Sociology

We continued our claim/evidence work page while screening "The Farm," as detailed yesterday.

World History

We completed and turned in the claim/evidence work page for the Reformation article that was begun yesterday.  We then began work on a claim/evidence work page for the documentary "Guns, Germs, and Steel."  A theory flow chart was provided to support the students in their analysis during the screening.  This will be continued in class tomorrow.

U.S. History

See details posted yesterday ; )

Sociology

Paragraphs are due today.  We began our unit on Deviance and Social Control by screening the documentary "The Farm" while completing a claim/evidence work page -- to be continued in class tomorrow.

World History

We continued adding Renaissance EQ and CQ notes while viewing Crash Course: The Renaissance and TICE Art 101 (youtube).  We then completed and Claim/Evidence work page while reading "The Reformation" (History Channel article).

U.S. History

PARCC testing and work day...By Friday, have finished the Textbook Work Pages, your Curiosity Research, and be well prepared to write (decide upon your 2-3 themes and review your previous, scored writing).

Sociology

Curiosity research is due today.  Lab time for our end-of-unit EQ argumentative writing -- due tomorrow; finish for homework as needed.

World History

We finished our note-taking from the DVD as detailed yesterday.  We then added more notes to our EQ and CQ pages while viewing 2 Youtubes about the Renaissance (Crash Course: Renaissance AND TICE 101).

U.S. History

We watched a Youtube about Alice Paul and added to our EQ page.  We then began our CQ research (for a score) -- due first thing Friday.  Be sure to finish the research according to the instructions for reaching the target on this skill as detailed on the handouts provided at the start of the school year, reviewing your previous research work/scores/feedback, and the new copy of the small score sheet provided today.  Over the next two days we will accomplish the following (which you will need to do for homework if you are missing class BOTH days due to PARCC testing):  finish the Textbook Work Page and prepare to write.  Friday will be our only computer lab day for this writing; so, you want to show up on Friday having already contemplated your many EQ notes and decided upon your 2-3 themes/concepts.  (For today -- learn some stuff about Alice Paul from a quality source on Youtube and take notes on your EQ page.)  (Between now and Friday -- finish research, finish textbook work, prepare to write.)

Sociololgy

Lab day -- CQ research is due at the end of the hour.  As students finish they should begin their end-of-unit EQ argumentative paragraph, which is due at the start of class on Wednesday.

World History

EQ paragraphs are due today.  We began our new unit, "Modern Europe."  We added a few notes to our Mental Map Timeline handout and set up our new CQ and EQ pages.  (The current EQ is "What is significant about the age of the European Renaissance, Reformation, and Exploration?)  We then began adding notes to our EQ and CQ pages (with regard to the source of the Renaissance and additional causes of the "West versus East" divide while viewing part II -- "The Awakening" (52 minutes) of the PBS documentary "Islam: Empire of Faith."  (We'll finish the DVD segment in class tomorrow.)

U.S. History

4th hour -- Robinson article work page is due.  All hours -- finish adding to your EQ and CQ pages from the Women's Suffrage article and Crash Course: Women's Suffrage (Youtube).  Pick up and begin the work page "Turn of the Century -- Textbook Work Pages."

World History

Work pages are due today.  We went to the lab to begin our EQ end-of-unit argumentative paragraphs.  Finish for homework -- due Monday.

Sociology

We finished taking notes on Government & Economy and then began our curiosity research.  Be sure to use the handout of guidelines for such research (that was provided at the start of the semester) -- the core of this score is that you used EXPERT sources  .   .  .  Finish for homework as needed.

U.S. History

We finished the work pages for the Robinson article as detailed yesterday -- turn it in.  Students then began pulling EQ bullet points of a History Channel article, "The Fight for Women's Suffrage" -- to be continued in class on Monday.

World History

8th hour took notes in their UC wp from the slideshow as detailed yesterday.  Students then completed a claim/evidence work page for a layering-to-today article about empires.  We will be doing our EQ writing tomorrow!

Sociology

We discussed the 30 Days episode to add to our EQ pages (we'll write Monday!).  Students were given a choice, however, as to whether they wish to have their 30 Days claim/evidence work page scored; so, discern your level of satisfaction with the most recent, previous AV claim/evidence score (30 Days BDM) and your level of satisfaction with how you feel you performed on this new one.  We then began some note-taking via SMARTboard about the institutions of government and economy -- to be continued in class tomorrow.  Next will be curiosity research!

U.S. History

4th hour finished viewing scenes 17 & 18 of "The Butler," and completed and turned in their analyses.  In all classes we read the PBS article about sharecropping and added bullet point notes to our EQ page.  Finally, we began a claim/evidence work page for Eugene Robinson's article "The Uncomfortable Truth about Race in The U.S." -- to be finished in class tomorrow.

World History

In some hours we added to our EQ notes from student presentations.  We concluded our analysis of the film as detailed yesterday -- turn in this work page.  We took notes onto our Unit-Closure Work Page -- "Key Concepts" section, ? #3 from Mrs. Cluver's slideshow.  If you were absent, email me, and I'll send the slideshow to you.

Sociology

We finished our viewing and analysis of "30 Days: Minimum Wage" and submitted the work pages.  Tomorrow we'll discuss casually.

U.S. History

We discussed briefly the Chicago Bulls in relation to "The Jungle."  In first hour we added EQ bullet points from our poem study.  We then continued viewing and analyzing "The Butler."  See me to make up this scored work if you've been absent.

World History

A few more presentations were shared in some hours (EQ note-taking).  We began an AV Claim/Evidence work page while viewing the Intro, select middle clips, and Conclusion of "Engineering an Empire: Persia" -- to be continued in class tomorrow.  (See me to set up a time to make up this scored work.)

Sociology

Work pages from Friday are due today.  We collaborated in one, class circle about the two different articles, adding bullet points to our EQ page.  We began an analysis work page while viewing "30 Days: Minimum Wage" -- to be continued in class tomorrow. 

U.S. History

We finished our group collaboration to analyze/translate the poem from Friday; in 2nd and 4th hours, the insights from scholar Dr. Jean Griffith was provide.  (1st hour already received this on Friday.)  Students then pulled EQ points from this work onto their EQ page to use later in their writing.  We then shifted to the subtopic of share-cropping and the experiences of some African-Americans by way of a claim/evidence work page while viewing select scenes from "Lee Daniel's The Butler."  (See me to set up a time to make up this work.)

Sociology -- FRIDAY

FRIDAY -- We finished the article analysis pages that were begun yesterday and began taking notes on the institutions of  "Government" and "Economy."

World History -- FRIDAY

FRIDAY -- We continued note-taking onto our EQ pages during student presentations of the empires case studies and then continued work on the Unit-Closure Work Packets.

U.S. History -- FRIDAY

FRIDAY -- All classes caught up to the same point of completion, finishing adding EQ bullet points from "The Frontier" and "The Ways of The Cowboy" and adding bullet points from "Dr. Jean Griffith" context page and Brenda Child's article.  Split into 3 medium-sized groups, students collaborated to close-read Louise Erdrich's poem "Indian Boarding School: The Runaways" -- "translate" each line onto a piece of your own paper so that you will be able to explain the poem, piece by piece to another student.  Finally, students were provided "Erdrich Poem Close Read Expert Help" with insights from Dr. Jean Griffith specific to this poem -- use this to edit your translations.  We then discussed the poem as a whole class for further edits and added EQ bullet points that we learned from the poem.

Sociology -- THURSDAY

THURSDAY -- Students began a claim/evidence work page to analyze one of two articles on the topic of "Education."  1/2 the class was assigned the Kozol piece, and the other half the one by Cindy Long.

World History -- THURSDAY

THURSDAY -- Due to Mrs. Cluver's absence, presentations and note-taking were tabled until Friday.  The Unit-Closure work page was distributed and students were given the class period to complete most of it in collaboration with one another by using their various papers from the unit.  Once we complete the few final instructional activities, we'll come back to this packet and finish.

U.S. History -- THURSDAY

THURSDAY -- classes picked up with the work where they left of on Wednesday, completing as much of the following as possible (the remaining to be continued in class on Friday):  "The Frontier" and "The Ways of The Cowboys" articles to extract EQ bullet-point notes, and then the same for the contextual, scholarly page of information from Dr. Jean Griffith and then Brenda Child's article. 

Sociology

We finished our analysis work pages of "Fordson," and then collaborated to edit our pages.  We then took notes about the institution of "Education" -- to be explored via an article analysis in class tomorrow.

World History

More presentations and notes today -- we will conclude in class tomorrow.  5th hour began work on the Unit-Closure Work Pages -- to be started in class tomorrow for hours 7 & 8.

U.S. History

4th hour -- We discussed the handout from yesterday and added a few notes to it.  All hours -- we started or continued and then finished the work with the Jane Addams primary source as detailed yesterday.  We began work with some articles about "The Wild West," recording bullet points onto our EQ page (and curiosities onto our CQ page).  1st hour completed both articles.  2nd hour finished the first of two articles.  4th hour will begin this tomorrow.

Sociology

"Fordson" continued as detailed yesterday -- to be finished in class tomorrow.

World History

More EQ notes during student slideshow presentations...

U.S. History

We finished Crash Course as detailed yesterday.  Hutner's Claim/Evidence work pages were returned and an answer key provided for discussion.  We began work on an article about Jane Addams -- the pictures will be put up on the SMARTboard again, tomorrow, and we'll continue reading for the EQ and CQ pages.  (It's a primary source -- Jane Addams' obituary from the New York Times, 1935.)

Sociology

We continued our analysis of "Fordson" as detailed Friday -- to be continued in class tomorrow.

World History

Students recorded (+ and -) notes onto their EQ pages as their classmates shared their empires case studies via slideshow -- to be continued tomorrow.  (See a classmate to copy down EQ notes if you were absent.)  Slideshows AND reading (underlined/highlighted) packets are due today per project instructions packet.

U.S. History

"I Came A Stranger" Context/Lens scored work pages were returned to the students, and they were given time in class to edit their answers collaboratively before filing them away.  We finished our Loewen work as detailed late last week.  We then began to add bullet points to our EQ page from Crash Course: Progressive Era (available on YouTube) -- to be finished in class tomorrow.

Sociology -- FRIDAY

FRIDAY -- E.Q. paragraphs were returned and discussed.  We discussed the blog post we read yesterday.  We began an analysis work packet to review the BIG sociological concepts from the semester thus far while viewing the first 19 minutes of "Fordson: Faith, Fasting, and Football."

World History -- FRIDAY

FRIDAY -- final in-class work day for the research projects.  Be sure to follow all of your directions.  When it is time to "share" your Google Slides with me Sunday evening (or sooner), save the file with your full name followed by the name of your empire (like "Sherry Cluver Persian Empire"), and to share it with me, use this email address:  Sherry.Cluver@mfschools.net (check that mfschools is plural -- don't forget the "s," and notice that it's "net" -- not "org" or "edu").

U.S. History -- FRIDAY

FRIDAY  We continued with "The Presidents" DVD through Warren G. Harding.  (Available on You tube.)  We began recording notes onto our EQ page while reading the excerpts from Loewen's chapter 7 (see packet) -- to be continued in class tomorrow.

Sociology -- THURSDAY

THURSDAY -- We discussed informally the "30 Days: Atheist & Christianity" episode.  We embarked on another "verstehen" source -- reading a blog by a Christian missionary and recording bullet-point notes onto our EQ page and questions onto our CQ page -- to be discussed tomorrow.

World History -- THURSDAY

THURSDAY was work day #6 of 8, but the computer lab was down (Maroa town internet service issues).  So, to accommodate the need for students to make up that research time at home in the evening, a study hall was permitted to swap other evening work into our class time slot.  Projects are due Monday; and so, they should be "shared" with me via Google by Sunday night.

U.S. History THURSDAY

THURSDAY we reviewed the pre-break lessons we did for this unit as well as previewed what is coming in the next couple of weeks for the remainder of the unit so that all can hold the big picture in their minds that was disrupted by our week off.  We continued note-taking during "The Presidents" DVD, which will be continued in class tomorrow.  (Available on You tube.)

Sociology

We finished our viewing and analysis of "30 Days: Atheist & Christianity."  Students were then given individual choice as to whether he/she wished to retain the score they received on today's returned work ("30 Days: BDM" analysis) or if they wished to submit this new analysis as a replacement score.  So, individual discernment on skills performance.  The CONTENT of the recent episode and analyses will be discussed informally in class tomorrow.

World History

Research day #6 of 8!

U.S. History

15 minutes was given for the students to finish and turn in their claim/evidence analysis page for the "Immigrant Voices" essay.  Students were allowed to borrow the packets to finish tonight for homework as needed -- due first thing tomorrow.  Students collaborated to make quick work of filling in the presidents' names on the political parties handout provided yesterday.  We then began note-taking (and embedding CQs) while viewing the first 10 minutes of "The Presidents" DVD (disc 2, episode 2....available on You tube).

Sociology

We added one more piece to our "Institution of Religion" notes.  We then began work on a claim/evidence work page to analyze another "verstehen" piece -- "30 Days: Atheist & Christianity."  This viewing an analysis will be continued in class tomorrow.  Additionally, a handout of some relevant terminology was distributed and discussed.

World History

Empires context/lens work pages were returned with some discussion.  Log score onto your skills scores tracking page.  Make corrections as needed.  Overall, students made excellent use of the staged, supported work through this challenging piece and maintained or improved their context/lens scores.  Well done!  The majority of class time was spent in the lab for day #5 of 8 research days for their "Empires Project."  Students were reminded generally that nearly all of their points comes from the research (and that the slide show is simply the icing on the cake to make the sharing of info easier), and, specifically, to read and follow carefully the clear, step-by-step instructions provided to them at the start of this research work.  (As always, students are encouraged to continue asking questions of me while we're in class together accomplishing this work.)

U.S. History

Work time -- to continue the analysis wp for "Immigrant Voices" (the scholarly essay/introduction).  This work will be completed in class tomorrow for ~10-15 minutes.  If you have been absent or otherwise need additional time, please borrow a packet to work in it tonight.  A work page "Simplified History of U.S. Presidents' Political Parties" was distributed, and some student began work on it.