  We then began work on a scored Context & Lens skill on the topic of the Trail of Tears -- see me to set up a time to make up this assessment in my room. 

World History

Read the very short Economist article excerpt and take down those details as EQ notes -- there's a lot crammed in there to help your note page!  Work at taking VERY short notes, as that not only saves you time and lead or ink, but is the right way to take notes to avoid accidental plagiarism in your writing later.  If something needs to be written as it is in the article, like the list of animals and disease connections, then put it into quotation marks in your notes.  We then watched the first 2:05 and then from 26:00-44:55 of a video about our first case study, the Natufians -- Origins of Civilization: The First Farmers.  If you can find this on Youtube, great, but I've not had luck doing so; you will need to set up a time to come in and watch my DVD during Advisory or before or after school.

KCC

Students collaborated to pull Hamilton notes onto their Class Activities EQ notes -- themes/big ideas and references to particular songs of information.  Then finish the practice Reading Claim & Evidence on the article "God and the Founders."  (Not for a score, but the information is critically important!)  Then, begin a practice A/V Claim & Evidence on Crash Course U.S. History:  The Constitution (#8) -- to be finished in class on Monday.  Remember to get Chapter 7 notes done by Tuesday.