KCC

We finished sharing the thesis and 6 key facts from each of the remaining essays.  (See a reliable classmate for notes and explanation as needed.)  We began a scored Claim & Evidence on a Crash Course episode -- to be done in class, individually as an assessment.  This will be continued in class on Monday.  In Advisory today we'll do some small-group extra instruction on improving Claim & Evidence performances.

U.S. History

Finish reading the "11 Nations" article and adding questions to your CQ page.  We explored the topic of slavery in the Colonial Era by adding notes to our EQ page from the handout "A Simplified Timeline of U.S. Slavery and Racial Issues" and from the Middle Passage clip from the film "Amistad."  I also used a few, quick slides via SMARTboard to clarify to (or remind) students that their human empathy is enough -- there need not be guilt over past atrocities that occurred before their own time, and that our present tense responsibility is the willingness to be aware, as we've already discussed in our Intro unit.

World History

We viewed the last 30 minutes of "Rabbit-Proof Fence" while completing the notes on our work page.  Collaborating in small groups, students shared and edited notes and then created a "Claim/Thesis" spot on the back-bottom and worked together to discern the thesis/claim of the film -- to be discussed in class on Monday.  I discussed the concept and term "paternalism" via SMARTboard for students to add to their page as an additional note.  

KCC

More groups shared their theses and key evidences for their groups' chosen essay analyses -- see a reliable classmate to get the notes and any explanation needed.  We'll finish the remaining group info tomorrow in class.

U.S. History

We discussed the vodcasts and then students collaborated in small groups to highlight/mark/add KEY points from these videos to their E.Q. pages that stand out as big ideas for the writing that is to come next week.  Color-code the northern versus southern versus middle colonies areas on the map and on the timeline handouts -- 3 different colors for three different regions.  Also, read over carefully the timeline handout and note any items for which you want more explanation than what's on the page and see me or a reliable classmate ; )  We began reading the short article "Which of the 11 American Nations..." while recording CQs -- more time in class tomorrow to finish this. 

World History

We continued viewing and note-taking on "Rabbit-Proof Fence"  -- find as many first half movie scenes as you can or just say the word and you can watch from my DVD during Advisory!  We'll view together the last 30 minutes in class tomorrow.

KCC

Students met in like-essay groups to discern the most accurate thesis and the top 6 pieces of evidence from their chosen essay and then they began sharing with the rest of the class this targeted information for their E.Q. note pages -- to be finished in class tomorrow.

U.S. History

Finish note-taking onto your E.Q. page from the 9 vodcasts on the Williamsburg website (linked in Google Classroom; 4 assigned and 5 choice).

World History

In 7th hour we finished adding notes to our "Outline of Popular Details" with much discussion.  Add 3-5 Communal cultures from that outline to your C.Q. page as research options for later (except Native Australians or Yanomamo, as we'll study them in class as required case studies).  In all hours we added Hunting & Gathering notes onto the back of that Outline handout with much discussion.  (See a reliable classmate.)  We then began screening segments of the film Rabbit-Proof Fence while working on an analysis work page; view up until ~14:00.  (It is available to rent on YouTube for $1.99, however, you may be able to find the segment you missed if absent on YouTube for free or on Netflix.  You can also come in during Advisory to watch the piece from the DVD that you need.) The film will be continued in class tomorrow.

KCC

Finish your Claim & Evidence analysis of your chosen essay.  We'll move to the next step of using this work tomorrow.

U.S. History

Socratic scores were distributed to the students for charting and for discussion as needed.  We reviewed safety procedures for my room for emergency situations.  We continued with the Colonial Williamsburg vodcast viewing as detailed yesterday -- more time allowed tomorrow; if absent today, work on this for 35 minutes.

World History

Guidance distributed permission forms for the KACC trip for Sophomores.  We brainstormed via SMARTboard what the class thought to be true of Communal Cultures, and then we did a minor bit of editing together.  We set up our Communal E.Q. and C.Q. pages -- On the front of the E.Q. page "1. What does it mean to be human?" (continuing to explore this question), and on the back "2. Why are Communal Cultures relevant?  (important?  In other words, Why do they matter?  Why take time to study them?)  Create a "themes" section on the top 1/4 of each side of the paper, leaving the remaining 3/4 on each side for "evidence."  We then added a couple of notes to the Mental Map Timeline with discussion (see a reliable classmate or me).  Finally, we discussed in detail the top portion of the handout "Outline of Popular Details" while adding quite a few clarifying notes/definitions -- see a reliable classmate or me; then, read over the list of example Communal Cultures and list 3-5 onto your CQ page that you think you might like to study at research time, except do not note Native Australians nor Yanomamo, as those will be our in-class case studies. 

KCC

Continue with the work detailed on Friday. ; )

U.S. History

We finished the Socratic discussion and then added more clarity to our notes from Mrs. Cluver's follow-up.  Scores will be distributed tomorrow.  We began taking a look at the social history (daily life) of Colonial America by viewing the following four vodcasts on Williamsburg link posted in G.Classroom:  Dirty Life out Back, Market House, Women in the Trades, and Interpreting African-American History.  Then, view 5 more vodcasts of your choice of the remaining 70+ options.  We has ~10 minutes in class to work on this ....to be continued in class tomorrow.

World History

We reviewed safety procedures for my room -- please see me if you were absent!  Writing is due today -- staple the score sheet to the top and turn in, please.  Also, remember to submit it to turnitin.com.  Students completed a self-evaluation on all the skills except "Context & Lens" -- use the "Skills Breakdown" handout, circling each bullet point that you are doing well so far and draw an "x" next to any bullet-point item that for whatever reason you're not yet doing well.  See the list of categories in Google Classroom for doing an organization of all of our papers before we begin the new unit.  

KCC

Collaborate on your homework notes from the reading.  Finish reading and pulling CQs from the article "11 American Nations."  Then, begin breaking down the thesis and the evidence (exactly like a Claim & Evidence) for your choice of essays #3-7 in the "red book" to be shared later with the class so that we each analyze/read one essay, but end up with the content of five.  Time will be given in class to finish this.  

U.S. History

Socratic discussion over the two chapters from Mann's book.  If you were absent see "Socratic Replacement Score" in Google Classroom.

World History

Final writing day!  Finish writing, use the "Edit My Writing Now" in Google Classroom, once truly finished submit to turnitin.com, and then print a hardcopy.  On the hard copy to be turned in to me, highlight according to the instructions you saw on "Edit My Writing Now" to show your text structure.  Writing is due at the start of class on Monday -- finish for homework as needed.

KCC

Finish viewing and note-taking the vodcasts from Colonial Williamsburg as detailed the past two days.  Read "Which of the 11 American nations do you live in" and add to your E.Q. and especially C.Q. pages.  

U.S. History

Finish the Claim & Evidence work on your E.Q. page as detailed yesterday for your assigned chapter (either one or eleven) in the packet of excerpts from Mann's 1491 in preparation for tomorrow's scored Socratic Discussion.  Also, be sure to see the Socratic Score Sheet and Socratic Cheats in Google Classroom to best prepare yourself for a good performance grade tomorrow.

World History

Writing time!  Follow the five steps as detailed yesterday, using the "Edit My Writing Now" instructions in Google Classroom when you get to step 3 (editing) and 5 (highlighting the printout).  You will have ~15 minutes of class tomorrow to finish up; work on the writing for homework if you need more time than that to complete it. ; )

KCC

Colonial Williamsburg vodcasts for some social history (daily life) of the late colonial era...See details posted yesterday. ; )  Some time will be given to finish your last 2-4 videos of choice...  ; )

U.S. History

Students collaborated in small groups to edit their E.Q. notes related to Loewen's Chapter 2.   We then began some work from Charles C. Mann -- I shared some context/lens info about him and his 1st book (see on ledge up front if curious), and then we took a few direct instruction notes via SMARTboard onto our E.Q. pages.  We then set up a Claim/Evidence work area with "thesis" area and "evidence" area directly on our E.Q. page entitled "1491."  Choose either Chapter 1 or Chapter 11 (eleven) and then do the "Claim & Evidence" work on that chapter in preparation for Friday's scored Socratic discussion.  Time will be given in class tomorrow to finish the reading and note-taking.

World History

I shared the excerpt from the Times Republic about the WCHS alum being honored this weekend that works in the field of human rights!  Writing work day -- 1. Continue organizing ideas and evidence.  2. Write the paragraph.  3.  Edit (for clarity, for spelling and grammar, MLA formatting). 4. Submit to turnitin.com.  5. Print hardcopy and highlight per the instructions on "Edit My Writing Now" found in Google Classroom in the "About" section....Most students finished #1 and began step #2...You will have all of class tomorrow to continue through these work stages.

KCC

Finish reading and note-taking on the two, short articles about slavery.  We then added E.Q. notes and C.Q.s while getting some social history about late colonial life via the vodcasts on the Colonial Williamsburg website -- watch "Dirty Life Out Back," "Market Houses," "Women in Trades," "Interpreting African-American History," and then 5 more of your choice -- you'll have all of class tomorrow to finish this.

U.S. History

Finish reading and note-taking from Loewen Chapter 2 -- finish for homework as needed. 

World History

Research is due.  Scores for Socratic discussion and exit slips were returned and I did a bit of content follow-up and general discussion feedback each hour.  We prepared to write -- look over the "Writing Rubric" and the three items in "Writing Cheats" in the "About" section of Google Classroom.  Also, use the "Turn It In" set up link and info (also in G.Class.) -- note: the # is used in the first/top slot and the "ILoveWriting" is used in the second slot -- case sensitive.  Students then began organizing their E.Q. information in outlines (or a system of their own choosing) to prepare to write -- to be finished in class tomorrow.

KCC

Socratic scores sheets and exit slips were returned.  Respond on the exit slips and resubmit if requested and note in your agendas/phones which Advisory day you plan to come in to get help with item #3 if needed.  For tutoring on the Claim & Evidence, I am setting aside next Tuesday, 9/26 Advisory time, as there are a number of students desiring help with that skill; so, we'll work on it all together then.  We viewed the scene from Amistad, discussed a few slides for framing historically any related emotions about it, and then read through two, short articles on the topic of slavery -- for all of this, add to your E.Q. notes and C.Q. page -- the two articles to be finished in class tomorrow.

U.S. History

Students read individually a packet of excerpts from Loewen's Chapter 2 while recording E.Q. notes and some C.Q.s  Remember these readings require you to break it down, using dictionaries, phones, or Chromebooks and to see me for clarification as needed -- to be finished in class tomorrow.

World History

4th and 7th hours finished their Socratic discussion and exit slips as detailed Friday.  In all hours, time was given to print and read remaining research.  Reminder to underline or highlight key points while reading the research and that it is due by the start of class tomorrow.  

KCC

Next HW is Chapter 4 -- the last chapter for this unit of study...pp.98-127, due next Friday.  We collaborated in small groups on the Ch. 3 reading and notes that are due today -- our standard 3 discussion topics (most interesting fact learned, themes, and getting clarification where needed).  We then finished our note-taking from the slideshow as detailed yesterday.  Finally, we began some in-class exploration of the topic of slavery...see timeline handout and pull some E.Q. thoughts onto your note page and add to your C.Q. page.  More on this topic Monday.

U.S. History

We finished E.Q. note-taking from the Eureope backstory slideshow as detailed yesterday.  Students then read an excerpt, "Love and Hate in Jamestown Colony" -- collaborate to pull E.Q. notes and add some C.Q.s

World History

Socratic discussion today!  If you were absent see "Socratic Replacement Score" option in Google Classroom under the "About" tab.  4th and 7th hours will finish their discussion in class on Monday.  Your research will be due at the very start of class on Tuesday; we will spend Monday in class finishing up our printing and reading (w/ highlights/underlines).

KCC

We finished the Socratic discussion and then the answer key for the theses was shared via SMARTboard for editing individual C&E work.  We discussed a slideshow about "The Europe that Came to The Americas" while taking E.Q. and C.Q. notes -- to be finished in class tomorrow.  Reminder -- HW due tomorrow!

U.S. History

We color-coded the map packet (see links in Classroom for the handouts and the key).  Read over thoroughly the handout "Some Famous Early American Urban Cultures" and the handout (2-sided) "Native American Empires" and "Native American Chiefdoms and Confederacies" while taking E.Q. notes and adding to your C.Q. page.  See me or a reliable classmate for the discussion we had about these pages, also.  We then did some backstory on the Europeans via a slideshow -- take E.Q. and C.Q. notes.

World History

Keep saved all of the great articles you found for your Research -- printing is on hold for a short bit while some technology updates are undertaken...I'll bring you back to print-and-read/highlight mode soon.  We prepared for a Socratic discussion to be held in class tomorrow over this unit's Essential Question -- see "Socratic Discussion Rubric" and "Socratic Cheats" in Google Classroom in the About section.  

KCC

Socratic discussion continued...

U.S. History

We finished viewing "Massacre at Mystic" and taking notes as detailed yesterday with small-group collaboration to discuss and edit notes afterward.  Finally, add some CQs related to the event.  Now that we've jumped in with both feet, let's rewind with our class activities to get the back story on these cultures...In 6th hour we began:  Color code the printable map handouts by use of my colored map as reference...more tomorrow...

World History

Research time.  65 minutes of research.  Due to printer errors, we will do the printing and reading/highlighting in class tomorrow.  The work will all be due Friday at the START of class.  You should have 20 minutes in class yesterday and 45 minutes in class today.  If you were absent, make up the minutes of research at home as your make-up work.  ; )   Review the "Research Rubric" and "Research Cheats" in Google Classroom for reminders and tips/pointers.  ; )

KCC

The scored C&E assignments were returned for the students to chart on their Skills Tracking Page and then used for a Socratic discussion -- to be continued in class tomorrow...

U.S. History

We added to our "Intro CQ" page "and Exploration & Colonization" -- to continue with that CQ page into and through this next, longer unit of study.  We set up our E.Q. page also, the question is "What is Colonialism," and we gave the basic definition on our pages together to get the basic understanding out of the way to be ready to dive in deeply for our work of detailing what it looked like specifically in the case study of the American colonies.  Create a "Themes" section at the top of this E.Q. page, leaving ~10 lines of space, and then section it with a line to note the rest of the page is for "Evidence."  We brainstormed as a whole class via SMARTboard what we know about the topics of "exploration" and "colonization."  We then jumped into an intense case study film by the History Channel's series of "10 Days That Unexpectedly Changed America" -- the "Massacre at Mystic" episode.  To aid clarity, we viewed and discussed a note page that details a bit a few of the Native American cultures -- "Pequot Notes."  Record E.Q. notes while viewing, focusing on these four big questions:   1. What was significant about the massacre?  2. What were the colonists' key beliefs that contributed to the conflict?  3. Why was the attack a complete massacre?  4. What is the status of the Pequot in modern times?  The video viewing will be finished in class tomorrow -- we watched until ~9 minutes.

World History

1st hour collaborated to transfer the bets ideas and examples (thesis and some evidence) from the 3rd Rock assignment (returned yesterday) onto the E.Q. page to be organized for the writing that we'll do later this week.  (Hours 4 & 7 did this yesterday.)  In all hours students read over the Research Rubric and the Research Cheats documents in Google Classroom (in the "About" section).  I also provided a handout to show the center-line media sources that are ideal to use for BASIC information that doesn't require a PhD expert...We discussed that reading materials on the left and on the right can offer interesting sources, however, reading ONLY on the left or right tends toward a particular lens rather than multiple lenses for balance.  Make sure to have spent 20 minutes time-on-task researching before tomorrow.  We'll have the whole class period for more minutes of time-on-task research with the work all due at the start of class Thursday.

KCC

We continued our analysis of "Massacre at Mystic" as detailed Friday and then collaborated on the notes we took and added to our C.Q. page.  

U.S. History

We did a review game in teams over the Unit-Closure Work Packet for our Intro unit.  I then walked the kids through a folder organization/clean-out process.  (Sort your papers into these categories for future use to make your life easier:  Basic Class Stuff, Current Unit (the new one we begin today), Claim & Evidence, Context & Lens, Research, Socratic, Writing, & Final Exam (UCWPs).  In some hours we began our new unit "Exploration and Colonization" by setting up our E.Q. and C.Q. pages.  (The E.Q. is "What is colonization?")  We defined the basic definition together on the papers to get that covered and to be ready, then to focus on collecting answers that detail what it looked like, felt like, etc. in the American colonial experience as our obvious case study.  The top 8-10 lines of the page after that we marked out as a "Themes" section on our paper, and beneath that where we'll collect our many, many notes of "Evidence."

World History

We finished our review game on the Intro Unit-Closure Work Page.  The scored Crubaugh Reading Claim & Evidence and Third Rock A/V Claim & Evidence work was returned and discussed -- students set up Skills Tracking Pages in Google Classroom (or had access to a paper handout from me if they preferred) to track their grades.  These two assignments were then discussed and students edited their theses as needed -- answer key shown via SMARTboard and discussed.  We went through the Crubaugh reading together to demonstrate how the thesis is found and where the evidence is, also.  Students were reminded that the scores are simply feedback on their first attempts at this sophomore-level and they were also invited to see me during Advisory for some quick, one-on-one feedback and dialogue about these skills if the whole-class discussion and guidance didn't do the whole trick for them personally.  (Theses need to be specific.  Evidence needs to be full of detailed examples.  Look up words and seek help when reading to be certain you've broken down and understood the material.)  ; )

KCC

Homework is due today -- collaborate with your group about the most interesting piece of info you found, what themes you've got emerging in your "themes" section of your notes, and to get clarity on any content that you feel uncertain about.  The new homework due next Friday is reading and notes over pp.64-97.  Reminder -- the Claim & Evidence over your choice of essays in the red book is due by the end of the day today -- see me in Advisory if needed.  We prepared for the Socratic discussion we'll have in class on Tuesday -- see the Socratic Score Sheet and the Socratic Cheats page in Google Classroom ("About" section).  To prep for our next activity, students took some basic list notes via SMARTboard about a few of the Native American cultures in the NE U.S.  We then took E.Q. notes from the documentary "Massacre at Mystic," looking for 4 key topics (1. What was significant about the massacre?  2. What were the colonists' key beliefs that contributed to the conflict?  3. Why was the attack a complete massacre?  4. What is the status of the Pequot in modern times?) -- to be finished in class Monday.  Remember to capture some C.Q.'s along the way...

U.S. History

Add a simple picture note or a hashtag for EACH item on the UCWP.  (For example, I might draw a small stick person holding a microphone to represent "voice" -- someone expressing their idea.)  They should obviously be school-appropriate. These additions force you to process exactly what each item means (pushes comprehension) and then later, when it's time to review and memorize for the exam, you have these memory tricks already in place.  Finish this for homework as needed. 

World History

Students used a new work page -- Unit-Closure Work Page -- to organize the big pieces of info from the many work papers we've already done...please feel free to help each other as needed, but all of the info is in your papers already.  This should help you review and see the big picture of what we've done so far before we move into some skills performances to wrap up the unit and will also be used as part of your study guide for the final exam.  Then, add a simple picture note or a hashtag for EACH item on the UCWP.  (For example, I might draw a small stick person holding a microphone to represent "voice" -- someone expressing their idea.)  They should obviously be school-appropriate. These additions force you to process exactly what each item means (pushes comprehension) and then later, when it's time to review and memorize for the exam, you have these memory tricks already in place.  We then began a team review game -- to be finished in class on Monday.

KCC

HW reminder -- due tomorrow.  Students finished their essay analyses -- welcome to come in during Advisory if needed to finish.  

U.S. History

We did some practice-quizzing over the UCWP and as we went over answers to the "quiz" students checked their UCWP and made edits as needed.  We'll do more work with this packet tomorrow.

World History

Guidance came in to talk with the sophomores about their 10/17 trip to the Career Center and to fill out forms for that day.  We added a lot to our E.Q. and C.Q. pages by viewing ~15 of the 30 human rights PSAs from www.youthforhumanrights.org.  (7th hour also finished viewing the rest -- from 5:40 -- of the 9 1/2 minute mini-doc on the same website.)

KCC

HW reminder.  Continue essay analysis (Claim & Evidence) -- to be finished in class tomorrow.

U.S. History

Surveys were returned and discussed (India...Jingle Bells...Please feel free to use the books on the side shelves...)  We set up Skills Tracking Pages in Google Classroom ("create" a Google Doc in the "Skills Tracking Page" assignment in the class stream) and then charted the Loewen Claim & Evidence and Loewen Context & Lens.  We discussed the answers and edited the pages as needed.  Finally, use these two assignments and the other relevant papers you already have to complete the UCWP U.S. Intro packet -- finish for homework as needed.

World History

Time was provided for students to finalize their work on the Claim & Evidence analysis over the Third Rock episode as detailed yesterday.  We used the bulk of the class period to add to our E.Q. and C.Q. pages from these sources:  "100 People,"  "Material World" slides, and "The Story of Human Rights" mini-documentary.  

U.S. History

Time was provided for collaboration to complete the "Modern Western Civ. Unit-Closure Work Packet" as a quick tapping into where they ended in World History as context for the U.S. Revolution -- finish for homework as needed.  Then, the Unit-Closure Work Packet for this, our first, unit in this U.S. History class was provided onto which we'll organize our key info about history, historians' work, and staple in the Enlightenment & Revolutions basic review content (Mod. West. Civ. UCWP) -- work collaboratively as needed, but all of the information can be found on the papers you already have from our work together...to be finished in class tomorrow.

World History

1st hour -- students shared with their base group the additional ideas they got for their E.Q. notes/answers when visiting the other groups on Friday.  In all hours we read aloud together the handout "Third Rock from The Sun" to gain context and lens information about the show and then we set up to do an Audio-Visual Claim & Evidence skill performance (for a score) on a particular episode that will then also help us with our Essential Question.  If you were absent, see me to set up a time to make up this scored work.

KCC

Reading and note-taking homework is due -- a bit of time was given for groups to collaborate on themes and to check in with each other and/or me on any content questions or advice on the work process.  The new homework to be due next Friday is pp.34-63.  Student then chose to do a Claim & Evidence work for a score on either essay #1 or #2 in the red book -- to be worked on in class today and in class on Tuesday.  If you were absent, see me to set up some time to make up the work time you missed today.  As this is a scored assessment, it has to be done individually and in my room.  ; )  (We will LATER do a Socratic discussion over these essays, also, so that all students will eventually end up with all of the information from both of them.)

U.S. History

Students who need time to finish the Loewen Claim & Evidence work need to get a pass from me to come in during Advisory today.  We moved into the second half our our Intro Unit -- "Reconnecting out Revolution to The Global Context"  .  .  .  use the Revolutions handout (with the flags and added dates) and the internet to complete the Unit-Closure Work Page -- Modern Western Civ.  This work can be collaborative ; ) -- to be finished the rest of the way in class Tuesday.

World History

Surveys were returned and discussed.  Students pulled more bullet points onto their E.Q. pages collaboratively from the Laing poem analysis.  (Be sure to label each section of notes on the EQ by source, such as "Laing.")  We then pulled bullet points from scene #5 of Over the Hedge and then Pocahontas' scene #14.  Students shared ideas to add to and edit their pages.