KCC

Students finished reading their choice of essay (pick on from #s 10-17 in the black book) while taking good claim/evidence notes in preparation for Monday's Socratic discussion.

World History

We viewed from ~ the 10-minute mark of episode 2 ("Into the Tropics") of "Guns, Germs, and Steel" until ~36:20...video available on You Tube.  (Work on flow chart, E.Q. notes, and C.Q.s while viewing.)  Also, the exit slip from yesterday was returned and discussed in detail.

U.S. History

We finished viewing CC #35 and the first 9 minutes of CC #36 -- take E.Q. notes and add some C.Q.s  In first hour we also viewed the first 5 minutes of the BBC's documentary "The Necessary War" -- E.Q. notes and C.Q.s  (All of these videos are available on You Tube.)

KCC

Select one of the essays from #10-17 in the black book ("Portrait...") and take good Claim/Evidence notes in preparation for Socratic discussion...due for discussion on Monday.

World History

We viewed the rest of episode 2 ("Conquest") of "Guns, Germs, & Steel" and the first 11 minutes of episode 2 ("Into the Tropics") while adding E.Q. notes and a few C.Q.s while completing the flow chart and also answering the following exit slip questions: 1. Name two specific ways that steel was an advantage to the Europeans.  2. Name two specific ways that guns were an advantage to the Europeans.  3. Give a specific, 2-part answer to explain why many Europeans in the Age of Exploration were resistant to some deadly diseases like smallpox.  4. Why were Europeans able to farm prosperously in South Africa?   (Videos are available on You Tube.)

U.S. History

Crash Course viewing continued with E.Q. notes and adding C.Q.s -- we watched all of #33 and 8 minutes into #35....

KCC

Collaboration on HW notes.  Next reading is for the last unit of the year; so, set up a new notes/E.Q. page "Modern U.S." with this E.Q.: "Who are we, America?"  The reading and note-taking due next Wednesday is pp.726-759.  We continued our Crash Course screening w/ notes as detailed the past two days, viewing through #35 and #36.

World History

Empires research projects were returned with temporary scores and feedback; please make edits as noted and resubmit with the original packet if you need/want to increase your score.  (A number of project seem to have a lot of excellent work, but can't be scored high, yet, because the credentials weren't clearly verified as expert; so, in some cases, a small bit of follow-up can jump a score quite a lot.)  Exit slips from yesterday were returned and discussed.  We worked on our flow chart, E.Q. notes, and C.Q. page while continuing to view episode #2 ("Conquest") of "Guns, Germs, & Steel" via You Tube through 37:00....To be continued from there in class tomorrow.

U.S. History

Writing is due today -- hard copy with score sheet directly to Mrs. Cluver AND digital copy via turnitin.com...  We began our new unit "Global Issues Come Home" by setting up the new E.Q. and C.Q. pages.  The new E.Q. is "In what ways were global issues American issues?"  We began taking E.Q. notes (and adding to our C.Q.) while screening via You Tube "Crash Course U.S. History" episode #30 and the first 1:20 of #33 -- to be continued in class tomorrow.

KCC

Reminder: reading and note-taking homework is due tomorrow.  In class we continued our EQ note-taking (and adding CQs) from Crash Course -- finish viewing #33 from 5:00 through the end and then begin #35 from the beginning through 7:00...to be finished in class tomorrow. (The videos are on You Tube.)  Also, add "The Grapes of Wrath" to your CQ page.

World History

Exit slips from yesterday were returned with feedback and discussion.  We continued our screening of "Guns, Germs, & Steel" Episode 1 (Out of Eden) from 28:30 through the end and then Episode 2 (Conquest) from the beginning to 7:00.  Take good E.Q. notes, work at the flow chart (6 of the 8 items have now been covered), add CQs, and also complete the following questions for an exit slip:  1. Why didn't Papua New Guineans farm wheat, barley, cows, or horses?  2. Not an argument from the film, but some thinking related to the cultures we're viewing -- what doe Papua New Guineans HAVE that perhaps "modern cultures" don't?  and 3. Tell me one NEW thing you learned today.

U.S. History

Last writing day -- argumentative paragraphs are due at the start of class tomorrow; have them already edited, printed, highlighted and ready to hand to me.  The digital (unhighlighted) copy should be submitted to turnitin.com before the start of class.  Reference the score sheet with the target criteria (same all year) and use the "Edit My Writing Now" for step-by-step instructions on how to assure you hit the target score with your performance.  I gave a visual via SMARTboard on text structure for this one (1!) paragraph, again, also. 

KCC

Essays are due today.  Reminder -- homework reading and note-taking is due Wednesday.  We began our in-class activities for the "Global Issues Come Home" unit -- taking EQ notes from Crash Course episode #30 (WWI) & the first 5 minutes of #33 (The Depression)...to be finished in class tomorrow.

World History

We began screening "Guns, Germs, & Steel" while working on a thesis flow-chart handout, adding to our E.Q. page, adding a few CQs, and completing an end-of class "exit slip" (on a 1/2-sheet of your own paper) -- answer the following questions 1. What did Europeans of the Colonial era often say was the reason why they had more wealth than darker skinned people in other places?  2. Why does Jared Diamond find that Colonial reason to be incorrect? 3. & 4. Tell me two new things you learned today.  (The video is available on You Tube; we viewed through 30:00 today.)

U.S. History

Writing day!  The end-of-unit argumentative paragraphs to anser the essential question of the unit are due at the start of class Wednesday (due date pushed back one day).  Use the handout "Edit My Writing Now," be sure to also highlight the final draft to show your text structure, and submit the final draft digitally (UNhighlighted) to turnitin.com.  As always, you are welcome to see me during your writing to check in on specific aspects of your thesis, evidence, or structure.

KCC

Writing day!  Papers are due Monday.  Reading and notes are due Wednesday.

World History

Students finished their scored Reading Claim & Evidence analysis of the History Channel article on "The Reformation."  

U.S. History

We discussed #4 & #7 on the UCWP, and those students who chose to have their Loewen Ch.7 analysis scored received those graded papers (#7 on UCWP).  Students then continued reading over their EQ notes and UCWP to create a thorough list of possible thesis themes; I'm available to help with this process.  Next create the thesis and use it for the structure of the paragraphs...use the feedback you received yesterday on the graded Civil War paragraphs AND the old handout "Edit My Writing Now."  We'll have a writing day on Monday, also; the paragraphs are due Tuesday.

KCC

The last reading assignment for the new unit "Global Issues Come Home" will be due next Wednesday -- pp.694-725...  So, today and tomorrow will be work days, with the Turn of the Century papers due at the start of class Monday, at which point we'll begin in-class activities for the "Global Issues..." unit.  [Because the last unit of the year -- "Modern United States" involves the same amount of at-home reading and note-taking, but a smaller amount of in-class activities, it is important that our homework reading and notes keep ahead of what we're doing in class for now; it will all come together at the end with less stress (no cramming.)]

World History

3rd hour finished the A/V Claim & Evidence work on the Crash Course as detailed the past two days.  Add CQs and EQ notes, also, from the video.  Both classes then began a Reading Claim & Evidence on a History Channel article about the Reformation (individual, scored work) -- to be finished in class tomorrow.

U.S. History

Finis the Turn of the Century Unit-Closure Work Packet -- finish for homework if today's work time was not enough to complete it.  We shifted our in-class focus, then to the end-of-unit argumentative paragraph on the unit essential question...the Civil War Era E.Q. writing and metacognitive writing was returned to the students and time given to reflect on the feedback and to ask questions.  We then set up a sheet of paper so students can each brainstorm possible themes for the new writing while looking through all of their many E.Q. notes and the UCWP.  More time on this in class tomorrow and then students can seek help from me if needed on how to take the list to formulate it linguistically into a 2-4-theme thesis statement.  UCWP due tomorrow; writing is due Tuesday.

KCC

Writing day!  We moved the due date back to Friday -- tomorrow will be the last in-class work day for it. ; )

World History

We continued the Crash Course analysis that was detailed yesterday.

U.S. History

Research is due today.  A new Unit-Closure Work Packet (Turn of the Century) was distributed and students worked collaboratively -- to be finished in class tomorrow.

KCC

Writing day!  We'll have tomorrow in class for writing, also, and then on to the new unit.  ; )

World History

E.Q. writing (choice) is due today.  Students collaborated to finish #1 on the Empires UCWP.  We then continued with our new/current unit by doing a Claim/Evidence analysis for a score on a Crash Course about the Renaissance -- see me to set up a time to make up this work if you were absent.  (We'll finish this work in class tomorrow.)

U.S. History

Research -- day 2 of 2 -- 75 minutes of research from expert sources due at the start of class tomorrow. ; )

KCC

Writing Day #2 of 4.  Essays are due next Thursday. ; )

World History

We finished our "Back story Basic notes" from the video detailed yesterday.  We took E.Q. bullet-point notes on the European Renaissance while viewing TICE ART 1010 (a 10-min video available on You Tube).  

U.S. History

2nd & 6th hours finished "The Presidents" episode (Cleveland to Taft) -- available on You Tube.  All hours worked on C.Q. research -- pick up a new 1/2-sheet score page.   We'll have all of the hour on Tuesday to continue more research -- due first thing Wednesday.

KCC

Writing!  We'll have in-class time for writing, also, tomorrow and next Tuesday and Wednesday.  The completed argumentative essays are due at the start of class next Thursday.

World History

Choice day -- work on a class project, some other homework, or reading for AR or from my classroom collection of books and mags.  (1/3 of the my sophomores are gone today, on a field trip to Chicago.)

U.S. History

In hours 2 & 6 we finished reading, taking notes, and discussing "The Great Migration" article.  Inall hours we also watched the "Cleveland to Taft" episode of "The Presidents" (by the History Channel -- available on You Tube).  In hours 2 & 6 we viewed just the first 20 minutes -- to be finished in class tomorrow.

KCC

We finished the UCWP.  Writing begins tomorrow!

World History

Writing rubrics were given to the students who opted-in to write for the current unit -- due date is Tuesday.  We nearly finished the video screening and note-taking as detailed yesterday. 

U.S. History

We finished the videos related to race issues of the Turn of the Century -- email me if absent and I'll share them via Google (add E.Q. notes).  We read an article "The Great Migration" -- more E.Q. notes.  As always, adding to your C.Q. page is ALWAYS a wise idea, also!  ; )

KCC

Research is due today.  The scored Argumentative Essays and the casual metacognitive essays were returned and time given to the students to read through the feedback and ask questions.  The new writing on which we're about the embark (on the Turn of the Century) may be the last argumentative essay for the semester, depending on how pleased each student is with their performance on it.  So, the required page count was individually communicated to any student who needs to accomplish more than the minimum 4 pages on this one to hit the semester benchmark.  As these essays, however, will be returned at the end of the next unit, they need to proceed with their notes so as to be poised for the writing should they need/choose to do it...not to mention that the notes are used for other scored activities.  Students worked on the Unit-Closure Work Packet to wrap up the unit.  We'll begin the new writing as soon as the UCWP is complete...writing due date will be next Thursday.

World History

We finished Bizarre Foods from Friday.  The writing for the empires unit is optional -- check in with me today if you are interested in doing the writing to replace the World Religions writing score.  We revisited out Mental Map Timeline with discussion and added a few more notes on the "Modern Europe" section.  We edited the title of our Empires CQ page to cross out "empires," as we will continue using this same C.Q. page for the remainder of the year.  We set up our "Modern Europe E.Q." page with that heading and with the question: "What was significant about the Renaissance, Reformation, and Exploration?"  We broke down the vocab in the question with much discussion, Q&A as needed, and making clarifying notes onto each of our own papers. Finally, we set up another, separate sheet of paper, "Renaissance Backstory Basic Notes" onto which we took bullet-point notes about cultural advancements in the Islamic empires that will later inform the European Renaissance -- email me and I'll reply with a Google share of the video; watch through 7:30 to catch up for today.

U.S. History

2nd & 6th hours analyzed the poem "Indian Boarding School: The Runaways" -- pick up the 3 handouts and use them collectively to discern the action and feelings of each stanza.  Check in with a reliable classmate or with me afterward to confirm your accuracy and to make edits as needed.  In all hours, students were asked to self-assess their performance on the chapter 7 Loewen analysis in light of the current Reading Claim & Evidence score they have and to decide if they want the Loewen work scored to replace the prior item.  We viewed several videos from You Tube about racial tensions at the turn of the century -- email me and I'll reply with a Google share of the videos -- take E.Q. notes as you watch.  

KCC

Research -- day 2 of 2 -- due first thing Monday.  (We'll begin the E.Q. writing on Monday, to be due the following Tuesday.)

World History

We finished the Unit-Closure Work Page.  We began viewing the Appalachia episode of "Bizarre Foods" as a transition-between-units, late-in-the-year-students-are-exhausted deep breath before starting in, full-force on the new unit on Monday.   ; )

U.S. History

We finished the Loewen analysis.  (If absent, see me to set up a time to make up this assessment.)  In 1st hour we also worked through Louise Erdrich's poem, "Indian Boarding School: The Runaways."  (Pick up the poem and two helper pages.)  

KCC

Collaborate on the big ideas from the reading homework.  As we're at a good pace AND heading into research and writing time (which is where more at-home work is often involved), you're getting a 1-week break from any new reading/note-taking homework.  We finished "The Presidents" DVD.  We spent ~30 minutes working on C.Q. research -- you'll have another 35-40 minutes tomorrow...It's due first thing Monday.  ; )

World History

In 5th hour we finished the slideshow with notes and discussion -- email me if absent today, and I'll share via Google.  In both hours we began and nearly completed the Empires Unit-Closure Work Packet.

U.S. History

We finished the Loewen Ch. 7 excerpts analysis.  If absent, see me to set up a time to finish this work.

KCC

SAT test today.

World History

We finished our video analysis from yesterday and discussed the answer key on the SMARTboard.  Students then took notes from a lecture-discussion via slideshow (email me and I'll reply with a Google share of the slideshow if you were absent).  We then began taking notes onto our E.Q. page from Crash Course World History #212 (The West and Historical Methodology) -- to be finished in class tomorrow.

U.S. History

SAT testing today.

KCC

Reminder HW reading and notes is due Thursday.  We discussed the Great Migration portion of the essay we read yesterday.  We continued with "The Presidents" DVD -- to be finished Thursday.

World History

We took E.Q. notes from the last, remaining slideshows of empire case studies.  I provided a few clarifications for students to add to their E.Q. notes.  In 5th hour the Context & Lens work pages for empires was returned, discussed at length, and edited.  In both classes we began a Claim & Evidence (circles) work page on the History Channel video "Engineering an Empire: Persia" -- to be finished in class tomorrow.

U.S. History

2nd & 6th hours -- finish Crash Course Women's Suffrage and E.Q. notes, view the 5-min video on Alice Stokes Paul (email me for a Google share of it), and add Charlotte Woodward Pierce to your C.Q. page (the only woman from the 1848 Seneca Falls Convention to live long enough to see the 19th amendment passed).  In all hours, we began or continued work on a Claim & Evidence skill work page for Loewen's chapter 7 (excerpts) -- to be continued in class on Thursday.

KCC

We finished our reading and note-taking from the essay "African Americans and the Quest for Civil Rights."  Discussion followed.  We then began viewing the "Cleveland to Taft" episode of the History Channel's The Presidents as chronological, concrete review of the era.  (Available on You Tube.)

World History

Presentations (and E.Q. note-taking) were finished today (except for absent students who have not yet shared their slides).  The Empires Context & Lens work was returned, scores discussed and charted, and then we went through each answer for discussion and to edit our papers where needed.

U.S. History

2nd and 6th hours read/finished reading the timeline while noting (and asking) comprehension questions on the timeline and also recording curiosities for the C.Q. page for investigation that goes beyond the content of the timeline.  We took E.Q. notes while viewing Crash Course U.S. History: Women's Suffrage.  1st hour also watched a short, 4-minute video about Alice Paul (E.Q. notes) and I offered a quick fact about Charlotte Woodward Pierce -- email me and I'll Google share these items with you if you were absent.