Sociology

We viewed a clip of Malala being interviewed by John Stewart (You Tube) and recorded notes, listened to two read-alouds (see me to borrow) and recorded notes, and then began work on a thesis/evidence work page for an editorial article about women in the military -- to be completed in class on Monday.

World History

In 8th hour we set up our new EQ and CQ pages.  In all classes we read p.61-71 in the textbook about the Ancient Hebrews as they became Urban and came to be called the Jews -- taking notes of +s and -s of becoming urban on to your EQ page while also recording your curiosity questions onto your CQ page.  Students may collaborate with their think-pair-share partners to discuss and edit their notes/answers once they have completed the reading analysis work individually. 

U.S. History

We nearly finished our claim/evidence analysis of the Meacham article from yesterday -- a small bit of time will be given in class tomorrow to finalize the work.

Sociology

We continued our discussion of sexism/genderism and racism -- language use -- in light of the clip of Joss Whedon. 

World History

Students shared remaining research.  Students had an opportunity to ask me for clarification on any Unit-Closure Work Page items they wished, and I touched upon a few items -- see a reliable classmate for editing suggestions for your page.  We then began our unit on Urban Cultures.  Add to your Mental Map Timeline, within the "Urban" the phrase "Culture Hearths," and below "3,000 BCE" the Bronze Age (~3,000-1,000BCE) and the Iron Age ~1,000-300BCE.  Set up a new "Urban EQ Page" with the current question -- "Was urban culture civilized?"  and a new Urban Curiosity Questions page.  We then began reading about the urban Jews as the Hebrews/Jews resettled in Canaan and developed an urban civilization -- textbook pages 61-71 while recording relevant bullet points onto the EQ page and questions of curiosity that come to mind onto the CQ page.  The reading analysis will be continued in class tomorrow.

U.S. History

4th hour finished discussing and editing the Textbook Work Pages.  All classes pulled EQ bullet points form the work pages onto their EQ pages to prep for the later writing.  We began work on an article about freedom of religion with a claim/evidence work page -- to be finished in class tomorrow.

Sociology

We continued note-taking and discussion of more gender-related video clips from You Tube: (4) Gloria Steinem (4:12) and (5) Joss Whedon (14:00). 

World History

Students shared/presented their research for a score.  Finish the Ag Unit-Closure Work Pages -- complete for homework as needed.

U.S. History

Students discussed and edited their Textbook Work Pages, and then I commented on a few, select items.  Comb through those work pages and pull from them bullet-point items for your EQ page.

Sociology

Students added some more gender stereotypes to their lists; we'll come back to this list tomorrow.  We then viewed some You tube clips and made notes of analysis for each:  [1] "The Mask" (3:09) about gender expectations for boys (NOTE: there is harsh language exemplified for analysis; not for the ears of younger children), [2] "How the Media Failed Women" (3:38) (NOTE: racy visual imagery for deliberate analysis; not ideal children's eyes, albeit from mainstream media), and [3] Alfre Woodard reads Sojourner Truth... (3:43).  Be sure to check in with a reliable classmate to capture, also, discussion notes on each.

World History

Write a reflective paragraph -- see criteria/prompts on handout.  Conduct a minimum of 20 minutes of curiosity research on Agri-culture topics (see your CQ page and remaining items on Outline of Popular Details).  See the new scoring criteria for this round of research. 

U.S. History

Finish the textbook work pages, check-mark the items on the unit outline handout that were covered within the textbook work pages, and add curiosity questions to your CQ page.  Finish for homework as needed!

Sociology

We defined "gender" and then students worked collaboratively to create a list of common gender stereotypes.

World History

Essential Question writing day -- thesis statement -- see me for prompt/score sheet.  As time permits, continue work on the Unit-Closure Work Page, and then prepare for curiosity research (which will be conducted tomorrow during class, in the lab); add CQs and prioritize which questions you want to look up first.  Note: a new handout was given today that contains some additional, helpful tips for research. 

U.S. History

We continued work on our "Textbook Work Packets."

Sociology

We finished the analysis work on the three articles on the topic of "polygamy." The packets were turned in for grading.  We began screening and analyzing "30 Days: Same Sex Parenting" -- (1) Add to your E.Q. page, (2) Add to your C.Q. page, and (3) on a 1/2-sheet of paper, record one example of each: Functionalism, Conflict Perspective, Symbolic Interactionism, Verstehen, and Norms.

World History

In 8th hour we finished the Socratic discussion.  We discussed the Socratic discussion -- grade sheets were distributed, and we talked about the significance of using each other's names in the talks and that the expectations will increase a bit next time.  Great job overall!!!  I provided a handout of the answer keys to the Maasai and the Israel/Palestine work pages for students to self-edit their sheets and to have the opportunity to ask questions of me as needed.  We worked on the Unit-Closure Work Pages that were begun earlier in the week as a method for further firming up our thinking on the E.Q.  The E.Q. writing will be conducted in class on Monday -- have your materials with you.

U.S. History

We finished discussing the Loewen work page and completed the work on the outlines -- all as detailed yesterday.  We worked on the "A New Republic -- Textbook Work Pages" -- to be continued in class on Monday.

Sociology

We continued our work from yesterday, reading three articles about "polygamy" while completing "claim and evidence" work pages -- 1 for each.  We'll finish this work in class tomorrow.

World History

Socratic discussion!  In some hours we had a bit of time at the end in which I distributed my answer key to the Maasai and Israel/Palestine "claim and evidence" work pages so students can self assess their accuracy.