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.