Sociology

We continued analyzing "Babies."

World History

We did a folder/binder organization.  Free Writes were returned to the students.  Finally, we worked on the Unit-Closure Work Pages for the Communal unit, working with classmates and utilizing our many notes and work pages to make quick work of it.  A few parts we will revisit once the EQ argumentative writings and research is graded and returned.  We will share our research tomorrow to be scored.

U.S. History

Students worked on their Argumentative paragraphs -- due before the end of class tomorrow.  Then, students began work on a reflective paragraph (see instruction handout).  Finally, begin work on Curiosity Research (see instruction handout) -- over any of your CQs and/or outline items we've not already covered/check-marked.  For the research, use the textbook first for quick, basic info, then go to the web.  We'll be in the lab tomorrow to continue this work.

Sociology

We began our screening and analysis of "Babies" -- to be continued in class tomorrow.

World History

We went into the computer lab for the students to write their Reflective Free-Write paragraph (like we did at the conclusion of the last unit..."What I learned this unit is...")  The next task to complete before class time tomorrow is to conduct a minimum of 20 minutes of curiosity research -- looking up some items from your CQ page and/or un-checked items on the Outline of Famous...  Be prepared to share some research information tomorrow and to be scored on the reliability of your experts' credentials.

U.S. History

Students discussed the current Essential Question in a Socratic circle and then we went into the computer lab for them to do their individual written assessment -- an argumentative paragraph to answer the E.Q. (see instruction/scale-score page).  Some students finished the paragraph and then began their Reflective Free-Write paragraph -- to be finished in class tomorrow (see instruction page).

Sociology

We finished our paragraphs -- absolute due date is at the very start of class Monday -- have them printed and ready to turn in before class begins.  We set up analysis note pages for screening the documentary "Babies" -- see a reliable classmate for instructions.

U.S. History

4th hour viewed the second Iraq news clip and we discussed (see a reliable classmate).  We also viewed a news clip about the discovery of what may be Columbus' Santa Maria off the coast of Haiti.  Additionally, there are 2 articles about slavery and one about regional differences in the modern U.S. and how it related to history.  For all of these pieces, add possible evidence to your EQ page and definitely add questions to your CQ page. On Monday we discuss and then write!

World History

We finished the EQ writing assessment.  We then viewed the Kalahari episode of Season 4 of "Bizarre Foods."

Sociology

We went into the computer lab to write our precise paragraph answers to our essential question -- pick up an instruction page for a more precise prompt with clear parameters and writing goals.  We will be back in the lab tomorrow for a short bit to finish/revise before submitting.

World History

We revisited the "MFHS World History Unit 'To Do' List" to underscore how all the pieces of our work fit together.  (Some freshman are finding themselves at the end of the unit unable to create an effective written assessment because they've neglected to do some of the work phases along the way.)
The Close Read work page (from Gagi Mirrabooka) was returned, assessed for "context & lens" (#s1-6) -- collaborate to make corrections and see me as needed.  We worked on our end-of-unit writing assessment -- see me for the work page.  In some hours we began viewing some clips from the Kalahari episode of "Bizarre Foods" -- see me, as I believe this is not available on You Tube.

U.S. History

I provided a handout with simple definitions of the term "colonialism."  In 4th horu we finished our notes from the 4 readings on the 1915 occupation of Haiti and added notes of big-picture analysis (see reliable classmate).  We continued with viewing clips, taking notes, and discussing the U.S. military intervention in Iraq during the first decade of the 21st century -- see details posted yesterday.  The second clip is also on You Tube by RT media (2013) entitled "No War, No Peace."  Be sure to meet with a classmate to capture the notes added from our discussion that gives additional balance beyond these two clips.  (Overall, it is some complicated food for thought.)  Add your curiosity questions to your CQ page and also consider our EQ and add bullet points to the EQ page.

Sociology

We analyzed two samples of loosely related propaganda as a matter of going in-depth with linguistic relativity.  We then began work on our end-of-unit EQ paragraphs -- to be finished in class tomorrow.

World History

Socratic discussion day!  In large groups students circled up, and after a review of "rules," discussed EQ #2 (our unit focus) based on their many notes they've recorded throughout the unit.  Students then completed a self-evaluation.  In some hours students also began work on their end-of-unit argumentative writing -- to be finished in class tomorrow.

U.S. History

We continued sharing our key points (via SMARTboard) from the 4 articles -- as students added to their individual note pages.  We also made notes of analysis about the differences in these four, quality sources and the importance of considering various viewpoints.  (To be finished in class 4th hour tomorrow.)  Some classes also began work on the next and final case study on the general theme of colonialism -- Iraq.  See classmate to copy down the set-up notes and then begin viewing the interview (see You Tube) on PBS News Hour with Michael Gordon and Rajiv Chandrasekavan -- to be finished in class tomorrow.

Sociology

We finished our read-aloud of the "Nacirema" article -- discuss with a classmate, also.  We discussed a new handout about Linguistic Relativity. 

World History

We discussed our many examples on our Yanomamo analysis page, editing for accuracy and thoroughness as we discussed.  Add to your CQ page.  Add to your EQ page.  Read the small packet of three articles and cull from it 3 key points from EACH of the articles -- adding to your EQ page.  Finish this for homework as needed.

U.S. History

In 4th hour we finished adding notes to our outline and discussed the map on p.111 in light of the Louisiana Purchase and the value of the Saint Domingue colony to France.  We finished reading our assigned page (1 of 4) and culling from it key points about the case study of the U.S. occupation of Haiti (1915-1934).  Students collaborated with the other students who read the same piece and prepare their teaching notes.  As a whole class, then, we shared our key points via SMARTboard, taking notes on our individual papers -- to be finished in class tomorrow.

Sociology

Students shared their remaining examples of cultural misunderstanding.  We then finished viewing and analyzing "No Reservations: Haiti" and then discussed to edit our notes.  We began a read-aloud of an article about the "Nacirema" -- to be finished in class tomorrow.

World History

We finished viewing the Yanomamo short films while editing (adding notes) to our Yanomamo trends page (Yanomamo Images Analysis).  Also, add to your CQ page while viewing.  We then began discussing aloud our many notes on the trends page, whole-class, so that we can edit our answers for accuracy and for thoroughness -- to be finished in class tomorrow.

U.S. History

Mann analyses were returned to the students along with a copy of my answers; we discussed briefly -- please see me with questions.  We finished (in 4th, nearly finished) our whole-class discussion of select parts of the textbook -- see a reliable classmate for the notes and discussion (p.77 chart and text), p.79 fork, p.88-89 African Culture Crosses the Ocean, p.89 Royal African Company, p.110 summary additions to outline, p.111 map and discussion Louisiana Purchase re Haiti.  Add to your CQ & EQ pages.  We then set up a "Layering-to-Later" page and began work on the portion that explores later connections to the topic of Colonization - read the provided excerpt and record analysis notes -- to be continued in class tomorrow.

Sociology

We discussed our answers to questions 1 &2 on p.80 and then continued our analysis of "No Reservations: Haiti."

World History

We completed our Yanomamo image analysis.  A map was provided and discussed.  Students edited their Yanomamo Image Analysis trends page while reading-for-information a 1/2-page of text (handout).  Also, add to your CQ page.  We began viewing select scenes from Timothy Asch and Napoleon Chagnon's documentary "The Yanomamo Series" and editing the trends page further and adding more CQs.

U.S. History

We discussed some more items further along in the textbook while recording notes and curiosity questions (see reliable classmate for discussion points and notes): p.54-55 Spanish missions, p.59 map, p.63 Tobacco Saves the Colony, p.65 map list the 13 colonies denoting the three regions, p.66-69 Puritans/Pilgrims, p.77 chart, p.77 read bottom 1/2 of page, p.79 forks, p.80 British Colonies and democracy, capitalism; p.88-89 African Culture Crossed the Ocean: A Woman's Song, p.101 the sentence about the Toleration Act.  Check mark or highlight the items in your timeline that we've now covered.  Finish outlining titles and headings through p.57 as homework by Monday.

Sociology

A handout with 2 editorial cartoons was distributed and discussed.  Read p.80 and answer questions #1 & 2 -- finish for homework as needed; we'll discuss these tomorrow.  On a new sheet of paper we are analyzing "No Reservations: Haiti" for a chosen concept from the list in our "Culture Notes" -- be sure to select a topic different than what you've already analyzed in the two "30 Days" episodes (Native American and Immigration).  This will be finished in class tomorrow.

World History

Finish and turn in your close-read work page for the Dreamtime stories.  (Finish for homework as needed and turn in tomorrow.)  Students took a few notes via SMARTboard about Communal Cultures, in general, with regard to Hunting, Gathering, and diet.  Working with t-p-s partners, begin work on the "Yanomamo Images Analysis" -- to be finished in class tomorrow.

U.S. History

I provided a hand-out of the outline for pages 58-111 for students to staple behind their hand-written portion of the outline to make a complete Unit 1 outline....if not finished through p.57, please do finish by Monday, recording only the titles and headings (to speed up the process).  We then began to explore with some depth select portions of Unit 1 in the text and made notes on a new sheet of paper we titled "Exploration and Colonization Textbook Details" (see a reliable classmate to catch up on the great deal of discussion and the few notes that pertain to these items you should read and/or view carefully): map p.22, chapter summary p.46, "Different Viewpoints" p.52-53, the paragraph at the top of the right column on p.54 ("The Spanish Priests..."), map p.59, "Tobacco Saves Colony" paragraph on p.63, and map p.65. 

Sociology

We finished discussing the American values and identified linguistic relativity in an episode of SpongeBob -- "Squirrel Jokes."  Be sure to capture the examples and nuanced discussion on your activities page! ; )

World History

We continued our work on the Dreaming Close-Read work from yesterday.

U.S. History

Last day of outlining...I will prepare what we need for pages 58-111 to get things sped up for us! : )

Sociology

Students shared their taboo research (and turned in their pages) as the other students added those examples to their activities/examples page.  We then began discussing the American Values reflective notes from Friday -- to be continued in class tomorrow.

World History

7th and 8th hours finished sharing their information (5 reading packets on Native Australians) and then revisited their EQ & CQ pages to add to them.  All students revisited the Outline to checkmark additional items newly covered.  We then began a close-read of a Native Australian Dreaming tale -- see handout and reading packet.  This will be continued in class tomorrow.

U.S. History

Continue outline work. 

Sociology

Instruction pages were distributed for "taboo research" -- finish for homework -- due Monday.

World History

Finish reading and note-taking from your chosen packet -- see details posted yesterday.  We then began acquiring evidence from each other (write on your pages) by way of students sharing their evidence with the rest of the class, one packet-topic at a time.  Add to your EQ and CQ pages, then.  Also, revisit the unit outline to checkmark any additional items now covered.

U.S. History

In some hours we conclude the SMARTboard notes from 1491 and added to our EQ and CQ pages -- as detailed yesterday.  In all classes we began creating an outline of textbook concepts for this unit -- see me or a reliable classmate for instructions.  This will be continued in class on Monday.

Sociology

We discussed 9/11.  Students shared their different concept examples from "30 Days: Immigration." We began reading and taking notes about "American Values" as reported in the text on p.90 (list the 6 identified values and add your own commentary) -- to be finished in class later.

World History

Students completed their reading-for-information as detailed yesterday.  We discussed 9/11 via a slideshow.  Students then shared their answers with each other so that all will end up with example/evidence notes from all 5 of the packets.  As time allows, add to EQ & CQ pages.

U.S. History

Remaining work pages were collected (claim/evidence Ch. 1 & 11).  We discussed context/lens about Mann and students edited the related note page (this is practice for this skill that will later be scored).  We discussed 9/11.  Students took notes via SMARTboard "Some More Notes from Mann."  Students then revisited their EQ and CQ pages to make more additions.

Sociology

The analyses for "30 Days: Immigration" were returned -- to be discussed tomorrow after some students' make-up work is submitted.  I shared with the students some information about the process and costs of legal immigration. 

World History

We finished our discussion of the Rabbit-Proof Fence work page.  Students then check-marked the items on the Outline of Popular Details -- Communal handout that we've covered thus far (anything from the very top of the page to the very bottom).  Do a final check to see if there's anything you want to add to your EQ and/or CQ page.  Then, begin work on the "Native Australians -- Reading-for-Information" work page. 

U.S. History

We finished the Mann packet w/ work pages and also completed the work on the new 1/2-sheet -- finish for homework as needed; due first thing tomorrow. 

Sociology

The analyses for evidence from "30 Days: Life on an Indian Reservation" were returned and discussed.  We finished our analyses of "30 Days: Immigration" and turned them in -- discussion to be had tomorrow.

World History

We finished viewing "Rabbit-Proof Fence" while completing our work page and adding to our EQ and CQ pages.  A map handout was distributed and discussed (both sides).  Students then discussed (and edited) their RPR work pages in groups.

U.S. History

We continued our work on the 1491 packet as detailed the past few days -- finish through p.331 for homework.  We'll finish to the end in class tomorrow, turn in the claim/evidence work page, and complete the 1491-related work as outlined on the new 1/2-sheet of instructions (regarding context/lens).

Sociology

We planned our contribution to the school "Happy" lip-dub video (to be filmed Wednesday during 3rd hour) -- tomorrow we'll be back to our regularly-scheduled program.

World History

We continued our analysis of Rabbit-Proof Fence as detailed Friday.

U.S. History

A sample paragraph answer for the Intro unit E.Q. was provided and then the students' scored paragraph answers were returned.  Please see me to discuss any further clarification and/or examples you need.  We continued our work from the reading of Charles C. Mann as detailed Friday.

U.S. History

We took notes via SMARTboard of "Some Famous Early American Urban Cultures" with discussion.  We began our 2nd (and final) big reading assignment for this unit -- excerpts from 1491 by Charles Mann.  On a piece of your own paper, first, make notes about the scholar (Mann) while reading the 2 pages of info at the front of the packet.  Then, complete the provided handout and add relevant note to your EQ and CQ pages while reading with your work partners -- to be continued in class on Monday.

Sociology

Students chose a concept from our list and then analyzed for detailed examples and explanations while viewing "30 Days: Immigration."  This will be continued in class on Monday.

World History

In 8th hour we completed the activities posted yesterday that we did not have time to accomplish yesterday.  Students read over the handout "Outline of Popular Details -- Communal."  We'll revisit this outline to checkmark items covered together and then the remaining items can become curiosity research if desired.  We began analysis of the film "Rabbit-Proof Fence" -- see the provided work page and also add, as relevant, to your EQ and CQ pages.  This will be continued in class on Monday.

 

Sociology

We finished note-taking and discussion of the "Culture notes" via SMARTboard and then discussed examples of the concepts from the 30 Days episode we just completed. I shared a newspaper excerpt about the Bethel school to demonstrate that culture can be a matter of time period, as well (see me), and a quote by Margaret Mead (see me).  We set up to begin analysis of some of our culture concepts, the three soc perspectives while viewing a new episode of "30 Days" -- "Immigration" -- see me for your viewing assignment details.

World History

In 8th hour we finished our "Class Answers" to the EQ as explained yesterday.  Remaining papers (EQ #1 sentence writings, research scores, and reflective writing) were returned to the students as they completed their Unit Closure Work Pages.  We then began our Communal unit of study by referencing visually our Mental Map Timeline and adding a note to it (see reliable classmate) and setting up our new Curiosity Question page and Essential Questions page.

U.S. History

We finished our work with the Loewen packet, discussed in groups, and discussed as a whole class.  We set up a notepage for info about "Some Famous Early American Urban Cultures" -- notes to be added and discussed tomorrow.

Sociology

We finished analyzing "30 Days: Life on an Indian Reservation" and turned in the analyses.  We reviewed the term "verstehen" with three examples (see a reliable classmate or me to discuss).  We then began taking notes via SMARTboard about "culture" -- to be finished in class tomorrow.

World History

More students shared their research.  We developed a class list of possible answers to the EQ #1 as each student recorded their own copy of the list -- keep to be used in later units throughout the year.  Students continued their work on the Unit-Closure Work Page as some of their work was returned to them (EQ Argumentative Writing sentence, reflective writing, and research scores).  Remaining papers will be returned tomorrow and the work page completed. 

U.S. History

We continued our "Loewen" work (see posts on past two days) -- finish through the end of page 65 as homework.

Sociology

We began viewing for analysis "30 Days: Life on an Indian Reservation." (See details posted Friday.)

World History

Students shared their research from Friday -- informally presented their question/s, answer/s, and source credentials.  In some hours students began work on the Unit-Closure Work Page -- to be continued in class tomorrow.

U.S. History

Students discussed in tps groups the main ideas in the UN packet about Human Rights.  We then continued our work with the Loewen article and book excerpts (see Friday's post) -- to be finished in class tomorrow.