KCC

Writing day in the lab -- edit sheets and markers are available.  We'll be back in the lab tomorrow, but on to other work in class on Wednesday.  The papers are due first thing Thursday.

World History

Writing day #2 in the lab for our E.Q. paragraphs.  Be sure to use the "Editing" handout and markers, make edits, and then color-code the final hard copy to be turned in at the start of class tomorrow.  ALSO, be sure your final paragraph is submitted via turnitin.com.

U.S. History

We worked on our "Simplified History of U.S. Presidents' Political Parties" sheet while adding to our E.Q. and C.Q. pages from our screening of "The Presidents" DVD the episode of "Taylor through Lincoln" -- available on Youtube!

KCC

Students finished sharing and turning in their research.  The Hortons' article analyses were returned, discussed, and edited.  We then went to the lab to begin the end-of-unit writing -- pick up a score sheet, editing/highlighting sheet, and IF needed, a turnitin.com passcode sheet.  We'll be back in the lab on Monday and Tuesday; after that, you will need to finish for homework.  The essays are due (via turnitin.com and in hard copy) by the start of class Thursday.

World History

Research is due today.  We began our end-of-unit E.Q. Writing; there are 4 helper handouts; be sure to pick them up (score sheet, outline page IF wanted, turnitin.com instructions IF needed, and the editing/highlighting instruction page).  We'll be back in the lab on Monday; essays are due first thing Tuesday.

U.S. History

We completed the "Pulling It All Together" work page (while using the very short packet of excerpts from Kammen's Mystic Chords of Memory).  We then used our "Simplified History of U.S. Presidents' Political Parties" page, E.Q. page (!!!), and C.Q. page while viewing the unit-relevant episodes of "The Presidents" DVD for end-of-unit, big-picture review.  Early next week we begin the end-of-unit Research and E.Q. Writing...

KCC

Students presented their research, informally, and submitted the notes and printouts (as detailed in the score sheet provided Tuesday).  Some students who are continuing their research through today and this eve can submit it first thing tomorrow.  We began our preparations for the end-of-unit essay -- pick up a score sheet and a "highlight" instructions page.  We will have in-class lab time for writing tomorrow, Monday, and Tuesday.  They are officially due via turnitin.com AND in hard copy by first thing Thursday.

World History

Research Day #2 -- the work is due first thing tomorrow (as detailed in the new 1/2-sheet score sheet distributed and discussed in class on Tuesday)!

U.S. History

The scored Quindlen article analyses were returned and the thesis answer provided on the SMARTboard; students should edit their individual pages accordingly.  In 5th & 6th hours 10 minutes was provided to finish the Hortons' article analyses (see me during Advisory if you want/need more time on it).  Students then had the choice to have their Hortons' article wp scored to replace the Quindlen score, or if they assess their Quindlen performance to be better, they can keep that score and hold the Horton wp to have the information.  (Once the submitted Horton wps are scored and returned, we'll discuss and edit it.)  We did an audio-visual claim/evidence analysis of Alfre Woodard's performance of Sojourner Truth's speech "Ain't I a woman?"  Again, the information is critical to have, but as for the scoring, it is also a self-evaluative choice to submit it to replace the "Crash Course U.S. History: Civil War part II" or to keep the Crash Course score.  Finally, we began work on an important, but short work page entitled "Pulling It All Together" -- to be finished in class tomorrow.

KCC

The Sojouner Truth speech analyses were returned, discussed, and edited.  We finished reading aloud the Lincoln-Watseka article.  We then went to the lab for research (of C.Q.s)  See the updated score sheet and note the one, small (but important!) change in procedures!  Research is due tomorrow unless you desire more time to do more on your own, in which case you can turn it in at the start of class Thursday.

World History

Research day (1 of 2) -- see the new criteria score sheet -- nothing more difficult, but there is a CHANGE of which to be aware.  (It is a change that actually makes things simpler for the students, a bit, and makes accurate grading more straight-forward for me.)  Spend research time tonight if you feel that you weren't as focused as you should have been during class today...most students did a great job!  Day 2 for more info-finding will be tomorrow.

U.S.

We finished our analysis of the Hortons' article as detailed yesterday.  If you need more time, see me to get a pass to come in during Advisory.  (5th and 6th hours will have an additional 10 minutes at the start of class tomorrow for any little bit left on this work.  1st hour finished.)  

KCC

We did our 3rd and final screening of the Sojourner Truth speech as detailed Friday.  We completed the "Pulling It All Together" work pages (individually, and then when prompted by the instructions, collaboratively).  We also did some "Illinois Connections" by way of a "Looking for Lincoln" brochure packet to keep and reading a news article about Lincoln-Watseka ties.  Tomorrow is Research Day in the computer lab -- have your C.Q.s with you!

World History

We viewed "Fordson" from ~ 50 min until ~95 min.  This will be finished in class tomorrow.  (Be sure to make up the missed viewing and add to your E.Q. and C.Q. pages while doing so.)

U.S. History

The Lincoln Context/Lens (scored) work was returned, discussed, and edited.  We finished our "Southern White Response" work from Friday (return borrowed homework articles):  we viewed a 3-min video about the Ku Klux Klan from the History Channel website and then viewed a Hate Map from the Southern Poverty Law Center.  For both sources, record additional bullet-points to your E.Q. about the significance (relevance) of the Civil War (era).  We then began individual work on a Claim/Evidence (circles) work page for the Hortons' scholarly essay "'Call Me Mister':  The Black Experience During Reconstruction" -- to be continued in class tomorrow. 

KCC

We finished the work as detailed yesterday, also adding today a video and a map (email me so I can Google share them with you.)  We also began an A/V claim/evidence (circles) work page for Alfre Woodard's reenactment of Sojouner Truth's "Ain't I a Woman" speech (to be continued in class on Monday).  I provided contextual info on Sojourner Truth, as well.  See me, a reliable classmate, or Google for this ; )

World History

We continued our analytical screening of "Fordson" as detailed yesterday...Today we watched from ~3:00 until ~45:00.  (E.Q. & C.Q.!)

U.S. History

We began recording E.Q. notes about the "Southern white response" to the Civil War and Reconstruction by way of collaborative work on 5 articles...See directions at the top of each.  We then watched a 3-minute video (email me and I'll reply with a Google share of the link) and viewed a modern-day map on the SMARTboard (email me for it.)  

KCC

Students collaborated on E.Q.-relevant items from the reading pp.467-493, and then I had the students trade notes to give each other feedback on being concise with true notes" in lieu of writing full sentences, etc.  I did a sample edit on the SMARTboard of a student's note compared to a shorter way to record the info and reminded the students to see me one-on-one if they want one-on-one help directly from me on their note-taking -- more than happy to help!  We then began recording E.Q. notes about the "Southern white reaction" to the Civil War and Reconstruction by way of collaborative work on 5 articles...See directions at the top of each (1 = read the whole thing; 4 = required only to read the underlined portions)...to be finished in class tomorrow.

World History

We took notes as detailed yesterday from the slideshow.  We began looking for E.Q. notes while viewing the first 9 minutes of "Fordson: Faith, Fasting, & Football."  See me to set up a time to make up the film viewing. 

U.S. History

Exit slips were returned and discussed.  Students finished their analytical work on the "The Other Lincoln" article as detailed yesterday.  (Collected for a score.)  

KCC

Students finished their essay analysis as detailed yesterday, and then they began working in collaborative groups to add to their E.Q. and C.Q. pages from a series of articles, a video, and a map that explores white Southern reaction to the Civil War and the "Civil War Amendements" (#13, 14, & 15) -- to be continued in class tomorrow.  HW reminder -- read and take notes on pp.467-493 by tomorrow.

World History

Students completed their primary source close-read of the Islamic text and then collaborated to edit their pages and to add to their 2 E.Q. questions.  We then took "Basic Notes" about Islam via a slideshow.  Students collaborated to add more to their E.Q. page.  We then began a film analysis of "Fordson: Faith, Fasting, & Football" (circles page) -- to be continued in class tomorrow.

U.S. History

We finished screening Lincoln and completed an "Exit Slip" (turn it in to Mrs. C.)  Students collaborated to add/edit their E.Q. ideas from the film and stapled it to their E.Q. pages to use at writing time.  We began a Reading Claim/Evidence work page for Anna Quindlen's article "The Other Lincoln" -- to be finished in class tomorrow.

KCC

We continued our analytical work on "The Black Experience" essay as detailed on Friday -- to be finished in class tomorrow.  Homework reminder -- read and take notes on the last chapter....moving the due date to Wednesday (instead of tomorrow.)

World History

Students edited collaboratively their scored Bhagavad Gita Context/Lens work pages and pulled E.Q. evidence from it for their E.Q. pages.  We then began work on a primary source close-read from the excerpts of the Islamic text, the Koran/Qu'ran -- pick up a work page to guide you through the short reading packet -- to be continued in class tomorrow.

U.S. History

We screened Lincoln from ~1:40:00 until ~ 2:17:00 -- add to your viewing notes and your CQ page.  (See Netflix or schedule a time with me to view at school.)

KCC

Exit slips were returned and the random film-related curiosities discussed.  The Lincoln context/lens work was returned for discussion and editing.  We read a short article about Mary Todd Lincoln and discussed the thesis and core ideas and perspectives with regard to Mary Todd as a case study of gender issues in that era.  (See me to borrow that article and then me or a classmate to check your understanding of the key points.)  Students spent time adding to their notes or E.Q. page anything from the items in our Lincolns case study that will be using in the E.Q. writing.  Students then discussed the reading notes from text pages 438-466.  The last at-home reading assignment for this unit is pp.467-493 -- due by the start of class Wednesday.  As for in-class work, we started an essay analysis (Claim/Evidence -- "circles page") for the last essay in our second text: "The Black Experience."  This will be continued in class on Tuesday.

World History

We finished our viewing notes (checklist outline into which we added our own notes) for the video as detailed yesterday.  (It is available on You tube.)

U.S. History

We continued our viewing notes while screening more of Lincoln -- from 55:00 until 1:46.  We'll finish the analysis in class on Tuesday.  (If you've been absent, see if you can find it on Netflix; if not, see me to set up viewing times at school.)

KCC

We finished viewing Lincoln with our note-taking (see Netflix or schedule at-school viewing times with me).  Students completed and exit slip (pick one up from the bin), we discussed the scored Context/Lens work page about the film, and students collaborated to pull E.Q. items from their viewing note page.

World History

Students collaborated to pull E.Q. info onto their E.Q. page from the Christianity primary source work we did yesterday, and we discussed it as a class, also.  (Connect with a reliable classmate for collaboration on this.)  We did a short slideshow of a contemporary primary source for Christianity for analysis and connection to the other religions we are studying as well as cultures we studied earlier in the year.  (Email me and I'll reply with a Google share of the slideshow.)  We began our studies of the religion Islam with a note page handout while viewing the first 30 minutes of "Islam: Empire of Faith" by PBS (available on You tube).  Check-mark the items on the handout as they pop up (as a guide to some KEY points), AND take notes of additional detail in the space made available within that checklist outline.  We'll continue with the remaining 25 minutes of this first portion of the video.  (The remaining 2/3 of the documentary focus on the various Islamic empires, which will be deferred to our unit on Empires...later.)

U.S. History

We discussed in our groups the notes we've taken on the 3 categories in our viewing notes (and added to our papers).  We continued viewing and note-taking from 18:45-58:00 (see Netflix or see me to schedule at-school viewing times).

KCC

Continue viewing notes and C.Q. for the film Lincoln -- through 1:53:00.  

World History

Collaborate with classmates on E.Q. #1 and #2 for Judaism and then for Christianity to grow your list of bullet points in preparation for the end-of-unit writing.  We began and completed work on a primary source close-read for Christianity -- pick up the work page (w/ detailed instructions) and the context packet and primary source packet to go along with it.  In some classes we began, then to add to our E.Q. and C.Q. pages while doing a primary source slideshow for the religion of Christianity.  (Email me and I will reply with a Google share of the slideshow.)

U.S. History

Students completed the Lincoln Context/Lens work, getting a pass from me to come in during Advisory on Thursday as needed.  We began viewing the film while adding to our "C.Q." page and also to a new "Viewing Notes" page we set up today -- three categories with the first two on the front (top 1/2 and bottom 1/2): Detailed observations and insights of Lincoln as a person AND Observations of the culture/daily life (social history)...On the back side "E.Q. items: significance of the Civil War."  Be sure to get a handful of bullet points for each of these three areas on each viewing day.  Get caught up by viewing the first 20 minutes on Netflix or see me to set up a time to view it at school.

KCC

We viewed Lincoln from 30:39-1:08:31 while doing our analytical notes with a brief notes collaboration in the last few minutes of class.

World History

We finished our note-taking about Christianity from my slideshow, and then students collaborated to add bullet points for Judaism and for Christianity to EACH of the 2 E.Q.s

U.S. History

We continued our work on the Lincoln Context/Lens work pages.  If you're not finished through #13, see me for a pass to come in during Advisory.  There will be a short amount of time given at the start of class tomorrow to finish #14-16, and then we'll begin viewing the film (w/ analytical notes).

KCC

Lincoln viewing notes and C.Q. page (1. Observations of Lincoln as a person, 2. Observations of culture and daily life, and 3. E.Q. relevant notes) -- we viewed the first 45 minutes of the film today.

World History

We finished taking our "Basic Notes" about Judaism from my slideshow and then from textbook pages 226-227.  (Note: we already read a Judaism primary source -- Deuteronomy -- in an earlier unit of study.)  We began "Basic Note" on the religion of Christianity from text pages 218-219 and then from my slideshow.  (Email me and I'll reply with a Google share of the slideshows.)

U.S. History

Socratic scores were returned and students were asked to collaborate in their small groups to pull ideas and evidence from the Loewen Ch 5 notes onto their E.Q. pages.  The Crash Course claim/evidence pages were returned with scores and discussed/edited...then collaboration to pull E.Q. info from it.  Finally, we discussed and edited (unscored) the "soldier essay" and pulled E.Q. info from it.  We began work in preparation of viewing Lincoln -- a context/lens work page -- to be finished in class tomorrow.

KCC

We discussed pp.376-408 and marked notes for E.Q.  We finished the "Lincoln" Context/Lens and then began viewing the film for E.Q. and C.Q.

World History

Socratic discussion follow-up (add to note pages...see reliable classmate for the added notes and clarification).  Work in your groups to pull info about Buddhism onto the two sides of the E.Q. page!  We began taking notes from a slideshow about Judaism.  (Email mail, and I'll reply with the slideshow for you to use.)

U.S.

We did some Socratic discussion follow-up with a slideshow, and handout, and much discussion.  Pick up a handout (Simplified Timeline of U.S. Slavery and Racism) and the three white, paper "mini-poster" on the front bulletin board.  ; )  We also added some key points to our Loewen Ch. 5 note page -- see a reliable classmate for those key points.

KCC

Time was given for students to work collaboratively to discern in their notes thus far (and highlight or code) the parts directly relevant for the E.Q. end-of-unit writing.  Time was then given to continue work on the context/lens work for the film Lincoln, as begun yesterday.  This will be finished in class tomorrow.

World History

Socratic discussion!  Pick up a make-up work page to earn the points!

U.S. History

We finished the circles page for the soldier article that was begun earlier in the week ("Hayfoot, Strawfoot" by Catton).  Finish for homework as needed.

KCC

We discussed and edited the wp for the soldier essay and students collaborated (and asked me questions as needed) for clarity on the notes they took from pp.343-375.  We'll discuss 376-407 on Friday.  The next reading segment is p.408-437 and is due next Tuesday.  We began a Context/Lens work page in analysis of the film Lincoln.

U.S. & World

Due to our unusual schedule today, I will only see some sections of these classes.  So, we viewed some media material and added to our C.Q. pages, but it is not specific to our current unit of study and is not essential to make up if you were absent.  Back to you regularly-scheduled program tomorrow!

KCC

Students collaborated further in groups to pull EQ notes from the Loewen work page and Socratic notes.  We then finished work on the soldier essay circles page -- finish for homework as needed.  Also remember to continue the homework reading from the primary textbook. 

World History

Time was given to continue/finish the Buddhism close-read in preparation for Thursday's Socratic discussion -- finish for homework as needed.  We then took notes about the Dalai Lama from some article excerpts, slide show, and short video.

U.S.

Socratic Discussion today!  Pick up the make-up work page for this!

KCC

HW reminder on reading assigned for Wed as detailed Friday.  Metacognitive essays were returned.  We held our Socratic wrap-up, focusing on questions, connections, and clarification as desired/needed.  Students then collaborated to pull from the Loewen notes (and Socratic discussion) relevant ideas and evidence for their E.Q. pages (and C.Q., also) -- to be continued in class tomorrow.  

World History

Students continued their work in the Buddhism primary source close-read in preparation for Socratic discussion (complete the correct, accompanying work page).  We'll finish this in class tomorrow and have the discussion on Thursday.  (Wed is a SIP day on which the 7th hour section of World History does not meet; so, we'll do a drop-in lesson in 3rd hour on Wed. and in both classes hold Socratic discussion on Thursday.)

U.S.

6th hour -- edit the front side of the Loewen work page per our class conversation (get the info from a reliable classmate for the FRONT side).  For homework -- review the Socratic score sheet and also review the many, many notes (and thesis) on the BACK side of the Loewen work page that you did in class on Thursday and Friday -- the scored discussion is tomorrow!  Today in class we began a Reading Claim/Evidence (circles) work page on Catton's essay about Civil War soldiers, "Hayfoot, Strawfoot."  This will be finished in class on Wednesday (the day after the Socratic discussion).

KCC -- FRIDAY

On Friday students were given their next homework reading assignment -- quick-read-gut-a-book method (again), now, for pp.376-407 -- to be finished by the start of class on Wednesday,  In class, we began a Reading Claim/Evidence (circles) work page for Catton's essay "Hayfoot, Strawfoot!" from our "book #2," as we often call it (the darker book) -- to be finished in class on Monday.

World History -- FRIDAY

On Friday students began work on a close-read primary source from Buddhism while completing accompanying work pages in preparation for a Socratic discussion for Tuesday.

U.S. -- FRIDAY

On Friday, students finished their work page for the excerpts from Chapter 5 of Loewen -- "Gone with the Wind" -- in preparation for a Socratic discussion for Tuesday.