World History

We finished discussing examples of big themes for the E.Q. page and specific pieces of evidence (detailed examples) also for the E.Q. page and then students collaborated in their small groups to add more themes and evidence from the Yanomamo studies/note packet.  Students then completed #1-3 on the 1/2-sheet of instructions for the "Layering-to-Today" work for the unit -- pick up an instruction page and the packet of accompanying materials.  #4 & 5 will be done in class on Monday.

U.S. History

Students continued their collaborative work on the Unit-Closure Work Page for approximately 20 minutes; finish this work for homework as needed.  We began addressing more directly the culture clash aspect of the early colonial era of North America with a "layering-to-today" component be screening the History Channel's Massacre at Mystic and recording bullet-point notes onto our E.Q. pages.  This will be finished in class on Monday.

KCC

We discussed the UCWP a bit more and reemphasized this information is to provide a basic anchor for our studies -- a framework, if you will.  Next homework is to read and take notes from the white text on  p.64-97 by next Thursday.  Students collaborated on E.Q. notes from the reading that is due today.  We then began working in groups to dissect Price's essay "Love and Hate in The Jamestown Colony" -- simply write the thesis and your choice of the "top" 5 evidence facts directly onto your E.Q. page (make a subheading for this small section of notes coming from outside the textbook) -- to be finished in class tomorrow.

World History

We finished screening the Yanomamo video footage while adding to our trends notes packet and adding CQs, also.  (Email me and I will reply with a Google share of the video and notes of which clips to watch.)  Discuss with a classmate or me to clear up comprehension questions that might need to be eliminated from the CQ page.  Next, add bullet-point examples/evidence notes to your E.Q. page and any possible new big ideas into the "Themes" section.  We began work on the Layering-to-Today packet of materials -- pick up a packet and the 1/2-sheet instruction page -- to be finished in class tomorrow.

U.S. History

We finished sharing our Charles C. Mann chapters analysis pages/notes.  (See a reliable classmate.)  We completed all of PART I of the new Unit-Closure Work Page except for #9.  For #12 you'll want to copy the notes from a reliable classmate and talk with them or see me to talk through it for comprehension.

KCC

We finished the U.C.W.P. -- see a reliable classmate.  Reminder: homework reading and note-taking is due tomorrow.

World History

We discussed the U.C.W.P. and made edits where needed -- see a reliable classmate.  We began our 2nd case study of the unit -- pick up an instruction/note packet, the picture packet, the paragraph handout, and email me so I can reply with a Google share of the video clips.

U.S. History

Like-chapter groups of students finished collaborating to discuss and edit (as needed) their theses, themes, and evidence, then we began teaching each other.  A "circles" page was provided to all students on which to take down the information being shared with them -- to be finished in class tomorrow.

KCC

Students finished their work on Part I of the Unit-Closure Work Page.

World History

We finished discussing the Gadi Mirrabooka stories.  5th hour took some notes via SMARTboard onto their Outline of Popular Details about hunting & gathering.  In all hours students worked collaboratively on Part I of the new Unit-Closure Work Page.

U.S. History

Students finished their individual work on their assigned Charles C. Mann chapter and then collaborated in assigned "same chapter" groups to discuss and edit the thesis, the evidence themes, and evidence.  We'll have a bit of time at the start of class tomorrow to finish before moving into different assigned groups to teach each other (Ch 1 students teach Ch 11 students and vice versa).

KCC

We finished our Crash Course analysis (circles page) and self-scored via SMARTboard with much discussion.  Students began collaborative work in groups on the UCWP Part I,  Each student is reading one of the three reading passages for the thesis only; we'll finish and share with each other in class tomorrow.  I gave the definition with example to vocab term #4.  

W.His.

We finished and discussed the Gadi Mirrabooka work page, scoring the Context/Lens portion with discussion (charted as practice) and discussing all the stories, stealing notes for our E.Q. pages while listening to the story synopses from our classmates.  In 3rd hour we also took notes onto our Outline of Popular Details about Hunting and Gathering (see a reliable classmate).

U.S. History

In 6th hour we discussed our maps, list, and timeline from Friday with regard to timing and duration.  In all classes we worked on and finished the Context & Lens work page for Charles C. Mann -- turn it in for a score.  (If you were absent, see me to set up a time to do this work.)  We began a Claim/Evidence work page (circles) for either Chapter 1 or Chapter 11 -- assigned by me individually.  We'll continue this work in class tomorrow.  6th hour -- homework -- work on the assigned chapter and "circles" page for 15 minutes tonight to get closer to caught up with 1st and 2nd hours.

KCC

We did our first practice with A/V Claim/Evidence ("circles" page for video) while screening Youtube's "Crash Course: U.S. History #2" -- to be finished in class Monday.

World HIstory

We began or continued our work with the Gadi Mirrabooka book excerpts and accompanying work page.

U.S. History

We finished shading our map handouts and adding date ranges to them with discussion and then on the list handout we created a timeline and added total years to each culture and a note about the duration of U.S. History -- with much discussion.  In hours 1 & 2 we began work with Charles C. Mann's book 1491, first with a Context/Lens work page to be completed in class, individually for a score.  (See me to schedule a time to make this up.)

KCC

Students collaborated on their homework notes from the white text and I gave them feedback on the note-taking (brief enough so as to avoid the accidental plagiarism trap).  Read and take notes on pp.34-63 in the white text -- due next Thursday.  Another tip -- read the chapter introduction followed by the summary, and then come back to read the guts of it.  (And reread the summary at the end.)  Students finished the analysis of the Stannard essay, getting passes for Advisory on individual bases to finish as needed.

World History

I placed students into groups based upon articles read yesterday so that they can collaborate and add to their notes, learning from the students who read the articles they, themselves, did not.  (Hook up with a reliable classmate for the notes.)  We added more notes from a short slideshow I presented; email me and I'll Google-share the slideshow with you.  Students collaborated in their regular small groups to pull E.Q.-relevant notes onto their E.Q. pages -- finish for homework as needed.  

U.S. History

6th hour began the textbook observation work that is detailed over the past two days for hours 1 & 2.  (Due to the SIP day yesterday, they are a day behind.)  In the remaining hours we finished discussing students' observations and then they collaborated in their small groups to pull E.Q.-relevant ideas and details onto their E.Q. page.  We then began some information-gathering on some early Native American urban cultures -- pick up a handout and map packet.  Use p.5 of the text and the internet to shade on the maps the locations for the 7 cultures listed on the handout.  We began a timeline set-up on the handout in some class periods -- to be continued in class tomorrow.