This week we begin a new chapter and begin the end of the Civil War. Looking forward to our time next week. Below is an assignment checklist for you this week:
___at least 30 Minutes studying for Final
___at least 30 Minutes working on Oral Family History
___Listen to Bennett's Introduction under 'Chapter Media'
___Read Chapter 10
___6 Flashcards: Alexander Stephens, Ambrose Burnside, Charles Wilkes, David Glasgow Farragut, Edwin Stanton, Mattew Brady
Showing posts with label Assignments. Show all posts
Showing posts with label Assignments. Show all posts
Monday, February 20, 2012
Tuesday, January 10, 2012
Assignment for Jan 17th
#1 I have decided that we will not have class this Friday after all. I would like about two weeks more to settle in with Elijah and make sure I know what naptimes are going to be before resuming that schedule.
#2 Chapter Eight - The Rising Storm Reading
#5 Print and bring these materials to class.
#2 Chapter Eight - The Rising Storm Reading
- Introduction p 269
- Section II Railroads and Reform pp 278-286 (I want you to focus on Frederick Douglass, Harriet Beecher Stowe, and William Lloyd Garrison.)
- Section VI John Brown and Harper's Ferry pp 301-303
- Read this speech that Douglass gave in Scottland HERE. Make sure to print it out and bring to class.
#5 Print and bring these materials to class.
- Letter to Garrison From Frederick Douglass
- The American Union by William Lloyd Garrison
- Letter to Garrison from Harriet Beecher Stowe
Changes in Class Structure
Dear students,
As I spoke about briefly before I am making some changes in the structure of the class for this semester. The main change is that I will no longer assign to you the reading of the entire chapter of Bennett. Instead I will assign portions and excerpts that deal with specific topics that I want you to focus on. This does not mean that I don't encourage you to read the entire chapter (or at least listen to it) - I do, it's just that I will not try to cover all the material in class.
The second change is that I will take the first portion of class at the beginning of each new chapter and we will together go over the timeline and key people for this chapter. You may have some things to look up afterwards, but you will not be assigned these as a pre-class assignment.
The third change is that each week you will turn in to me a one page narration from your week's reading assignments. Some weeks the topic will be assigned and some weeks the choice will be yours. Eighth and ninth grade narrations should be typed and at least one page double spaced in length.
The fourth change is in the 'extra' requirements for the class. For the remainder of this year I will be discontinuing the current events requirement. We will return to this requirement the beginning of next year but with a bit of a different approach and more guided instruction. I will also be offering another option for meeting the literature requirement for the remainder of this semester. I'll post details for this very soon.
As I spoke about briefly before I am making some changes in the structure of the class for this semester. The main change is that I will no longer assign to you the reading of the entire chapter of Bennett. Instead I will assign portions and excerpts that deal with specific topics that I want you to focus on. This does not mean that I don't encourage you to read the entire chapter (or at least listen to it) - I do, it's just that I will not try to cover all the material in class.
The second change is that I will take the first portion of class at the beginning of each new chapter and we will together go over the timeline and key people for this chapter. You may have some things to look up afterwards, but you will not be assigned these as a pre-class assignment.
The third change is that each week you will turn in to me a one page narration from your week's reading assignments. Some weeks the topic will be assigned and some weeks the choice will be yours. Eighth and ninth grade narrations should be typed and at least one page double spaced in length.
The fourth change is in the 'extra' requirements for the class. For the remainder of this year I will be discontinuing the current events requirement. We will return to this requirement the beginning of next year but with a bit of a different approach and more guided instruction. I will also be offering another option for meeting the literature requirement for the remainder of this semester. I'll post details for this very soon.
Tuesday, December 6, 2011
One Additional Assignment
Students - sometime tomorrow evening I will post the remainder of today's class along with the answers and some comments to the Missouri Compromise and the Nullification Questions. Please make sure you have filed those assignments in your notebook next week.
I would like to add to your assignment list for this week one item. I was not able to get to 'Jackson's response to the People of SC' in class today and I think that's an important document for you to read to round out this lesson. So, please open the link to an excerpt from this document HERE and print out pages 2, 3, and 4 only.
Read the excerpts and answer only the first and last questions on the chart at the end. Once you have finished that read the following paragraph from Jackson's response:
I would like to add to your assignment list for this week one item. I was not able to get to 'Jackson's response to the People of SC' in class today and I think that's an important document for you to read to round out this lesson. So, please open the link to an excerpt from this document HERE and print out pages 2, 3, and 4 only.
Read the excerpts and answer only the first and last questions on the chart at the end. Once you have finished that read the following paragraph from Jackson's response:
"How is it that the most perfect of these several modes of union should now be considered as a mere league that may be dissolved at pleasure? It is from an abuse of terms. Compact is used as synonymous with league, although the true term is not employed, because it would at once show the fallacy of the reasoning. It would not do to say that our Constitution was only a league, but it is labored to prove it a compact (which, in one sense it is), and then to argue that as a league is a compact, every compact between nations must, of course, be a league, and that from such an engagement every sovereign power has a right to recede. But it has been shown that in this sense the States are not soverighn, and that even if they were, and the national Constitution had been formed by compact, there would be no right in any one State to exonerate itself from the obligation."Think about what you have learned in logic class thus far this year. See if you can find and identify the faulty logic at work here. Be prepared to discuss this paragraph during the first part of logic on Tueday. I hope ot sit in on the discussion to hear your thoughts and learn from you all!
Wednesday, November 30, 2011
Questions for Chapter 7
You can print out this assignment - due Tuesday December 13th - HERE. Please follow the instructions AND I suggest you start on these this week and do a few a day. There are 30 questions in all. Please place the completed assignment in Chapter 7 tab.
Assignment Guide/Checklist Through Christmas Break
Due Tuesday Dec. 6th ALL STUDENTS
____Finished Missouri Compromise Questions
____Finished Nullification Treaty Questions
____Finish Reading the Chapter
____2 written narrations – one of your choice the other on Jackson
(8th and 9th grade students narrations should be typed and be no less than 250 words each). Students not using a journal for narrations should place them in the chapter 7 tab. THERE ARE NO OPPORTUNITY QUESTIONS UNTIL NEXT YEAR - all students will complete the written narration assignment intead :)
In class we will use the completed questions that you have answered in a group discussion regarding the sectionalism that was quickly taking the whole nation captive.
Online Friday Class (8th and 9th grade only)
We will finish up where we left off last on how to use Historical Documents. Please have all of the materials with you for class – this was the timeline of the Louisiana Purchase handout and the letters – remember? It’s been awhile! I’ll try and dig out the email and send it again before class in case anyone has misplaced materials.
Due Tuesday Dec. 13th
____Completed Short Answer/Essay Questions for Chapter 7
____Timeline and Key People completed in notebooks for Chapter 7
____Make sure you remember to bring some kind of technology device that has internet capability for our multiple-choice ‘test’. Let me know ASAP if you need to borrow/share.
8th & 9th Graders
____PSH Lincoln
____Make sure you are caught up on Penny Candy Readings
____Review Economics Handouts/Notes we’ve covered thus far.
____Send to me questions that you have regarding economics and any economic issues that we’ve covered in the class - or haven’t covered in class for that matter. We will have a guest speaker/teacher in January and I would like to present to him questions that we have as a class. You must submit at least one question!
No Online Class Friday Dec. 16th!
Assignments over Christmas Break
____Read pp 269-292 in Bennett
____Complete Accompanying Questions
____Timeline/Key People in Notebook
____For second semester, make sure you have a copy of My Folks Don’t Want me to Talk About Slavery by Belinda Hurmence
____Those of you who are reading the autobiography should have that completed when you return. We will schedule a group discussion after break.
____Since you will be with family again over the holidays please consider this as a time to get some idea/start on your final project for the year – the Oral Family History!
____One last thing – if you are so inclined I recommend viewing Amazing Grace and Amistad. Both of these films have to do with the abolition of slavery and I wish there was a way we could watch them together, but I can’t squeeze it in. (WARNING – Amistad is rated R for some nudity and for violence so please make sure you discuss it with your parents first!)
After Christmas Break
____We will have a special class covering the Trail of Tears and the Indian Removal sometime during the week of January 3rd. There’s no preparation for this – just show up. It will be a longer class – we’ll watch a video during part of it. Why don’t we plan to bring a snack to share?
____We will also schedule our trip to the Andrew Jackson Museum
Tuesday, November 29, 2011
Nullification Crisis Assignment
This assignment is similar to the Missouri Compromise assignment in that to answer the questions you will need to use interactive maps, text of actual documents, and this time I'm also going to provide you with a chart.
In class we will put what you've learned from both of these assignments together and further discuss the commercial differences of the North and South and the widening rift that was continuing to grow between them. We will focus especially on South Carolina and Calhoun (who Jackson did not murder, btw - he said one of the things he regretted in his life was NOT hanging Calhoun!). We will strive to really understand why these tariffs made more serious than ever the threat of secession. I want also to make sure you have a clear understanding of what 'nullification' means - this was not the first appearance of the idea of nullification, but it was the most serious.
Print out the assignment HERE.
Tariff of 1828 is HERE - the tariff begins at the bottom of the page. You'll have to click 'next image' to page through the book containing the text of this tariff.
Tariff of 1832 is HERE - also beginning at the bottom of the page.
Interactive Maps of Slave Crops in the American South are HERE. There are 5 pages of this website for you to go through and use as a reference for your questions - just click "Next" at the bottom of the page. You have to click the timeline at the bottom of each image to reveal the changes over time.
Chart showing Occupational Distribution of 1820-1860 is HERE.
The South Carolina Ordinance of Nullification can be found HERE.
In class we will put what you've learned from both of these assignments together and further discuss the commercial differences of the North and South and the widening rift that was continuing to grow between them. We will focus especially on South Carolina and Calhoun (who Jackson did not murder, btw - he said one of the things he regretted in his life was NOT hanging Calhoun!). We will strive to really understand why these tariffs made more serious than ever the threat of secession. I want also to make sure you have a clear understanding of what 'nullification' means - this was not the first appearance of the idea of nullification, but it was the most serious.
Print out the assignment HERE.
Tariff of 1828 is HERE - the tariff begins at the bottom of the page. You'll have to click 'next image' to page through the book containing the text of this tariff.
Tariff of 1832 is HERE - also beginning at the bottom of the page.
Interactive Maps of Slave Crops in the American South are HERE. There are 5 pages of this website for you to go through and use as a reference for your questions - just click "Next" at the bottom of the page. You have to click the timeline at the bottom of each image to reveal the changes over time.
Chart showing Occupational Distribution of 1820-1860 is HERE.
The South Carolina Ordinance of Nullification can be found HERE.
Missouri Compromise Assignment
I noticed as I reviewed notebooks that many of you had some difficulty with Part III of this assignment. The answers to Part III can be found in the actual text of the Missouri Compromise - I provided you a link to the text in a previous post to bring to class. I also noticed that a few of you did not have this assignment in your notebooks - please bring this completed assignment and the one I am assigning this week on the Nullification Crisis to class with you next week. Our class discussion and activities require that you have these completed!
Tuesday, November 22, 2011
Oral Family History Projects
DUE: Not until the month of March -- the first presentation will begin Week 26 and we will have one or two presentations each week until we are finished.
REQUIREMENTS: Since it is an 'oral' project there must be an 'oral' component -you must get in front of the class and share. Even if your project can stand alone on it's own, you must introduce it at the beginning or provide some sort of summary at the end. The only other requirement is that your project is in someway connected to your family history within the time frame of this class (1400s to 1920s).
I mentioned this project to you in the first weeks of class when we went over the syllabus together because I wanted it to be in the back of your mind all year. I brought it up again a couple of weeks ago because I know that many of us will be getting together with family over the holidays. It is a good time to ask questions, get family to tell stories and begin forming a plan for your project.
I'm going to leave the format of this totally up to you. You are welcome to use technology - slide shows, digital photos, mp3's, movies, etc. Feel free to ask me questions, but I want to leave a lot of room for interpretation - room for your creativity!
REQUIREMENTS: Since it is an 'oral' project there must be an 'oral' component -you must get in front of the class and share. Even if your project can stand alone on it's own, you must introduce it at the beginning or provide some sort of summary at the end. The only other requirement is that your project is in someway connected to your family history within the time frame of this class (1400s to 1920s).
I mentioned this project to you in the first weeks of class when we went over the syllabus together because I wanted it to be in the back of your mind all year. I brought it up again a couple of weeks ago because I know that many of us will be getting together with family over the holidays. It is a good time to ask questions, get family to tell stories and begin forming a plan for your project.
I'm going to leave the format of this totally up to you. You are welcome to use technology - slide shows, digital photos, mp3's, movies, etc. Feel free to ask me questions, but I want to leave a lot of room for interpretation - room for your creativity!
Tuesday, November 15, 2011
Assignments Over Thanksgiving Break
Remember this painting of William Penn's Treaty with the Indians by Benjamin West?
I announced during class that I will not be assigning any opportunities this week, but that doesn't mean NO, homework. Middleschool students who are keeping journals - you may choose to journal this week or not. Here is a summary of what you do need to do before we meet again:
Text Book Reading:
pp 220-247
(We begin Chapter 7 and our study of Andrew Jackson -- I'd like you to really learn as much as you can from the text becuase in the New Year we will be visiting the Andrew Jackson Museum in Waxhaw!)
Missouri Compromise Assignment:
Finish your maps and your worksheets and file them in Chapter 6 in your notebooks. Also make sure that you have a summary of the Constitutional Slavery Compromises alongside these pages. HERE is the link to the interactive map we used in class. You will need both this map and the actual text of the Missouri Compromise (see previous post) to complete this assignment. We will use this information again - we will build upon it when we look at the tarriffs during Jackson's presidency. We will refer back to these worksheets leading up to our study of the the Civil War so make sure you have completed it! It is not ok to 'guess' or estimate answers to these questions even if you think or know you are right. Use the data on the map - it is information from historical documents and it's your first practice at using historical documents to answer questions. As a note to help you answer the density question --- density compares the population per land area. Division is used to calculate how many people there were per square mile. This is already calculated for you and located at the bottom of each table, but I just wanted you to know what this number means and where it came from.
Notebook Work:
Use this time to reorganize and re-establish order in your notebooks. File things where they go. Some of your notebooks are becoming dangerous - spilling out their contents into the crate when I check them. Also many of you are not completing notebook assignments...
Chapter Timeline & List of Important People
This was designed as a tool to help you organize and think about your reading. It was also designed to help you create a study guide for yourselves. I will be making a post about each of these notebook assignments over the holidays to give you some tips and advice. Do not neglect this notebook work - it is a part of your grade, but it will also help you be prepared for class!
Vocabulary
I apologize that we have not recently been able to fit this into our class time. It is a valuable habit that I would like to help you develop and I'll try and reestablish this routine in the coming weeks.
Autobiography:
Those of you who are reading the autobiography use this time to either follow or catch up on your reading plans. We will meet to talk about your readings, but it may not be until after the holidays, I'll keep you updated.
PSH:
pp 53-55 William Lloyd Garrison
I also encourage you to read the next piece which is a selection from Washington Irving's periodical in which he establishes the Gotham as a fictionalized NY!
Economics:
Make sure that you are caught up in your Penny Candy readings. If all works out we will have a guest speaker on Economics in a few weeks. Look over and review the handouts you've been given, and if you can, I encourage you to read the essay posted a couple of weeks ago 'I, Pencil'.
Projects:
Recitation
Use this time wisely to work on your recitations. Finish memorizing and work on your presentation using the tips that Mrs. Calder shared with us last week. Please refer to the recommendations and encouragements that Mrs. Newton shared with you in class today. I had a chance to review them and they are very helpful -- Nick your's fell out of your notebook, I'll try and email you a summary soon!
Oral Family History
I'll be making a separate post detailing this project - it's due much later, but use this time of families getting together to ask for stories. Basically, your project is just to present to the class (various formats are acceptable) something regarding your family history from the time period of this class (1400s - 1920).
Wednesday, October 26, 2011
Chapter 6 The Jeffersonians
Chapter 6 is a very long and action packed chapter. For this reason we will be spending 3 weeks on Chapter 6. Below are your readings and assignments for the next 3 weeks. The Google Document of these assignments is HERE.
In the coming days I'll be making blog posts with some explanations and helps of some things in the reading. If you have questions as you read please talk with one another and as a last resort ask me!
Chapter 6 Assignments
In the coming days I'll be making blog posts with some explanations and helps of some things in the reading. If you have questions as you read please talk with one another and as a last resort ask me!
Chapter 6 Assignments
Thursday, October 20, 2011
Notes for Honors Students Before Tomorrow's Class!
This post is for the Honors Level class meeting online Friday at 3:00:
The following question was this weeks opportunity question: During Washington’s two terms, early signs of sectionalism appeared. What caused these divisions? Do you think they helped set us on a road toward civil war? If so, how?
We will begin class by discussing this question orally. Afterwards I will go over the new class format and offer some advice on the pace of your reading, etc. in order to get through your assignments in this new class format. (Basically I will suggest that you complete all your reading and assignments before Tuesday's class just like before - but just table our discussion of them until Friday. Friday morning you can look over them again before class.)
I have been thinking about how to conduct our opportunities in this new format. I think that we will do them orally. We will each pick a question to answer/teach to the rest of the class and then we will give each other feedback and discuss the questions. (You should still try and answer all the questions before class so that you can comment on your peers answers!) After class is over you will prepare a written answer and turn it in to me the next class. We'll at least try it this way a couple of times to see how it goes!
We will not have our economics lesson this week, I will reschedule that. I feel like since we did not cover the Bill of Rights in class that we should go over that in more detail instead. I will post a link to the first 10 ammendments on the blog for you to print in the morning.
We will also talk about Bartram and look back over some other PSH readings that we haven't discussed so make sure you have your PSH handy.
If I can fit it in we will also have an introductory lesson on how to examine a historical document. If we don't fit that in, there will be plenty more opportunities in the next two years!
If you can, look up the definitions of those different forms of government before we meet!
I'll 'see' and 'hear' you tomorrow!
Mrs. Amber
The following question was this weeks opportunity question: During Washington’s two terms, early signs of sectionalism appeared. What caused these divisions? Do you think they helped set us on a road toward civil war? If so, how?
We will begin class by discussing this question orally. Afterwards I will go over the new class format and offer some advice on the pace of your reading, etc. in order to get through your assignments in this new class format. (Basically I will suggest that you complete all your reading and assignments before Tuesday's class just like before - but just table our discussion of them until Friday. Friday morning you can look over them again before class.)
I have been thinking about how to conduct our opportunities in this new format. I think that we will do them orally. We will each pick a question to answer/teach to the rest of the class and then we will give each other feedback and discuss the questions. (You should still try and answer all the questions before class so that you can comment on your peers answers!) After class is over you will prepare a written answer and turn it in to me the next class. We'll at least try it this way a couple of times to see how it goes!
We will not have our economics lesson this week, I will reschedule that. I feel like since we did not cover the Bill of Rights in class that we should go over that in more detail instead. I will post a link to the first 10 ammendments on the blog for you to print in the morning.
We will also talk about Bartram and look back over some other PSH readings that we haven't discussed so make sure you have your PSH handy.
If I can fit it in we will also have an introductory lesson on how to examine a historical document. If we don't fit that in, there will be plenty more opportunities in the next two years!
If you can, look up the definitions of those different forms of government before we meet!
I'll 'see' and 'hear' you tomorrow!
Mrs. Amber
Thursday, October 6, 2011
Chapter 5
Here are your assignments for the next two classes. This gets us through Chapter 5! You will notice there is a format change because of the adjustment I have made in the class. I have divided the assignments between the Tuesday class (which are for everyone) and the Honors/AP Prep portion of the class which meets separately.
Chapter 5 Assignments
If you prefer using Google Documents the document is HERE.
You should still prepare for your reading and study in the same way as before - just not all of you will be doing the opportunity questions:
#1 Read over the chapter summary and flip through the chapter looking at what sections it is divided into.
#2 Read over and or listen to the summary available on the Online Roadmap
#3 Read with a pencil in hand to mark as you go (index card for vocab)
#4 Look over the topics we will discuss in class and take note of them even during your first reading
#5 Do the first reading - reading for understanding (some of you are using the audio for this reading, just remember to pause it). Make sure to break your reading into 'bytes', do some form of narration/retelling, and take breaks. You should be able to complete the reading in two days - don't scream through it all at once!
#6 Build your timeline and lists of important people (make sure you note something about them) in your notebooks
#7 Work through the content using the class topics and opportunity questions. Go back to sections you marked that you didn't understand and look for help if needed. Make sure that you can talk/write about each of these topics/questions.
For the Honors/AP Prep class I'm giving you all the opportunity questions at once - use both weeks to go through them. Our first week's opportunity will be the one on Washington and sectionalism. The second weeks opportunity is your choice - you choose which of the remaining questions you want to answer. Spend more time on that question, but do try and spend some time with each of them!
Chapter 5 Assignments
If you prefer using Google Documents the document is HERE.
You should still prepare for your reading and study in the same way as before - just not all of you will be doing the opportunity questions:
#1 Read over the chapter summary and flip through the chapter looking at what sections it is divided into.
#2 Read over and or listen to the summary available on the Online Roadmap
#3 Read with a pencil in hand to mark as you go (index card for vocab)
#4 Look over the topics we will discuss in class and take note of them even during your first reading
#5 Do the first reading - reading for understanding (some of you are using the audio for this reading, just remember to pause it). Make sure to break your reading into 'bytes', do some form of narration/retelling, and take breaks. You should be able to complete the reading in two days - don't scream through it all at once!
#6 Build your timeline and lists of important people (make sure you note something about them) in your notebooks
#7 Work through the content using the class topics and opportunity questions. Go back to sections you marked that you didn't understand and look for help if needed. Make sure that you can talk/write about each of these topics/questions.
For the Honors/AP Prep class I'm giving you all the opportunity questions at once - use both weeks to go through them. Our first week's opportunity will be the one on Washington and sectionalism. The second weeks opportunity is your choice - you choose which of the remaining questions you want to answer. Spend more time on that question, but do try and spend some time with each of them!
Wednesday, September 28, 2011
This Weeks Homework
Class, you will find your weekly homework check list below. Please note the change of format for our class discussions and prepare your reading accordingly. This will be a permanent change until further notice.
In addition to this change, please review your schedules for the following opportunities to meet with me outside of class time (Location will be at Dilworth Coffee):
WEEKLY OFFICE HOURS - I have set aside Saturday from 1:00-3:30 for one on one meetings with parents and students. If you have questions you would like to discuss with me, would like a special one on one tutoring/review session, or if I have requested a private meeting with you please email me with a specific time within these hours that you can arrive. I'll schedule slots in 30 minute increments.
LITERATURE EVENING - I am offering another evening for discussing literature next week on Thursday. I would like to meet with groups individually and this week we will focus on our novels instead of autobiographies. I will schedule an autobiography meeting in 2 weeks with the entire class. Here is the planned schedule - please let me know if you will be able to attend or not. If there is a conflict let me know as soon as possible and perhaps we can work out alternate arrangements.
Washington Irving 6:30-7:15
Edgar Alan Poe 7:20-8:05
Last of the Mohicans 8:10-8:55
SKYPE CHAPTER REVIEW SESSION
I'm still working out the technical details on this, but this review is for the following students: Kaela, Trey, Julia, Samantha, and Jonathan. I have set aside NEXT Friday afternoon, October 7th, from 3:30-4:30 and need to know how many of you are available during this timeslot. We will do a comprehensive review beginning with Chapter 1. You will need your notebooks and your text book alog with a computer and webcam. I'll email more technical details later.
Week 7
In addition to this change, please review your schedules for the following opportunities to meet with me outside of class time (Location will be at Dilworth Coffee):
WEEKLY OFFICE HOURS - I have set aside Saturday from 1:00-3:30 for one on one meetings with parents and students. If you have questions you would like to discuss with me, would like a special one on one tutoring/review session, or if I have requested a private meeting with you please email me with a specific time within these hours that you can arrive. I'll schedule slots in 30 minute increments.
LITERATURE EVENING - I am offering another evening for discussing literature next week on Thursday. I would like to meet with groups individually and this week we will focus on our novels instead of autobiographies. I will schedule an autobiography meeting in 2 weeks with the entire class. Here is the planned schedule - please let me know if you will be able to attend or not. If there is a conflict let me know as soon as possible and perhaps we can work out alternate arrangements.
Washington Irving 6:30-7:15
Edgar Alan Poe 7:20-8:05
Last of the Mohicans 8:10-8:55
SKYPE CHAPTER REVIEW SESSION
I'm still working out the technical details on this, but this review is for the following students: Kaela, Trey, Julia, Samantha, and Jonathan. I have set aside NEXT Friday afternoon, October 7th, from 3:30-4:30 and need to know how many of you are available during this timeslot. We will do a comprehensive review beginning with Chapter 1. You will need your notebooks and your text book alog with a computer and webcam. I'll email more technical details later.
Week 7
Monday, September 19, 2011
Week 6 Homework & Opportunity
Here are your homework and opportunity handouts for this week. For those of you who are having difficulty using scribd I'm providing links to the same handouts as Google Documents.
You can find Week 6 homework HERE
and
You can find the Chapter 4 Opportunity Review HERE.
Week 6
Chapter 4 Reflection and Choice
You can find Week 6 homework HERE
and
You can find the Chapter 4 Opportunity Review HERE.
Week 6
Chapter 4 Reflection and Choice
Wednesday, September 14, 2011
Tips for Using Online Roadmap to Last Best Hope
Some of you are asking questions about how the Online Roadmap works. The Homepage for the Roadmap is HERE. (For your convenience I have also placed a link on the sidebar of the blog.) I have suggested that you should listen to the online summaries of the chapters before beginning your reading and some of you also want to know how to read and listen to your book online. I hope the following instructions are helpful:
#1 Make sure you are logged in - this is located on the left menu of the Homepage (you have to scroll down). If you are not logged in you can only see sample materials!!
#2 You have all purchased the premium version of the site. To access that information you have to scroll down and click the red square that says Premium Access.
#3 Click the button that says Premium Media (you may or may not have to select Volume I).
#4 From here you can read the text book online or listen to the audio version of the text. There are some other links on this page - the most useful one for you may be the mnemonics. If you don't know what mnemonics are or how to use them you can watch a short video explanation HERE.
#5 Unfortunately to access the regular materials and chapter resources you have to go back to the basic site. On the top menu click 'Back to Basic Site'.
#6 Click Volume I and select your chapter. Click 'Chapter Media'. Here you can listen to the chapter summary and also listen to an mp3 which gives extra information or things to think about further once you've finished reading the chapter.
#7 There are many other tools that you can use and explore under each chapter such as graphics, maps, timeline, key people and events, government, vocabulary and everything. Don't spend too much time here or rely on this information too much, though. The most important thing you can do is your reading - your ACTIVE reading.
THERE IS NO SUBSTITUTE FOR YOUR MIND WORKING ON AND THROUGH THE MATERIAL!!
#1 Make sure you are logged in - this is located on the left menu of the Homepage (you have to scroll down). If you are not logged in you can only see sample materials!!
#2 You have all purchased the premium version of the site. To access that information you have to scroll down and click the red square that says Premium Access.
#3 Click the button that says Premium Media (you may or may not have to select Volume I).
#4 From here you can read the text book online or listen to the audio version of the text. There are some other links on this page - the most useful one for you may be the mnemonics. If you don't know what mnemonics are or how to use them you can watch a short video explanation HERE.
#5 Unfortunately to access the regular materials and chapter resources you have to go back to the basic site. On the top menu click 'Back to Basic Site'.
#6 Click Volume I and select your chapter. Click 'Chapter Media'. Here you can listen to the chapter summary and also listen to an mp3 which gives extra information or things to think about further once you've finished reading the chapter.
#7 There are many other tools that you can use and explore under each chapter such as graphics, maps, timeline, key people and events, government, vocabulary and everything. Don't spend too much time here or rely on this information too much, though. The most important thing you can do is your reading - your ACTIVE reading.
THERE IS NO SUBSTITUTE FOR YOUR MIND WORKING ON AND THROUGH THE MATERIAL!!
Tuesday, September 13, 2011
Monday, September 5, 2011
2 Notes about your Literature assignments:
#1 - I am scheduling a Literature Review evening on Thursday, September 15th from 7:00 to around 8:30 or so. We will meet at the Dilworth Coffee near Highland Creek. This is an opportunity for us to talk just about your literature - what you're reading, how it's going, struggles, ideas, questions, themes, etc.
#2 - I finally have the details on the literature assignments for both Dr. Gordon's and Mrs. Stith's class. They are as follows:
*** Please note - I have tried to accurately translate both teachers' 'Week #'s' into actual dates. I am assuming that they have scheduled their weeks and breaks to coincide. Please do however double check these dates yourself - I don't want to be responsible for late projects!!
Mrs. Stith's class:
Fall - 2 book projects due October 25th and December 6th
Spring - 2 data sheets due January 31st and February 28th.
Dr. Gordon's class:
6 novels this year due 10/6, 11/22, 1/3, 1/31, 2/28, and 3/27
One of the things I did not want to do was to comandeer all your reading choices. I was thinking that you would be reading more books for these classes this year. So, I would like to ammend my literature assignment as follows:
Students in Mrs. Stith's class should be responsible for 2 literature selections this year. I do encourage you to read one autobiography. You must let me know your book choice and place a reading accountability plan in your notebook to show me your reading progress. Calculate your reading plan based on the due dates for your English class. As long as I see you reading one book from my class each semester and you provide me with a copy of your project/data sheet in your notebook you will have met my literature requirement.
Students in Dr. Gordon's class should be responsible for 3 literature selections this year. One of your selections must be an autobiography. You must let me know your book choice and place a reading accountability plan in your notebook to show me your reading progress. Calculate your reading plan based on the due dates for your English class. As long as I see you reading 3 books for my class this year and you track your reading in your notebook and provide me with copies of you data sheets/essays you will have met my literature requirement.
Both Dr. Gordon and Mrs. Stith are encouraging you to read books from this booklist:
101 Books
#2 - I finally have the details on the literature assignments for both Dr. Gordon's and Mrs. Stith's class. They are as follows:
*** Please note - I have tried to accurately translate both teachers' 'Week #'s' into actual dates. I am assuming that they have scheduled their weeks and breaks to coincide. Please do however double check these dates yourself - I don't want to be responsible for late projects!!
Mrs. Stith's class:
Fall - 2 book projects due October 25th and December 6th
Spring - 2 data sheets due January 31st and February 28th.
Dr. Gordon's class:
6 novels this year due 10/6, 11/22, 1/3, 1/31, 2/28, and 3/27
One of the things I did not want to do was to comandeer all your reading choices. I was thinking that you would be reading more books for these classes this year. So, I would like to ammend my literature assignment as follows:
Students in Mrs. Stith's class should be responsible for 2 literature selections this year. I do encourage you to read one autobiography. You must let me know your book choice and place a reading accountability plan in your notebook to show me your reading progress. Calculate your reading plan based on the due dates for your English class. As long as I see you reading one book from my class each semester and you provide me with a copy of your project/data sheet in your notebook you will have met my literature requirement.
Students in Dr. Gordon's class should be responsible for 3 literature selections this year. One of your selections must be an autobiography. You must let me know your book choice and place a reading accountability plan in your notebook to show me your reading progress. Calculate your reading plan based on the due dates for your English class. As long as I see you reading 3 books for my class this year and you track your reading in your notebook and provide me with copies of you data sheets/essays you will have met my literature requirement.
Both Dr. Gordon and Mrs. Stith are encouraging you to read books from this booklist:
101 Books
Week 4 Handouts
Here is your homework checklist and your Opportunity review questions. I went ahead and posted them early --- just in case there is some new disaster waiting around for tomorrow afternoon! Don't forget to prepare for your political cartoon presentations!
Week 4
Chapter 3 the Greatest Revolution
Week 4
Chapter 3 the Greatest Revolution
Tuesday, August 30, 2011
Week 3 Homework Guide
I'm pleading patience with the details of the syllabus! I'm trying to adjust topic discussions to the actual amount of class time we have (it's never enough) and adjust pacing of things so as not to overwhelm. Please use this as your homework guide for this week and put a copy in the front of your notebook to check off as you go.
On that note please note that we will begin cartoon projects in two weeks. Next week we are practicing in groups.
It looks like the link for the Noel Piper mp3 file is a bit wonky in the document. You can find that file HERE. It is not required, but I love it.
Week 3
On that note please note that we will begin cartoon projects in two weeks. Next week we are practicing in groups.
It looks like the link for the Noel Piper mp3 file is a bit wonky in the document. You can find that file HERE. It is not required, but I love it.
Week 3
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