KCC

I shared a big-picture rhetorical question exercise via SMARTboard (and aloud) to frame how we look at historical and contemporary issues.  Email me if you were absent and I'll reply with the link to the document.  (The extra commentary is that "white guilt," "male guilt," and/or "middle class" guilt are neither necessary nor productive in historical studies nor in addressing our current issues.  Rather, recognize that what was done by others in the past is not our personal burden, and what we do in the present should be to challenge ourselves to consider new information, others' perspectives that often have not been on our personal radars...to value becoming aware when the opportunities present themselves.)  We finished adding source notes/thoughts/questions to our 3-column notes (Wealth Inequality in America video and Lisa Kudrow video -- email me for the links).  We finished up discussing and then completing Part I (# 1 & 2) on the handout work page -- "Unit-Closure Work Page,"  Students then added more ideas and/or clarity to their E.Q.  I collected their 3-column notes.  We began a close-read of some material about scholar James W. Loewen -- see me to schedule a time to make up this work.

World History

In 3rd hour students added to their E.Q. pages as I read aloud "A Perspective Worth Pondering" and as I showed to them images of "Material World" -- email me and I'll reply with the document and slideshow.  We began viewing an episode of "Third Rock from the Sun" with a note page -- pick up a page and if you email me, I will reply with the three clips that comprise the complete episode -- to be finished in class tomorrow.

U.S. History

I shared a big-picture rhetorical question exercise via SMARTboard (and aloud) to frame how we look at historical and contemporary issues.  Email me if you were absent and I'll reply with the link to the document.  (The extra commentary is that "white guilt," "male guilt," and/or "middle class" guilt are neither necessary nor productive in historical studies nor in addressing our current issues.  Rather, recognize that what was done by others in the past is not our personal burden, and what we do in the present should be to challenge ourselves to consider new information, others' perspectives that often have not been on our personal radars...to value becoming aware when the opportunities present themselves.)  We finished adding source notes/thoughts/questions to our 3-column notes (Wealth Inequality in America video and Lisa Kudrow video -- email me for the links).  Students collaborated to work out Part I (# 1 & 2) on the handout work page -- "Unit-Closure Work Page," and then we discussed as a whole class -- to be finished in class tomorrow.

KCC

Same as U.S. (see below), ANNND...We discussed in groups on scrap paper #1 & 2 on a new packet -- "Unit-Closure Work Page."  This is where we'll collect an outline of the boiled-down, core content during the unit to help provide additional structure to our information; this will help organize our minds for the the end-of-unit writing and will become the study guide for the final exam in January and in May.  We discussed these items as a whole class and then began to clarify some final answers onto the actual UCWP packet, Part I -- to be finished in class tomorrow.  

World History

Finish editing the Crubaugh circles page as needed.  Break down the Laing poem on a new "circles" page (collaborate in groups).  Collaborate, then, some more specifically to pull answers to our Essential Question from those two "circles" work pages onto your "E.Q." page.  Add more answers (big themes and evidence) from scene 5 from the animated film "Over The Hedge" and scene 14 from the animated film "Pocahontas."    In 5th hour we also added EQ notes while listening to a read-aloud "A Perspective Worth Pondering" (see me during Advisory).  On a new sheet of notebook paper we made 2-3 observations of each photo in my 10-slide file "Material World," and then collaborated to add more EQ notes based on those observations.  (In 3rd hour we'll get caught up with those items tomorrow...picture day left us a bit behind in morning classes.) 

U.S. History

We continued adding notes, thoughts, and questions from our sources that intro some big issues in U.S. society:  Finish the DiAngelo article, watch the short video "A Brief History of White Privilege" (from 0:30-4:00 on You tube), "Hari Kondabolu 2042" (You tube 2:55 min), "Wealth Inequality in America" (6:23 min. You tube), and "Lisa Kudrow gives epic speech" (actually a scene of her in the show "Scandal" -- on You tube 2:00 min.).  

KCC

Remaining permission slips?  Continue with the notes/work on "DiAngelo's Article."  Same, 3-column note page, source/subheading #4 You tube video "A Brief History of White Privilege" (view from 0:30 until 4:00); #5 You tube video Hari Kondabolu 2042 (2:55); #6 You tube video "Wealth Inequality in America" (6:23); and #7 "Lisa Kudrow Epic Speech" (clip from the show "Scandal") (2:00).

World History

Remaining permission slips?  In 3rd hour we set up our "E.Q." and "C.Q." pages -- see a reliable classmate for help with this and BE SURE to ask questions of classmates and/or me until you have confident clarity on the meaning of the question.  This will be your first "Argumentative Writing" skill assignment at the end of this unit.  We did a close-read of an excerpt written by Dr. Anthony Crubaugh -- complete a Claim/Evidence ("circles") work page with it and check with a reliable classmate or Mrs. Cluver to check and edit your work.  Do the same with the Laing poem...and a new "circles" page.  

U.S. History

Remaining permission slips?  In 2nd and 6th hours we finished the SBG slideshow, packet, and discussion.  In all classes we began our Intro unit of study with some relevant, contemporary societal issues...Set up a 3-column note page with "Key Info" as the heading for the left column, "Thoughts" at the top of the second, and "Questions" at the top of the right column.  Create the subheading for our first source "Michael Diggs" -- see me to read over the email of info form Mr. Diggs and record notes, thoughts, and questions onto your note page. Second subheading/source: "Race Timeline."  (Put your name on this handout and keep it, also!)  Third subheading/source: "DiAngelo's Article" -- to be finished in class tomorrow.

KCC

Permission slips were collected.  We finished (or in some hours, nearly finished) discussing through the SBG packet and slideshow.  We set up a note page with three columns, headings, and the first source subheading (see reliable classmate for the set-up) and added notes in all three columns from a read-aloud email Mrs. Cluver received from a race relations expert.  Our next subheading is "Race Timeline."  Add notes to the three columns from your careful analysis of the handout.  Our third subheading is "DiAngelo's article" -- do the same here while reading the article provided...to be continue in class on Monday.

World History

Permission slips were collected.  We finished (or in some hours, nearly finished) discussing through the SBG packet and slideshow.  In 5th hour we began our Introductory unit of study by setting up our Essential Question page and Curiosity Question page -- see a reliable classmate for set-up, and see me for any further questions you have or clarity you need.

U.S. History

Permission slips were collected.  We finished (or in some hours, nearly finished) discussing through the SBG packet and slideshow.  In 1st hour we set up a note page with three columns, headings, and the first source subheading (see reliable classmate for the set-up) -- we'll continue using this page in class on Monday.

KCC

Students collaborated for comprehension on the marked items from the "History's Habits of Mind" handout that was read individually yesterday.  We followed up with whole-class, teacher-lead discussion about the items for which students needed further clarity.  "Time Traveler's Certificate" (classroom rules page) was distributed and discussed.  A "Parent Permission" slip was distributed, read, and discussed; please return it signed tomorrow along with the slip at the back-bottom of the "SBG FAQs" parent packet.  (Two items for parent signature.)  A printout of my blog page was provided so students can see exactly where to go to find make-up work should they ever be absent from class; it is linked to the WCHS web page and I also put a hard copy on a clipboard in the front of the classroom each day.  We then began a slideshow about the Standards-Based Grading, our class skills, and how to think about these things; there is an "SBG FAQs" packet, also, for the students to have and to keep that we are using as we go through this slideshow with discussion...to be continued in class tomorrow.    The KCC class also received the official KCC syllabi for both the first and second semester classes (HIST 2513 and HIST 2523).

World History

Students collaborated for comprehension on the marked items from the "History's Habits of Mind" handout that was read individually yesterday.  We followed up with whole-class, teacher-lead discussion about the items for which students needed further clarity.  "Time Traveler's Certificate" (classroom rules page) was distributed and discussed.  A "Parent Permission" slip was distributed, read, and discussed; please return it signed tomorrow along with the slip at the back-bottom of the "SBG FAQs" parent packet.  (Two items for parent signature.)  A printout of my blog page was provided so students can see exactly where to go to find make-up work should they ever be absent from class; it is linked to the WCHS web page and I also put a hard copy on a clipboard in the front of the classroom each day.  We then began a slideshow about the Standards-Based Grading, our class skills, and how to think about these things; there is an "SBG FAQs" packet, also, for the students to have and to keep that we are using as we go through this slideshow with discussion...to be continued in class tomorrow.    

U.S. History

Students collaborated for comprehension on the marked items from the "History's Habits of Mind" handout that was read individually yesterday.  We followed up with whole-class, teacher-lead discussion about the items for which students needed further clarity.  "Time Traveler's Certificate" (classroom rules page) was distributed and discussed.  A "Parent Permission" slip was distributed, read, and discussed; please return it signed tomorrow along with the slip at the back-bottom of the "SBG FAQs" parent packet.  (Two items for parent signature.)  A printout of my blog page was provided so students can see exactly where to go to find make-up work should they ever be absent from class; it is linked to the WCHS web page and I also put a hard copy on a clipboard in the front of the classroom each day.  We then began a slideshow about the Standards-Based Grading, our class skills, and how to think about these things; there is an "SBG FAQs" packet, also, for the students to have and to keep that we are using as we go through this slideshow with discussion...to be continued in class tomorrow.    

KCC

After attendance was taken and name-checks accomplished, I shared a short slideshow about myself and had students complete a survey about themselves (to some Haitian Kompa tunes on the SMARTboard).  ; )  We talked through together the curriculum packet (the cover page is a photographic outline of the World History units of study...pg 2 is the U.S. History timeline, etc.).  The last page -- "History's Habits of Mind" -- be sure to read through it for comprehension and mark terms, phrases, and concepts for which you'd like some extra clarity, explanation, and help.  In this class I also assured the students that while the reading and writing level will be college expectations, I am prepared to help them in reaching those requirements.  It is, indeed, a college course, but as I recognize that they are younger than the typical college student and are on a full-day, busy high school schedule, I am going to provide extra supports and assistance in how to speed-read, how to write well, and other college-ready skills as we move through the first semester (and beyond as needed on an individual basis).  Plan on an average of 30 minutes of homework a night -- more some nights, and less on others.  

World History

After attendance was taken and name-checks accomplished, I shared a short slideshow about myself and had students complete a survey about themselves (to some Haitian Kompa tunes on the SMARTboard).  ; )  We talked through together the curriculum packet (the cover page is a photographic outline of the World History units of study...pg 2 is the U.S. History timeline, etc.).  The last page -- "History's Habits of Mind" -- be sure to read through it for comprehension and mark terms, phrases, and concepts for which you'd like some extra clarity, explanation, and help.  

U.S. History

After attendance was taken and name-checks accomplished, I shared a short slideshow about myself and had students complete a survey about themselves (to some Haitian Kompa tunes on the SMARTboard).  ; )  We talked through together the curriculum packet (the cover page is a photographic outline of the World History units of study...pg 2 is the U.S. History timeline, etc.).  The last page -- "History's Habits of Mind" -- be sure to read through it for comprehension and mark terms, phrases, and concepts for which you'd like some extra clarity, explanation, and help.  

KCC

Welcome to college!  Whaaa?  I know you're most concerned with Happy Hour 1/2-price SnS milkshakes and locker boards right now, but folks, this hour every day -- you're in college.  ; )  Our little secret is that I'm giving you a lot of simple, HS helps like this website where you can always keep up with what we did in class.  I know!  Lucky you!  (Go to MrsCluver.blogspot.com or link up via the WCHS website.)  Yay, you!

World History

Time to get goin' with our new year!  Yeah, it's not exactly like eating Fruit Loops at 10am while watching Netflix, but I know you're jacked to discuss the challenges and triumphs of our world.  ; )  Any time you're absent you have got to get to this blog to see the amazing daily update of everything you need to know -- type into your browser "MrsCluver.blogspot.com" OR link up through the WCHS websit.  Rock on!

U.S. History

Welcome back to school!  I know, it's hotter than blue blazes and you feel like you were forced out of bed at the crack of dawn, but you get to learn history today. ; )  This is where I will post every afternoon exactly every detail we did in class so you can come here to stay on top of things when you're absent.  Good news -- you can either type into your browser "MrsCluver.blogspot.com" OR you can just go through the WCHS website to the link.  Woohoo!