U.S. History

Students finished the "God and The Founders" article analysis (scored assessment) -- see me to make up this work in my room if you were absent.  Students also worked on a practice C&E on Crash Course U.S. History #8 -- The Constitution.  While the work is not for a score, the information is critical and will be used for future work that will be for a score; so, do a good job on it, but it CAN be done outside of class.  Some time will be given in class tomorrow to finish the video work, but we will also move on to new work, as well.  We also went through a quick preview of what remains in this unit --  not much, as we're near the end:  some work on the Trail of Tears, Princess Watchekee, a review video called "The Presidents," and then it's time to research and then time to write.  ; )

World History

We looked at a comic strip that relates to a key point about communal cultures' valuing elders and why relative to our global culture today in the "western world."  We also looked at images of 6 slides to see the ways that National Geographic defined what it means to be human -- to see commonality amid the diversity ("The Best of 30 Years of National Geographic").  We then began our new unit -- "Agri-cultures" by adding a few notes with discussion to our Mental Map timeline (see a reliable classmate).  We set up our Agri-cultures E.Q. and C.Q. pages.  The E.Q. for this unit is "What was the Neolithic Revolution?" We added the easy, starter definition for clarity -- that it is "the historical start of farming."  Then, we added a clarifier on the question itself -- in other words, "What was the Neolithic Revolution LIKE...paint a detailed picture."  (It's the "time machine question -- would you want to go/live there?)  Next, we read over the new handout "Agri-culture Outline of Popular Details," marking certain items as we discussed together and adding cheat notes for definitions of some terms.  (See a reliable classmate.)  Then, pull info from the top 1/2 of that handout onto your E.Q. page to get your descriptive notes on the E.Q. started.  Finally, read over the list of different Agri-cultures, and except for the dotted ones we'll use as required case studies in class, pick 3-5 to write on your C.Q. page as possible research options later.

KCC

We finished Socratic discussion, made notes on CQ page, Hamilton songs note page, and onto our previous Socratic score sheet as "notes to self" -- see a reliable classmate for these clarifiers.  Score sheets were also distributed.  We began a practice Reading Claim & Evidence on an article, "God & The Founders" -- pick up a hard copy of it from my room (bottom tray at the side of the room) and do the work directly on there.  While it is not for a score, the information is legit important!  There will be some time given in class tomorrow to finish.

U.S. History

7th hour writing was returned with scores and feedback; time was given for students to create a "Writing Notes to Self" page as an individualized cheat sheet to use on future writing, culled from the feedback on this writing.  Students finished their scored Reading Claim & Evidence -- if you were absent, see me to set up a time to complete this assessment in my room.  Students then began a practice A/V Claim & Evidence (not scored, but the info is very important!) on Crash Course U.S. History -- Constitution -- to be finished in class tomorrow.  (Use the PBS link in the Claim & Evidence topic in Google Classroom to access this video if You tube proves problematic.)

World History

Reminder -- writing was due last night in Google Classroom and turnitin.com.  We collaborated in groups to come up with at least one clear example for each of the History's Habits of Mind.  If you were absent, pick up a handout and then see a reliable classmate for the examples.  We also did an individualized reflection on skills performances -- pick up a "Skills Breakdown" handout, put a "+" next to each bullet point that is going well for you, a "-" next to each bullet point not going so well, and turn this in.  

KCC

Socratic discussion over Hamilton -- to be continued tomorrow.  (Reminder -- Chapter 7 notes are due next Tuesday.)

U.S. History

Socratic follow-up today with fact-checking from me and score sheets distributed.  4th & 6th hour was given time to look at their returned writing and to create their "Writing Notes to Self" feedback page to use when we next write.  (I'm presently grading the 7th hour writing.)  We then finished our work on the "God and the Founders" article about separation of church & state -- a scored assessment; so, if you were absent, see me to make up this work.  We then began a Claim & Evidence on Crash Course U.S. History: The Constitution -- find it on the PBS website; this is not for a score, but IS for the information.  (In terms of the skill, it is practice.)

World History

Editing day!  Use the following in this order:  Edit My Writing Now, Writing Notes to Self, the originality check and grammar check in turnitin.com, and the MLA doc for formatting.  Then, and only then, submit an UNhighlighted copy to turnitin.com and a highlighted copy to Google Classroom.  For grammar help, see in Google Classroom the Comma Rules page and How to Write Good, and the handout from your folder/binder called Editing the Writing.  Writing is due tonight before you go nigh-night.  

KCC

We finished our Hamilton note-taking, added some fact-check notes (from me), added a few CQs, and watched the first 1:36 of the Prince Harry clip from the curtain call at Hamilton's opening night in London.  (Materials are posted in Google Classroom; the soundtrack is easily available on You tube.  For fact-check notes and CQs see a reliable classmate.)  Also, on the back of the note packet, answer the following questions:  1. Who was your favorite character and why?  2. What did you learn about U.S. history?  3. What questions do you have?

U.S. History

In 4th & 7th hours we finished the Socratic discussion.  (This was finished on Thursday already for 6th hour.)  All classes then began a scored article analysis (reading claim & evidence).

World History

Your categories (themes/big answers) should already be decided and written into a thesis sentence.  Once that is done well begin composing your evidence sections, using details/examples from your E.Q. notes.  By tomorrow, finish those evidence sections and also add a concluding sentence, which should repeat the thesis themes.  Tomorrow we will go through the editing process to kick it up a notch, and then the writing will be due by tomorrow night.

KCC

11 of our 21 students were on the band tour; so, instead of creating chaos by attempting to proceed with the intensive in-class activities, we had a reading day.  Remember that Chapter 6 is due tomorrow!  So that those who had already finished #6 could benefit from today as well, I gave the details for the Chapter 7 reading...Chapter 7 is due next Tuesday (~20 pages total:  p.192-top193, 194-1/2way203, p.205 map, bottom1/2of210-211, 213 + map, topof214, "Western War Hawks"214-top218, p.222 map, 222 summary.)

U.S. History

Socratic discussion today over Hamilton.  We will finish this talk in class on Monday in hours 4 & 7.  6th hour finished today -- if you were absent, please complete the Socratic Replacement.

World History

Socratic scores were distributed, time given to ask questions, and I clarified a bit of factual information as follow-up.  Time, now, to begin the writing process -- spend quality time reading through alllll of your notes for E.Q. #2 while brainstorming a list of categories into which those notes could be sorted...a list of big answers that answer the question.  Then, combine categories (with help from me if needed) until you have no more than 4 big answers and without losing information.  Next, write a simple, clear sentence that provides those 2-4 big ideas as answers; this is your thesis sentence...the first sentence of your paragraph.  If you are ready for the next step, see the helper docs in the Writing topic section of Google Classroom for putting together the evidence section/s of your paragraph.  We will continue this work in class on Monday.

KCC

We took notes on Hamilton Act II through song #16.  Reminder -- notes are due Tuesday.

U.S. History

We listened to and took notes on the remaining songs from Hamilton, and on the bottom of that note page where it indicates "Reflective Questions," answer the following (bullet points is fine):  1.  Who was your favorite person in the musical and why.  2. What did you learn about U.S. History from the musical?  3. What questions do you have.  I provided a bit of fact-check information to clarify which items were artistic liberty in telling the story in a small space of time versus historical fact -- copy these from a reliable classmate.  I shared an outline of the monarchy history from George III through to Princes William and Harry and offered as CQ for students to look up (later, at CQ time) the missing names in my list.  I then played the first 1:36 of a clip of Prince Harry on stage after the London premier of Hamilton.  Reminder that tomorrow will be our Socratic discussion over Hamilton.  In 4th hour students stapled their Ccourse #7 paper (returned yesterday) to their E.Q. page.

World History

We finished our Socratic discussion from yesterday.  If you were absent, complete and turn in the Socratic Replacement found in Google Classroom > Classwork tab > Socratic topic > Socratic Replacement doc.  I walked the kids through a visual on the Smart Board regarding the instructions for doing the research (which was due last Thursday), as a number of students have yet to complete it correctly enough for me to be able to grade it; I also re-offered/reminded that I am more than happy to sit down one-on-one with any student during Advisory to provide specialized help.  The scored Reading Claim & Evidence was returned, charted, edited via answer key on the Smart Board, and discussed.  Extra time was also given for asking one-on-one questions.  I showed to the students via Smart Board and then had them color code on hard copy handouts how we use text structure for picking apart someone else' writing ("claim & evidence") and in reverse order when we construct our own writing.  Pick up one of these handouts when you return to class.  We then began our end-of-unit argumentative writing.  First, find your "Writing Notes to Self" that you made in class when your previous writing was returned and read over them.  The assigned EQ on which everyone will write is the new one -- "Why are communal cultures relevant."  To get started, spend focused, extended time discerning your categories into which all of your E.Q. notes for that question can be sorted -- those categories will be your themes/big answers that you will list in your first sentence -- your thesis sentence.  For today, however, focus on all of the many notes you have for that one question and take your time to create your categories; I am here to help as you work.  ; )

KCC

We continued our note-taking from Hamilton -- through Act I song #23.

U.S. History

Crash Course #7 was returned, charted, edited, and discussed.  We took notes on more Hamilton -- through Act II song #21.

World History

We had Socratic discussion over the Communal EQs -- to be continued in class tomorrow.