KCC

Finish the Crash Course (US History #7) video analysis.  We discussed, edited, and self-scored the work.  Attach this to your EQ notes and make a cross-reference note ON the EQ page that reminds/clarifies "See Crash Course #7."  We then began a new Crash Course video analysis for a score -- if you were absent, see me to set up a time to make up this assessment work in my classroom.

U.S. History

We discussed, edited, and self-scored the Crash Course video (U.S. History #7).  We then stapled it to the EQ page, making a note of clarity on EQ#1 "See Crash Course page."  We then added to EQ#2 while reading the "Unruly Americans" article -- we'll finish with about 10 minutes more time given in class tomorrow. ; )

World History

Socratic discussion today over our 2 essential questions...to be continued in class tomorrow. ; )

KCC

Students collaborated on themes and interesting evidence from Chapter 5 and some began in-class work for a bit on Chapter 6 reading and notes...Ch.6 is due this Friday.  Then, work on the Claim & Evidence from Friday that was begun on Crash Course U.S. History # 7 for ~25 minutes -- some time will be given in class tomorrow to finish.

U.S. History

Finish the Crash Course analysis as detailed in Friday's post.  We'll move on to the next assignment tomorrow...

World History

Research was due before the start of the hour via Google Classroom.  Students worked independently or collaboratively on the Unit-Closure Work Packet -- use your  many papers from this unit of study!  ; )  We then prepared for tomorrow's Socratic discussion; the topic will be our two essential questions.  Read through the Socratic Rubric and Socratic Cheats found in Google Classroom (About tab section).  Also, consider for higher-level thinking works you've explored in your English class that might connect, like Children of Eden, Frankenstein, or Part-Time Indian.  (UCWP to be finished in class on Wednesday.)

KCC

New HW -- pp.161-191 due next Friday.  We finished discussing the Declaration.  Crash Course #7 Claim & Evidence work begun (as a practice skill AND to acquire a lot of critical information that will later be assessed for EQ notes)-- to be finished in class on Monday.

U.S. History

Crash Course #7 Claim & Evidence work continued -- to be finished in class on Monday.

World History

Research Day!  Read carefully and use the "Research Cheats" document of instructions -- note the 1 important change from printing to submitting digitally.  44 minutes time-on-task today.  The work is due before the start of class Monday.

KCC

Reminder -- HW due tomorrow.  In class, ditto the U.S. post plus view the 3-min. video on the Declaration with focus on EQ #1.  

U.S. History (Thursday 10/26)

We did a "Reading Claim & Evidence" on the Declaration, itself.  (It is an argumentative essay with a clear thesis, significant section of evidence, and a conclusion that re-clarifies the thesis.)  Instead of our typical set-up with the 4 steps for a score, this time mark directly on the packet to id the 2-part thesis, find where the founders address a counter-argument, describe the TYPE of evidence (instead of writing out all the evidence itself), and identify the more specific telling of the thesis in the conclusion area -- label these things clearly.  We then began an AV Claim & Evidence on "Crash Course: U.S. History #7 Who Won the American Revolution" -- this is a practice in terms of scoring to help us improve in this area, as there will be a 2nd AV C&E skill this unit for a score, AND the content of this video is critical to our Essential Questions!  ; )

World History

We finished the Reading Claim & Evidence skill on "The Hadza" article.  See me to set up an in-classroom time to finish if needed.  Begin your Curiosity Research today as time allows...See the slight revision in instructions found on both the Research Cheats and the Research Rubric pages in the About tab of Google Classroom.  (We are submitting digitally instead of printing, now.)  Tomorrow we will begin mandatory/assigned research time-on-task for everyone; today is for extra, getting ahead research if/when finished with the article analysis.

KCC

Reminder -- 128-160 reading and notes from "white book" due Friday.  Our in-class activities are ditto of the "U.S. History" post today.  ; )

U.S. History

Scored Curiosity Research was returned to the students to chart and to ask questions.  Please note the feedback, as you can make immediate corrections and resubmit to improve your score...Let me know that you have resubmitted and turn in your original score sheet to me.  We continued our collaborative work to pull EQ#2 ideas/criteria/answers AND examples w/ evidence from the Founding Fathers/Founding Mothers packet.  We then explored the Declaration of Independence by way of a 3-minute video (Add notes for EQ #1).   

World History

We continued work on the Reading Claim & Evidence...if absent, see me upon your return to set up a time to make up this scored work in my classroom with me.  ; )

KCC TUESDAY

Writing was collected -- staple provided score sheet to the top of the essay.  (These hard copy essays should be highlighted to show text structure.  They need to be submitted digitally and UNhighlighted to turnitin.com)  We begin the new unit -- the next chapter in the text book (pp.128-160) is due this Friday -- reminder that we already set up the new E.Q. page.  Today we added a 2nd E.Q. #2 Who is a revolutionary?  We went through a "Founder or Not" quote slideshow to get us thinking about our founding era, it's ideas, and to remind ourselves of the very human nature of our historic people.  Then, our analysis began by picking through carefully the "Founding Fathers" and "Founding Mothers" packet of info I condensed for them -- work collaboratively to pull out as many ideas and examples for E.Q. #2 -- to be finished in class tomorrow.

U.S. History TUESDAY

Writing is due today...due yesterday, but I was absent -- score sheets were distributed for students to staple to the top of their paragraph.  (The hard copy printouts of the paragraph should be highlighted to show text structure and an UNhighlighed digital copy uploaded to turnitin.com)  We set up our new CQ page "A New Republic CQ" and transferred the Shay's Rebellion video CQs from yesterday (on the old CQ page) to this new page and then also added a list of some Founding Father and Mother's names as possible CQ research.  We also set up our new EQ page -- "A New Republic EQ" -- #1 "Was the U.S. Revolution revolutionary?" (and together clarified "revolution/revolutionary" to mean "big change).  On the back side of the EQ page we set up this second essential question: "Who is a revolutionary?"  We went through a "Founder or Not" quote slideshow to get us thinking about our founding era, it's ideas, and to remind ourselves of the very human nature of our historic people.  Then, our analysis began by picking through carefully the "Founding Fathers" and "Founding Mothers" packet of info I condensed for them -- work collaboratively to pull out as many ideas and examples for E.Q. #2 -- to be finished in class tomorrow.

World History TUESDAY

We finished viewing the last bit of Bizarre Foods as detailed yesterday. Then, we resumed our Reading Claim & Evidence work for a score.  If you were absent, see me to set up a time to make up this assessment with my in my classroom.

KCC MONDAY

On Monday the KCC class viewed the Shay's Rebellion episode of "10 Days That Unexpectedly Changed America" while adding to their CQ pages and also making note of parallels to today -- as a drop-in lesson in Mrs. Cluver's absence.

U.S. History MONDAY

On Monday in U.S. History, students viewed the Shay's Rebellion episode of "10 Days That Unexpectedly Changed America" while adding to their C.Q. pages as a drop-in lesson due to Mrs. Cluver's absence.