Sociology

We made clear notes on our "Propaganda" handout about what, precisely, in reality each of those pieces of language might reasonable cause -- catch up with a reliable classmate.  We reviewed the notes we have on the "Culture" note page about Linguistic Relativity and then stapled to the note page the Prop. handout and the "Linguistic Relativity" handout.  Students then read the "Nacirema" article while making notes in the margins, underlining key points, etc. -- be ready to discuss on Monday.

World History

Students added to their EQ and CQ pages as we discussed our way through a slideshow about Judaism.  We rewatched a portion of the intro to the UN Human Rights DVD that we viewed at the start of the school year -- to revisit the section about Cyrus the Great in light of our recent Judaism studies and preview of Empires Unit to come next.  Check-mark the Judaism items in the "Outline of Popular Details" that we've covered and add to your CQ page any remaining questions you have about Judaism.  Finally, review briefly the world map (Eastern Hemisphere view) on which is noted the location and date of origination of the five religions for the unit.  On Monday we begin our study of Christianity.

U.S. History

We discussed in small groups #6 & 7 on the work page "Uncle Tom's Cabin, Layering-to-Later."  We viewed the clip of "Birth of a Nation" with scholarly commentary (https://www.youtube.com/watch?v=OMVognai5P4) and answered on our work pages #3-5 in small groups.

Sociology

We continued our small-group work on the concept of Linguistic Relativity -- discussing the question posed at the bottom of yesterday's handout.  We then discussed as a whole class, adding to our individual papers the examples.  A new handout with two different samples of propaganda (blog entries for a nonprofit web site) was provided and students analyzed in their small groups the ways in which the language of each sample might "affect reality."  We discussed as a whole class, as students edited their working notes...some AMAZING linguistic analyses from these students!!!  We'll wrap up the discussion tomorrow.

World History

Check-mark the studied items in the Buddhism section of the "Outline of Popular Details," and move any remaining curiosities onto your "C.Q. page."  Students worked in small, assigned groups to pull from their Socratic discussion notes (from the past few days) bullet-point answers/evidence for their two Essential Questions (on their E.Q. page).  Create subheadings for "Judaism" on your E.Q. and C.Q. pages.  We began work on the topic of Judaism with some basic reading-for-information from text pages 67-71, R64-R65, and R70; while reading, extract evidence for bullet-points onto the E.Q. page.  (Also, as always, capture your curiosity questions onto your C.Q. page while you work.)  Finish the reading for homework.

U.S. History

Students completed #1 & 2 on the "Layering-to-Later" work page regarding "Uncle Tom's Cabin," and then discussed in small groups (to edit their pages) these two questions as well as the entire "Primary Source Close-Read" work page for "U.T.'s C."  Due to time constraints we will do #3-5 on "Layering-to-Today" during class tomorrow when we have time for the full 8-minute clip.  Today, however, we had adequate time for the minstrel show archival footage (You Tube "Minstrel -- Glen Turnbill -- Blackface Minstrel..."); read carefully the info on the work page and complete #6 (give at least 5 observations).  (It will be clear to you that while these shows were intended to be entertaining, they were clearly offensive to people of color and to others who understood the concept of racism and racial stereotyping.)

Sociology

We finished our "Culture Notes" that were begun yesterday.  To explore the final, and most complex concept, "Linguistic Relativity," we viewed an episode of Sponge Bob -- "Squirrel Jokes" (available on You Tube) and read a handout with additional examples.  Catch up with a reliable classmate for the discussion and notes/example we've had with regard to these materials...more tomorrow!

World History

Socratic discussion about Buddhism primary source close-read materials.  SEE ME if you were absent to set up the make-up work.

U.S. History

Finish "Uncle Tom's Cabin Primary Source Close-Read" work page (using the story excerpt packet and character summary sheet) -- due tomorrow; borrow materials to finish for homework as needed.  Some students began work on the third and final phase of our work with "U.T.'s.C" -- "Layering-to-Later" work page (with one handout of reading material); we'll continue with this third piece in class tomorrow.

Sociology

Directions for the analysis page were revisited and then time allowed for students to edit their pages as they desired.  These pages were then collected.  We set up a "Culture Notes" page and recorded notes of the few key concepts via SMARTboard and with much discussion -- to be finished in class tomorrow.

World History

We finished our work on the Buddhism primary source close-read -- using the "Socratic Discussion on Buddhism" work page -- borrow reading materials as needed to finish tonight.  Be prepared to use this page tomorrow for a scored Socratic discussion.

U.S. History

We continued our Primary Source Close-Read of an excerpt of "Uncle Tom's Cabin" -- see accompanying work page -- finish through p.272 as homework.  We'll finish the rest in class tomorrow.

MONDAY Sociology

MONDAY -- Students finished their analysis of "30 Days: Life on An Indian Reservation."

MONDAY World History

MONDAY -- Students worked on the "Socratic Discussion on Buddhism" work page while using three reading packets, marked I, II, and III -- to be finished in class tomorrow.

MONDAY U.S. History

MONDAY -- Students finished the work page "Uncle Tom's Cabin Context & Lens" (with two articles) -- officially due tomorrow.  They then began work on the work page "Uncle Tom's Cabin Primary Source Close-read," (with the excerpt packet and a Characters Summary helper page).

Sociology

We began our culture unit by working on a Claim/Evidence work page while screening "30 Days: Life on an Indian Reservation" (we viewed until 15:04).  Be sure to pick up the w 1/2-sheets of instructions/clarification for this work, also.

World History

We read an article about the Dalai Lama, viewed a few slides with images and quotes, and viewed a Youtube video -- read/view while adding to your EQ and CQ pages.  Email me at sherry.cluver@mfschools.net to let me know to email to you the slides and video.

U.S. History

We began a work page "Uncle Toms' Cabin -- Context and Lens" with the use of 2 articles (named in the wp) -- to be finished in class on Monday.

Sociology

We continued our discussion of "The Butler," adding notes about where in the film we saw Symbolic Interactionism -- be sure to record at least two different ways each symbol could be understood.  We set up an Essentials Questions page, copying the EQ for the current unit onto it, and then adding bullet-points of possible answers based on what we've done so far.  We'll add to this page during the unit so that when it's time to write, we'll already have our "research" accomplished.  We also set up an Curiosity Questions page onto which students recorded random questions they have with regard to "30 Days In A Wheelchair" and "The Butler."  We'll also add to this page throughout the unit, and at the end, everyone will be assigned to select a few of their questions to research for a skill score.  Lastly, we reviewed the 3 sociological perspectives and the thesis of the class to be certain we all feel confident about all of this introductory, core material that will be utilized throughout the semester.

World History

8th hour read and discussed the "Amma" article.  7th & 8th hours check-marked their "Outlines of Popular Details," added to their CQ pages, and created "Buddhism" subheadings on their EQ and CQ pages  -- all as detailed in yesterday's post.  Read in the textbook pages 127-128, R56-R57, and R70 while adding notes to your EQ and CQ pages.  Finally, add to those same pages while viewing the Buddhism slideshow -- I'll reply with the link if you email me at sherry.cluver@mfschools.net.

U.S. History

Students finished the tps discussion on EQs from yesterday.  We discussed #6 on the work page and I shared with the students an excerpt from a Newsweek article that connects Dred Scott to today.  We completed #8 with an article about the Lincoln-Douglas debates and a clip of the 2008 L-D Reunion Tour show done in commemoration to the 150th anniversary of the debates -- email me at sherry.cluver@mfschools.net and I'll  reply with the link to that clip.

Sociology

We finished analyzing "The Butler," and held our first (informal) Socratic discussion -- to be continued in class tomorrow.

World History

The Bhagavad Gita work page was completed and turned in.  Students read a page about Ganesh, and we discussed the symbology of the parts of images of Ganesh via SMARTboard.  (See me for a copy of the article and to discuss the symbols, and EMAIL me so that I can send to you the image slide.)  We read and discussed a handout about orthodoxy and orthopraxy -- pick one up and keep it.  We read an article about the Hindu saint Amma, viewed some images of her on the SMARTboard, and discussed.  (See me to borrow the article.)  We then set up subheadings on our EQ and CQ pages for Buddhism, and began to add to those pages from our readings pp.127-128, R56-R57, and R70 -- to be continued in class tomorrow. 

U.S. History

We finished the textbook work page and discussed a few items as a whole class, adding a couple of key notes.  (See a reliable classmate.)  We discussed briefly the song titles in the CD to which we've been listening ("Songs of the Working People From the American Revolution to the Civil War") as excellent Curiosity Questions to research later.  Students then got into their TPS groups to discuss the full content of their work pages for the purpose of adding bullet-point answer to their EQ page.

Sociology

"The Butler" continued -- until 1:47:48. 

World History

We finished our work on the close-read detailed on Friday and turned it in for a score.  We then began a variety of Hinduism exploratory activities, starting with a slideshow -- students should add to their EQ and CQ pages.  Email me @ sherry.cluver@mfschools.net, and I'll reply with the slideshow attached (Google Slides).

U.S. History

We worked on the work page distributed Friday -- we'll finish the last bit of it in class tomorrow.

Sociology

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued our analysis and screening of "The Butler" as detailed on previous days (from 43:53 to 1:14:31) -- make up the viewing via Netflix or library check-out.  (See me if needed.)

World History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued work on the Bhagavad Gita close-read assignment as detailed yesterday -- to be finished in class on Tuesday.  (Look at the feedback and scores on last semester's "Context/Lens" work for easy reminders to yourself on what you want to continue and/or change on this sort of work in this semester -- ie. B.Gita work.)

U.S. History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We visited our "Mental Map Timeline" and discussed it as a visual cue for the context of our current unit of study.  The current "Outline of Some Popular Details" was distributed and students read over the list carefully, marking items of curiosity.  We viewed via You tube "Crash Course Civil War #20" as a focused intro to the unit while recording curiosity questions onto our new "Civil War Curiosity Questions" page that we set up.  Finally, part I of III Textbook Work Pages was distributed -- to be completed in class on Tuesday.

Sociology

We continued our work with the film "The Butler" -- we viewed from 12:17 until 43:53.

World History

We took bullet-point notes for our two EQs while reading the textbook pages about Hinduism as posted yesterday.  Also, be certain to record CQs!  We began individual work on a close-read assignment with context/lens information and then excerpts from the primary source, The Bhagavad Gita -- utilize the accompanying work page for all of the clear instructions -- to be continued in class tomorrow.

U.S. History

We finished our work from yesterday with episode 2.

Sociology

After reviewing our notes from yesterday, we added the third and final sociological perspective to the notes with much discussion.  We then set up an analysis page for the film "Lee Daniels' The Butler," on which we will record examples of Cecil's words and actions to evidence "Functionalism" (AND the reasons for his words/actions), and on the bottom half of the page we'll do the same, but for the older son, Louis', words and actions of "Conflict Perspective."  Today we watched through 12:17.  Make this up via You tube or Netflicks, or see me to make arrangements as needed.

World History

We discussed and edited our symbols work page.  We read aloud together a handout about Hinduism that corresponds with a map handout that we also discussed at length.  We then began our studies, specifically, of Hinduism -- add bullet point notes to both or the EQs and questions to the CQ page while reading pp.123-125 and the following pages in the "reference" section in the back of the book -- pp.R60-R61 and p.R70.

U.S. History

We finished the episode from yesterday, and then began the same review work (notes and CQs) for episode II -- also found on youtube ("The Presidents" - John Q. Adams to Polk).

Sociology

Permission slips?  We began taking notes on our introductory/foundational concepts -- copy the class thesis/goal w/ relevant definitions and, on the other side the sociological perspectives -- to be continued in class tomorrow.  Be sure to copy the notes from a reliable classmate and to capture, also examples and explanations/discussion to aid in your comprehension.  To start our discussion of Symbolic Interactionism, we viewed a short clip from the film Da Vinci Code (3:51-5:16).

World History

We "quizzed" ourselves in review of the pre-holiday slideshow depicting a variety of religions and philosophies with regard to what is often called "The Golden Rule."  We set up our EQ and CQ pages (EQs are on side board -- put one on each, different side of your paper).  The World Religions "Outline of Popular Details" was distributed -- read over it carefully and mark with "?" items about which you are curious.  We then worked on a symbols page in our think-pair-share groups -- indicating the names of the religions/philosophies associated with each symbol and the symbols' names and meanings.  We'll discuss and edit together tomorrow.

U.S. History

"The Presidents" DVD -- notes and curiosity questions while viewing.  (Available on You tube:  "The Presidents" by The History Channel -- episode 1 of disc 1 -- "Washington to Monroe.")

Sociology

Permission slips?

We finished viewing "30 Days in A Wheelchair," and discussed informally our observations.

World History

I shared data with the students regarding first semester grades distribution relative to a standard, bell-shaped curve - they should be proud of their work!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

U.S. History

Reminder -- Constitution Test retakes -- Part I on Tues., and Part II on Wed..  We set up for the new semester...We discussed grades distribution relative to a standard, bell-shaped curve and observed what an excellent job the students did!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

We set up to take notes from "The Presidents" DVD -- see a reliable classmate for the info to copy.  We will record basic, chronological notes of key ideas as we take a quick, concise overview of where we've been so far WHILE embedding into our notes curiosity questions as we view!  (Think "How?" and "Why?" to engage in the material, and questions will, then, naturally arise.)  Be sure to mark the questions with a big "?" or some other way to make them stand out visually.

Sociology

A handout was distributed and discussed with regard to Standards-Based Grading, including a copy of a sample transcript and a display of 1st semester data on grades -- please see me to go over this system of grading if you were absent.    Student surveys were returned.  We began screening "30 Days in a Wheelchair" while recording observations onto our individual note pages -- to be continued in class on Monday.  (We're jumping right in, with the vocabulary and Soc-specific instruction to follow.)

World History

We concluded our review game!

U.S. History

We concluded our review game.

Sociology

Seating chart was followed by 7 personal survey questions (turn in your answers).  We then began to go over logistics for the class ("Certificate of Diplomacy," Unit 'To Do' List, permission slip for films, and website & STI handout).  The oral emphasis included that you will want to be sure to have a way to keep all of your Sociology papers together and organized, to check my website if you're ever absent, and to check your scores on STI about once a week or so.  We then went through with discussion and notes the "Sociology" 1/2-sheet handout that provides the course description (copy the notes from a reliable classmate).  A bit more intro prep tomorrow then right into an episode of "30 Days" to analyze!

World History

A comic strip was distributed.  We played a review game, using the 1st semester final exam -- to be continued in class tomorrow.

U.S. History

Reminder -- Constitution Test re-takes are next Tuesday (part I) and Wednesday (part II).  We played a collaborative review game, using the 1st semester final exam questions -- to be continued tomorrow.