Sunday, December 13, 2009

Week in Review and Coming Week: Dec. 7-18

American Studies: We started the next unit which is on the period of Reconstruction after the Civil War. The students are reading, note taking, blogging and preparing for class discussions. An additional component for this unit is a research project and a speech. We will be doing the research via a WebQuest. Please check out our Reconstruction WebQuest. We will spend some time in the computer lab this week working on the research aspect of the WebQuest. Be ready to hear your students asking questions about North Korea as we are connecting our American Studies work to the present day.


IB History: We continue working on the World War II unit this coming week. After some good presentations and discussions last week on various resistance movements as well as the technology of war, we will be studying the Holocaust this coming week.

December 16th is the big date for students to turn in their Internal Assessments via Google Documents. The history department policy is that no late work is accepted. A zero on this project grade would definitely damage a student's grade while also taking away the opportunity to receive feedback on his/her work. So do work with your children to be turn in their work on time.

Sunday, December 6, 2009

Week in Review: November 23-December 4

American Studies: Going back to the short holiday week, we completed the Civil War unit. To see what the highlights of the unit were, ask your child to share his/her study guide that we worked on in class to create. A big part of becoming an active and independent learner is to know where to get information, how to analyze it for importance and how to synthesize it into a meaningful construct. This process is what we devoted class time to. The second part of the study guide creation process is for each student to use their knowledge to write what they know about the important people, events and actions we listed from class. They also are to outline the answers to the potential questions that we put together in their study guides.


IB History: We are now in the middle of the World War II unit. You can learn more about the project-based portion of this unit at the World War II Learning Pursuit site.  Please note that with the rash of recent illness, several seniors missed the Germany unit exam and some missed in class quizzes from last week. To make sure students don't fall further behind, I emailed them with the date of December 10th as the deadline to make up missed work. Please work to help your students be organized and proactive in their planning to make up missed work and to get their Internal Assessment rough draft in on December 16th. This will be for a project grade.

Sunday, November 22, 2009

Week in Review: November 16-20

American Studies: As we complete the first trimester, the students should be feeling good in general about their effort and engagement in American Studies. They have pushed themselves to do more than memorize facts. Being critical readers and analyzers of information has been a big part of their skill set.

We are now in the middle of the Civil War unit looking at the events leading up to the war. Students are seeing all the compromise that went forth leading up to the war.


IB History: We completed the unit on Germany leading up to World War II. Our focus for the next few weeks is World War II. We will look at causes, major events, effects and how the world changed after 1945. The seniors are working on their Internal Assessment historical investigations. With plenty of practice on their Extended Essays, the IA should come very easily to our seniors.

Sunday, November 15, 2009

Week in Review: November 9-13

American Studies: The critical reading and note taking skills were assessed in an in class essay. Students used their notes, brainstormed and wrote an outline, gave each other feedback and then they started writing on the topic of:

In what ways did the United States expand (grow) economically and geographically in the early to mid-1800’s? How was some of the economic growth connected to the geographic expansion? Support your answer with specific examples focusing on Economics and Technology and Geography.

A major goal for all the teachers is to help our students become independent learners confident in their skills and curious, ready to ask questions and learn. I push my students to engage by being responsible to themselves and to each other. Collaboration is central to learning.


IB History: Speaking of collaboration, the seniors continue to push back against collaborating via Web 2.0 tools like Google Docs and Mindmeister. However, they do work together in class when they are asked to share their research and analysis on the two main topics of the Germany unit. We have been focusing on building knowledge about the Weimar Republic and the Rise of the Nazis. The students are making the connections between what happened economically, socially, politically, religiously, the arts and technologically to understand the rise and downfall of democracy in Germany before World War II.

As the seniors continue to become more independent learners focusing their learning around inquiry, it is important to validate their efforts. So do ask to see your child's mind maps of their research and the question listing all the students put together in a shared Google Doc.

Sunday, November 8, 2009

Week in Review: November 2-6

American Studies: I really enjoyed reading the student blog posts this week on Moroccan political parties and the students possible immigration once they complete university one day. The historical connection is to the development of the first political parties in American history (Democrat Republicans and Federalists) and to the question of why people move (westward expansion of early pioneers).

Looking at the coming week, we will work on note taking skills from my lecture and from the textbook. It is one more step in the development of the students to work with various information sources and to be able to organize it in a meaningful way.


IB History: With the seniors staying home most of the week, they had the opportunity to work through their reading, outlining and written proposal for their Internal Assessments. As our class uses online learning tools like Google Docs and Mindmeister, it was not difficult to switch to a virtual classroom. It offered an opportunity for the students to push themselves to become more independent learners as they will have to be next year in university.

Speaking of being independent learners, the guideline for the Internal Assessment with its timeline can be found at the Edline course page. The students have a very clear, step by step framework to guide them to complete their papers.

Saturday, October 31, 2009

Week in Review: October 26-30

American Studies: Our focus this week was on how to prepare for essay tests. We reviewed how to construct a study plan, make efficient use of one's study time, how to be a better critical reader and how to take notes. In most cases, the students already knew all of these skills but realized how important it is for them to be smart and effective learners who use their time well. We completed the week starting the new unit on the early 1800's and Westward Expansion. With a couple writing assignments for their blogs as homework, do check out your what your child is thinking and writing about on his/her blog.

IB History: The students were introduced to the new unit of study on Germany 1919-1939. We viewed a video on the Weimar Republic and Hitler's early efforts to take power. With three excellent reading recourses and an inquiry-centered research project called the Germany Learning Pursuit, the seniors are progressing to become more independent, self-motivated learners. We finished the week with a lecture on the Weimar Republic and will pick up with another one on the rise of the Nazis when we return to class. The students also should be working on their Internal Assessment in the form of a historical investigation on a topic of their choosing. The written proposal for their topic is due on November 11.

Monday, October 26, 2009

Week in Review: October 19-23

American Studies: The students returned from Explore Morocco to a discussion of how Moroccan government services were a part of the lives of the people they met. We also covered some other aspects of the ESPRAT construct applying the students' recent learning of how the American government was created to provide services for the young American nation. We ended the week with an exam reviewing the American Revolution and the organization of government through the Constitution.

IB History: It was a big week for our seniors as they completed work on their Extended Essays. They also took their Unit 6 essay exam drawing from their Mindmeister mind maps where they answered the five essential questions drawing from their reading and classroom work.

Saturday, October 17, 2009

Week in Review: October 12-16

American Studies: Having spent the past week in Russia with my IB students, I will look forward to the coming week for the American Studies students. We completed our studies of the Revolution and Constitution unit. This means the students will be assessed in a unit exam. It is very important for them to review their reading, notes and research reports in preparation for the exam.

IB History: What a learning opportunity our students experienced in Russia! Do look to have your children review each day of their time in Russia. Ask them to reflect and share their learning. Looking at the coming week, the students will be assessed on the Rise of Stalin unit. It is very important that everyone complete their mind map of essential/unit questions in preparation for the exam.

Sunday, October 4, 2009

Week in Review

Edline is up and running for you the parents. I am told the students will receive their activation codes first thing this coming week. They will now be using Edline for their homework assignments instead of this blog. So please visit your child's course in Edline and view the homework for the coming week.


American Studies: The students were introduced to several political scientists/philosophers who laid the groundwork for Jefferson and Madison in their efforts to write the Declaration of Independence and the Constitution. We also began the process of learning how to analyze primary and secondary source documents and artifacts. It will be an ongoing process to understand what resources can offer us in the form of valid information. In reviewing the Constitution, the students are writing blog posts about the parts that they feel are most important. Check out what they have to say on their blogs. :)

IB History: We continued our study of the history of the Soviet Union as it transitioned from Lenin's to Stalin's policies. The students are building out online mind maps focusing on the five unit questions adopted from the IB. I think it is becoming quite an eye opener for the students to see how Stalin used brute force, coercion and propaganda to consolidate his power. Portions of our class are centered on student discussion around provided questions and student reading of the textbook. I guide these discussions providing clarification and added details helping to make connections in the students' learning. Your students need to continue their efforts to take notes from these discussions as this seminar discussion model is similar to what they will experience in college courses. Professors do not lecture but provide additional materials as the students analyze and build their understanding from the discussion prompted by the professor's questions.

The students are finishing up their Paper 1 exam rewrites. It is a good exercise to have them reflect and fine tune their document analysis skills. They will be gaining even more practice with these skills by peer editing their partners' papers.

Monday, September 28, 2009

American Studies Homework: September 28 - October 2

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For classes meeting Monday and Tuesday:

1) Blog Post of Key Principles for the Declaration of Independence and the American Constitution: Search the Web for further explanations on the following terms. Fully define them in a blog post where you rank them in order of importance as to their value to society. At the end of your post, explain your thinking about your ranking system. Select each link to take you to a search results page. Try a few of the links on each page as you work to better understand the term. Remember to scan each source to look for information that meets your needs. 



Natural Rights, Social Contract, Right to Revolution, Popular Sovereignty, and Right of Self Determination

2) Self Assessment: Reflect about what you need to do to do better in the class and on future assessments. Write an email to Mr. Carpenter listing the specific steps you need to take. Write about what you need to do in class in general and specifically when you write the test. Title your email with "Your Name-Reflection".

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For classes meeting Wednesday and Thursday:

1) Blog Post: Analyze how the colonists were able to defeat the greatest world power of their time. Write a blog post describing your explanation. You might have to do some extra research to prepare your post.

2) Blog Post: Read through the Constitution and the Bill of Rights (which is a part of the Constitution). Your book has copies of both with commentary that explains each section. Which ideas from these documents do you feel are the most important. Write a blog post ranking your top five choices. List each choice and then tell in detail why you feel it is important.

3) Reading: From the PDF called “French and Indian War”. Find the page numbers from the actual textbook pages. Scroll through until you get to page 85 and start reading. Stop at the end of page 89. Build your understanding of the effects of the French and Indian War. Also, start to see how the colonists began to question the King and Parliament. This reading is a review of the notes from Mr. Carpenter’s presentation and the videos. It should reinforce your understanding.

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For classes meeting Friday and Monday:

1) Mind Map Biographies: You will choose an important person from American colonial history to do research about. Your task is to create a Mindmeister mind map where you provide the following information. You will share your mind map with the class. There will be no official research writing report but a focus on taking good notes.

Start your mind map with your name then his name in the middle. Ex. “Myriam - George Washington”. Then create 4 nodes:

Background, Leadership, Skills, and Legacy (what the person is most known and remember for doing).

Mr. Carpenter will demonstrate how to do this, to then use the Note tool to record notes, and how to record where you gathered your information to cite your source using the MLA style system. Remember to always take notes in your own words and to use direct quoting when you want to have a quotation from the resource. They are due at the start of class on October 8/9 depending on when your class meets.

Here are the criteria for your research and what you will be assessed upon along with your writing techniques. 



-Brief background on where the individual’s geographical home was
-How did your person provide leadership?
-What special skills did he bring to the table?
-What was your person’s legacy?

Choices: James Madison, George Washington, John Adams, Thomas Jefferson, Benjamin Franklin

2) PDF Reading: “Ideas and Revolution”. Start reading at the beginning with page 103 and read to page 107. The following section is the Declaration of Independence with commentary on the side. This is an optional read but you are challenged to review it especially after today’s class discussion. Pick up your reading on page 121 with the Colonists’ victory at Yorktown in Virginia. If you want to learn more about the battles of the War of Independence you can read pp. 114-120 as an optional reading assignment. 



Note: Mr. Carpenter will send you a copy of the OPVL document we used in class today.

IB History Homework: September 28 - October 2

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For classes meeting Monday and Tuesday:

1) Paper 1 Rewrites: You will receive your Paper 1 exams in class. Here is the plan for you to rewrite and receive peer editing from two partners.

Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques. 



Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
  • Writing- Introduction paragraph with clear topic/thesis. Introduction paragraph includes topics for following paragraphs. Transition sentences from one paragraph to another. Good word choice, strong sentence fluency in well-organized essay. 
  • Content- Excellent use of examples and factual information to support author’s points.
  • Question- The essay question is clearly answered. 
  • Don’ts- Watch for your partner getting too philosophical, using conjecture on “what ifs”, overgeneralizing, and being vague- not to the point.
Self Assess- After the peer editing is completed and you make changes, you are to assess your own work. Use the scoring system provided on the test and put your score in a large font at the end of each section. Then share your document with Mr. Carpenter. Each of your peer editing partners will also assess your work and give you scores for each section. They will email Mr. Carpenter the scores. The emailing protocol is to put the two names of the people you are assessing in the title of your email. Then in the body of the email, put each person’s name and then list each section number with the score you give.

Here is a sample:



Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body. 



Karim’s scores-

1- 3 and 2
2- 5
3- 4

4- 7


Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2. Note: This is now due on Monday October 5. 



2) Unit Question Documentation using Mindmeister Mind Maps: 


Create a Mindmeister mind map. Entitled it “12 HL or SL-EQ-your first & last name”. Share your map with Mr. Carpenter (carpenter.cas@gmail.com) and a classmate. Create four nodes from the center. Put the following unit questions in each of the four nodes:

  • How did Stalin become a totalitarian dictator? (Look to create a series of nodes in timeline fashion.)
  • How did he stay in power over time? (Look to create a series of nodes with different tactics that he used over time. Categorize the tactics and give examples.)
  • How well did Stalin do at creating economic equality in the Soviet Union? (Look to create nodes that list actions with secondary nodes that list the results of the actions.)
  • 2 parts: What were the major events and their effects in Soviet foreign policy during the 1930’s? How did WWII affect Soviet foreign policy? 
  • How do we judge Stalin in advancing the Soviet Union? (Look to do a positive and negative listing of nodes.)

You will update this mind map during this unit to add information, specific events/dates, ideas, insights, etc. as you build your understanding around these Unit Questions. You will eventually be doing the same thing for Hitler and Mao. This will enable you to have three collections of information from which to compare and contrast the three leaders of single party states. 
Your completed mind map will be due October 21

3) Textbook Reading: pp. 233-238. Read and outline. 


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For classes meeting Wednesday and Thursday:

1) Paper 1 Rewrite: It is due via Google Docs by 8:00 am Friday. Your partner’s assessment of your work is also due on Friday. If your partners fail to email their assessments in, your grade remains the same. Take appropriate communication steps to ensure their compliance. No Stalinistic techniques allowed. 



2) Textbook Reading: Read pp. 238-246. Outline the reading and write down any questions that come up. Skim pages 8-28 in the Stalin book as you look for new information that you can add to your mind maps of the unit questions and closely read the section on foreign policy pp. 29-36. Be ready to share some insights and new understanding you are learning as you develop your mind maps of understanding around the unit questions. Bring your Stalin book with you to class each day.

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For classes meeting Friday and Monday:

1) Bring your Stalin book to class with you each day.

2) STS: Students Teaching Students-

Each of you is going to prepare a short lesson to present to your table group. Let’s form tables of five.

Each table is to count off assigning each member a number from 1 to 5.  You will be assigned a question that you will work to answer using our textbook, the Stalin book and any other resources you can find. Create either a Mindmeister mind map with your name and question in the middle or a Google Doc with your name and the question in the file name. Share it with Mr. Carpenter who will assess the depth and quality of your response.

After you do your research and answer your question, export your Mind Map to your laptop or print it out. Do the same if you do a Google doc. You will be presenting your answer to a small group in class so you will need your notes. You will come to class ready to give your lesson and then listen to your four partners present their learning. Your teammates will be ready to listen attentively and to ask questions.

They will need to take limited notes because you will be able to share your mind map or Google Doc with them upon their request. As smart consumers of information, you will be asking members of the other groups who did a good job in their lesson. You will then ask those individuals to share their mind map/Goo Doc with you.

Topic Numbers:


  • Ones- To what extent was the success of Stalin in retaining power in the USSR between 1929 and 1953 due to the appeal of Communism?
  • Twos- To what extent is it true to say that a successful economic policy is the most important factor for a single party ruler to remain in power?
  • Threes- Was Stalin no more than a "Red Czar"?
  • Fours- “In order to achieve and retain power a leader of a single-party state needed to be ruthless, blind to human suffering, and yet charismatic.”  To what extent do you agree with this assertion? Use Stalin as a case study.
  • Fives- Compare and contrast the economic aims and policies of Lenin (1917 to 1924) and Stalin (1928 to 1941).

Sunday, September 27, 2009

Week in Review

American Studies: The students will receive their exams back this coming week. A big lesson is that the Essential and Unit questions really guide what is important to learn in our studies. Students are also seeing why their teachers say writing with support and rich details is so important in sharing one's understanding.

The Revolution and Constitution unit will involve our first work with primary and secondary document analysis. It will be interesting and enlightening for the students to better understand the guiding principles of the Declaration of Independence and the American Constitution. Be prepared for some questions at home as students really reflect about what rights they think we all should have.


IB History: I think it has been quite the eye opener for our students to learn what a big figure Joseph Stalin was in the 20th century. The students excellent study of the Russian Revolution from last year gives them the foundation for understanding where Stalin began his efforts to have total power in the Soviet Union. As we work to answer many questions about his techniques and decisions, the students are beginning to profile how dictators can develop and keep single party political systems in place.

Tuesday, September 22, 2009

Week in Review

American Studies: We completed our studies of the exploration and English colonization of North America. Our learning centered upon a set of questions that are posted here in our class blog. We continued  to learn about the present day through current events reading and blog write ups. The students made connections to the history and current state of Morocco as they wrote about colonization and its effects.

The students will have their exam for this unit either Thursday or Friday depending on their meeting date. They have very clear guidelines as to what to study for their short essay exam. Starting Monday, September 28, we will start the Revolution and Constitution unit.

IB History: We completed the Interwar years unit of study. Students took a Paper 1 style exam in class and have a take home essay exam due when we return to class on Wednesday September 23. The next unit will be on the first on the rise of single party states. We will study Stalin and the Soviet Union.

IB History Homework: September 23 - 25

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For classes meeting Thursday and Friday: Remember that the homework below is due for the next class meeting. :)

1) Review the ESPRAT+G site to further your understanding of this approach to analyzing social studies. 


2) Read in Europe 1870-1991 textbook pp. 227-233 Sections 8.4-8.6. Outline and write questions that come up as you read. Plan to bring the questions to class. 


3) Paper 1 Exam Rewrite: Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques. 

Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
  • Writing- Introduction paragraph with clear topic/thesis. Introduction paragraph includes topics for following paragraphs. Transition sentences from one paragraph to another. Good word choice, strong sentence fluency in well-organized essay. 
  • Content- Excellent use of examples and factual information to support author’s points.
  • Question- The essay question is clearly answered. 
  • Don’ts- Watch for your partner getting too philosophical, using conjecture on “what ifs”, overgeneralizing, and being vague- not to the point.
Self Assess- After the peer editing is completed and you make changes, you are to assess your own work. Use the scoring system provided on the test and put your score in a large font at the end of each section. Then share your document with Mr. Carpenter. Each of your peer editing partners will also assess your work and give you scores for each section. They will email Mr. Carpenter the scores. The emailing protocol is to put the two names of the people you are assessing in the title of your email. Then in the body of the email, put each person’s name and then list each section number with the score you give.

Here is a sample:



Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body. 



Karim’s scores-

1- 3 and 2
2- 5
3- 4

4- 7
 

Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2.

Monday, September 21, 2009

American Studies Homework: September 23 - 25

Note: American Studies section 02 has their test on Thursday September 24 and sections 01 and 03 take the test on Friday September 25. Remember to bring your notes with you to class on your test day.
_______________________________

Homework for next week meeting on Monday (Sept. 28) and Tuesday (Sept. 29):

Prentice Hall America book: Read pp. 40-49. Outline your reading. Answer the following questions- (PDFs will be emailed to the class that doesn’t have this book.)
  • What was the importance of the French and Indian War? How did it affect the colonists and British leadership? 
  • What issues and concerns by the colonists lead to their declaring independence from Britain?
  • What were some of the main principles from which the Declaration of Independence was created? In other words, what new ideas and beliefs did the Declaration “state”?

Sunday, September 13, 2009

IB History Homework: September 14-18

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For classes meeting Monday and Tuesday:


1) Paper 1 Exam in class on Thursday for HL and Friday for SL.


2) Take home closed book/notes, etc. essay exam. Due by 9:00 am Wednesday September 23. Mr. Carpenter will email you your essay exam by this Tuesday Sept. 14 midday. Your choices for turning it in are to either create/share a Google Doc, email as an attachment or print out or put on Mr. Carpenter’s desk by Wednesday September 23 9:00 am. No late work will be accepted. Mr. Carpenter will email reply to all students who send in their exams digitally so make sure you receive his response. Mr. C’s phone number is 0644017312 if there is any question of whether your completed exam reaches him.

A phone call will be made to your parents if you fail to turn in the essay exam on time. The call will only be to explain your zero- not to get your parents to push you to do the work. If you turn in a digital version, name the Google Doc-Word file “First name-last name-Unit 5 Exam”. Thus, you have the choice of completing the exam before the holiday if you choose.

2) You will learn more about the conflicts that demonstrated the expansionistic nature of fascist and strongly nationalist nations in the 1930’s by watching short online videos on Abyssinia, Manchuria, and the Spanish Civil War I and II.

3) Chapter 11: Mrs. Mitchum stated that the summer homework assignment clearly stated to read and outline all of chapter 11. If you did not accomplish this, finish reading and outlining the chapter. Remember that the last sections will overlap with future units on the rise of Hitler, Stalin and WWII.

__________________________________
For SL meeting on Wednesday September 16:

1) Prepare for your Paper 1 in class exam on Friday.

2) Start working on your take home essay exam emailed to you by Mr. Carpenter.

3) Due Thursday September September 24> Read pp. 217-226 in your textbook Europe: 1870-1991. Outline your reading in a Word document.


HL will have the above reading and outlining due for class on Friday September 25.


American Studies Homework: September 14-18

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For classes meeting Monday and Tuesday:

1) iTunes Podcast subscribing: Go to the iTunes Store podcast page to search for podcasts that interest you. Find at least one to subscribe to, listen and then write a blog post describing the podcast and what you learned from listening to it. 


2) More Resource Reading on Colonization: Continue to answer the following questions: “What were the positive effects of colonization of the Americas? Who benefited and how? What were the negative effects? Who felt the negative effects the most?” And add a new one... “Why do people migrate (forced or by choice) from one land to another? Remember to use ESPRAT+G to help you analyze information.  Use the following two sites to continue your learning. Take notes that connect to answering the questions.

Site 1

    Site 2


3) Mindmeister: Set up your account.

____________________________
For classes meeting Wednesday and Thursday:

1) Reading: Students with Pathways to Present book are to read pp. 24-30. Continue to add notes to your comparing and contrasting the New England, Mid-Atlantic and deep Southern colonies. Students with A History of the United States book are to read pp. 38-49. All students are to read the About.com article on the colonies.

2) Famous Student Bloggers: Read a newspaper article that lists students who have made it big through their blogs. Follow the links to read what they have to say.

3) Blog Post: Take your class warm up and write a blog post answering the following questions:

  • What are different reasons why Moroccans migrate away from Morocco? 
  • Using ESPRAT, what are possible different groups and what are their reasons? 
  • Who is migrating to Morocco? Why?
Remember to use Labels to categorize the information in your post.

4) Write a blog post defining in depth the term “mercantilism”. Take notes in your laptop or notebook using the following sites.

Site 1    Site 2

____________________________
For classes meeting Friday and Wednesday Sept 23:

No specific homework over the holiday but you will have a test next Thursday or Friday depending on when your class meets and you do have additional reading to do for Thursday/Friday. Part of your homework for next Thursday is to read the 3 PDFs Mr. Carpenter emailed you. These readings offer rich details and background information to add to your notes as you prepare for the test. So definitely read carefully, take notes and then review them.

Review the videos and text as well as additional documents provided from today’s lesson site. You will find a great deal of information here as you compare and contrast the 13 colonies.

Make sure you have good notes and can answer all the questions presented in this unit.

See below:
  • Why study history?
  • What does ESPRAT+G stand for? How do you use it to study social studies?
  • Why were several European nations in a good position to start exploring across the Atlantic ocean by the 1500s?
  • What were the positive effects of European colonization of the Americas? 
  • What were the negative effects? 
  • Describe the need for slaves in America. What were they needed for most? Fully explain. Why did the colonists turn to Africa for slaves? 
  • Where did the Spanish mainly conquer and colonize? What was the main form of wealth that they gained from their efforts? 
  • Where did the English mainly conquer and colonize? What was the main form of wealth that they gained from their efforts?
  • What was “mercantilism”?
  • How were the three regions of the English colonies alike and different? 
Be very specific in your ability to answer these questions. You should be able to write full and multiple paragraphs for each question. 

Wednesday, September 9, 2009

Learning Community Guidelines

Here are the actions and behaviors that your table groups shared that will be our learning community guidelines.

  • Follow our school dispositions (creative, community minded, enthusiasm for learning, ethical, reflective, respectful, and responsible)
  • Speak English and not speak when someone else is talking
  • Be disciplined to be attentive and engaged
  • Nurture and build from one another's ideas
  • Be curious and ask questions
  • Work to make connections from history to our lives
  • Make our class work and homework count
  • Variety in which teams we work with
  • Have fun!

Sunday, September 6, 2009

Week in Review

We completed our first week of classes at CAS beginning the process of building our learning communities in each classroom. After being hired last December to come and work at CAS, it was a wonderful feeling to finally start working with my students. :)

American Studies: We worked to set up protocols (Gmail, Google Documents, etc.) for the class and will continue this week to develop the guidelines for behavior in the classes. We started our study of American history looking at the question "Why were several European nations in a good position to start exploring across the Atlantic ocean by the 1600's?". We will move forward this week to look at colonization in the Americas as well as here in Morocco. One of the main ways we learn is by connecting new information to what we already understand. The students also spoke to their parents about what skills they need in our world today. So be ready parents to continue to be a partner in our learning community! Your children will have lots of questions and discussion topics for you.

IB History: We are spending some time getting to know one another as I am coming in mid-stream working to support the excellent instructional strategies used by Mrs. Mitchum last year. I feel very fortunate to have her close by for consultation as we use old and new techniques to help our 12th graders learn and prepare for their exams. They were very helpful and resourceful this week bringing together a list of learning strategies that they felt were helpful last year. As for history topics, scan the homework below to see what topics and questions your children are researching, collaborating and building their understanding around.

American Studies Homework: September 7 - 11

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For classes meeting Tuesday and Wednesday:

1) Blog Reading for Learning: To see other international school teachers and student blogs, do Google Blog search (http://blogsearch.google.com/) using the following “shanghai american school”. Look to search for your interests, hobbies, etc. You are to find at least one blog that you like and add it to your blog roll. Be ready in class to share what you learned from doing your search and which blog you added to your blog roll.

2) Why Study History?: You are to analyze the following sources that discuss the value of studying history. Write a blog post summarizing which reasons make the most sense to you giving your reasons. Focus on how history affects society as a whole and you as an individual. Offer one example of how history has affected you.

Site 1  Scroll down to the heading “History: What is it good for?”. I do challenge you to read all the information on this page, though. :)

Site 2  This is a long article with some challenging words. However, I think you will get a lot from reading it.


3) Continue to share this blog with your parents! And when you are ready, share your blog with them as well. :)

4) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your History class contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.


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For classes meeting Thursday and Friday:

History Reading: America Pathways book students are to read pages 11-12, 14-18. A History of the United States book students are to read pages 26-38. Come to class ready to answer the questions “What were the positive effects of colonization of the Americas? Who benefitted and how? What were the negative effects? Who felt the negative effects the most?” Take notes as you read whether in your laptop or on paper. Write a blog post about where and how you see the effects of colonization here in Morocco. Talk to your parents for insights. Be prepared to add to the class discussion on this question about the effects of colonization. We will start class off with a quiz about your reading. Be prepared.

IB History Homework: September 7 - 11

Note that we will use this blog to post homework until the school starts using Edline in a few weeks. Remember the homework is due the following class meeting date and if digital, it is due by 5:30 am.

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For classes meeting Tuesday and Wednesday:

Special Note: To receive credit for setting up your Gmail and Google Docs you must send me an email and share your Paper 1 and Ch. 11 Outline with me by 8:30 am Tuesday if you are in the HL class and by 8:30 AM on Wednesday if you are in the SL class. If you only have a paper copy of your summer homework and/or tried to share them via Google Docs but could not, then bring in paper copies by the deadline. If you have not sent Mr. C your Gmail address, you are already falling behind in receiving important resource materials.

1) Research your assigned question using all available resources going beyond what was provided in the book. Start with your Chapter 11 outlines and today’s presentations but then go on to use all the resources that you can find. Follow the guidance of your table leader to collaborate using your Google Document. Don’t forget that we have a library to do research!

Use the following guidelines that were presented in class:

-A team leader will be chosen for each table. 

-Each table will create one Google Doc to share between themselves and Mr. Carpenter. The team leader will do this.
-The leader will guide the team to come up with a plan for researching to find answers to the assigned question.
-Each team member records his/her research into a Word doc and then pastes it into an open section of your Google Doc. Set a deadline the night before this is due so the team leader (or whomever has a laptop) can then go into the Goo Doc and export it into Word to bring to school to work on in class. 
-In our next class meeting, your teams will be given time to review their research to prepare a presentation to the class answering their assigned question. You will be teaching the class so be creative in helping us learn!
-The final Word document is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams.




Table Assignments:


T1- Why did the League of Nations fail? (Extra Challenge: In what ways was the League not a failure?)
T2- To what extent did the isolation of Russia and the US contribute to the collapse of the new international order?
T3- Why is it difficult to objectively reflect on the appeasement policy of Prime Minister Chamberlain?
T4-What consequences can a nation-state employ when another country is ignoring international condemnation?
T5-How significant was the role of nationalism after WWI and to what extend did it contribute to WWII?


Note: Mr. Carpenter will be emailing you some articles to read to help you do your research so check your Gmail accounts!

2) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your IB History contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.

3) Continue to share this blog with your parents. Help them understand what you are working on!


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For classes meeting Thursday and Friday:

1) Make sure that your computer either has a built in microphone or that you have one to plug in. Secondly, you will need voice recording software. On the Mac you can use GarageBand or Audacity and on Windows machines you can use Audacity or maybe you have built in software. You will be using voice recording throughout the year so make sure you are ready to record. 


2) Team Leaders from today: The final Word document of your presentation is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams. Once you receive the Google Docs from the other teams, share it with your team members.



3) Trading History Cards: You are to research and write down on small index style cards information about the following topics. Some have been covered in your presentations so this will be review. Try to find paper that is a little thicker than regular paper. On one side you write the topic in large letters and on the other side you are to answer the following key questions: What/Who?, When?, Why Important? and Any Connections to other key topics, events, or persons? Your cards cannot be any larger than 9 cm by 9 cm. Do include a drawing, map, etc. if you can. :) 

We will have a little competition in class to see whose specific cards you would like to trade for the most. Each student/player will have to ask for and review a trading card from as many classmates as possible on all the topics listed below. When we meet and have our trading session, each student will be allowed to ask for 7 cards in total from other players. You will also write down on your personal scorecard how well you know each topic and who has the best card for each topic. We will count how many requests the top players have at the end of the game. 


Wilson's 14 Points

Collective Security
Appeasement
Conflicts: Abyssinia, Manchuria, Spanish Civil War
World Disarmament Conference
Ruhr Occupation
Germany's rearmament
Locarno Pact
Washington Conference
Kellog-Briand Pact
Litvinov’s Pact
Sudentland
Anschluss
Dawes Plan
Great Depression
Isolationism
Munich Conference
Nazi-Soviet Pact
Rome-Berlin Axis

Sunday, August 30, 2009

Welcome to My Blog

This is the blog that I will use this year to share what is happening in our American Studies and IB European history classes. Individuals use blogs for various reasons but for me, it is a place to write about the topics, concepts, learning, etc. that goes on in my classes. I will use the Edline online tool mainly to list homework assignments as I feel that it is important for me to model a skill that your students will be performing as they become bloggers writing about their learning, reflecting, understanding of current events, etc for me classes.

I will be introducing myself to my students during class time but for parents here is some information for you before we meet in person. I am married to Margaret Carpenter who is the Lower School librarian. I have two sons- Samuel (grade 8) and Maxwell (grade 6). We are an international family having lived in Central American, Scotland, Europe and Asia. Samuel was born in Saudi Arabia and Maxwell in Panama.

My skills as an educator include teaching social studies/humanities, counseling, instructional technology, and curriculum development. My guiding principle has always been to focus on working with others to develop and facilitate the most meaningful learning possible for my students.

As part of my effort to be a lifelong learner, I have written several articles for magazines as well as being an active blogger at Lessons Learned and U Tech Tips and podcaster as well.

One of the first questions you might have is "what are blogs and why use them?" A blog is an online journal that allows for two way communication. I will write in this blog about what is happening in my classes and you as readers can use the comment tool to share your thoughts, reflections, ideas, etc. We start having a conversation which leads to learning from each other. We begin the process of forming a learning community.

So what is going to happen during our first week of classes? The American Studies and the IB history courses will do similar activities as we get to know each other, set some goals and prepare our technology toolkits for learning.

Questions we will discuss:

Why blog?
Who am I today and who do I want to be in June?
Why study history?
What are skills world citizens and workers need today and in the future?

American Studies:

We will begin our study of the colonization of North America.


IB History:

We will begin our study of the time period between World War I and II. The students read a chapter from Europe 1870 - 1991 over the summer using their analysis and summarization skills to prepare an outline that is due the first week of school.

I look forward to a fantastic year with your children. Please contact me at dcarpenter@cas.ac.ma if you have any questions about my classes.

12th History SL & HL Homework: August 31 - September 4

Note that we will use this blog to post homework until the school starts using Edline in a few weeks. Remember the homework is due the following class meeting date and if digital, it is due by 5:30 am.

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For classes meeting Monday and Tuesday:


1) Learner Profile: Create a profile of you as a Learner today. Create a profile of who you want to be as a learner in June. In other words, what goals do you hope to reach by June: 

You are to create a personal profile of yourself. Draw from the information you present in your Facebook or MySpace pages to create a profile of who you are today. In other words, paint a picture of yourself. The second part of the task is to describe who you would like to be by the end of the school year. Look to use categories like who you are socially, emotionally, physically and intellectually.  You will share your present day and June profiles with the class in a 4 minute or less presentation.
The presentation format is up to you (e.g., PowerPoint, Mind Map, Song, Poem, Art, etc.)


2) Email Mr. Carpenter using your Gmail account so that he can add you as a contact. Make sure to list your full name and class (History HL) in the subject line. Mr. Carpenter will be receiving emails from all his students this week so make sure you follow this protocol.  


3) Chapter 11 outline and primary source analysis summer homework: If possible, copy and paste into two separate Google Docs. Name one “Chapter 11 Outline” and the second “Primary Source Analysis”. Share them with Mr. Carpenter using his Gmail email address (carpenter.cas@gmail.com). Make sure to list your full name and class in the subject line. Mr. Carpenter will be receiving emails from all his students this week. If you hand wrote them, bring them to class. In either case, bring a paper copy of both papers to class for peer editing support. 


4) Mr. Carpenter’s blog: You are to bookmark the URL of Mr. Carpenter’s blog (http://carpenter-cashistory.blogspot.com) on your parent’s computer. Have your parents read the introduction post in Mr. Carpenter’s blog. Explain to your parents that they should check the blog weekly to learn about what is happening in the class. This will be one way to bring your parents into our learning community. Mr. C will be posting the weekly homework assignments to the blog for the first couple of weeks as the school is not ready to start using Edline. In the future, the blog will where a summary of how the week went along with other information for your parents. 




Assessment: Remember that no late work is accepted for this class. If you fail to complete work, you let yourself and your classmates down as you will not be able to participate as well in our classroom learning activities. 




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For classes meeting Wednesday and Thursday:


1) OPVL Analysis: You have been hired by the director of a major museum to analyze several original primary source documents that have been donated to the museum. There is limited space in the display case of the museum. The museum director wants your analysis of the documents so that she can decide which ones best meet the purpose of the display. She is not looking for which one is the “best” or most valid, she simply wants insights as to what the documents provide using the OPVL analysis system.

You are to do your work in Google Documents, save it as “12SL or HL-Museum-Your Name”. Share it with Mr. Carpenter. Bring a paper copy or your laptop with a Word version to class.

Using the OPVL categories, write a description of each document listed below. Mr. Carpenter will email you a document that further describes the OPVL process. Make sure he has your email address!



The League of Nations is Alive   First two paragraphs

Mussolini writes about Fascism   First seven paragraphs

Cartoon  I don’t have where this source was printed but the date is in the 1920s.

Cartoon  I don’t have where this source was printed but the date is in the 1920s.


2) Your Profile Presentations are now due to be shared during our Friday and Monday class meeting times.


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For classes meeting Friday and Monday:

Chapter 11 Outline: Bring in either a paper copy of your outline or your laptop with it in Word. We will divide the topics up by table. Each table group will then share notes in preparation to lead a discussion on their assigned topic.

American Studies Homework: August 31 - September 4

Note that we will use this blog to post homework until the school starts using Edline in a few weeks. Remember the homework is due the following class meeting date and if digital, it is due by 5:30 am.

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For classes meeting Monday and Tuesday:

NOTE: Make the language in your Blogger account ENGLISH.

1) Profile of you as a Learner today and what goals you hope to reach by June:

You are to create a personal profile of yourself. Draw from the information you present in your Facebook or MySpace pages to create a profile of who you are today. In other words, paint a picture of yourself. The second part of the task is to describe who you would like to be by the end of the school year. Look to use categories like who you are socially, emotionally, physically and intellectually.  You will share your present day and June profiles with the class in a 4 minute or less presentation.

2) Email Mr. Carpenter using your Gmail account (carpenter.cas@gmail.com). Include the URL of your blog. Make sure to list your full name and class in the subject line. Mr. Carpenter will be receiving emails from all his students this week.

3) Blog Post: Set up your blog. Remember to include your first name in the blog title. Write your first post about your goals for the school year. Remember to use the Label tool to categorize what your post is about.

4) Mr. Carpenter’s blog: You are to bookmark the URL of Mr. Carpenter’s and your blog on your parent’s computer. Have your parents read the introduction post in Mr. Carpenter’s blog. Explain to your parents that they should check the blog weekly to learn about what is happening in the class. They should also check your blogs to see what you are reflecting upon and learning. Mr. Carpenter will use the blog to post your homework assignments for the next week or so. We will then switch over.

Assessment: Remember that no late work is accepted for this class. If you fail to complete work, you let yourself and your classmates down as you will not be able to participate as well in our classroom learning activities.


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For classes meeting Wednesday and Thursday:

1) Reading: America Pathways book, students are to read pages 4-8. A History of the United States book- Start with section 3 on page 10 and read to page 12. Come to class ready to answer the question “Why were several European nations in a good position to start exploring across the Atlantic ocean?”.
 

2) Blogging: Two parts-

a) Go to the following sites to learn why blogging is such an important and useful endeavor (thing to do). Write a post in your blog about what you feel are the five main reasons why students should blog.


Site 1
Site 2

b) Skills for Life discussion with your parents: You are to talk with your parents to get their opinions on the following questions- “What skills do adults need in their family, work and community lives?” After they share their opinions, share what you learned about the 21st Century Skills we will be using in our learning community. Then write a second blog post sharing the main points about what skills your parents shared with you.

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For classes meeting Friday and Monday:

1) Current Events: Go to one of the following news sites to read up on what is happening in our world. Find a story that interests you. Read it carefully looking to answer the questions of “Who, What, How, When, and Why?”. Write a blog post with a title that describes the story. Then write your post answering the 5 analysis questions where you write full paragraphs like a new reporter does. DO NOT write Who- then write a sentence, etc. It is also helpful if you can add an image as well. But don’t forget to cite the Web page where you get your image. 


Aljazeera
BBC
New York Times Global Edition
CNN Student News in iTunes


2) Review the ESPRAT Web site to help you continue your understanding of this framework for analyzing social studies. Write a blog post describing ESPRAT in your own words.