KCC

New HW assignment -- read pp.64-88 in "America" (the intro of "Part 2" and a significant portion of Chapter 3) by class time on Monday.  In class today we continued our analytical work of the Treckel article.  I gave a few pointers to support the students with this more challenging article -- there are 6 parts to the thesis, which include specifications of time, place, and "who."  

World History

We watched the final two segments of the Yanomamo video work as detailed yesterday.  Then, take time to go through the Yanomamo work page to transfer relevant information to your EQ page (and random questions to your CQ page).  (Remember, comprehension questions should be addressed IN CLASS --ask now.  The CQ page for later research is to dig beyond the expected whole-class comprehension of assigned materials.)  We then began the multi-part Layering-to-Today work -- pick up a 1/2-sheet instruction page and a sources packet -- to be finished in class tomorrow.

U.S.

We reviewed MLA format (w/ SMARTboard images) as well as regrouped to the core of the assignment (also via SMARTboard) before going to the lab to complete our end-of-unit argumentative/academic paragraphs.  When finished, print and turn in with your score sheet, and then pick up an instruction page to begin the next assignment.

KCC

HW reminder -- finish reading Chapter 2 as detailed yesterday (w/ notes...)  We finished reading the Demos article and using my key for self-check.  Then, students began their own, individual analysis of Treckel's article (article #5) with the claim/evidence work page provided -- to be finished in class tomorrow.

World

We continued pulling a lot of facts and inferences onto our work pages about the Yanomamo, and then continued to do the same from a one-page reading excerpt and clips from video footage.  If you were absent, email me, and I'll reply with the video as a "Google share," or you can come in during Advisory to view it.  

U.S.

Writing day!  Complete the organization work page from Friday -- this is the first step to any good writing; this page simply walks you through the process.  THEN, log into Google docs and USE that page to create your clear, organized, detailed argumentative paragraph.  (Use, also, the score sheet provided Friday.)  We'll be in the lab tomorrow to finish the writing.  6th hour also shared their Curiosity Research.

KCC

Socratic score sheets were distributed.  HW -- read the rest of Chapter 2 (pp.49-63) by Wednesday -- adding to EQ and CQ as you read.  As for our in-class work, read the Demos essay in the Portrait...book while viewing my answer key as reinforcement on the Claim/Evidence skill.  We'll finish this in class tomorrow and then begin individual analysis (Claim/Evidence) work on the final essay for this unit...to be collected for a score.

World History

7th hour -- we edited our Gadi Mirrabooka pages #1-7 via answer key on the SMARTboard.  In all hours we discussed, informally, the story summaries (students gave their synopses).  Time was given to pull from the work page any relevant items for the EQ and CQ pages.  I presented a slideshow for student note-taking on the EQ and CQ pages -- if you were absent, email me and I'll reply with a "Google share" of the file.  More notes were added to the EQ page about "hunting and gathering" trends in general for Communal cultures via SMARTboard.  We began our next Communal case study -- the Yanomamo...pick up a map handout and a new work page.  On the wp, fill in as many examples (and inferences noted with a "?") by use of semiotics -- photographic analysis.  We worked on this in our tps groups from provided picture packets -- to be finished in class tomorrow.

U.S.

We viewed the "10 Days..." DVD some more, adding to our EQ page from the "Mystic Massacre" episode and to our NEW CQ page, also.  In hours 5 & 6 we set up the new CQ page AND EQ page for the new unit.  Any notes taken from the "Shays' Rebellion" should be added to the NEW EQ page.  Tomorrow we'll be back to our regular gig -- writing on the Colonial EQ.

KCC

We did some casual follow-up from yesterday's Socratic discussion about slavery, and I shared on the SMARTboard a picture of the President and First Lady in 2013 standing in the "Door of No Return" at a slave fort in Senegal....politics aside, we are analyzing this HISTORICALLY...see me or a reliable classmate to catch up on that short discussion.  For homework -- read in the basic textbook (America: A Concise History) pages 34-48 (getting going into Chapter 2), while recording notes onto the EQ page and curiosities to research onto the CQ page.  In class, we then began analytical work from more articles in our Portrait of America text...Read the short article by Demos while referring back-and-forth to my Claim/Evidence analysis answer key -- to capture the content by reading and to reinforce the Claim/Evidence work process.  Finally, our next in-class work is to read the Treckel article while completing our own (individual work!) Claim/Evidence work page -- to be continued in class on Monday.

World History

We finished our work pages for Gadi Mirrabooka as detailed yesterday.  Then, pull EQ notes and CQ questions onto those pages as relevant.  In some hours we also went through a slideshow to highlight visually some aspects of Native Australian cultures -- add to your EQ and CQ pages from it.  (If you were absent, email me, and I'll "Google share" the slideshow as a reply.)

U.S.

Students shared their research, orally, with the class; then, they self-scored and recorded a "practice" on their Skills Tracking Page.  I shared one last "Layering-to-Later" for brief discussion -- a picture of the President and First Lady in 2013 standing in the "Door of No Return" at a slave fort in Senegal....politics aside, we are analyzing this HISTORICALLY...see me or a reliable classmate to catch up on that short discussion.  We then prepared to do our end-of-unit assessment -- the argumentative writing (paragraph).  First, complete the "Target" work page and see me or a reliable classmate for the discussion about it.  The Argumentative Writing Score Sheet (grading criteria) was provided -- read over it.  Then, pick up the "Prepping to Write" work page -- to be completed in class on Monday.

KCC

Socratic discussion!

World History

Group collaboration (assigned groups) to complete the work pages by discussing subtopic-by-subtopic each student's notes -- so as to end up with the key points from all 4 articles.  For homework tonight, take time to consider carefully all that you learned on those work pages (read over them and think carefully) with regard to our current E.Q., and ADD bullet-point answers and evidence onto the E.Q. page.  We got set up (in some classes began) our work page for "Gadi Mirrabooka," using the first (dark-covered) packet to answer with clarity and accuracy the Context/Lens portion of the work page, and then we'll use the second packet (that contains a sampling of the stories) to finish the work packet...in class tomorrow.

U.S.

Research day!  Follow all instructions provided and discussed yesterday and be sure to have your research completed and ready to be shared orally and/or turned in on paper by the start of class tomorrow.  A 1/2-page score sheet was provided that reinforces the target of the skill.

KCC

We added notes on our EQ page in the subsection "Slavery" from our 4th and final source -- the first of the Nash articles in the 2nd text.  (It's article #6 "Black People in A White People's Country.")  A handout was provided for the scoring criteria for our second Socratic discussion, which will be held tomorrow and will be scored by Mrs. Cluver.  (Finish the Nash article for homework as needed.)

World History

Reading-for-information about Native Australians -- pick up a work page and follow the directions.  (You'll read and take notes on the Introduction article, and then choose one (1) of the remaining four articles to read and take notes.)  Of course, capture CQs on your CQ page, also, as they pop up.

U.S.

We finished the "Layering-to-Later" segment on our E.Q. and C.Q. pages by adding notes from whole-class contributions about the Occupation (recall that you need the facts from the other two articles, from the other two groups -- so copy notes from a reliable classmate who recorded the shared notes from the SMARTboard).  The second L-t-T item was a quick, easy read about the subcultures of the 11 regions of the U.S. with a taste of some history that influenced the zones -- think, especially about the East Coast (colonial) area.  Simply read and record curiosities onto your C.Q. page.  We then began the skill of Research.  A handout was provided, and we highlighted it together with detailed discussion.  Pick one up, read it carefully, and see me with any questions you may have.  We began, then, to conduct on-line research in the lab -- to be continued and finished during class tomorrow.

KCC

We began work on the colonialism subtopic of "Slavery," and are preparing our EQ and CQ pages with that subheading in anticipation of our 2nd (and 1st scored) Socratic discussion.  Be sure to label your notes and questions, also, according to source.  1st source:  the Middle Passage clip from the film Amistad (see You tube).  2nd source:  "Myths and Misconceptions" article.  3rd source:  "The Origins of Slavery."  We'll add on the 4th and final source tomorrow.

World History

We finished Rabbit-Proof Fence (w/ w.p.) and then pulled relevant answers from it onto the E.Q. page.  (And added curiosity questions to C.Q. pages as relevant to each student.)  We then began a new work page "Native Australians: Reading for Information" while reading the "Intro." packet and another packet of choice (each student chooses.)  Use your "Outline of Popular Details" to help with definitions of the work page categories and also use a dictionary as needed while reading.

U.S.

We finished our group work on the Haiti Occupation sources as detailed yesterday.

KCC

Student groups took turns sharing the thesis, 5 key facts, and the author's creds/specialty for the assigned articles -- add to your EQ pages!  We then took time to transfer Crash Course work page info to the EQ page (w/ our tps partners).  

World History

We viewed from ~14 minutes until 40 minutes of Rabbit-Proof Fence, and then started up, again, at 1:00:00 until ~ 1:13:00 in 3rd hour and ~1:17:00 in 7th hour.  We'll view the last few minutes in class tomorrow.  Be sure to add notes to the work pages while viewing.

U.S.

We had or first Socratic discussion -- the focus of which was the subtopic of slavery...discussing the notes we added to our EQ page and the questions we added to our CQ page from the Amistad clip and the two articles.  Edit your pages as we discuss to aid your prep for the end-of-unit writing.  Be sure to pick up a Socratic Discussion instructions page and score sheet.  Students scored themselves and recorded "9/21 practice" on their "Skills Tracking Page."  We then set up a new subheading on the EQ and CQ pages "U.S. Occupation of Haiti 1915-1934," under which we"ll add notes and questions from the assigned readings and collaboration via SMARTboard -- to be continued in class tomorrow.

KCC

Students collaborated in groups (based on which article they were assigned) to (1) Edit their pages via discussion, (2) Further edit per my answer key, (3) self-score their work and then chart on the Skills Tracking Page "9/18 practice."  Groups then prepared to teach their content to the rest of the class by prepping:  Context/Lens of the author: basic creds and area of specialty; Thesis/Claim; and the 5 most compelling facts/evidences.  See me to learn your group and work with them to catch up with the editing.  See me to report in on which article you read so I can create a record.  We'll begin the teaching on Monday!

World

In 7th hour, we finished our discussion and note-taking on the top of the "Outline of Popular Details -- Communal."  We then began our study of Native Australians cultures with the use of the film "Rabbit-Proof Fence."  Pick up a map handout and see a reliable classmate to add highlights and a few notes.  Pick up the work page of 4 questions to be completed while viewing.  See me if you need to set up a time to view any missed portion.  On your CQ page, make a note to yourself "Rabbit-Proof Fence -- be ware of Windschuttle."  (He is a gentleman with what appear to be legit credentials; however, his writings have been debunked by historians.  So, if you choose to research Rabbit-Proof Fence on research day, don't take any of his publications as mainstream, acceptable history.  He is akin to a Holocaust-denier.)

U.S.

Set up subheadings on your EQ and CQ pages of "slavery" so that the notes and questions you log in for the next 4 activities will be easy to locate for the Socratic discussion about slavery that is planned for Monday.  We viewed the "Middle Passage" scene from Amistad (see You tube), read/viewed the bottom 1/2 of pp.44-45 in the text book, and read the articles "Myths and Misconceptions..." and "The Origins..."  

KCC

Final work day -- finish for homework as needed the article analysis.

World

Labeling slips were provided to the students for our six skills and one called "Current Unit," and time and paperclips were also provided for students to organize all of their papers according to skill.  Note:  some basic classroom papers (Skills Tracking Page, Mental Map Timeline, Standards-Based Grading, etc.) will remain loose from the clips and categories.  Also, the Unit-Closure Work Page will stand alone.   There are two skills we've not yet practiced, and so those labels/clips will be empty for just a short time (Context/Lens  and  A/V Claim/Evidence) -- the other four skill labels will have papers!  In 7th hour we self-scored our EQ sentence and charted onto our Skills Tracking Page "9/16 practice" in the first box next to "Writing."  To start the new unit, we reviewed and added to our Mental Map Timeline and set up new E.Q. and C.Q. pages, labeled with the unit name, "Communal."  (The new E.Q. is "How are Communal Cultures relevant?")  Finally, read the handout "Outline of Popular Details: Communal," marking the items that seem particularly interesting.  (You may choose to research them at the end of the unit if we haven't already covered them thoroughly with the mandatory materials.)  We spent a long time talking through and adding notes about the top portion of that outline -- see a reliable classmate for those notes and discussion for comprehension.

U.S.

We completed an analytical "Claim/Evidence work page" (circles page) for the You tube video "Crash Course U.S. History #2."  Students then edited their pages according to the key I shared via SMARTboard, scored themselves, and recorded this skills practice on their Skills Tracking Page.  They then pulled content from that work page onto their E.Q. page to use in their near-future writing.

KCC

Work day -- finish the analytical reading assignments as detailed yesterday.

World

Due to our unusual schedule today (SIP day), we postponed the regularly scheduled unit instruction to tomorrow, and today we viewed the first 40-45 minutes of (check Youtube) "National Geographic: 30 Years of National Geographic Specials."  While viewing, record CQs onto a new CQ page entitled "Communal Curiosity Questions."

U.S.

Due to our unusual schedule today (SIP Day), we are post-poning our regularly-schedule unit work until tomorrow, and doing a different history lesson today.  We viewed (available on Youtube, I believe!) a portion of "10 Days That Unexpectedly Changed America" by The History Channel -- the "Massacre at Mystic" episode.  While viewing, record CQs onto your CQ page.

KCC

We finished the video analysis, worked in tps groups to discuss and edit our pages, and then I shared my answer key on the SMARTboard for further discussion and editing.  Students then scored themselves and recorded "9/15 practice" on their Skills Tracking Page.  We began working on a new analysis ("circles") page, but now for an assigned article in our 2nd textbook.  For homework google context/lens for your assigned author -- basic credentials and area of history expertise.  We'll continue the actual reading and analysis tomorrow in class.

World

Metacognitive writing is due today.  We took notes via SMARTboard to guide us through the process of editing our EQ sentences (thesis statements).  Students worked in their tps groups to go through the editing process, score themselves, and chart "practice 9/15" on their Skills Tracking Pages.  Remaining time was used, then, to complete item #1 on the Unit-Closure work page and to accomplish at least half of it -- to be finished in class tomorrow.

U.S.

We continued exploring select elements of the text with discussion and adding relevant items to our E.Q. and C.Q. pages:  p.9 map, p.13 image, p.19 image, p.32 map, p.40 Locke.  (See reliable classmate for added discussion notes, particularly about "historiography" as related to p.19 and also about Mann's addition to p.40.)  In some hours we began a video analysis of a Youtube clip "Crash Course U.S. History #2" -- see 2 1/2-sheets of instructions and criteria; use the provided Claim/Evidence ("circles") work page.

KCC

I shared with the students the famous folks I've linked to my website (pictures, quotes, a quick back-story, and that there is a link attached to each that will lead visitors to a legit web site for each human rights advocate). We charted last week's Socratic Discussion onto our Skills Tracking pages as "9/11 practice."  We completed a claim/evidence ("circles") work page for Crash Course U.S. History #2 (You tube), capturing the thesis in the box in the center, collecting organized evidence into the evidence circles, and then editing (making more specific) the thesis by use of the conclusion and reviewing the collected evidence.  We charted this on our Skills Tracking page under "A/V Claim/Evidence" as "9/14 practice."  (The answer key was shared with the students -- edit your pages, and then students scored themselves on the performance.)  We then began work in the 2nd textbook "Portrait of America."  Each student was assigned one of four different scholarly essays to analyze with a Claim/Evidence ("circles") page; 2 1/2-sheets of instructions were provided.  FIRST, though, the students were instructed to Google context/lens information about their author.

World History

We finished discussing the "Target" writing paragraphs work page.  We then completed our Essential Question writing for this first unit -- see the work page with the criteria for writing this thesis statement.  Then, pick up a handout "Why Only a Sentence?" (and read it).  On Google docs, complete the Metacognitive Writing assignment, print, and turn in to Mrs. Cluver.  As time permits, pick up and begin work on the Unit-Closure work page -- THIS page can be completed with the use of any and all of your papers, by working with partners, and with the use of the web as needed -- to be continued in class tomorrow.

U.S.

I shared with the students the famous folks I've linked to my website (pictures, quotes, a quick back-story, and that there is a link attached to each that will lead visitors to a legit web site for each human rights advocate).  We worked in tps groups to pull things from our Loewen analysis onto our EQ and CQ pages.  A handout "Textbook Outline" was provided to the students, and they were asked to read over it, marking items of particular interest/importance to them and then list those items onto their CQ page so they can be sure to dive into it on research day IF it's not thoroughly covered in the remaining, select activities of the unit.  Finally, we began work on those various activities:  Read over "Timeline and Map" handout, asking questions about abbreviations as needed (and we discussed the page together); on that same page, make the list of the 13 colonies (note: Maine is not one of the original colonies -- it was actually part of Massachusetts).  Next, on a 1/2-sheet of paper make a list of at least 4 observations from the map and images on p.9 of the textbook.  (We shared this in class and students added others' excellent observations to their own papers.)

KCC

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans. We continued our Socratic Discussion (while adding to our E.Q. and C.Q. pages).  We began an analysis of video material ("Crash Course U.S. History #2) with work page -- to be continued in class on Monday.

World History

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans. Students shared the most interesting piece of their research and source credentials with the class, self-scored their performance, and charted "9/11 Practice" on their Skills Tracking page for "Research."  We then began work on the end-of-unit writing assessment -- about the Essential Question.  We first completed a work page about paragraph structure for argumentative paragraphs, critiqued two sample paragraphs for quality (clarity), and discussed in depth how to write to an effective (high-scoring) thesis statement.  To begin the actual writing, read over your list of answers on your E.Q. page and consider carefully what key points you feel best answer the question.  Select two (2) or three (3).  We'll continue with this work in class on Monday.

U.S. History

I presented a "moment of silence" slideshow to commemorate the victims of 9-11 and to challenge us to live our value of freedom by respecting all of our fellow Americans.  We continued with our Loewen reading analysis (details posted yesterday), but now in pairs to benefit from collaborative thinking on this first go at this particular skill.  I posted the answer key on the SMARTboard for students to use to edit their papers and then self-score their first performance.  We charted "9/11 practice" on our Skills Tracking page for "Reading Claim & Evidence."  In some hours an outline of the textbook for this unit was provided and students were invited to read over it and record curiosity questions onto their C.Q. page.  

KCC

We continued our Socratic discussion from yesterday -- to be finished in class tomorrow.

World History

Research day -- nearly 50  minutes of quality, focused research time.  Use the instructions provided yesterday and have your work ready to turn in and share tomorrow.

U.S.

We talked breifly about what we learned about Dr. James Loewen from yesterday's short interview article.  We then began an analytical reading of excerpts from Chapter 2 of Loewen's book, "Lies My Teacher Told Me."  (Ch. 2 addresses the era of our current studies.)  As this is the first "Claim & Evidence" work page we are completing, I explained it and provided two 1/2 sheets to aid the students.  The first is a scoring page that details the criteria for the 3.0 (90%) target goal, and the second is a step-by-step (4-step) guide to completing successfully this type of reading analysis.  Please see me as you work for feedback and personal clarification as needed -- to be finished in class tomorrow.

KCC

We discussed how to "gut a book," using the front and back ends to discern the thesis and key supports....using the middle sections as needed for specific types of evidence.  We then continued in our tps groups to work through the rest of the 1491 excerpts for our EQ (and adding to our CQ page, also).  We then had our first, practice Socratic discussion (real discussion, just a self-score rather than grade) -- to work through our ideas about the EQ -- be sure to edit your EQ page to refine your ideas and to add new ones.

World History

Research Day!  A page of instructions (and tips and tricks!) was distributed and discussed with highlighting, and a 1/2-sheet scoring sheet was also distributed and discussed.  The remaining time (40 minutes) was spent doing the research in the lab.  Be sure to spend 40 focused minutes.  As this is our first go at this challenging task and students were just getting into a good swing of the research process, we'll be back in the lab tomorrow for 45 minutes of focused research -- due first thing at class Friday!

U.S.

We finished our work on excerpts from Charles C. Mann's 1491 (see details posted yesterday) -- finish for homework as needed.  We then began work on more excerpts from James Loewen...First, read the Decatur Magazine article to gain more context and lens about Loewen, and then begin the analytical work with the Claim/Evidence (circles) page while reading the excerpts from Loewen's "Lies My Teacher Told Me" (from his Chapter 2).  USE the 2 1/2-sheets of instructions to guide you with the reading and work page -- to be continued in class tomorrow.

KCC

I introduced Charles C. Mann to the students (noted on p.33 of the text) and then they worked in their tps groups to read the Mann excerpts prepared for them from 1491 -- adding to your EQ and CQ pages.  We will finish this in class tomorrow and then have a Socratic Discussion.

World History

We added to our EQ and CQ pages while viewing a few more of the Human Rights PSAs.  We then had our first Socratic Discussion about our EQ -- add to and edit your notes page.  Pick up an instruction page and a score page.  We recorded a "practice" on our skills tracking page for it.  Finally, I shared with the students a bit about the famous Human Rights advocates pictured, quoted, and linked on my web page.  Tomorrow is research day -- be sure to have your list of CQs with you!

U.S.

1st hour did the Context & Lens questions about Mann as detailed Friday.  All classes read the 1491 excerpts and recorded notes onto their EQ page and also added questions to their CQ page.  Read at least through p.18 for homework to catch up to each other.  We'll continue from there tomorrow in class.

KCC

Reading day -- finish the chapter (p.17-31) before Tuesday.  We discussed further, as needed by the students, what types of things to record onto the EQ page from the reading.

World History

7th hour finished the last few minutes of "Third Rock" (w/ notes).  We added to our EQ page "Material World" while viewing images of family possessions from 10 locations around the world.  (Also add to the CQ page.)  Continue with the EQ and CQ work with the subheading "UN Declaration of Human Rights."  Watch the intro video (~10 min.) at www.youthforhumanrights.org as well as at least the following PSAs: #s1, 4, 11, 12, 14, & 18 -- a few more to come on Tuesday.

U.S.

1st hour -- timeline and maps -- see details posted yesterday.  We added CQ questions about the 6 cultures we just mapped.  We then began work on a packet of excerpts from chapters 1 & 11 from Charles C. Mann's 1491.  Use the first few pages of the packet (book covers and an extra handout inserted by me) to answer the 1/2-sheet of Context/Lens questions.  We discussed the answers (edit your page) and recorded on our skills tracking page for Context/Lens "9/4 practice."  Then, begin reading the marked sections to take notes onto your EQ page and your CQ page -- to be finished in class Tuesday.

KCC

Reading day -- work on Chapter 1, following the details posted yesterday.  For homework, finish reading through pg.16.

World History

In 3rd hour we viewed Scene 5 of Over the Hedge (see instructions posted yesterday).  In all hours we added to our EQ and CQ pages while viewing scene 14 from the animated Disney film Pocahontas and the entire episode of "Third Rock from the Sun" (see Youtube for the clips) in which Dick decides the family needs to be more "average."  (Pick up a Third Rock handout for context/background info.)  Be sure to insert subheadings into your EQ page to note the sources for each short collection of thoughts you record.  We also listened to Mrs. C do a read-a-loud of "A Perspective Worth Pondering" (some relative statistics for the world population).  

U.S.

1st hour finished what is posted in yesterday's post.  In all classes we discussed BCE/BC and CE/AD time eras.  In hours 5 & 6 we constructed quick, basic timelines for the cultures noted on the handout (Some Famous Early American Urban Cultures) and then created maps for them, as well on provided handouts.  (See a reliable classmate for the emphasis added to the handout prior to timeline-making.)  Add to your CQ page questions you wonder about any of these particular cultures.  In some hours we began reading a packet of excerpts from Charles C. Mann's book 1491 -- first answer the questions on the 1/2-sheet about the author (context/lens) by using the web page I included at the front of the packet, and then take EQ and CQ notes while reading -- to be continued in class tomorrow.

KCC

We viewed some images of forks (yes, forks) to discuss the significance of multiple perspectives on a topic.  We read an excerpt by James Loewen and added to our EQ page and discussed the piece.  EQ and CQ pages were collected -- to be redistributed and used in May...to come full circle to our opening question and thoughts.  We set up a new E.Q. page, "Unit 1 Essential Question" with this question "What is colonialism?"  We defined the term to get started.  We talked through how to "gut a book" (effectively pull out accurate meaning and comprehend what we're reading) -- let's begin by adding notes that answer the new E.Q. while reading the start of our textbook....Read the introduction carefully on pp.2-7, then skip the end and read carefully the summary and timeline on pp.32-33, and then go back to page 8 and begin reading the body of the text for the full story and details (pp.8-31).  Remember, you're analyzing for facts that will help to answer the E.Q.; so, that's a lot of reading and thinking, but not a ton of note-taking.  It's focused note-taking on the question.  Finally, record your curiosities as they come to mind (on your C.Q. page).  We'll continue this work in class tomorrow.

World History

We discussed the Crubaugh letter with answers on the SMARTboard (edit your individual papers), and we then did another "circle page" (claim/evidence work page) for a new reading, a poem by Laing (also in think-pair-share groups).  We went over answers on the SMARTboard (edit your paper).  We noted on our Skills Tracking Sheet in the first box for "Reading Claim/Evidence" that on 9/2 we did 2 practices.  Use the Crubaugh work page and Laing work page to add to your E.Q. list of possible answers.  We discussed images of forks (yes, forks) to explore the significance of different perspectives.  We viewed scene #5 from the animated film "Over the Hedge" to add further answers to our E.Q. page and we discussed it, also.

U.S.

In first hour we got caught up from picture day -- see yesterday's post of details of work accomplished in the other hours.  We then did the following in all hours...We discussed some images of forks (yes, forks) for the purpose of exploring the significance of different perspectives.  We also discussed the comedian viewed yesterday in terms of social and racial groups and "who can say what" and why.  We added to our EQ and CQ pages while reading with our think-pair-share partners an excerpt from James Loewen's book.  A handout about some early Americans was distributed and we began discussing.

KCC

We continued work on our E.Q. page by adding more bullet-point answers, inserting subheadings for each new information source as we go:  A Brief Lesson on White Privilege (add bullet points from first 4 minutes of the Youtube clip).  Be sure to set up a second, full sheet of paper for a "Intro and Unit 1 Curiosity Questions" page and then add some curiosity questions that came to mind while viewing that Youtube clip -- they can be small, trivial curiosities or deep, profound questions.  By the end of the unit you should have a long list of different types of questions that came to mind that weren't answered by the videos, readings, or other class activities.  In hours 5 & 6 we also added to those pages while viewing the clips from Youtube "Lisa Kudrow's Epic Speech" ( ~2 minutes, from an episode of Scandal in which she is interviewed as a presidential candidate), "Wealth Distribution in America" (6 1/2 minutes with excellent, crisp narration and colorful charts and graphics), and "Hari Kondabolu 2042."  View these to make up the work.  We also took a few notes onto a separate sheet of paper about race, gender, and social class -- copy from a reliable classmate.  (1st hour is a bit behind as a result of picture day.)

World History

We discussed students' observations of the four classroom posters.  We added a few notes to our Mental Map Timeline (copy from a reliable classmate), and discussed it relative to the error on the Minions poster.  We set up an "Intro Curiosity Questions" page (giving it that heading), and writing onto it the four questions you came up with from the posters yesterday.  Keep this C.Q. page, as we'll use it all unit.  We also set up an "Intro Essential Questions" page (giving it that heading) on which we then wrote the current E.Q.: "What does it mean to be human?"  We will come back to the E.Q. page right after we work with some readings.... Do a close-read (read multiple times, look up terms as needed, etc.) on the letter from Dr. Crubaugh while completing the Claim/Evience work page (page with the square and evidence circles) -- finish for homework as needed.

U.S.

We continued work on our E.Q. page by adding more bullet-point answers, inserting subheadings for each new information source as we go:  A Brief Lesson on White Privilege (add bullet points from first 4 minutes of the Youtube clip).  Be sure to set up a second, full sheet of paper for a "Intro and Unit 1 Curiosity Questions" page and then add some curiosity questions that came to mind while viewing that Youtube clip -- they can be small, trivial curiosities or deep, profound questions.  By the end of the unit you should have a long list of different types of questions that came to mind that weren't answered by the videos, readings, or other class activities.  In hours 5 & 6 we also added to those pages while viewing the clips from Youtube "Lisa Kudrow's Epic Speech" ( ~2 minutes, from an episode of Scandal in which she is interviewed as a presidential candidate), "Wealth Distribution in America" (6 1/2 minutes with excellent, crisp narration and colorful charts and graphics), and "Hari Kondabolu 2042."  View these to make up the work.  We also took a few notes onto a separate sheet of paper about race, gender, and social class -- copy from a reliable classmate.  (1st hour is a bit behind as a result of picture day.)