World History

We finished discussing examples of big themes for the E.Q. page and specific pieces of evidence (detailed examples) also for the E.Q. page and then students collaborated in their small groups to add more themes and evidence from the Yanomamo studies/note packet.  Students then completed #1-3 on the 1/2-sheet of instructions for the "Layering-to-Today" work for the unit -- pick up an instruction page and the packet of accompanying materials.  #4 & 5 will be done in class on Monday.

U.S. History

Students continued their collaborative work on the Unit-Closure Work Page for approximately 20 minutes; finish this work for homework as needed.  We began addressing more directly the culture clash aspect of the early colonial era of North America with a "layering-to-today" component be screening the History Channel's Massacre at Mystic and recording bullet-point notes onto our E.Q. pages.  This will be finished in class on Monday.

KCC

We discussed the UCWP a bit more and reemphasized this information is to provide a basic anchor for our studies -- a framework, if you will.  Next homework is to read and take notes from the white text on  p.64-97 by next Thursday.  Students collaborated on E.Q. notes from the reading that is due today.  We then began working in groups to dissect Price's essay "Love and Hate in The Jamestown Colony" -- simply write the thesis and your choice of the "top" 5 evidence facts directly onto your E.Q. page (make a subheading for this small section of notes coming from outside the textbook) -- to be finished in class tomorrow.

World History

We finished screening the Yanomamo video footage while adding to our trends notes packet and adding CQs, also.  (Email me and I will reply with a Google share of the video and notes of which clips to watch.)  Discuss with a classmate or me to clear up comprehension questions that might need to be eliminated from the CQ page.  Next, add bullet-point examples/evidence notes to your E.Q. page and any possible new big ideas into the "Themes" section.  We began work on the Layering-to-Today packet of materials -- pick up a packet and the 1/2-sheet instruction page -- to be finished in class tomorrow.

U.S. History

We finished sharing our Charles C. Mann chapters analysis pages/notes.  (See a reliable classmate.)  We completed all of PART I of the new Unit-Closure Work Page except for #9.  For #12 you'll want to copy the notes from a reliable classmate and talk with them or see me to talk through it for comprehension.

KCC

We finished the U.C.W.P. -- see a reliable classmate.  Reminder: homework reading and note-taking is due tomorrow.

World History

We discussed the U.C.W.P. and made edits where needed -- see a reliable classmate.  We began our 2nd case study of the unit -- pick up an instruction/note packet, the picture packet, the paragraph handout, and email me so I can reply with a Google share of the video clips.

U.S. History

Like-chapter groups of students finished collaborating to discuss and edit (as needed) their theses, themes, and evidence, then we began teaching each other.  A "circles" page was provided to all students on which to take down the information being shared with them -- to be finished in class tomorrow.

KCC

Students finished their work on Part I of the Unit-Closure Work Page.

World History

We finished discussing the Gadi Mirrabooka stories.  5th hour took some notes via SMARTboard onto their Outline of Popular Details about hunting & gathering.  In all hours students worked collaboratively on Part I of the new Unit-Closure Work Page.

U.S. History

Students finished their individual work on their assigned Charles C. Mann chapter and then collaborated in assigned "same chapter" groups to discuss and edit the thesis, the evidence themes, and evidence.  We'll have a bit of time at the start of class tomorrow to finish before moving into different assigned groups to teach each other (Ch 1 students teach Ch 11 students and vice versa).

KCC

We finished our Crash Course analysis (circles page) and self-scored via SMARTboard with much discussion.  Students began collaborative work in groups on the UCWP Part I,  Each student is reading one of the three reading passages for the thesis only; we'll finish and share with each other in class tomorrow.  I gave the definition with example to vocab term #4.  

W.His.

We finished and discussed the Gadi Mirrabooka work page, scoring the Context/Lens portion with discussion (charted as practice) and discussing all the stories, stealing notes for our E.Q. pages while listening to the story synopses from our classmates.  In 3rd hour we also took notes onto our Outline of Popular Details about Hunting and Gathering (see a reliable classmate).

U.S. History

In 6th hour we discussed our maps, list, and timeline from Friday with regard to timing and duration.  In all classes we worked on and finished the Context & Lens work page for Charles C. Mann -- turn it in for a score.  (If you were absent, see me to set up a time to do this work.)  We began a Claim/Evidence work page (circles) for either Chapter 1 or Chapter 11 -- assigned by me individually.  We'll continue this work in class tomorrow.  6th hour -- homework -- work on the assigned chapter and "circles" page for 15 minutes tonight to get closer to caught up with 1st and 2nd hours.

KCC

We did our first practice with A/V Claim/Evidence ("circles" page for video) while screening Youtube's "Crash Course: U.S. History #2" -- to be finished in class Monday.

World HIstory

We began or continued our work with the Gadi Mirrabooka book excerpts and accompanying work page.

U.S. History

We finished shading our map handouts and adding date ranges to them with discussion and then on the list handout we created a timeline and added total years to each culture and a note about the duration of U.S. History -- with much discussion.  In hours 1 & 2 we began work with Charles C. Mann's book 1491, first with a Context/Lens work page to be completed in class, individually for a score.  (See me to schedule a time to make this up.)

KCC

Students collaborated on their homework notes from the white text and I gave them feedback on the note-taking (brief enough so as to avoid the accidental plagiarism trap).  Read and take notes on pp.34-63 in the white text -- due next Thursday.  Another tip -- read the chapter introduction followed by the summary, and then come back to read the guts of it.  (And reread the summary at the end.)  Students finished the analysis of the Stannard essay, getting passes for Advisory on individual bases to finish as needed.

World History

I placed students into groups based upon articles read yesterday so that they can collaborate and add to their notes, learning from the students who read the articles they, themselves, did not.  (Hook up with a reliable classmate for the notes.)  We added more notes from a short slideshow I presented; email me and I'll Google-share the slideshow with you.  Students collaborated in their regular small groups to pull E.Q.-relevant notes onto their E.Q. pages -- finish for homework as needed.  

U.S. History

6th hour began the textbook observation work that is detailed over the past two days for hours 1 & 2.  (Due to the SIP day yesterday, they are a day behind.)  In the remaining hours we finished discussing students' observations and then they collaborated in their small groups to pull E.Q.-relevant ideas and details onto their E.Q. page.  We then began some information-gathering on some early Native American urban cultures -- pick up a handout and map packet.  Use p.5 of the text and the internet to shade on the maps the locations for the 7 cultures listed on the handout.  We began a timeline set-up on the handout in some class periods -- to be continued in class tomorrow.

KCC

We continued work on the Stannard essay -- to be finished in class tomorrow.  Reminder -- reading and note-taking homework is due tomorrow.

World History

We finished our reading-for-information about Native Australian culture as begun yesterday.

U.S. History

A C.Q. handout was provided to aid students in their curiosity thinking.  In 2nd hour we finished discussing the E.Q. page and how to think about the notes we'll take there.  In 1st and 2nd we added a "themes" section to the top 1/2 of the E.Q. page.  Students completed a series of notes of observations from select pages in the textbook (see me or a reliable classmate for the set-up).  

KCC

We did a bit of follow up instruction/discussion about plagiarism, good note-taking, and tips for reading the textbook for successful comprehension.  Reminder -- p.2-33 reading/note-taking is due this Thursday.  We then began work on individual, scored claim/evidence work on Stannard's essay in our text Portrait of America.  This must be individual work; however, you are always welcome to ask of me as many questions as you like -- to be finished in class tomorrow.

World History

Students added notes to E.Q. question #2 (and possibly items to their C.Q. page) while reading a current news story about a Native Australian and "a pot of tea."  A work page was then distributed on which students are to take notes about Native Australian cultures according to Communal culture trends -- everyone reads and takes notes on the "Intro" packet and then each is free to choose which of the other four packets to read and take notes.  Let Mrs. Cluver know which topic you selected.

U.S. History

Paragraphs are due today!  We charted our practice rounds of our skills on our "Skills Tracking Page" (in the SBG packet from the start of the year).  We organized our papers into these categories:  Claim/Evidence, Context/Lens, Research, Socratic, Writing, UCWP, Intro Stuff, and Current Unit -- labels and paperclips provided.  We then discussed Bloom's Taxonomy (for learning) via SMARTboard and students then self-assessed their success on a series of bullet-points for each of our class skills.  (Circle the bullet point items you already do well and put an arrow next to the ones on which you can/need/want to improve.)  We began our new unit by revisiting the Mental Map Timeline (in the curriculum packet from the start of the year) and then setting up our new E.Q. and C.Q. pages -- see me or a reliable classmate for the set up info and clarifications.  There is a "Colonialism" definitions page to pick up that we used to aid our E.Q. set up.

KCC

Students worked in their groups to "grade" and offer feedback on the other groups' paragraphs, I provided detailed feedback to each group (written on their paragraphs), and then grand prizes ; ) were awarded.  I went through a short "plagiarism" slideshow with them to further clarify what it is, why it's such a huge deal, and we reviewed how to avoid it with good note-taking.  To augment our E.Q. and C.Q. pages from Friday for the new unit, I provided a "Colonialism" definitions page and a C.Q. core questions page.  We checked in with each other about the homework reading and note-taking, discussed their remaining questions and I added a few more tips. 

World History

We screened the last 30 min. of Rabbit-Proof Fence while adding to our notes page (#1-4).  A map handout (2-sided) was provided and discussed.  Students then collaborated to add E.Q. notes to their E.Q. page based upon what they've learned from the film.  A CQ handout was provided and time to add questions to their CQ pages.  Finally, we read a current news article regarding discrimination against Native Australians and one man's response to it...add to the E.Q. and C.Q. pages while reading.

U.S. History

Writing day in the lab -- due by the start of class tomorrow.  Be sure to submit your paragraph to turnitiin.com and then be ready, also, to submit a hard copy at class along with the score sheet provided.  Please self-score on the page first, as this helps me to help you.  Use the three handouts provided for instructions and help and utilize your "E.Q. page" on which you've already gathered your themes and evidence.  ; )

KCC

Team paragraphs were submitted.  We charted on our Skills Tracking Page the skills we practiced in this Intro (Historiography) unit and then organized our papers into these categories:  Start of Year Stuff, UCWPs, Claim/Evidence, Context/Lens, Socratic, Research, Writing, and Current Unit.  (While in-unit, keep all the papers together in that last section of your folder or binder...don't sort out into skill until we organize in class after completing the unit of study.)  ; )  We revisited the Mental Map Timeline and then set up our new E.Q. and C.Q. pages.  I gave instruction on how to read quickly (gut the book) and how to take brief, effective, "writing safe" notes from the text, modeling the first portion of the HW with the class...Finish pp.2-33 by next Thursday.  (We'll check in further on Monday about it...time ran out today...)

World History

"Rabbit-Proof Fence" analysis continued -- to be finished in class on Monday.  (We finished viewing the first 40 minutes.)

U.S. History

Students shared their research within their groups and then self-scored their own work.  File with your "research" stuff to reference reminders-to-self the next time we do this skill (for a grade book score).  We began our end-of-unit E.Q. writing -- pick up the three handouts and check in with me or a reliable classmate for clarification as needed.

KCC

We discussed briefly my use of holiday posters in the classroom and I invited students to share with me the holidays that are important to them. Writing day -- finish the team writing competition paragraphs -- turnitin.com and hard copy due at the start of class tomorrow. ; )

World History

We discussed briefly my use of holiday posters in the classroom and I invited students to share with me the holidays that are important to them.  We finished our discussion and note-taking on the "Outline of Popular Details."  Select 5 cultures from the outline to write down on your C.Q. page.  In groups, collaborate to add E.Q. bullet-point answers to E.Q. #1, and then to E.Q. # 2 based on the info we have on the outline.  We then began work on our first case study -- Native Australian cultures.  An analytical note page "Rabbit-Proof Fence" was distributed and discussed; we then began viewing the film while taking our notes.  3rd hour got to 2:04, and 5th hour screened to 20:29 -- to be continued in class tomorrow and Monday.  (We discussed together what "based on a true story" means and what it doesn't mean and I also alerted kids to a credentialed writer who has, nonetheless, been debunked by scores of reputable history scholars...not to waste time on his writings on research day -- Keith Windschuttle.)

U.S. History

We discussed briefly my use of holiday posters in the classroom and I invited students to share with me the holidays that are important to them.  Research day in the lab!  Research is due at the start of class tomorrow.

KCC

Three handouts with regard to writing were distributed, discussed, and highlighted.  Students then embarked on a team writing competition to answer our Intro E.Q. with just an argumentative paragraph.  We'll be back in the lab tomorrow to finish.

World History

We discussed via SMARTboard the educational model of Bloom's Taxonomy and then students did a self-assessment of the multiple parts of each of the four skills we've practiced thus far -- the parts are bullet-pointed on the packet provided ("Skills Breakdown?).  Students should circle every bullet point that they are doing well, but drawing an arrow next to the ones they are in need of improving in the next unit.  Turn this in.  We then began our new unit by adding notes to our Mental Map Timeline handout and setting up our new E.Q. and C.Q. pages.  Finally, and handout "Outline of Popular Details" was distributed and we began discussing it, and, where needed, added notes of clarification -- to be finished in class tomorrow.

U.S. History

We stapled our quotes work page to our E.Q. page and then mined some more E.Q. notes from our curriculum packet -- the course description and the list of History's Habits of Mind...Writing to commence Friday and Monday.  We next began work on our skill of Research -- see the 1/2-sheet score page and the full page of tips, tricks, and clarifications.  We'll be in the lab tomorrow to finish this work.

KCC

Students finished sharing (and turning in) their research.  We finished and reviewed the UCWP.  We then prepared for a group writing contest -- a way to practice our writing skills in collaboration to address our E.Q....More time in the lab tomorrow for this!

World History

We finished our E.Q. writing in the lab, submitted it via turnitin.com and then also submitted a hardcopy with score sheet.  Self-score on the sheet before submitting.  (I will ALSO score it.)  We then got into some reflective work and organizational tasks:  Fill our practice skills into your Skills Tracking Page.  Organize all of your papers into one of these categories: Writing, Claim/Evidence, Context/Lens, Socratic, Writing, and UCWPs (labels and paperclips provided in class).  A new handout packet was provided and discussed via SMARTboard ("Skills Breakdown") -- on this page, circle the bullet points (for EACH skill) that you are already doing well, and draw an arrow next to any bullet point on which you need to work.

U.S. History

In 1st hour I took students through a slideshow about cognitive dissonance (brain discomfort), learning, and viewing truth through multiple lenses.  We then revisited the themes of the 9-11 slideshow to clarify and review.  Please see me to discuss these slideshows.  We also revisited our intro themes of race, gender, and social class (per my previews of the 3-column notes), and I provided brief clarification on the DiAngelo article, on the meaning of the phrase "white privilege," and the meaning of the slogan "Black Lives Matter."  These issues are very complex, and we'll explore them in researched ways that parcels out the various aspects.  For now, let's at least get clarity on basic meaning.  We'll preview the collective group of student questions later this week, and then revisit them in May to see what we can answer after a year of studies and to see which questions we need to address, yet.  IN ALL CLASSES: finis the quotes wp -- parts I AND II.

KCC

I took students through a slideshow about cognitive dissonance (brain discomfort), learning, and viewing truth through multiple lenses.  We then revisited the themes of the 9-11 slideshow to clarify and review.  Please see me to discuss these slideshows.  We also revisited our intro themes of race, gender, and social class (per my previews of the 3-column notes), and I provided brief clarification on the DiAngelo article, on the meaning of the phrase "white privilege," and the meaning of the slogan "Black Lives Matter."  These issues are very complex, and we'll explore them in researched ways that parcels out the various aspects.  For now, let's at least get clarity on basic meaning.  We'll preview the collective group of student questions later this week, and then revisit them in May to see what we can answer after a year of studies and to see which questions we need to address, yet.  Students began sharing and submitting their Curiosity Research -- the rest to be shared in class tomorrow.

World History

I took students through a slideshow about cognitive dissonance (brain discomfort), learning, and viewing truth through multiple lenses.  We then revisited the themes of the 9-11 slideshow to clarify and review.  Please see me to discuss these slideshows.  We then went to the lab to work on our E.Q. writing -- to be finished in class tomorrow.

U.S. History

I took students through a slideshow about cognitive dissonance (brain discomfort), learning, and viewing truth through multiple lenses.  We then revisited the themes of the 9-11 slideshow to clarify and review.  Please see me to discuss these slideshows.  We also revisited our intro themes of race, gender, and social class (per my previews of the 3-column notes), and I provided brief clarification on the DiAngelo article, on the meaning of the phrase "white privilege," and the meaning of the slogan "Black Lives Matter."  These issues are very complex, and we'll explore them in researched ways that parcels out the various aspects.  For now, let's at least get clarity on basic meaning.  We'll preview the collective group of student questions later this week, and then revisit them in May to see what we can answer after a year of studies and to see which questions we need to address, yet.  

KCC

I took the students through a "slideshow of silence" in commemoration of those lost on 9-11 and as inspiration for us living our equality and freedoms moving forward.  Research day in the lab -- due first thing Monday.

World History

I took the students through a "slideshow of silence" in commemoration of those lost on 9-11 and as inspiration for us living our equality and freedoms moving forward.  Writing day in the lab -- to be finished in class on Monday.

U.S. History

I took the students through a "slideshow of silence" in commemoration of those lost on 9-11 and as inspiration for us living our equality and freedoms moving forward.  2nd and 6th hours collaborated to add E.Q. notes from the Loewen and Hackett circles pages.  All classes worked on the quotes assignment (pick up handout and work page) -- this needs to be finished by the start of class Tuesday.  (2nd and 6th will have classtime on Monday; 1st will not -- jersey auction 1st hour Monday.)

KCC

The Loewen Context/Lens page was returned, discussed, edited, and then stapled to the UCWP.  Students then stapled to their E.Q. page their work page on the history quotes.  Two handouts were provided on curiosity research, which we discussed in class before heading to the lab to look for answers to some of our Curiosity Questions (from our "C.Q." page).  We'll be back in the lab tomorrow to finish.

World History

Research is due today.  Students shared their research with their teammates and then self-scored using the 1/2-page score sheet.  Our next research (next unit) will be scored by me for the grade book/PowerSchool.  3 handouts were provided with instructions for our end-of-unit writing on the Essential Question -- see a reliable classmate for the highlighted parts on the MLA handout relevant to our writing for this class.  We then went to the lab to begin work on the writing -- to be finished in class tomorrow.

U.S. History

2nd and 6th hours finished the work on the Hackett article and then we discussed and edited the thesis box as needed; we set up a "themes" section (1/2-page size) on our E.Q. page.  In all classes the Loewen Context/ Lens work pages were returned, discussed, edited, and stapled to the UCWP.  Students collaborated in groups to answer UCWP Part II and then to add notes to the E.Q. page from the Loewen and Hackett circles pages.  1st hour began work on the quotes work page.

KCC

We finished the quotes work and then collaborated to add to our E.Q. themes...staple the quotes work to the E.Q. page.

World History

Research day!  This is due tomorrow.

U.S. History

We finished and discussed the Hackett article analysis in 1st hour -- to be wrapped up in class tomorrow the other hours.  In 1st hour we also created a "themes" section on our E.Q. page and added evidence/details notes as well as themes based on our Loewen and Hackett work,

KCC

We finished discussing the answer key for the Hackett circles page (while editing our papers).  We then set up a "themes" section (~1/2-page of space, boxed off) and collaborated to add notes to the page from the Loewen and Hackett pieces we've read while also putting some themes into the designated box as they become clear.  Complete "Part II" of the UCWP.  We began work translating quotes onto a new work page, using a handout of 26 quotes -- to be finished in class tomorrow.

World History

Instruction sheets for our research skill were handed out, discussed, and highlighted together.  There is a 1/2-sheet score sheet and a full-page (2-sided) with tips and tricks for finding the experts on line.  We spent ~10 minutes in the lab, then, researching some of our CQ's (curiosity questions) -- more time will be provided in class tomorrow.  

U.S. History

Finish the Loewen circles page and edit per our SMARTboard discussion.  Set up a "CQ page" -- entitle a blank sheet of paper "Curiosity Questions: Intro" and then scan back through the Loewen paragraph and record on your CQ page questions you have about what, how, where, why, when...  These questions will be useful to you on research day!  We began a second circles page in collaborative groups today; this one is longer and a more typical article for this type of analysis.  Thus, I distributed two 1/2-sheets, which we discussed before we began the work.  (The first is a score sheet and the second is a step-by-step instruction sheet to use as a framework/crutch every time we do these claim/evidence pages.)  This circle page for the Hackett article will be finished in class tomorrow.

KCC

Students worked individually on a Claim/Evidence (circles) work page for the Hackett packet and then we discussed the answer key via SMARTboard.  Students were asked then to collaborate to add to their Essential Question page based on the new info from Loewen and from Hackett.

World History

We did a practice Socratic Discussion over our E.Q. page of notes and our Unit-Closure Work Page in preparation for our end-of-unit writing that we'll do next week.  We previewed the Socratic score sheet and then after the discussion, students scored themselves as a point of learning from the practice.  We discussed together how to think of the discussions, how to prepare, and that it is an important history skill and life skill, particularly for those of us who are shy or feel uncertain.  I am more than willing to give some tips, tricks, and coaching on this for students during Advisory.  (Some kids don't like to write, or don't like to read, but they have to work at those skills any way.  This is no different in that general regard.)

U.S. History

Turn in your 3-column notes.  Students finished the Loewen Context/Lens work page from yesterday; if absent, see me to set up a time to complete that work.  Students began collaborative work on the last page of the Loewen packet, completing the new work page -- Claim/Evidence (circles) -- to be finished in class on Tuesday.

KCC

We began collaborative work on the "circles" page (Claim/Evidence) for the last page (paragraph) of the Loewen packet.  We then went over the answer on the SMARTboard and with MUCH discussion.  See me or a reliable classmate for answers and clarity.  ; )  I distributed another circles page to be used tomorrow in class for an article....

World History

In 3rd hour we finished "Third Rock" (email me and I'll reply with the clip/s).  Collaborate to add answers to your E.Q. page.  We viewed a 10-minute clip about the UN Declaration of Human Rights and then a sampling of the PSAs that highlight some of those rights -- add to your E.Q. and C.Q. pages.  (Email me to receive the links.)  We also completed the Unit-Closure Work Page (new handout) today -- finish for homework as needed.

U.S. History

We finished our discussion regarding #1 & 2 on the UCWP from yesterday -- work with a reliable classmate not only to secure the correct answers for your page, but also to talk through the discussion points behind those answers.  Collaborate to add answers to our new E.Q. (Essential Question) page...the question is "What is History?"  Turn in your 3-column notes we've been creating over the past several days.  We began a close-read Context/Lens work page -- see Mrs. Cluver to set up a time to do this during Advisory.