U.S. History

 If you were absent, see me to set up a time to finish the scored assessment we did today over a Crash Course video.

World History

We worked on our A/V Claim & Evidence assessment about the Indus River Valley civilizations.  If you were absent, see me to set up a time to make up this scored work.

KCC

Today is the deadline to sign up to do a Reading Claim & Evidence re-do.  If you were absent, see me to set up a time to finish the scored assessment we did today over a Crash Course video.  Reminder that Chapter 11 notes are due next Monday.  

U.S. History

Students self-scored their practice A/V C&E on Crash Course U.S. History: Civil War part I and also edited their theses as needed.  There was time for discussion and questions.  I also used a number of their evidence notes on the Smart Board to practice/demonstrate how to turn each into shorter notes (for saving time and energy and for plagiarism prevention at writing time).  A bit of time was given, then, to apply the video content to the E.Q. page.  We then began a video analysis for a scored assessment -- if absent, see me to set up a time to make up this individual work.  It will be finished in class tomorrow.

World History

I pointed out the Egypt artifacts in the classroom and then students finished their practice a/v claim & evidence on Crash Course World History: Egypt -- see details posted last week.  Students then self-scored and edited the thesis per the answer key on the Smart Board.  Students also collaborated about Egypt for their E.Q. note page.  We then began our work with the Indus River Valley urban case study by starting a scored a/v claim & evidence over Crash Course World History #2 (Indus River Valley) -- this must be done in my classroom, as it is an individual assessment.  The video is found on You tube where you can access the closed captioning option if you like and can adjust the speed (0.9 is ideal).  This video analysis will be finished in class tomorrow.

KCC

Chapters 9 & 10 are due today; students collaborated on the chapters' themes.  Chapter 11 was assigned -- due next Wednesday (p.314-top 1/2 315 & p.328-341).  Scored research was returned via Google Classroom -- see your score and feedback and let me know if you have any questions.  Let me know by the end of the school day tomorrow if you'd like to sign up to re-do the Reading Claim & Evidence skill.  The final exam study guide was provided.  Students self-scored their analysis of Crash Course U.S. History #20 (Civil War part I), edited the thesis as needed, and marked notes of themes to be used potentially for writing.  We then began a SCORED a/v claim & evidence -- if you were absent, see me to set up a time to do this assessment in my room.

U.S. History

Socratic scores were distributed.  We finished the Crash Course analysis that was begun yesterday -- finish for homework if needed.  

World History

Look at your Deuteronomy Context & Lens score, and then self-assess your performance on the Hammurabi's Code Context & Lens we completed yesterday to decide if you want me to score your Hammurabi's Code to replace the previous one, or if you want to stay with the old score.  Yes, I'm making you do some metacognition (thinking about your own thinking).  Next, let's continue (for some -- start) an A/V Claim & Evidence on the You tube video Crash Course World History #4 about Egypt.  This is a practice skill which will help you prepare for the scored video coming up later, AND the information about Egypt is critical.  So, do a good job on it, but with just a little less pressure. ; ) A handout about hieroglyphics and cartouches was distributed as an item of interest, and there are also some artifacts on the side of the room to observe.  A bit of time will be given Monday to complete the video analysis.

KCC

Socratic scores were distributed and time given to ask questions.  Time was given for students to collaborate to discern themes from the 12 Years A Slave work about slavery for their Class Activities E.Q. page and also to make a reminder note to themselves "see 12 Y.A.S. notes."  Students did a practice A/V C&E over Crash Course U.S. History #20 Civil War part I -- the info is critical, and a solid practice of the skill important; so, do a good job on it.  Finish this for homework as needed (due by Monday).  Also, the textbook reading and notes for chapters 9 & 10 are due Monday. 

U.S. History

We finished our Socratic discussion, edited our notes with my fact-check follow-up, and then collaborated to pull info about slavery onto our E.Q. page.  If you were absent remember that there is Socratic Replacement work in Google Classroom so that you can earn your points.  We then began a practice A/V C&E over Crash Course U.S. History #20 -- Civil War part I...the info is not "practice," but critical for the writing and the UCWP, and if you do the skill well, it puts you in good shape for a score performance soon.  Focus on taking SHORT notes -- a lot of information and in few words.  We'll finish the video analysis tomorrow in class.

World History

Students finished the context & lens assessment over Hammurabi's Code.  If you were absent, see me to set up a time to make up this scored work in my room.  Next, do a claim & evidence over Crash Course World History: Egypt (#4) from You tube -- this is the only source we are using for this culture case study; so, do a good job.  We will discuss the thesis on the Smart Board when everyone is finished so you can self-score and edit; as a skill, this is a practice round with a scored A/V Claim & Evidence coming up later in the unit.  A good practice is important, as is the information that is needed later for the E.Q. and for the U.C.W.P.  The Crash Course will be finished in class tomorrow.  ; )

KCC

Socratic discussion!  

U.S. History

4th had their turn to contemplate the "Patsy" versus Lupita Nyong'o images for their Socratic prep, and then in all hours we conducted our Socratic discussion -- to be finished in class on Monday.

World History

We worked on a Context & Lens skills assessment about Hammurabi's Code, including a short secondary source by an expert for context and then reading portions of the primary source document.  This will be finished in class on Monday.  If you were absent, see me to set up a time to finish this work with me.  Reminder -- the Ag writing option is due today.

KCC

Writing is due today.  We viewed scene 34 through to the end of 12 Years A Slave and then I showed images of the character Patsy relative to the actress who played her, Lupita Nyong'o, for some additional food for thought for their analyses.  Be prepared for Socratic discussion over this film on Monday, and possibly also on Tuesday.  Chapters 9 & 10 reading and note-taking was assigned -- due Monday, December 2nd.  (Ch 9 254-255, 258-260, bottom 1/2 p265-1/2 p266, top paragraph p.268, map on 270, map on 272, 273-top 1/2 p. 278, all of 281-284.  Ch 10   p.286- top 1/3 p.287, "Jackson" p.295-302, bottom "Whigs" p.305-top 1/2 p. 306, bottom "Tippecanoe" p.309-top 1/4 p.310, p.312.)  This is ~23 pages with both chapters combined, ~1/2 hour of class time was given today to get a good start on it, and the due date allows over a week of time with 2 weekends included.  Hopefully this gives you a bit of breathing room while we continue to move forward.  ; )

U.S. History

In all hours we used the 12 Years A Slave note page and helper doc of the human rights to take analytical notes in prep for a Socratic discussion; today we viewed the following excerpts of the film in 4th hour: scene 8 through when the plantation owner's wife speaks to Eliza when Eliza is in the wagon; scene 12 through when the plantation owner's wife turns her back to Platt/Solomon and walks away on the porch; scene 27 through the letter burning (note: Platt?Solomon is now on a different plantation); scene 31 through the point when Patsy is tied to the post; and scene 34 through to the end of the film including the informational captions at the very end.  Hour 6 started at scene 12, having seen scene 8 yesterday, and hour 7 started today at scene 31, having viewed 8, 12, & 27 yesterday.  Note: this is a realistic portrayal of slavery; beware that younger children are not in the room if you are viewing this as make-up work via You tube, Netflix, etc.  6th & 7th hours also viewed a slide of "Patsy" and the acress (Lupita Nyong'o) as food for thought for their page and tomorrow's discussion as well.  4th hour will see this at the start of class tomorrow before we begin our discussion.  We will have our scored Socratic discussion tomorrow in all U.S. classes.  7th hour research was returned with scores and feedback; please look at it thoroughly, let me know if you have any questions, and if something is in need of repair before it can be scored, be sure to get that done before the end of Friday.

World History

3rd hour finished color-coding the urban culture hearths maps and adding notes at the top -- see a reliable classmate to copy down the coloring and notes.  We then added EQ notes to the EQ pages while reading about the cultures of the Mesopotamia region from the article posted in Google Classroom.  Finish this for homework if not completed in class.  In 5th hour we also began a context & lens skill assessment related to Hammurabi's Code -- if you were absent, see me to set up a time to make-up this scored work.  Reminder: the Ag writing option is due tomorrow.

KCC

We took some context notes about 12 Years A Slave on the back of the note page that was distributed Tuesday, then we took analysis notes on the four prompts on the front side of the note page while viewing the following excerpts of the film: scene 8 through when the plantation owner's wife speaks to Eliza when Eliza is in the wagon; scene 12 through when the plantation owner's wife turns her back to Platt/Solomon and walks away on the porch; scene 27 through the letter burning (note: Platt?Solomon is now on a different plantation); and scene 31 through the point when Patsy is tied to the post.  Note: this is a realistic portrayal of slavery; beware that younger children are not in the room if you are viewing this as make-up work via You tube, Netflix, etc.  We will view the last clip tomorrow and then have a scored Socratic discussion on Monday.

World History

Ag writing option is due Friday.  Collaborate to add EQ notes (+s and -s) about the Urban Jews.  We color-coded our maps of the 6 urban culture hearths and then began adding EQ notes about Mesopotamian cultures directly from the reading loaded into Google Classroom -- to be finished tomorrow in class. ; )

U.S. History

4th & 6th hours Curiosity Research was returned with scores and feedback.  If yours was returned in need of work before it can be scored -- make the corrections and resubmit by Friday.  7th hour research will be returned tomorrow. 

In 6th & 7th hours I discussed the posters, books, and videos up front as prelude to our unit. 

In 4th & 6th hours we finished highlighting and discussing the timeline. 

In 6th & 7th hours we began our analysis of sizeable clips from the film 12 Years a Slave while adding notes to the provided page of prompts.  A helper doc of the 30 UN human rights was also provided, and we took some background/context notes onto the back of the note page via Smart Board. (See a reliable classmate to copy down those notes.)  6th hour watched scene 8 through when Platt and Eliza get out of the wagon at their new plantation "home."  7th hour watched the same as well as scene 12 through the drink of water and when the plantation owner's wife on the porch turns to walk away and scene 27 through the burning of the paper in the fire.  If you were absent, you are welcome to watch this in my classroom before or after school (see me to set up a day/time) or you can look for it on youtube, Netflix, etc.  Please be mindful that it is an accurate, intense depiction of slavery and is not for younger viewers -- be mindful of younger siblings, etc. in the vicinity.  This will be used on Friday for a scored Socratic discussion.  4th hour will begin the film analysis tomorrow.