KCC

Reading and notes homework reminder -- due by the start of class tomorrow.  Students worked collaboratively to decipher a list of 13 history quotes and then we discussed as a class.

U.S. History

A few students finished their Context & Lens work from yesterday, and we set up for a new Claim & Evidence skill work for a score and finished.  If you need more time to complete either of these, see me during Advisory or to set up another time.

World History

Students completed the scored Claim & Evidence work on the short article by Dr. Crubaugh -- if you were absent, see me to set up a time to make this up in my classroom.  We then got out our CQ (Curiosity Questions) page and set up our EQ (Essential Questions) page -- see me or a reliable classmate for the set up AND discussion about it for clear comprehension.  We then used these two pages as we worked through Laing's poem collaboratively (in small groups) -- to be finished in class tomorrow.

KCC

Permission slips?  We dedicated more time to work at reading and note-taking from pp.2-33 in the white textbook while checking in on being detailed enough without being too detailed in the notes -- using the cheats I shared the other day while putting in the time to comprehend, which includes doing some quick Google searches (etc.) to break down vocab and/or brush up on references made too quickly, perhaps, by the author, as needed.  This work needs to be finished by Friday.  

U.S. History

Permission slips?  We finished discussing the quotes and editing our interpretations of them on our papers.  Students then did their first scored Context & Lens skill performance -- if you were absent see me to set up a time to do this scored work with me.  

World History

Permission slips?  Students did their first Claim & Evidence skills performance -- analyzing a very short, but somewhat challenging piece by Dr. Crubaugh about the subject of history, in general -- to be finished in class tomorrow.  We began by setting up our work page together and I distributed and we read aloud and discussed the "Claim & Evidence Tricks" instruction sheet.  (This can also be found in Google Classroom on the "About" screen ("Claim & Evidence Cheats").  If you were absent see me to set up a time to complete this scored work.  (In first hour we also set up our E.Q. page for this intro unit, defined "human," and discussed that now we are investigating for an answer that goes BEYOND the basic definition...we'll be looking to see how we can explain the experience of being human....This will be done tomorrow in the other W.His. sections.)

KCC

Permission slips?  We continued our whole-class modeling of how to read and take notes (gut a book) with shortcuts & clear comprehension.  Time was then given to make further progress in small groups.  Reminder pp2-33 is due this Friday.

U.S. History

Permission slips?  "My Voice Matters" was returned to the students with written feedback, and we discussed several items on there to edit for later use (along with 2 short slideshows to demonstrate cognitive dissonance and how to work through it). We then began to edit our interpretations of the History quotes via discussion and SMARTboard -- to be finished in class tomorrow.

World History

Permission slips?  "My Voice Matters" was returned to the students with written feedback, and we discussed several items on there to edit for later use (along with 2 short slideshows to demonstrate cognitive dissonance and how to work through it).  "Let's Get Acquainted" packets were finished and turned in.

KCC

Permission slips are due.  The "My Voice Matters" work was returned with comments/feedback and then we discussed certain items and students made edits onto their pages.  Student surveys were also returned.  We began work in the "white textbook" (America: A Concise History, which has a white cover) -- read and take notes on pp.2-33 due by the start of class Friday.  I modeled this process with the students via SMARTboard to show how to efficiently digest a textbook, while reinforcing that it will take time and there is a need to pause and do a quick Google search to clarify terms or references every so often -- to be continued in class tomorrow.

U.S. History

Permission slips are due.  Students finished the "My Voice Matters" work and turned it in.  Students completed a survey for us to get to know each other a little better.  They then worked in groups to translate into their own words a page of quotes about history -- finish for homework as needed.  

World History

Permission slips are due.  Students finished the "My Voice Matters" work and turned it in.  Students then worked on a survey handout -- for us to get to know each other a bit better.  Finish the survey for homework if needed, and please turn it in to me before you leave the building today.  

KCC

Our first holiday poster went up (Onam) and I shared that there will be a wide variety of posters up throughout the year as one simple, interesting way to start to get a lens on world cultures and practices.  I had students submit to me 1/2-sheets of paper on which they listed the holidays important to them to be sure I've got them covered with my poster collection (or to see if there are any new ones I need to make).  Students received their Google Classroom code and I walked them through briefly what they can find where. The most important thing to know -- the "stream" is simply where I will post materials used in class and does not provide all a person will need to know if absent...for Make-up Work, go to the "About" section and find the link named "Make-up Work."  A handout of classroom rules and recommended supplies was provided.  A packet about "Grading" was distributed, read aloud, and discussed.  A packet of information for the parents was distributed and students are asked to bring back the paper with parent/guardian signatures on both sides for Monday.  Textbooks (2 each student) were distributed.  Students then filled out a personal survey (updating me on their summer, what they need help with, etc.)

U.S. History

Our first holiday poster went up (Onam) and I shared that there will be a wide variety of posters up throughout the year as one simple, interesting way to start to get a lens on world cultures and practices.  I had students submit to me 1/2-sheets of paper on which they listed the holidays important to them to be sure I've got them covered with my poster collection (or to see if there are any new ones I need to make).  Students received their Google Classroom code and I walked them through briefly what they can find where. The most important thing to know -- the "stream" is simply where I will post materials used in class and does not provide all a person will need to know if absent...for Make-up Work, go to the "About" section and find the link named "Make-up Work."  A handout of classroom rules and recommended supplies was provided.  A packet about "Grading" was distributed, read aloud, and discussed.  A packet of information for the parents was distributed and students are asked to bring back the paper with parent/guardian signatures on both sides for Monday.  We then finished through the end of the 2nd page of "Your Voice Matters." 

World History

Our first holiday poster went up (Onam) and I shared that there will be a wide variety of posters up throughout the year as one simple, interesting way to start to get a lens on world cultures and practices.  I had students submit to me 1/2-sheets of paper on which they listed the holidays important to them to be sure I've got them covered with my poster collection (or to see if there are any new ones I need to make).  Students received their Google Classroom code and I walked them through briefly what they can find where. The most important thing to know -- the "stream" is simply where I will post materials used in class and does not provide all a person will need to know if absent...for Make-up Work, go to the "About" section and find the link named "Make-up Work."  A handout of classroom rules and recommended supplies was provided.  A packet about "Grading" was distributed, read aloud, and discussed.  A packet of information for the parents was distributed and students are asked to bring back the paper with parent/guardian signatures on both sides for Monday.  We then continued our work from yesterday in our groups for "Your Voice Matters" -- to be continued in class on Monday.

KCC

We discussed the handout "High School History Skills" and the a slideshow "Skills in History."  The "Mental Map Timeline" and "Unit Outline" were distributed and discussed.  Students set up their Curiosity Questions page for this introductory unit, creating the heading "Intro CQ," and then adding as potential topics of curiosity 3-5 items from the Unit Outline.  Lastly, we began collaborative work on the first page of the "Your Voice Matters" work packet and then finished pgs. 2 and 3 individually except where noted.

U.S. History

We discussed the handout "High School History Skills" and the a slideshow "Skills in History."  The "Mental Map Timeline" and "Unit Outline" were distributed and discussed.  Students set up their Curiosity Questions page for this introductory unit, creating the heading "Intro CQ," and then adding as potential topics of curiosity 3-5 items from the Unit Outline.  Lastly, we began collaborative work on the first page of the "Your Voice Matters" work packet (pgs. 2 and 3 will be individual work) -- to be continued in class tomorrow (no homework). 

World History

We discussed the handout "High School History Skills" and the a slideshow "Skills in History."  The "Mental Map Timeline" and "Unit Outline" were distributed and discussed.  Students set up their Curiosity Questions page for this introductory unit, creating the heading "Intro CQ," and then adding as potential topics of curiosity 3-5 items from the Unit Outline.  Lastly, we began collaborative work on the first page of the "Your Voice Matters" work packet (pgs. 2 and 3 will be individual work) -- to be continued in class tomorrow (no homework).  

KCC

Students offered thoughts about "what historians do," and I collected those ideas on the SMARTboard, and then to validate and add a little specificity, I shared a slideshow on the topic as students completed a simple, accompanying note page.  We then discussed what those skills look like at an age-appropriate high school level with the handout "High School History Skills."  We also discussed the handout "History's Habits of Mind" and the course syllabus.

U.S. History

Students offered thoughts about "what historians do," and I collected those ideas on the SMARTboard, and then to validate and add a little specificity, I shared a slideshow on the topic as students completed a simple, accompanying note page.  We then discussed what those skills look like at an age-appropriate high school level with the handout "High School History Skills."

World History

Students offered thoughts about "what historians do," and I collected those ideas on the SMARTboard, and then to validate and add a little specificity, I shared a slideshow on the topic as students completed a simple, accompanying note page.  We then discussed what those skills look like at an age-appropriate high school level with the handout "High School History Skills."

KCC

Every day I will type an explanation for you of what we did in class so it is easy for you to know all the details for getting caught up after being absent without having to rely on your friends' memories.   ; ) 

U.S. History

Every day I will type an explanation for you of what we did in class so it is easy for you to know all the details for getting caught up after being absent without having to rely on your friends' memories.   ; ) 

World History

Every day I will type an explanation for you of what we did in class so it is easy for you to know all the details for getting caught up after being absent without having to rely on your friends' memories.   ; )