World History

Add notes to your "+" and "-" columns on your E.Q. page under our new subheading "Mesopotamia" while reading in the text book pp.26-31.  We then began an individual, scored skill assessment -- "Hammurabi's Code Context & Lens" -- to be finished in class tomorrow.

U.S. History

Students worked collaboratively to practice the Reading Claim & Evidence skill ("circles" pages) while working through an article about religious freedom -- "God and The Founders."  You'll have 10 minutes at the start of class on Monday to finish; if you need more time than that 10 minutes, borrow an article and make a bit more progress on the work in Advisory or for homework. 

KCC

We finished our analysis of the Crash Course U.S. History: Constitution video (You tube), discussed thesis answers, and then students collaborated to pull E.Q. themes and bullet-point notes onto their E.Q. pages.  Students continued individual, analytical work on the Thomas Jefferson article by Wilson in the red textbook -- to be finished in class tomorrow.

World History

We finished discussion and note-taking of/on the Outline of Popular Details handout that was given yesterday.  Students collaborated to pull bullet-point notes and themes onto their E.Q. pages, creating a sub-heading "Urban cultures in general."  Add some curiosity questions to your C.Q. page, also.  A map was distributed, color-coded, and discussed.  (See a reliable classmate for the discussion pieces.)

U.S. History

We finished our analysis of Crash Course U,S. History: Constitution (You tube), discussed the thesis parts, and then students collaborated to pull bullet-point notes and themes for their E.Q. pages.  We finished our review and checking/editing or Part I of the U.C.W.P.  

KCC

Students collaborated about the homework reading and notes (due today).  The next HW is pp.254-285 - due next Tuesday.  Crash Course post-poned to tomorrow (SMARTboard difficulties).  Read the article "God and The Founders" (individually or collaboratively) to pull notes on to your E.Q. page -- themes/big ideas as well as specific evidence.  We then began scored "circle page" work on an article on the red text...see me to set up a time to make up this individual assessment work -- to be continued in class tomorrow.

World History

We finished our note-taking from the Hebrews/Jews packet from yesterday -- borrow and finish for homework as needed.  A new handout "Outline of Popular Details -- Urban" was distributed, and we read, discussed, and highlighted parts of the first paragraph.  (Meet up with a reliable classmate.)

U.S. History

Crash Course will be finished tomorrow, instead, due to a SMARTboard overheating 1st hour (now repaired).  ; )  6th hour ONLY -- worked on Crash Course today.  In ALL classes -- colonialism writing was returned -- chart your score, read over your individualized feedback while adding bullet-point notes to your "Writing: Notes to Self" note page, & talk with me about your questions.  Dialogue about writing is so beneficial!  Review your Unit-Closure Work Packet ...we did practice quiz questions and students checked/edited their packets as we went over answers.  (Meet up with a reliable classmate.)  

KCC

Ditto U.S. post, 

World History

Writing is due today -- highlighted final draft in hard copy form with score sheet stapled to the top AND turnitin.com submission (without highlighting).  We organized all of our many "Ag" papers by skill.  Keep your new Urban C.Q. page (from last Tuesday) in your "current unit" section of folder/binder, and then we added to it a new "Urban E.Q." page -- see a reliable classmate for set up and discussion.  We added notes to our Mental Map Timeline with discussion, also.  Finally, we began to take E.Q. notes while reading independently about the Hebrews' transition from nomadic pastoralist agri-culture to that of urban culture -- finish for homework as needed. 

U.S. History

Finish Part I of the Unit-Closure Work Page.  View from You tube "Crash Course U.S. History: Constitution" and do a "circles" page.  

KCC

Ditto U.S. post...Plus reminder about at-home reading and note-taking as well as recommendation of an online (You tube) source that can be a good, concrete-sequential, audio-visual presentation of some U.S. History from Washington through George W. Bush -- History Channel's "The Presidents."  Students who have the time and desire supplemental "helper" materials may wish to watch these episodes as they correlate to the time period we are studying.  (Entirely optional.)

World History

Writing day 3 of 3.  Use your "Edit My Writing Now," going through each of the 5 steps in order, carefully, with highlighters.  Once you've done all the editing to create a true final draft, then print and highlight, again -- this time just to show text structure; staple the score sheet to the top.  Submit the final draft, also, to turnitin.com (no highlighting).  This is all due by the start of class tomorrow.

U.S. History

View the 4-minute video and add a few big ideas and/or details of evidence (examples) to your two essential questions note pages ("E.Q. pages") -- http://www.history.com/topics/american-revolution/declaration-of-independence  Pick up Part I of the new Unit-Closure Work Packet for this unit of study -- to be finished in class tomorrow.

KCC

We finished the Socratic discussion and then did some follow-up; score sheets were distributed.  Students also collaborated in groups to add notes to both E.Q.s from the Hamilton materials.  Students additionally collaborated on themes they came up with as a result of the homework reading and note-taking.  The next homework (pp.224-253) will be due next Wednesday -- please make a note of it.  Please finish the work we began on the Declaration of Independence before Monday. 

World History

Writing day #2!  ; )  The paragraphs are due by the start of class on Tuesday.  (We will be in the lab on Monday.)

U.S. History

We had some follow-up on the Socratic discussion in which I clarified some content, score sheets were distributed, and students collaborated to pull big ideas as well as detailed evidence/facts for each of their 2 essential questions onto their "E.Q." pages.  Students then worked individually to record on a sheet of their own paper the following while reading a handout of the Declaration of Independence ("The unanimous Declaration of the thirteen united States of America"): Thesis, Types of Evidence (you don't have to list the actual details of evidence, but rather a short list of themes/categories of the evidence used), and favorite line/quote.  

KCC

Socratic discussion on topics related to our work with "Hamilton."  If you were absent, pick up a make-up work page from the tray at the side of the classroom.

World History

We did a bit of follow-up from yesterday's Socratic discussion and the score sheets were distributed.  (Chart on your Skills Tracking page.)  We began work on our argumentative writing on the unit essential question.  Pick up a score sheet and read the instructions.  Additionally, before starting the "writing," you need to organize your themes and evidence either by creating an outline or color-coding the items directly on your E.Q. page.  The structure of your paragraph is critical to this type of writing! ; )  See me for help along the way; I am always happy to answer specific questions.  We'll be in the lab tomorrow and on Monday, also.  (Note to add to your score sheet as notes to self:  When you are done with the whole paragraph, you will use your "Edit My Writing Now" handout - go through the 5 steps with highlighters.  Make needed edits.  Then, when you have your true final draft, highlight that one, also for text structure.  You need to submit the final draft also to turnitin.com (NO highlights, please, on this one).  Due date is next Tuesday at the start of class. 

U.S. History

Socratic discussion today about topics related to our work with "Hamilton."  If you were absent, pick up a make-up work page from the tray at the side of the classroom.