World History

We discussed briefly Dr. Zellner, who I heard speak last night at Eureka College.  Students finished their collaborative Islam Primary Source Close-Read -- we'll work with them for the EQ pages tomorrow.  We then began to pull EQ notes from the Islam slideshow -- to be finished in class tomorrow.

U.S. History

We discussed briefly Dr. Zellner, who I heard speak last night at Eureka College -- more to come in our "Post-War" unit of study later.  We concluded our work on "Exploring Lincoln" in the computer lab.  In some hours we also viewed a 7-minute clip (under "Lincoln Among Friends," the "Lincoln Writes First to His Wife" option, then select the "Other Resources" tab), and added to our EQ page about the Lincoln work packet. 

Sociology

We finished "30 Days" as detailed yesterday and discussed it at length -- adding to our note pages as we did so.

World History

Today at 3:00 was the scheduled date for making up the Buddhism Socratic discussion for students who were absent on that day.  If that pertains to you and you were absent today, as well, please see me to set up a way to earn a score/points for the work.  In class we continued work on the Islamic Primary Source Close-Read work page and accompanying text -- we did this in think-pair-share groups, and it will be finished in class tomorrow.

U.S. History

Students continued their work on "Exploring Lincoln" as detailed yesterday.  A few students were given time (as needed) to complete their Quindlen analyses.

Sociology

Students will share their research tomorrow when I return.  Today, they created a note page of the 6 categories of "Culture Notes" concepts, just like we did for the analysis of "No Reservations: Haiti."  use this page to record examples/evidence from "30 Days: Immigration."  We viewed until 37:00, and we'll finish in class tomorrow.

World History

A reminder was given that the students who were absent for our Buddhism Socratic Discussion (who also received a letter from me) need to plan to participate in the make-up discussion tomorrow (Tuesday) from 3:00-3:30 in Mrs. Cluver's classroom.  On your "Outline of Popular Details," checkmark the items we covered in the Christianity section and move to your CQ page any remaining curiosities you have.  We continued our note-taking on the viewing guide provided Thursday as we continued screening "Islam: Empire of Faith."  Some hours began work in their think-pair-share groups on the "Islamic Primary Source Close-Read" -- to be started/continued in class tomorrow.

U.S. History

Students were allowed an additional 15 minutes to complete their claim/evidence work pages on the Quindlen article.  Students who, for whatever reasons, did not complete with confidence at the end of the time were invited to let the substitute teacher know so he could clip their papers separately with a note -- I'll follow up with those students tomorrow when I am back.  Next, students worked in the lab in their think-pair-share groups on the "Exploring Lincoln" work guide -- to be continued in class tomorrow.

Sociology

We had lab-time for our research as assigned Wednesday.  Be sure to have your work finished to share/discuss clearly on Monday.

World History

We viewed "Islam: Empire of Faith" -- the first 30 minutes while recording notes onto the screening guide provided yesterday -- to be finished in class on Monday.  This should be available on You Tube. (It's a PBS production; see the precise name above.) 

U.S. History

We worked on the Anna Quindlen article about Mary Todd Lincoln -- to be finished in the first part of class on Monday.  (Note:  there is a "Crash Course U.S. History" on You Tube that covers the Civil War battles -- #19 -- for any students who are war/battle history buffs.)

Sociology

Socratic discussion over "No Reservations: Haiti."  See me to arrange plans to make up the score. 

World History

We analyzed a contemporary primary source via a slideshow, answering questions on scrap paper, and then translating some of those ideas into bullet-points for our EQ page.  The movie-viewing guide (and notes page) for "Islam: Empire of Faith" was distributed and instructions given -- to be continued in class tomorrow.

U.S. History

Finish the text work page as detailed yesterday.  We began work on a claim/evidence work page for an article by Anna Quindlen -- to be continued in class tomorrow.  (2 half sheets of review tips were provided as well as a reminder and time to review scores and feedback on this type of work page from previous units.)

Sociology

Be prepared for the Socratic Discussion tomorrow.  Today we began our research about Taboos -- if you were absent see me for the two handouts that provide your instructions and helpful tips. 

World History

Add points to the EQ and CQ pages from the Christianity Slideshow.  In 5th hour we also worked through the first 7 slides of the slideshow "Contemporary Primary Source for Analysis" -- to be continued in class tomorrow. (Email me for the slideshow and I'll reply with a Google Slides "share" of it.)

U.S. History

Hours 2 & 4 collaborated to add points to their EQ pages from their U.T.C work pages and their Presidents DVD notes (Lincoln section).  All hours worked on the "Textbook Work Pages -- Part II" -- to be finished in class tomorrow.

Sociology

We finished viewing the show and taking notes as detailed yesterday and then, on the back side, recorded bullet-point answers to the current EQ: "How does culture influence human behavior."  Also, review the "3.0/90%/A" criteria on the "Socratic Score Sheet" handout from last week, as we will have a scored Socratic discussion about the notes/show/EQ mentioned above....the discussion to be held during class on Thursday.

World History

Finish the "Christianity Primary Source" work page (2 reading packets and your EQ page will be needed).  This should be finished for homework as needed -- borrow the packets as needed.

U.S. History

Grab the video from You Tube -- we finished "Taylor to Lincoln" (episode 3 of disc 1) -- "The History Channel: The Presidents."  Take notes and record CQs all on the same chronology note page we began early in the semester.  In first hour we also began extracting EQ bullet points onto our EQ page from both the DVD notes AND the 2 "Uncle Tom's Cabin" work pages you have in your possession -- to be finished in class tomorrow.

Sociology

Students discussed the "Nacirema" article.  We then set up a notes page with 6 areas/categories -- each labeled with one of the six main concepts from our Culture Notes.  Add examples while viewing Anthony Bordain's "No Reservations: Haiti."  We viewed until 19:35.  This should be available on You Tube.  We'll finish in class tomorrow and then engage in a scored Socratic Dialogue about it on Wednesday - be sure to get caught up and come prepared for the discussion. 

World History

We added to our EQ and CQ pages while reading-for-information about Christianity (textbook pages 263-269, R58-R59, and R70).  Use the EQ and CQ pages as you then follow the directions on the "Christianity Close-Read" work page...there are two handouts of reading material to accompany this -- to be finished in class tomorrow.

U.S. History

In 2nd and 4th hours, students worked in groups to complete "Uncle Tom's Cabin -- Layering-to-Later."  In all classes we took notes on "The Presidents'" DVD -- episode 3 (available on You Tube).  (We viewed until 30:24 in 1st, 15:24 in 2nd, and 15:38 in 4th.)

Sociology

We made clear notes on our "Propaganda" handout about what, precisely, in reality each of those pieces of language might reasonable cause -- catch up with a reliable classmate.  We reviewed the notes we have on the "Culture" note page about Linguistic Relativity and then stapled to the note page the Prop. handout and the "Linguistic Relativity" handout.  Students then read the "Nacirema" article while making notes in the margins, underlining key points, etc. -- be ready to discuss on Monday.

World History

Students added to their EQ and CQ pages as we discussed our way through a slideshow about Judaism.  We rewatched a portion of the intro to the UN Human Rights DVD that we viewed at the start of the school year -- to revisit the section about Cyrus the Great in light of our recent Judaism studies and preview of Empires Unit to come next.  Check-mark the Judaism items in the "Outline of Popular Details" that we've covered and add to your CQ page any remaining questions you have about Judaism.  Finally, review briefly the world map (Eastern Hemisphere view) on which is noted the location and date of origination of the five religions for the unit.  On Monday we begin our study of Christianity.

U.S. History

We discussed in small groups #6 & 7 on the work page "Uncle Tom's Cabin, Layering-to-Later."  We viewed the clip of "Birth of a Nation" with scholarly commentary (https://www.youtube.com/watch?v=OMVognai5P4) and answered on our work pages #3-5 in small groups.

Sociology

We continued our small-group work on the concept of Linguistic Relativity -- discussing the question posed at the bottom of yesterday's handout.  We then discussed as a whole class, adding to our individual papers the examples.  A new handout with two different samples of propaganda (blog entries for a nonprofit web site) was provided and students analyzed in their small groups the ways in which the language of each sample might "affect reality."  We discussed as a whole class, as students edited their working notes...some AMAZING linguistic analyses from these students!!!  We'll wrap up the discussion tomorrow.

World History

Check-mark the studied items in the Buddhism section of the "Outline of Popular Details," and move any remaining curiosities onto your "C.Q. page."  Students worked in small, assigned groups to pull from their Socratic discussion notes (from the past few days) bullet-point answers/evidence for their two Essential Questions (on their E.Q. page).  Create subheadings for "Judaism" on your E.Q. and C.Q. pages.  We began work on the topic of Judaism with some basic reading-for-information from text pages 67-71, R64-R65, and R70; while reading, extract evidence for bullet-points onto the E.Q. page.  (Also, as always, capture your curiosity questions onto your C.Q. page while you work.)  Finish the reading for homework.

U.S. History

Students completed #1 & 2 on the "Layering-to-Later" work page regarding "Uncle Tom's Cabin," and then discussed in small groups (to edit their pages) these two questions as well as the entire "Primary Source Close-Read" work page for "U.T.'s C."  Due to time constraints we will do #3-5 on "Layering-to-Today" during class tomorrow when we have time for the full 8-minute clip.  Today, however, we had adequate time for the minstrel show archival footage (You Tube "Minstrel -- Glen Turnbill -- Blackface Minstrel..."); read carefully the info on the work page and complete #6 (give at least 5 observations).  (It will be clear to you that while these shows were intended to be entertaining, they were clearly offensive to people of color and to others who understood the concept of racism and racial stereotyping.)

Sociology

We finished our "Culture Notes" that were begun yesterday.  To explore the final, and most complex concept, "Linguistic Relativity," we viewed an episode of Sponge Bob -- "Squirrel Jokes" (available on You Tube) and read a handout with additional examples.  Catch up with a reliable classmate for the discussion and notes/example we've had with regard to these materials...more tomorrow!

World History

Socratic discussion about Buddhism primary source close-read materials.  SEE ME if you were absent to set up the make-up work.

U.S. History

Finish "Uncle Tom's Cabin Primary Source Close-Read" work page (using the story excerpt packet and character summary sheet) -- due tomorrow; borrow materials to finish for homework as needed.  Some students began work on the third and final phase of our work with "U.T.'s.C" -- "Layering-to-Later" work page (with one handout of reading material); we'll continue with this third piece in class tomorrow.

Sociology

Directions for the analysis page were revisited and then time allowed for students to edit their pages as they desired.  These pages were then collected.  We set up a "Culture Notes" page and recorded notes of the few key concepts via SMARTboard and with much discussion -- to be finished in class tomorrow.

World History

We finished our work on the Buddhism primary source close-read -- using the "Socratic Discussion on Buddhism" work page -- borrow reading materials as needed to finish tonight.  Be prepared to use this page tomorrow for a scored Socratic discussion.

U.S. History

We continued our Primary Source Close-Read of an excerpt of "Uncle Tom's Cabin" -- see accompanying work page -- finish through p.272 as homework.  We'll finish the rest in class tomorrow.

MONDAY Sociology

MONDAY -- Students finished their analysis of "30 Days: Life on An Indian Reservation."

MONDAY World History

MONDAY -- Students worked on the "Socratic Discussion on Buddhism" work page while using three reading packets, marked I, II, and III -- to be finished in class tomorrow.

MONDAY U.S. History

MONDAY -- Students finished the work page "Uncle Tom's Cabin Context & Lens" (with two articles) -- officially due tomorrow.  They then began work on the work page "Uncle Tom's Cabin Primary Source Close-read," (with the excerpt packet and a Characters Summary helper page).

Sociology

We began our culture unit by working on a Claim/Evidence work page while screening "30 Days: Life on an Indian Reservation" (we viewed until 15:04).  Be sure to pick up the w 1/2-sheets of instructions/clarification for this work, also.

World History

We read an article about the Dalai Lama, viewed a few slides with images and quotes, and viewed a Youtube video -- read/view while adding to your EQ and CQ pages.  Email me at sherry.cluver@mfschools.net to let me know to email to you the slides and video.

U.S. History

We began a work page "Uncle Toms' Cabin -- Context and Lens" with the use of 2 articles (named in the wp) -- to be finished in class on Monday.

Sociology

We continued our discussion of "The Butler," adding notes about where in the film we saw Symbolic Interactionism -- be sure to record at least two different ways each symbol could be understood.  We set up an Essentials Questions page, copying the EQ for the current unit onto it, and then adding bullet-points of possible answers based on what we've done so far.  We'll add to this page during the unit so that when it's time to write, we'll already have our "research" accomplished.  We also set up an Curiosity Questions page onto which students recorded random questions they have with regard to "30 Days In A Wheelchair" and "The Butler."  We'll also add to this page throughout the unit, and at the end, everyone will be assigned to select a few of their questions to research for a skill score.  Lastly, we reviewed the 3 sociological perspectives and the thesis of the class to be certain we all feel confident about all of this introductory, core material that will be utilized throughout the semester.

World History

8th hour read and discussed the "Amma" article.  7th & 8th hours check-marked their "Outlines of Popular Details," added to their CQ pages, and created "Buddhism" subheadings on their EQ and CQ pages  -- all as detailed in yesterday's post.  Read in the textbook pages 127-128, R56-R57, and R70 while adding notes to your EQ and CQ pages.  Finally, add to those same pages while viewing the Buddhism slideshow -- I'll reply with the link if you email me at sherry.cluver@mfschools.net.

U.S. History

Students finished the tps discussion on EQs from yesterday.  We discussed #6 on the work page and I shared with the students an excerpt from a Newsweek article that connects Dred Scott to today.  We completed #8 with an article about the Lincoln-Douglas debates and a clip of the 2008 L-D Reunion Tour show done in commemoration to the 150th anniversary of the debates -- email me at sherry.cluver@mfschools.net and I'll  reply with the link to that clip.

Sociology

We finished analyzing "The Butler," and held our first (informal) Socratic discussion -- to be continued in class tomorrow.

World History

The Bhagavad Gita work page was completed and turned in.  Students read a page about Ganesh, and we discussed the symbology of the parts of images of Ganesh via SMARTboard.  (See me for a copy of the article and to discuss the symbols, and EMAIL me so that I can send to you the image slide.)  We read and discussed a handout about orthodoxy and orthopraxy -- pick one up and keep it.  We read an article about the Hindu saint Amma, viewed some images of her on the SMARTboard, and discussed.  (See me to borrow the article.)  We then set up subheadings on our EQ and CQ pages for Buddhism, and began to add to those pages from our readings pp.127-128, R56-R57, and R70 -- to be continued in class tomorrow. 

U.S. History

We finished the textbook work page and discussed a few items as a whole class, adding a couple of key notes.  (See a reliable classmate.)  We discussed briefly the song titles in the CD to which we've been listening ("Songs of the Working People From the American Revolution to the Civil War") as excellent Curiosity Questions to research later.  Students then got into their TPS groups to discuss the full content of their work pages for the purpose of adding bullet-point answer to their EQ page.

Sociology

"The Butler" continued -- until 1:47:48. 

World History

We finished our work on the close-read detailed on Friday and turned it in for a score.  We then began a variety of Hinduism exploratory activities, starting with a slideshow -- students should add to their EQ and CQ pages.  Email me @ sherry.cluver@mfschools.net, and I'll reply with the slideshow attached (Google Slides).

U.S. History

We worked on the work page distributed Friday -- we'll finish the last bit of it in class tomorrow.

Sociology

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued our analysis and screening of "The Butler" as detailed on previous days (from 43:53 to 1:14:31) -- make up the viewing via Netflix or library check-out.  (See me if needed.)

World History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We continued work on the Bhagavad Gita close-read assignment as detailed yesterday -- to be finished in class on Tuesday.  (Look at the feedback and scores on last semester's "Context/Lens" work for easy reminders to yourself on what you want to continue and/or change on this sort of work in this semester -- ie. B.Gita work.)

U.S. History

We watched the movie trailer for "SELMA" as a point of discussion to commemorate Martin Luther King, Jr. Day (which is Monday).  We visited our "Mental Map Timeline" and discussed it as a visual cue for the context of our current unit of study.  The current "Outline of Some Popular Details" was distributed and students read over the list carefully, marking items of curiosity.  We viewed via You tube "Crash Course Civil War #20" as a focused intro to the unit while recording curiosity questions onto our new "Civil War Curiosity Questions" page that we set up.  Finally, part I of III Textbook Work Pages was distributed -- to be completed in class on Tuesday.

Sociology

We continued our work with the film "The Butler" -- we viewed from 12:17 until 43:53.

World History

We took bullet-point notes for our two EQs while reading the textbook pages about Hinduism as posted yesterday.  Also, be certain to record CQs!  We began individual work on a close-read assignment with context/lens information and then excerpts from the primary source, The Bhagavad Gita -- utilize the accompanying work page for all of the clear instructions -- to be continued in class tomorrow.

U.S. History

We finished our work from yesterday with episode 2.

Sociology

After reviewing our notes from yesterday, we added the third and final sociological perspective to the notes with much discussion.  We then set up an analysis page for the film "Lee Daniels' The Butler," on which we will record examples of Cecil's words and actions to evidence "Functionalism" (AND the reasons for his words/actions), and on the bottom half of the page we'll do the same, but for the older son, Louis', words and actions of "Conflict Perspective."  Today we watched through 12:17.  Make this up via You tube or Netflicks, or see me to make arrangements as needed.

World History

We discussed and edited our symbols work page.  We read aloud together a handout about Hinduism that corresponds with a map handout that we also discussed at length.  We then began our studies, specifically, of Hinduism -- add bullet point notes to both or the EQs and questions to the CQ page while reading pp.123-125 and the following pages in the "reference" section in the back of the book -- pp.R60-R61 and p.R70.

U.S. History

We finished the episode from yesterday, and then began the same review work (notes and CQs) for episode II -- also found on youtube ("The Presidents" - John Q. Adams to Polk).

Sociology

Permission slips?  We began taking notes on our introductory/foundational concepts -- copy the class thesis/goal w/ relevant definitions and, on the other side the sociological perspectives -- to be continued in class tomorrow.  Be sure to copy the notes from a reliable classmate and to capture, also examples and explanations/discussion to aid in your comprehension.  To start our discussion of Symbolic Interactionism, we viewed a short clip from the film Da Vinci Code (3:51-5:16).

World History

We "quizzed" ourselves in review of the pre-holiday slideshow depicting a variety of religions and philosophies with regard to what is often called "The Golden Rule."  We set up our EQ and CQ pages (EQs are on side board -- put one on each, different side of your paper).  The World Religions "Outline of Popular Details" was distributed -- read over it carefully and mark with "?" items about which you are curious.  We then worked on a symbols page in our think-pair-share groups -- indicating the names of the religions/philosophies associated with each symbol and the symbols' names and meanings.  We'll discuss and edit together tomorrow.

U.S. History

"The Presidents" DVD -- notes and curiosity questions while viewing.  (Available on You tube:  "The Presidents" by The History Channel -- episode 1 of disc 1 -- "Washington to Monroe.")

Sociology

Permission slips?

We finished viewing "30 Days in A Wheelchair," and discussed informally our observations.

World History

I shared data with the students regarding first semester grades distribution relative to a standard, bell-shaped curve - they should be proud of their work!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

U.S. History

Reminder -- Constitution Test retakes -- Part I on Tues., and Part II on Wed..  We set up for the new semester...We discussed grades distribution relative to a standard, bell-shaped curve and observed what an excellent job the students did!  A "Skills Tracking" page was distributed to the students to use throughout the semester to monitor their scores by skill, to see patterns/trends, and also to be clearly aware of which score is the most recent/active score. 

We organized our many papers from first semester into 7 categories:  final exam prep materials and then the 6 skill areas.  (Paper labels and paper clips were provided.)  This way, you can make good, easy use of the feedback on your previous work each time we approach the performance of a particular skill.

Reminder -- be sure to have and use your STI login to check your grades and scores in your classes about once a week, and remember to check my website (mrscluver.blogspot.com -- linked to MFHS web page) any time you are absent to have  clear record of what we did during your absence.

We set up to take notes from "The Presidents" DVD -- see a reliable classmate for the info to copy.  We will record basic, chronological notes of key ideas as we take a quick, concise overview of where we've been so far WHILE embedding into our notes curiosity questions as we view!  (Think "How?" and "Why?" to engage in the material, and questions will, then, naturally arise.)  Be sure to mark the questions with a big "?" or some other way to make them stand out visually.

Sociology

A handout was distributed and discussed with regard to Standards-Based Grading, including a copy of a sample transcript and a display of 1st semester data on grades -- please see me to go over this system of grading if you were absent.    Student surveys were returned.  We began screening "30 Days in a Wheelchair" while recording observations onto our individual note pages -- to be continued in class on Monday.  (We're jumping right in, with the vocabulary and Soc-specific instruction to follow.)

World History

We concluded our review game!

U.S. History

We concluded our review game.

Sociology

Seating chart was followed by 7 personal survey questions (turn in your answers).  We then began to go over logistics for the class ("Certificate of Diplomacy," Unit 'To Do' List, permission slip for films, and website & STI handout).  The oral emphasis included that you will want to be sure to have a way to keep all of your Sociology papers together and organized, to check my website if you're ever absent, and to check your scores on STI about once a week or so.  We then went through with discussion and notes the "Sociology" 1/2-sheet handout that provides the course description (copy the notes from a reliable classmate).  A bit more intro prep tomorrow then right into an episode of "30 Days" to analyze!

World History

A comic strip was distributed.  We played a review game, using the 1st semester final exam -- to be continued in class tomorrow.

U.S. History

Reminder -- Constitution Test re-takes are next Tuesday (part I) and Wednesday (part II).  We played a collaborative review game, using the 1st semester final exam questions -- to be continued tomorrow.

Sociology

Exam prep -- make study guide/cheat sheets with CLEAR and COMPLETE definitions as well as accurate, specific examples.  Check in with each other and/or me to confirm your accuracy -- while you can have these notes out to reference during the film analysis (exam), you will be successful only if you come in having prepared and studied it.  You need to be prepared to apply the concepts, which is appropriately challenging.  Students were allowed a few minutes to preview the exam so that when we start at the very beginning of class tomorrow they are already familiar with the format and expectations for clarity/detail.  Holiday snacks were provided -- see Mrs. C if you were absent!

World History

"Re-do" work is due today.  Study!  EQ paragraphs were returned in some classes (see feedback and keep for future writing); +5 will be added to that score when entered into STI to account for the first time writing the full paragraph.  Other classes will receive their paragraphs tomorrow.  Students were alerted not to skip past the very first item on every one of their Unit-Closure Work Pages -- the E.Q.s!

U.S. History

"Re-do" work is due today.  Today is research day -- due at the end of the hour for those choosing to do this work for this unit, otherwise your previous research score will stand.  Study time!

Sociology

We finished the "Savage Inequalities" article analysis.  Students were then given the choice of whether to keep the work page for the information, or if they wish to turn it in to have me score it to replace the previous "reading claim/evidence" work (the "polygamy" article).  The EQ argumentative paragraphs (socialization) were returned to the students today.  On Monday we'll focus exclusively on making progress in prepping for the final exam -- please work on this over the weekend if you feel that you might not be confident on most of the terms.  The exam for this class will actually begin on TUESDAY (!) and we will continue and finish during the official test session on Wednesday.

World History

Materials were provided to students who signed up to re-do particular skills -- this work is do first thing, when you walk into class, on Monday.  The class period was provided for study time for final exams -- first, prep all of your materials and confirm accuracy (copies of my answer key are available), then, use your most effective strategy/ies to begin memorizing! 

U.S. History

Any remaining Kammen analyses you want to turn in to replace the Meacham claim/evidence score?

Today is writing day -- anyone wishing to do the EQ argumentative paragraph to answer our current EQ, pick up a score sheet, use your previous writings for tips and pointers, and submit your work by the end of the class period.

Monday will be research day, but if anyone wanting to do a new research assignment to replace the previous one wishes to get this done today (because you've chosen not to write), pick up a score sheet.  Be sure to use your two, full-page handouts with research tips and pointers.  Research is due by the end of class on Monday.

Materials were provided to the students who signed up to re-do the audio-visual (video) Claim/Evidence skill -- it is due first thing, when you walk into class on Monday.

The context/lens page ("12 Years A Slave") was returned to the students.

STUDY time -- prep and review your materials; collaboration with peers is welcome. 

Sociology

An analytical/informative page about our end-of-semester skill scores was provided and discussed.  Anyone wishing to redo any skills areas must see me today (or if absent, first thing tomorrow) to make arrangements, as the final deadline for "redo work" is first thing Monday.  We wrapped up our discussion of the social classes "quizzes," and I provided a handout with some summative food for thought.  I provided via SMARTboard a few notes on "Education."  Students began work on an a claim/evidence work page for the article "Savage Inequalities" -- to be completed in class tomorrow.

World History

An analytical information sheet about our end-of-semester skill scores was provided and discussed.  If you are interested in completing and "redos" for any skill areas, you need to see me today (or if you're absent, first thing tomorrow) to make arrangements, as the final deadline for any "redo" work is first thing Monday.  Remember, that redo work is independent/individual work -- no collaboration.  In lieu of a reflective paragraph to wrap up this unit, I gave a media presentation to reflect on the semester -- how the puzzle pieces come together for the "big picture."  Remaining time was allowed for final exam prep.  In 8th hour the "Iraq" work pages were returned and my answer framework provided via SMARTboard.

U.S. History

An analytical, informative handout with details about our end-of-unit skill scores was distributed and discussed.  We marked in our study materials particular items for focus and items to x-out (not study) in preparation for the final exam -- to target our study efforts.  If you wish to have your Kammen work page scored to replace the Meacham score, finish for homework and submit tomorrow at the start of class.  If you wish to do the "A New Republic" EQ argumentative paragraph to replace the previous writing, pick up an instruction/score sheet and complete this when we are in the computer lab tomorrow -- due at the end of the class period.  If you would like to conduct "A New Republic" curiosity research to replace the previous research score, pick up an instruction/score sheet and complete this when we are in the computer lab on Monday -- due at the end of the period on Monday.  If you are interested in any "redos" for other skill areas, you need to see me today (or if absent today, then first thing Friday) to set that up with me, as any "redo" work must be completed over the weekend (individually, independently) and submitted at the start of class on Monday.  Lastly, study for the final exam!

Sociology

We considered further the topic of social classes by viewing the following scenes from the Julia Roberts film Mona Lisa Smile (on You tube?): "Art History 101," "Joan Brandwyn," the wedding scene that follows, and "Accepted to Yale Law School."  A handout of "quizzes" about social classes was completed and discussed.

World History

Claim/evidence work pages (Egypt, Iraq, China) were returned with a score on the Iraq work page.  My thesis and evidence categories were provided on the SMARTboard and students were invited to see me with any questions.  Work was continued on the Unit-Closure Work Page.

U.S. History

Socratic scores were returned to the students.  We finished the Kammen analysis work in 1st and 2nd hour -- a very small bit of time will be allowed at the start of class tomorrow to finalize.  4th hour began this work later, and so, they borrowed articles to finish tonight as needed.  The final exam study guide and the Unit-Closure Work Pages were provided to the students.

Sociology

We finished "The Farm," and discussed the documentary.  Reminder that anyone interested in doing a final round of curiosity research has until tomorrow to submit the work.

World History

We were in the lab to finalize our EQ paragraphs -- due by the end of the hour.  Students were then to work on their Unit-Closure Work Pages.

U.S. History

We wrapped up our discussion about "12 Years A Slave," and then began work on a claim/evidence work page for excerpts from Michael Kammen's book Mystic Chords of Memory -- to be finished in class tomorrow.  Thursday will be a choice day -- either to conduct curiosity research for an updated score to replace the previous one or to study for the final exam.  Friday will be the same opportunity of choice with regard to EQ paragraph writing.  (Each student makes an individual choice.)  Retakes for the Constitution Test began today -- part I; part II will be tomorrow.  

Sociology

"The Farm" continued -- to be finished in class tomorrow.

World History

5th and 7th hours were provided the final exam study guide and the Urban Unit-Closure Work Page; the class time was provided for working on these items.  Tomorrow we'll be back in the lab for some reflective work and to finalize our paragraphs that were begun on Friday.

8th hour was provided the EQ writing score sheet and the class period was provided in the computer lab to complete the paragraph writing.  We'll be back in the lab tomorrow for final edits on the paragraphs and also to do reflective writing.

U.S. History

Socratic discussion today! 

Sociology

We continued viewing "The Farm" while taking notes of key analytical points -- to be continued in class tomorrow.  (A few students have selected to complete a claim/evidence work page for this film to replace their previous c/e work page.)

World History

Hours 5 & 7 did their EQ paragraph writing in the computer lab today -- a bit of time will be available Tuesday when we're back in the lab, if needed.  Hour 8 began work on the new "Unit-Closure Work Page -- Urban," and the EQ writing prep packet was distributed and discussed -- be ready to write on Monday.  (Due to computer lab availability, the 3 sections are doing the same work, but on different days.)

U.S. History

We screened from "12 Years a Slave" scenes 8, 12, 27, 31, & 34 while completing the analysis page provided.  A handout listing the 30 UN Human Rights was also provided.  The score sheet for Monday's Socratic discussion was distributed and discussed. The "12 Years a Slave" context/lens work pages are officially due today.

Sociology

We finished our notes and discussion about Social Functions of Religion and then began a new note page about Government and Economy -- via SMARTboard.

World History

A handout ("Semester Grades") was provided and discussed.  Students conducted 30 minutes of curiosity research -- score sheets were provided to guide them; you should also use the two pages of typed tips provided earlier in the semester. 

U.S. History

A handout ("Semester Grades") was distributed and discussed.  We worked on our textbook work packets -- to be finished for homework by Friday -- and read an article with accompanying flow chart about the history of U.S. political parties.  We began work on "12 Years a Slave" -- use the provided article to complete the Context & Lens work page; we will view select clips from the film and use our notes for Socratic discussion on Monday.

Sociology

We finished viewing and discussing the "Pancake Girl" video.  A handout note page was provided for discussion on some religion-related terminology and we then began taking notes on the back side of that page about some key functions of religion in society.

U.S. History

Constitution Tests were returned and recollected.  As indicated on the study guide for that test, students earning less than a 65% will need to retake it and pass in order to meet graduation requirements; the score on the first take, however, is the score recorded to comprise a portion of the 1st semester final exam.  Please see me with any questions you have or to get extra clarity as needed.  The "Crash Course: Constitution" context/lens analysis work pages were returned and discussed, also.  Students continued and nearly finished the work on the text book work pages -- #7 to the end to be finished in class tomorrow.

Sociology

We finished discussing the examples and evidence from the recent "30 Days" episode to prepare with clarity for the final exam.  I distributed 2 handouts for students to read and consider in light of our Socialization unit.  We also viewed the TED talk video of Ash Beckham -- "Pancake Girl" with a corresponding work page.

World History

We finished viewing and analyzing (workpage) the Chavin DVD and collaborated in small groups to edit notes and to add to our EQ and CQ pages.  We revisited the "Mental Map Timeline" for the year and the "Outline of Popular Details -- URBAN" to review the context of these studies and the big themes and trends.  Checkmark the items for Olmec and Chavin that we covered and make notes of which remaining things you may want to research for curiosity.  The score sheet for tomorrow's Socratic Discussion was distributed; be sure to have this with you as well as your EQ page and various note pages and work sheets from throughout the unit.  We'll be researching and writing later this week; so, be sure to get caught up and to have your materials with you.  Also, find your older research and writing score sheets to review helpful, personalized tips.

U.S. History

We continued our work on "Part II -- Textbook Work Pages" -- to be finished in the first part of class tomorrow (and/or for homework tomorrow eve).