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.
Saturday, October 31, 2009
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.
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.
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.
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
__________________________________
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".
__________________________________
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.
_______________________________
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.
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".
__________________________________
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.
_______________________________
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
___________________________
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:
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:
3) Textbook Reading: pp. 233-238. Read and outline.
___________________________
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.
___________________________
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:
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.
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.
3) Textbook Reading: pp. 233-238. Read and outline.
___________________________
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.
___________________________
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.
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.
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