World History

Rules, permission slip, and student survey were distributed for students to read and/or complete.  The Mental Map Timeline for the year was distributed and we began to discuss it with some notes -- to be continued in class tomorrow.

KCC

Rules pages, permission slips, and syllabi for both semesters were distributed -- be sure to pick up and read these items.  See me with any questions you may have about the information you read.  Textbooks (2) were distributed; like other HS classes, these are yours to borrow, and, if returned in poor condition -- yours to pay replacement costs.  However, like other college classes, these are college books (expensive!)!  So, please take good care of them.  Finally, a "Survey" page was completed by all students to provide for me some information about the students.    

All Classes, One More Time

You're all still at home today, Tuesday, or possibly working a job.  So, there's no homework.  Tomorrow, however, the studies begin, and you'll see three distinct posts with class details -- one for U.S. History, one for World History, and one for the KCC Dual-Credit U.S. History.  This is THE way to find out your make-up work for any absences.

Goodbye, Summer  .  .  .  

All Classes

I'm here, but you're likely enjoying some Fruit Loops after rolling out of bed around 11am (at the earliest).  One more day and then, it's up at the crack of dawn!

THURSDAY Sociology

"30 Days" choice episodes  .  .  .

THURSDAY World History

Writing day -- follow the directions on the "Year-End Metacognition Writing" handout and turn in to Mrs. Cluver.  You will need the "Curriculum Sources" packet to complete this work.

THURSDAY U.S. History

Writing day -- follow the directions on the "Year-End Metacognition Writing" handout and turn in to Mrs. Cluver.  You will need the "Curriculum Sources" packet to complete this work.

Sociology

"30 Days" choice episodes...

World History

Re-do deadline is today.  A conceptual handout about the French, U.S., and Haitian revolutions was provided and discussed.  We watched a 3-minute video about the Enlightenment (available on You tube "Scientific Revolution and Enlightenment Review by Mr. Klaff."  Students then worked on the Unit-Closure Work Page for this final unit and any remaining time was provided for prep for the final exam.

U.S. History

Re-do deadline is today. We did a close-read of Maya Angelou's "On The Pulse of Morning" with discussion and then read aloud together a handout of quotes from Loewen's last chapter.  I pared down the details to study on the IL Constitution page.  The remaining time was provided for final exam prep.

Sociology

"30 Days" student choice...

World History

We finished our viewing, note-taking, and EQ analysis of the French Revolution DVD as detailed last Friday.  The final exam study guide was provided.  We discussed our plans for our remaining days:  tomorrow we will doe some reading and view a video clip about some other Latin American revolutions and the Enlightenment.  We will also begin work on the Unit-Closure Work Page for "Modern Western Civ."  Thursday will be a writing day in the lab during which students will write casually (1st person) answers to specific writing prompts.  Friday and Tuesday will be in-class review days to prep for the final exam.

U.S. History

Students copied from the SMARTboard onto their final exam study guides four study items specific to the U.S. Constitution.  We made a couple of written adjustments to the Mental Map Timelines.  We discussed the remaining plans, making quick notes onto the "End of Year Agenda" handout from last week -- this Wed will be the poem close-read and handout of Loewen quote excerpts.  Thursday will be a writing day in the computer lab to answer in casual, 1st-person voice specific question prompts.  Friday and next Tuesday will be in-class final exams prep days.

Sociology

"30 Days" choice...

World History

We continued our note-taking on the French Revolution DVD as detailed Friday.  The EQ writing was returned to the students and time provided for them to consider the feedback, to ask questions, to consider their overall composite grade for the semester, and to sign up for any desired skills re-dos.  Today is the deadline to sign up so that we may schedule the work times.  The deadline to submit the completed re-do work is Wednesday.

U.S. History

Today is the deadline for re-do sign-ups for skill scores; the work will then be due by Wednesday.  We finished the Youtube and notes as detailed Friday.  Students began collaborative work on the Unit-Closure Work Page and the Final Exams Study Guide was also provided.  We will have some more time in class tomorrow to work on these items.  Thursday and Friday will involve other instructional activities.

Sociology

We finished our written analysis of "Gran Torino."  I provided one last handout to the students. 

Next week, Juniors will watch their choice of some of the remaining "30 Days" episodes.  (The final exam has now already been accomplished -- the "Gran Torino" project -- so as to accommodate the seniors' schedule and to include all students in the learning regardless of exam exemptions.)

World History

We began analysis of the French Revolution by way of 2 handouts for structure and note-taking while screening The History Channel's "The French Revolution: Liberte, Egalite, Franternite -- A New Republic is Born in Blood."  (Available on Youtube, I believe).  We viewed the first 35 minutes -- the rest to be continued on Monday and finished on Tuesday.

U.S. History

We finished our reading of the last Loewen packet of excerpts and then collaborated for our EQ page.  Research and writing assignments were returned with scores -- discern today, and at the very latest, Monday to sign up for any desired re-dos of skills.  To wrap up our chronological sequence of instruction, we analyzed for our EQ page "Crash Course: Obamanation" (available on Youtube).

Sociology

"Gran Torino" analysis continued.  Argumentative paragraphs were returned to the students.

World Histpry

We finished the "Egalite for All" DVD (available on Youtube) while taking notes onto our handouts, and then, students collaborated to add notes onto their EQ pages.

U.S. History

We finished our note-taking from "The Presidents" DVD (available on youtube) and then collaborated to add relevant notes to our EQ pages.  We went through a very short slideshow about gender inequity and the women's movement in the post-war era -- email me, and I'll share it with you via Google.  (You'll need to see me to get the stories that go along with the last slide.)  We began reading our last packet of excerpts from Loewen -- annotate the text as you read.

Sociology

We continued our analysis of "Gran Torino" -- 39 minutes worth.  Also, the "Institutions" unit research was returned (scored).

World History

We collaborated to add more bullet points onto our EQ page from Danticat's excerpts.  We then began note-taking from the PBS DVD "Egalite for All" (start to 25 minutes).  See the two handouts to aid your comprehension and organization.  We'll finish this by the end of class tomorrow.

U.S. History

We took notes on the final episode of "The Presidents" -- on our regular DVD notes pages, on the political parties handout note pages, AND onto our EQ pages.  There is a small bit to finish tomorrow.

Sociology

We began our analysis of "Gran Torino."  Preview the analysis pages, pull out and reference as needed your "cheat sheet" as prepared yesterday, and view the first 11 minutes of the film.  This will be continued in class over the next three days.

World History

The "Modern Europe" quick unit is open for research and argumentative writing as a "re-do" choice for students on an individual basis.  The "Guns, Germs, and Steel" claim/evidence work pages were put out to the students for their discernment of whether they wish to submit it for scoring or if they wish to "hold" on their most recent, previous AV Claim/Evidence skill score (which was for "Engineering and Empire: The Persians."  We began our final unit of the year -- "Modern Western Civ." (aka Enlightenment & Revolutions) by adding a few, quick notes to our Mental Map Timeline and setting up our new EQ page.  We then began close-read work with an excerpt from Haitian-American author Edwidge Danticat's "Create Dangerously."  Vocab support page was provided, students were encouraged to look up any additional terms that were unfamiliar to them, personally, as they read, and the focus is to pull out bullet-point notes for our new EQ.

U.S. History

In 4th hour we caught up with the couple of items accomplished in hours 1 & 2 that we didn't have time to address 4th hour yesterday:  the "Robinson Claim/Evidence" work pages were returned and we viewed the Hari Kondabolu clip for our EQ page.  In all hours we read a primary source -- excerpts from several of James Baldwin's essays for our EQ page.

Sociology

Guided prep day for the "Gran Torino" film analysis that begins tomorrow!

World History

Time was provided for students to finish individually their claim/evidence work pages for "Guns, Germs, and Steel."  They are due today.  When turned in, pick up the Unit-Closure Work Page and complete it by tomorrow, finishing for homework as needed.  The research and/or writing for this unit is available as a re-do for those skills; so, keep your EQ pages so that when you receive back your previous writing, you are in position to take advantage of the re-do if desired.

U.S. History

We finished viewing and note taking for "The Presidents" DVD (through the Ford Administration).  We then viewed the 7 1/2 minute You tube video of Democracy Now wherein George Takei is interviewed about being in an internment camp during WWII. (Add to your EQ page for all of these clips.)  8:00 minute clip "We Are Still Here" that features three Native American teenagers.  2 1/2 minute Hari Kandabolu clip about 2042.  The Eugene Robinson claim/evidence work pages were returned.  Be sure to use your "homework time" to see me for help with skills and to schedule skills re-dos as needed.  Most students are doing good work and earning nice scores, but there is still time to reach a bit as desired.  ; )

Sociology

We did the following while adding to our EQ page:  viewed a video clip from You tube by Hari Kondbalu ""2042," read an editorial cartoon about race, read the article "As American As Apple Pie," watched the Lisa Kudrow clip from You tube (from the show "Scandal") in which she is interviewed as a presidential contender, and took notes about "the gender movie test."  See youtube, the back bin of articles, and a reliable classmate to catch up on these various activities.  You will receive your scored argumentative writing next week, at which point you will decide whether to hold with that score of if you wish to opt to write on the inequity EQ as a replacement score.  Next week we will embark on our capstone activity -- analyzing the film "Gran Torino."  A prep guide was provided today and the assignment give to create a "cheat sheet" with clear, detailed definitions for the key concepts noted on that page.  Leave ample space for each concept, as our focus on Monday will be to create accurate, clear, and detailed examples (several) for each concept.  Tuesday we begin the analysis.

World History

We finished viewing "Guns, Germs, and Steel" with our note-taking, then students used the remaining class time (~30 minutes) to complete and finalize the claim/evidence ("circles") work page.  "The Reformation" claim/evidence work pages were returned to the students who opted to have them scored.

U.S. History

We continued with our note-taking from "The Presidents: Truman through Ford," reaching to 41:00 in the film -- available on Youtube.  We'll finish the last bit in class on Monday.

Sociology

Students read the eviction article and pulled bullet point answers onto their EQ page and then we discussed it alongside the Ruby Payne social class "quizzes."  Students then added more EQ answers from 2 quote page handouts, listening to excerpts from then-candidate Obama's speech, "A More Perfect Union," and while viewing the Youtube clip "The Promise" (11:58, Phyllis Unterwchuetz).

World History

"Guns, Germs, and Steel" continued as detailed previously -- viewed episode 3 (Into the Tropics).  5th 12:41-end; 7th 4:22-43 min; 8th start to 43 min.  We will finish this activity tomorrow.

U.S. History

We finished reading the Zellner packet and pulling answers for our EQ page.  We then began watching the third disc of "The Presidents" (part I of disc 3 = "Truman to Ford"); available on Youtube.  We got ~ 8minutes in and will finish the rest in class tomorrow.

World History

5th hour AV Claim/Evidence work pages (Persia) were returned -- I forgot to distribute them yesterday during 5th hour.  We continued our analysis of "Guns, Germs, and Steel" as detailed on previous days.  Be sure to make up any viewing you've missed.  We watched until ~the end of Episode #2 "Conquest."

Sociology

We discussed the two prison articles, adding to our EQ bullet points.  The EQ argumentative writing is optional -- you may do the writing if you wish to use it as a replacement score.  The agenda for the remainder of the school year was provided.  We set up a new, and final, EQ page for the "Social Inequity" unit with this EQ -- "What are the consequences to society of inequitable opportunities for groups within the culture?"  Students took the "Ruby Payne quizzes" and read an article about "Family Evictions" and added bullet-point answers on their EQ pages.

U.S. History

We finished viewing and note-taking for "The Presidents" DVD through the end of FDR's time in office (the "Wilson to Franklin D. Roosevelt: 1913-1945 episode) -- available on Youtube.  Be sure, also, to continue with the political parties hand out note page for this video.  The agenda for the rest of the year was distributed and discussed.  We set up a new EQ page with the heading of the unit "Modern U.S." and this EQ -- "Who are we, America?"  Pull out some bullet-point answers from the FDR portion of the film notes to help answer the EQ.  Then, reading the Bob Zellner packet (w/ contextual inserts) to add yet more bullet-point answers to the EQ page.

Sociology

Students finished their work with the two articles as detailed yesterday.

World History

"Guns, Germs, and Steel" continued with flow chart and claim/evidence work page.  We viewed until ~30 minutes into episode 2 "Conquest."  (If not available on Youtube or Netflix, see me to set up a time to make up what you've missed, if absent.)  The scored AV Claim/Evidence work pages over "Engineering an Empire: The Persians" were returned to the students.

U.S. History

10 minutes to begin, continue, or finish the work from yesterday -- finish for homework as needed.  We then viewed "The Presidents" DVD (on Youtube) from Coolidge until 38:00 while adding to our Political Parties handout note page and to our "Presidents DVD Note Page" (on our own paper).  This will be finished in class tomorrow.

Sociology

We set up our new EQ page with the question: "What is deviance and how does society attempt to control it?"  We then discussed our answers to the two parts of this question (in a Socratic circle) while adding our bullet-point answers to our EQ page.  A NYT article about the prison population in the U.S. was distributed -- read and pull out bullet points for your EQ page.  Some students then began doing the same with a second NTY article about the death penalty.  This work will be continued in class tomorrow.

World History

We continued our analysis of "Guns, Germs, and Steel" as detailed Friday.

U.S. History

We worked on the new "Unit Closure Work Page" for this past unit -- 5-10 minutes tomorrow in class to  finish.  (Otherwise, complete for homework.)  The argumentative paragraphs are due today (w/ score sheets, please). 

Sociology

We concluded our analysis of "The Farm" and students discerned as a matter of individual choice of whether they prefer to stay with their immediately previous AV Claim/Evidence score or if they prefer to have their "The Farm" wps scored.  We discussed the content of the film as a class.

World History

The claim/evidence work pages on Dr. Maier's article were returned and the thesis displayed on the SMARTboard.  A bit of additional time was provided to complete the wp for "The Reformation" article, and then students discerned as a matter of individual choice of whether they wish to keep that wp to stay with their score on the Dr. Maier work or if they prefer their work on "The Reformation" wp and wish to have it scored to replace the Maier piece.  We began our audio-visual analysis of "Gun, Germs, and Steel" as detailed yesterday (we ran out of time and had to post pone the start).

U.S. History

Curiosity research is due today.  "The Butler" work pages were returned and thesis provided on the SMARTboard.  Today is writing day in the lab -- EQ paragraphs are due first thing Monday.

Sociology

We continued our claim/evidence work page while screening "The Farm," as detailed yesterday.

World History

We completed and turned in the claim/evidence work page for the Reformation article that was begun yesterday.  We then began work on a claim/evidence work page for the documentary "Guns, Germs, and Steel."  A theory flow chart was provided to support the students in their analysis during the screening.  This will be continued in class tomorrow.

U.S. History

See details posted yesterday ; )

Sociology

Paragraphs are due today.  We began our unit on Deviance and Social Control by screening the documentary "The Farm" while completing a claim/evidence work page -- to be continued in class tomorrow.

World History

We continued adding Renaissance EQ and CQ notes while viewing Crash Course: The Renaissance and TICE Art 101 (youtube).  We then completed and Claim/Evidence work page while reading "The Reformation" (History Channel article).

U.S. History

PARCC testing and work day...By Friday, have finished the Textbook Work Pages, your Curiosity Research, and be well prepared to write (decide upon your 2-3 themes and review your previous, scored writing).

Sociology

Curiosity research is due today.  Lab time for our end-of-unit EQ argumentative writing -- due tomorrow; finish for homework as needed.

World History

We finished our note-taking from the DVD as detailed yesterday.  We then added more notes to our EQ and CQ pages while viewing 2 Youtubes about the Renaissance (Crash Course: Renaissance AND TICE 101).

U.S. History

We watched a Youtube about Alice Paul and added to our EQ page.  We then began our CQ research (for a score) -- due first thing Friday.  Be sure to finish the research according to the instructions for reaching the target on this skill as detailed on the handouts provided at the start of the school year, reviewing your previous research work/scores/feedback, and the new copy of the small score sheet provided today.  Over the next two days we will accomplish the following (which you will need to do for homework if you are missing class BOTH days due to PARCC testing):  finish the Textbook Work Page and prepare to write.  Friday will be our only computer lab day for this writing; so, you want to show up on Friday having already contemplated your many EQ notes and decided upon your 2-3 themes/concepts.  (For today -- learn some stuff about Alice Paul from a quality source on Youtube and take notes on your EQ page.)  (Between now and Friday -- finish research, finish textbook work, prepare to write.)

Sociololgy

Lab day -- CQ research is due at the end of the hour.  As students finish they should begin their end-of-unit EQ argumentative paragraph, which is due at the start of class on Wednesday.

World History

EQ paragraphs are due today.  We began our new unit, "Modern Europe."  We added a few notes to our Mental Map Timeline handout and set up our new CQ and EQ pages.  (The current EQ is "What is significant about the age of the European Renaissance, Reformation, and Exploration?)  We then began adding notes to our EQ and CQ pages (with regard to the source of the Renaissance and additional causes of the "West versus East" divide while viewing part II -- "The Awakening" (52 minutes) of the PBS documentary "Islam: Empire of Faith."  (We'll finish the DVD segment in class tomorrow.)

U.S. History

4th hour -- Robinson article work page is due.  All hours -- finish adding to your EQ and CQ pages from the Women's Suffrage article and Crash Course: Women's Suffrage (Youtube).  Pick up and begin the work page "Turn of the Century -- Textbook Work Pages."

World History

Work pages are due today.  We went to the lab to begin our EQ end-of-unit argumentative paragraphs.  Finish for homework -- due Monday.

Sociology

We finished taking notes on Government & Economy and then began our curiosity research.  Be sure to use the handout of guidelines for such research (that was provided at the start of the semester) -- the core of this score is that you used EXPERT sources  .   .  .  Finish for homework as needed.

U.S. History

We finished the work pages for the Robinson article as detailed yesterday -- turn it in.  Students then began pulling EQ bullet points of a History Channel article, "The Fight for Women's Suffrage" -- to be continued in class on Monday.

World History

8th hour took notes in their UC wp from the slideshow as detailed yesterday.  Students then completed a claim/evidence work page for a layering-to-today article about empires.  We will be doing our EQ writing tomorrow!

Sociology

We discussed the 30 Days episode to add to our EQ pages (we'll write Monday!).  Students were given a choice, however, as to whether they wish to have their 30 Days claim/evidence work page scored; so, discern your level of satisfaction with the most recent, previous AV claim/evidence score (30 Days BDM) and your level of satisfaction with how you feel you performed on this new one.  We then began some note-taking via SMARTboard about the institutions of government and economy -- to be continued in class tomorrow.  Next will be curiosity research!

U.S. History

4th hour finished viewing scenes 17 & 18 of "The Butler," and completed and turned in their analyses.  In all classes we read the PBS article about sharecropping and added bullet point notes to our EQ page.  Finally, we began a claim/evidence work page for Eugene Robinson's article "The Uncomfortable Truth about Race in The U.S." -- to be finished in class tomorrow.

World History

In some hours we added to our EQ notes from student presentations.  We concluded our analysis of the film as detailed yesterday -- turn in this work page.  We took notes onto our Unit-Closure Work Page -- "Key Concepts" section, ? #3 from Mrs. Cluver's slideshow.  If you were absent, email me, and I'll send the slideshow to you.

Sociology

We finished our viewing and analysis of "30 Days: Minimum Wage" and submitted the work pages.  Tomorrow we'll discuss casually.

U.S. History

We discussed briefly the Chicago Bulls in relation to "The Jungle."  In first hour we added EQ bullet points from our poem study.  We then continued viewing and analyzing "The Butler."  See me to make up this scored work if you've been absent.

World History

A few more presentations were shared in some hours (EQ note-taking).  We began an AV Claim/Evidence work page while viewing the Intro, select middle clips, and Conclusion of "Engineering an Empire: Persia" -- to be continued in class tomorrow.  (See me to set up a time to make up this scored work.)

Sociology

Work pages from Friday are due today.  We collaborated in one, class circle about the two different articles, adding bullet points to our EQ page.  We began an analysis work page while viewing "30 Days: Minimum Wage" -- to be continued in class tomorrow. 

U.S. History

We finished our group collaboration to analyze/translate the poem from Friday; in 2nd and 4th hours, the insights from scholar Dr. Jean Griffith was provide.  (1st hour already received this on Friday.)  Students then pulled EQ points from this work onto their EQ page to use later in their writing.  We then shifted to the subtopic of share-cropping and the experiences of some African-Americans by way of a claim/evidence work page while viewing select scenes from "Lee Daniel's The Butler."  (See me to set up a time to make up this work.)

Sociology -- FRIDAY

FRIDAY -- We finished the article analysis pages that were begun yesterday and began taking notes on the institutions of  "Government" and "Economy."

World History -- FRIDAY

FRIDAY -- We continued note-taking onto our EQ pages during student presentations of the empires case studies and then continued work on the Unit-Closure Work Packets.

U.S. History -- FRIDAY

FRIDAY -- All classes caught up to the same point of completion, finishing adding EQ bullet points from "The Frontier" and "The Ways of The Cowboy" and adding bullet points from "Dr. Jean Griffith" context page and Brenda Child's article.  Split into 3 medium-sized groups, students collaborated to close-read Louise Erdrich's poem "Indian Boarding School: The Runaways" -- "translate" each line onto a piece of your own paper so that you will be able to explain the poem, piece by piece to another student.  Finally, students were provided "Erdrich Poem Close Read Expert Help" with insights from Dr. Jean Griffith specific to this poem -- use this to edit your translations.  We then discussed the poem as a whole class for further edits and added EQ bullet points that we learned from the poem.

Sociology -- THURSDAY

THURSDAY -- Students began a claim/evidence work page to analyze one of two articles on the topic of "Education."  1/2 the class was assigned the Kozol piece, and the other half the one by Cindy Long.

World History -- THURSDAY

THURSDAY -- Due to Mrs. Cluver's absence, presentations and note-taking were tabled until Friday.  The Unit-Closure work page was distributed and students were given the class period to complete most of it in collaboration with one another by using their various papers from the unit.  Once we complete the few final instructional activities, we'll come back to this packet and finish.

U.S. History -- THURSDAY

THURSDAY -- classes picked up with the work where they left of on Wednesday, completing as much of the following as possible (the remaining to be continued in class on Friday):  "The Frontier" and "The Ways of The Cowboys" articles to extract EQ bullet-point notes, and then the same for the contextual, scholarly page of information from Dr. Jean Griffith and then Brenda Child's article. 

Sociology

We finished our analysis work pages of "Fordson," and then collaborated to edit our pages.  We then took notes about the institution of "Education" -- to be explored via an article analysis in class tomorrow.

World History

More presentations and notes today -- we will conclude in class tomorrow.  5th hour began work on the Unit-Closure Work Pages -- to be started in class tomorrow for hours 7 & 8.

U.S. History

4th hour -- We discussed the handout from yesterday and added a few notes to it.  All hours -- we started or continued and then finished the work with the Jane Addams primary source as detailed yesterday.  We began work with some articles about "The Wild West," recording bullet points onto our EQ page (and curiosities onto our CQ page).  1st hour completed both articles.  2nd hour finished the first of two articles.  4th hour will begin this tomorrow.

Sociology

"Fordson" continued as detailed yesterday -- to be finished in class tomorrow.

World History

More EQ notes during student slideshow presentations...

U.S. History

We finished Crash Course as detailed yesterday.  Hutner's Claim/Evidence work pages were returned and an answer key provided for discussion.  We began work on an article about Jane Addams -- the pictures will be put up on the SMARTboard again, tomorrow, and we'll continue reading for the EQ and CQ pages.  (It's a primary source -- Jane Addams' obituary from the New York Times, 1935.)

Sociology

We continued our analysis of "Fordson" as detailed Friday -- to be continued in class tomorrow.

World History

Students recorded (+ and -) notes onto their EQ pages as their classmates shared their empires case studies via slideshow -- to be continued tomorrow.  (See a classmate to copy down EQ notes if you were absent.)  Slideshows AND reading (underlined/highlighted) packets are due today per project instructions packet.

U.S. History

"I Came A Stranger" Context/Lens scored work pages were returned to the students, and they were given time in class to edit their answers collaboratively before filing them away.  We finished our Loewen work as detailed late last week.  We then began to add bullet points to our EQ page from Crash Course: Progressive Era (available on YouTube) -- to be finished in class tomorrow.

Sociology -- FRIDAY

FRIDAY -- E.Q. paragraphs were returned and discussed.  We discussed the blog post we read yesterday.  We began an analysis work packet to review the BIG sociological concepts from the semester thus far while viewing the first 19 minutes of "Fordson: Faith, Fasting, and Football."

World History -- FRIDAY

FRIDAY -- final in-class work day for the research projects.  Be sure to follow all of your directions.  When it is time to "share" your Google Slides with me Sunday evening (or sooner), save the file with your full name followed by the name of your empire (like "Sherry Cluver Persian Empire"), and to share it with me, use this email address:  Sherry.Cluver@mfschools.net (check that mfschools is plural -- don't forget the "s," and notice that it's "net" -- not "org" or "edu").

U.S. History -- FRIDAY

FRIDAY  We continued with "The Presidents" DVD through Warren G. Harding.  (Available on You tube.)  We began recording notes onto our EQ page while reading the excerpts from Loewen's chapter 7 (see packet) -- to be continued in class tomorrow.

Sociology -- THURSDAY

THURSDAY -- We discussed informally the "30 Days: Atheist & Christianity" episode.  We embarked on another "verstehen" source -- reading a blog by a Christian missionary and recording bullet-point notes onto our EQ page and questions onto our CQ page -- to be discussed tomorrow.

World History -- THURSDAY

THURSDAY was work day #6 of 8, but the computer lab was down (Maroa town internet service issues).  So, to accommodate the need for students to make up that research time at home in the evening, a study hall was permitted to swap other evening work into our class time slot.  Projects are due Monday; and so, they should be "shared" with me via Google by Sunday night.

U.S. History THURSDAY

THURSDAY we reviewed the pre-break lessons we did for this unit as well as previewed what is coming in the next couple of weeks for the remainder of the unit so that all can hold the big picture in their minds that was disrupted by our week off.  We continued note-taking during "The Presidents" DVD, which will be continued in class tomorrow.  (Available on You tube.)

Sociology

We finished our viewing and analysis of "30 Days: Atheist & Christianity."  Students were then given individual choice as to whether he/she wished to retain the score they received on today's returned work ("30 Days: BDM" analysis) or if they wished to submit this new analysis as a replacement score.  So, individual discernment on skills performance.  The CONTENT of the recent episode and analyses will be discussed informally in class tomorrow.

World History

Research day #6 of 8!

U.S. History

15 minutes was given for the students to finish and turn in their claim/evidence analysis page for the "Immigrant Voices" essay.  Students were allowed to borrow the packets to finish tonight for homework as needed -- due first thing tomorrow.  Students collaborated to make quick work of filling in the presidents' names on the political parties handout provided yesterday.  We then began note-taking (and embedding CQs) while viewing the first 10 minutes of "The Presidents" DVD (disc 2, episode 2....available on You tube).

Sociology

We added one more piece to our "Institution of Religion" notes.  We then began work on a claim/evidence work page to analyze another "verstehen" piece -- "30 Days: Atheist & Christianity."  This viewing an analysis will be continued in class tomorrow.  Additionally, a handout of some relevant terminology was distributed and discussed.

World History

Empires context/lens work pages were returned with some discussion.  Log score onto your skills scores tracking page.  Make corrections as needed.  Overall, students made excellent use of the staged, supported work through this challenging piece and maintained or improved their context/lens scores.  Well done!  The majority of class time was spent in the lab for day #5 of 8 research days for their "Empires Project."  Students were reminded generally that nearly all of their points comes from the research (and that the slide show is simply the icing on the cake to make the sharing of info easier), and, specifically, to read and follow carefully the clear, step-by-step instructions provided to them at the start of this research work.  (As always, students are encouraged to continue asking questions of me while we're in class together accomplishing this work.)

U.S. History

Work time -- to continue the analysis wp for "Immigrant Voices" (the scholarly essay/introduction).  This work will be completed in class tomorrow for ~10-15 minutes.  If you have been absent or otherwise need additional time, please borrow a packet to work in it tonight.  A work page "Simplified History of U.S. Presidents' Political Parties" was distributed, and some student began work on it.