KCC

See U.S. post, except the spot in the video we viewed until this hour was ~28:00.  AND remember that Chapter 10 is due...but let's make it due Monday!

U.S. History

See your Hamilton Exit Slips for my comments back to you ; )  We continued our viewing of "The Presidents" video series while adding to our E.Q.s, C.Q.s, and the Political Parties packet...We finished the first episode and then viewed the second one as far as ~26:00.  (Available in classroom...)

World History

Finish the Maasai webquest, using the packet provided yesterday ; )  

KCC

We discussed Senator Barickman's 3rd hour visit (see details on U.S. post) and then we began end-of-unit review work by way of "The Presidents" DVD by the History Channel (episode 1 posted in Classroom) -- add to EQ and CQ pages and keep up with the new packet about political parties of our presidents...  Today we viewed until 41:43.

U.S. History

3rd hour listened to guest speaker Senator Barickman.  6th hour discussed his visit (they were given to option to attend 3rd hour with a permission slip from their 3rd hour teacher; this was a visit arranged by the Civics class and the only time of the day he was available) and then the remaining time was given to catch up with various history work and then, if time, other school work.  Back to our regularly scheduled program tomorrow!

World History

We finished the Hebrew primary source Context & Lens work for a score -- if absent, see me to set up a time to make up this assessment.  We then moved on to our fourth and final Agri-culture case study -- the Maasai -- with a map handout, the reading aloud of the children's book "14 Cows for America," and then a guided webquest using the workpage and website linked into Google Classroom -- to be finished in class tomorrow.

KCC

See U.S. post about Senator Barickman tomorrow re permission slips and 3rd hour option.  Students worked in class today on a Context & Lens assessment score -- see me to set up a time to make up this work if you were absent.  Then, use the remaining 3 links (the bottom 3) in the "Trail of Tears" section in the stream for ~20 minutes to add to your E.Q. notes -- your choice where in those three links you spend your 20 minutes...some flex-work. ; )

U.S. History

Tomorrow 3rd hour will report directly to the cafeteria to hear IL Senator Barickman speak about state government; 6th hour was given to option to use a permission slip with their 3rd hour teacher today and then report to the cafeteria tomorrow in 3rd hour, handing to me their permission slip.  Today we began viewing "The Presidents" through ~33:00 while adding to our two E.Q.s and C.Q.s, also.  One additional item -- the "Simplified History of U.S. Presidents' Political Parties" -- pay careful attention to the typed info on that page as we add the presidents' names during the DVD.  The video is "The Presidents The History Channel 1789-1825."

World History

The Communal EQ writing was returned -- chart your score, add to your "Writing Notes to Self" form the feedback, and as always, see me with any questions. ; )  We began work on a scored Context & Lens assessment -- if you were absent, see me to set up a time to make up this in-class work.

KCC

Students collaborated on their key themes and facts from their notes on Chapter 9; Chapter 10 notes are due this coming Friday.  Students finished their assessment work on Meacham's "God and The Founders" -- see me to set up a time to make up this scored work.

U.S. History

Finish the "Trail of Tears" Context & Lens assessment for a score -- if absent, see me to set up a time to make up this work. Then, spend ~20 minutes exploring the other three links in Google Classroom on this topic to add notes of new information onto your E.Q. page.

World History

Finish reading the "Chapter 3" packet and the article by Benner to take notes onto your EQ page about the Ancient Hebrews, a nomadic pastoralist Agri-culture -- finish for homework as needed.

KCC

Time was given to finish the Meacham Claim & Evidence work -- see me to set up a time to make up this scored assessment work if you were absent.  Also, reminder -- Chapter 9 notes are due Monday.

U.S. History

Class time was given to finish the Reading Claim & Evidence assessment on the Meacham article...set up a time to come in to do this scored work if you were absent.  We then began a short study of the Trail of Tears by way of a scored Context & Lens assignment -- also to be done with me in my classroom; see me to set up a time to make up this work.

World History

Research score sheets were distributed to students to chart, discuss, and then to improve and resubmit if desired.  Spend ~20 minutes more finishing exploring the Catal-Huyuk websites linked in Google Classroom and taking notes.  Then, some collaboration time in small groups to discuss the most key facts about the Catal-Huyuk to put onto the EQ page.  Record some CQs, also.  We then shifted gears to look at our first of two case studies of Nomadic Pastoralist types of Agri-cultures -- the Ancient Hebrews.  Take notes from the "Chapter 3" reading packet directly onto your E.Q. page -- ~10 minutes worth of work...to be continued in class on Monday.

KCC

Scored essays were returned to the students and time given to read through the feedback and to ask questions.  Reminder -- Chapter 9 is due Monday...don't save it all for the nice, holiday weekend when you'll want to be visiting with family.  We began scored Reading Claim & Evidence work on an article by John Meacham -- to be continued in class tomorrow.

U.S. History

We continued work on the Reading Claim & Evidence assessment (for a score) on the Meacham article.  We'll have some time in class tomorrow to finish.

World History

Catal-Huyuk!  Continue reading and note-taking from the first link in Google Classroom (the nice, long, colorful brochure).  As time allows, begin the Activities and viewing Artifacts in the second link...to be continued in class tomorrow.

KCC

Collaborate over Ch. 8 notes; begin work on Ch. 9 notes.  Complete the Hamilton exit slip in Google Classroom, add Hamilton-related CQs to your CQ page, and collaborate to add Hamilton-related notes to your EQ page.  

U.S. History

We began individual scored work on a Reading Claim & Evidence assessment.  See me to set up a time to make up this work if you were absent.  We'll finish it in class on Monday.

World History

We finished note-taking from the Natufian DVD, collaborated on our notes, added CQs, and then collaborated for our EQ about the Natufians.  We then set up a new, blank sheet of paper for our case study of the Catal-Huyuk -- make that your heading and make note that they were located in what is now modern-day Turkey.  Use the two links in Google Classroom to record notes on this ancient, extinct Sedentary Village Agri-culture -- to be continued in class on Monday.

U.S. History

Complete the Hamilton exit slip in Google Classroom, add some Hamilton-related CQs to your CQ page.  Then, work collaboratively to pull Hamilton-related info onto EQ #1 and add some details form Hamilton for EQ #2, also.  

KCC

We finished our analysis of "Hamilton."  Tonight, finish your HW for Chapter 8.

World History

We worked with a new handout "Outline of Popular Details -- Ag," clarifying terms and phrases as needed and making a note "Use for E.Q." on the top 1/2 of the page.  Also, make a note on the E.Q. page "See 'Outline of Popular Details'."  Pick 3-5 of the Ag cultures listed on the bottom half and back side of the "Outline..." to put onto your CQ page as some research options for later.  We then began work with our first Ag case study -- The Natufians; view the first 3 minutes of the video and from 26:00 until 43:00 while adding notes to the Natufians note page...We'll finish the last minutes of the video in class tomorrow.  (This DVD footage is not available on Youtube; so, if absent, come on in during Advisory to make up the missed viewing.)

U.S. History

We finished "Hamilton" and then did a casual Socratic to clarify and confirm notes on songs Act I #23, and Act II #2, 5, 7, & 9 and to make clarification notes on the Founder's Packet.  (See a reliable classmate.)  

World History

We finished the National Geographic DVD while adding CQs.  We then set up our EQ page (on blue paper if desired -- available/choice) and added notes from the short excerpt from The Economist.  We also added a few notes w/ discussion to our Mental Map Timeline (see a reliable classmate).

KCC

Continue Hamilton w/ Founder's packet and note page through song #5 of Act II.

U.S. History

Continue with Hamilton -- notes while using the Founder's packet for continued clarity and mental sorting of who's who...through song #18.

World History

We viewed another 45 minutes of the National Geographic episode -- adding ~5 more CQs ; )

KCC

Ditto the U.S. History post (still in Act I, listened through song 21), and also, collaborate on the most important/interesting facts as well as key themes from Chapter 7.  Chapter 8 is due this Friday.

U.S. History

The scored Crash Course analyses were returned to the students for charting, editing, & discussion.  We continued our Hamilton analysis through these songs of Act II:  3rd hr = #6  & 6th hr = #5.

World History

Metacognitive writing should be completed by the start of class today -- turned in via Google Classroom.  We did a drop-in lesson -- viewing National Geographic's "30 Years of National Geographic Specials" while logging in some CQs onto our new page we set up just today -- "Ag CQ."  View through the first 40 minutes -- downloads available via Youtube.  (If you have difficulty downloading, don't sweat it; it is informative and interesting, but not essential to the AG EQ writing for later.)  ; )

KCC

Be ready to discuss Chapter 7 first thing Monday and also begin the reading and note-taking on Chapter 8, which will be due next Friday.  Then, see U.S. post....  ; )

U.S. History

"Hamilton" continued as begun over the past couple of days -- materials are in Google Classroom if you've been absent.  In 3rd & 6th hours we listened and took notes through Act I.  5th hour got through #14. 

World History

The Hadza article analyses were returned -- chart on your Skills Tracking Page under "Reading Claim & Evidence" and see me or a reliable classmate to edit your thesis as needed per the key I shared on the SMARTboard.  As always, please see me with any questions you have about the work, process, or your score.  The rest of the class time was given to complete the Metacognitive Writing that was begun yesterday -- due by the start of class on Monday via Google Classroom. 

KCC

In-class reading-and-note-taking day on Chapter 7 (white book).  (Much of the class was gone on a field trip for Civics class.)  Back to our "Hamilton" analysis tomorrow!  ; )

U.S. History

We analyzed more "Hamilton" -- through the following songs for each hour: 3rd=#13 & 6th=#11  .  All materials can be found in Google Classroom (including a link to the music).

World History

Paragraphs are due today -- hard copy printout with score sheet stapled to the top....AND...digital copy via turnitin.com.  Work on the Metacognitive Writing (VERY casual) found in the stream in Google Classroom -- finish the content part, and we'll complete the skills part in class tomorrow.

KCC

See U.S. post. ; )

U.S. History

EQ paragraphs (colonialism) were returned with scores, feedback, and discussion.  Time was given for one-on-one dialogues about the writing.  Chart your score on your Skills Tracking Page and add notes to your "Writing Notes to Self" based on the feedback you received on this work.  In hours 3 & 6 we viewed the Hamilton teaser via the White House poetry slam while the musical was just a work in progress.  In all hours some EQ notes (#2) and CQ questions were recorded via a context & lens slideshow I presented.  The focus item for our Hamilton listening journey was distributed -- a note page; please connect with a reliable classmate for adding the select dates in the left margin and to copy the sample notes I provided for songs #7 & 23 (Act I) to show the range of how many or few notes different songs dictate.  Now, begin the listening and note-taking having as aids the map (from yesterday), The Founders packet (pages 2 & 3), and the visual slides...TODAY 3rd hour got through just song #1, 5th hour through song #3, and 6th hour through song #2.  (Recall that I mentioned there is some salty language and behavior in this depiction of events in these folks' lives; not necessarily for the ears of young siblings.)  

World History

Surprise Editing Day!  Paragraphs should have been "done" by classtime today, and so, we used a structured process for improving the writing further with the actual, true due date as the start of class tomorrow.  Use the critical bullet points on the "Edit My Writing Now" cheat sheet -- Google Classrooom, About section, Writing documents, "Edit My Writing Now," item #5.  Also, edit for notes on your "Writing Notes to Self" page.  This evening then print the new & improved paragraph and highlight it with markers.  Then, submit the same new & improved paragraph to turnitin.com (UNhighlighted).  (Due by the START of class tomorrow.)

KCC

I shared some info on the Electoral College and went over the trajectory for the rest of this unit's activities.  We then embarked on the same activities as noted in the post for "U.S. History."  

U.S. History

See your exit slip in Google Classroom -- I've responded in blue.  : )  Read through the handout "Revolution & Constitution Timeline," noting any possible CQs on your CQ page.  Then, see a reliable classmate to highlight and add commentary to the timeline as we did together in class today.  In 6th hour we viewed the poetry slam at the White House performance of  the first song by Lin-Manuel Miranda to get a sense of the "live," visual energy of the show.  (We got 1/2-way through it in 3rd hour; so we'll start at the beginning tomorrow to get the 4-min clip in one piece.)  (Historical context tomorrow...)

World History

Writing day.  Paragraphs are due BY the start of class tomorrow -- hard copy printout highlighted for structure and UNhighlighted copy via turnitin.com.

KCC

We finished our analysis of the Crash Course with a few students coming in during Advisory to wrap it up; see me to set up a time if you've been absent.  Students collaborated on the most important and/or interesting things learned from Chapter 6 as well as emerging/possible themes.  HW: read Chapter 7 -- pp.192-223 by next Friday.  

U.S. History

Complete the Exit Slip in Google Classroom and submit it.  Finish reading and note-taking onto EQ#2 from the "Unruly Americans" article.  I read aloud a few clarifying facts about the Electoral College about which some students might then choose to do some further CQ -- see me for the info and consider then recording some CQs about it.  We discussed what remains for this unit of study as motivation for remaining focused and to have a sense of what details are left before wrapping up with the typical end-of-unit skills for scores.  (We'll use Hamilton, the musical, as a source for exploring this era's big ideas with much in the way of support activities and tools from Mrs. Cluver, we'll do an analytical reading about the separation of Church & State, and we'll explore the Trail of Tears...)  A timeline of the Revolutionary Era was provided.  In 6th hour students began reading through it carefully and noting possible CQs onto their CQ pages -- to be finished in class Monday.  3rd hour will begin that reading/CQ work Monday. 

World History

Writing!  Be sure to finish well the "Writing Prep" work page, and then color code all of your many notes on your EQ#2 page to coordinate with your chosen themes on the "Writing Prep" work page.  AFTER doing that thoughtfully, use your already-chosen themes to write a simple, clear, grammatically correct thesis sentence.  Finally, then create the rest of your paragraph using your color-coded EQ#2 evidence while referencing in Google Classroom the writing rubric, the sample paragraph about winter, and also your "Writing Notes to Self."  (The last item may be on Classroom or on a sheet of paper, depending on how you chose to set it up back when your first writings were returned to you weeks ago.)  Monday will be our last in-class writing day with the work due before the start of class Tuesday.

KCC

Reminder -- Chapter 6 is due tomorrow.  We finished the Crash Course A/V Claim & Evidence assessment for a score -- if you were absent, see me to set up a time to make up this work in my classroom.

U.S. History

We finished our A/V Claim & Evidence assessment for a score over the new Crash Course video -- see me to set up a time to do this assessment.  Afterward, please complete the exit slip set up in Google Classroom.  Finish taking EQ notes from the "Unruly Americans" article.

World History

In 4th hour scores from the Socratic discussion were distributed.  In 7th hour we finished the discussion and I did some content clarification as follow-up.  In all classes we began preparing to write -- in Google Classroom, About section, in the Writing Cheats area, open and take a good look at the "Highlighted winter sample paragraph" for a nice visual of what the structure of an argumentative paragraph should look like, and read through it to see that it's not complicated nor creative, simply clear, AND notice the evidence body of the paragraph is full of very specific details.  Then, first step for your writing is to spend a nice, long time reading through your E.Q. notes (yes, all of them) for #2 (EQ#2) and complete the document "Prepping to Write."  Only AFTER you have confidently finished the previous prep work (getting help from Mrs. C as needed), THEN go through your E.Q. notes and color code each piece of evidence to match each of the 2, 3, or 4 themes on your Prepping to Write page.  More guidance for next steps tomorrow...

KCC

We began an in-class assessment on a new Crash Course video (the 2nd and final one of this unit) -- see me to set up a time to complete this with me if you were absent today.  Homework -- keep working on your at-home reading and note-taking.

U.S. History

We began an in-class assessment on a new Crash Course video (the 2nd and final one of this unit) -- see me to set up a time to complete this with me if you were absent today.  (We'll finish this and also finish the "Unruly Americans" article in class tomorrow.)

World History

We finished our Socratic discussion and I made a few follow-up comments for content clarification.  Students then finished their Unit-Closure Work Pages -- finish for homework as needed.