THE DAILY BLOG
Monday, 11.14.11
Today was the Unit 2 Test. There were a total of 20 students that came to the morning study group out of a possible 88 USH students. Many of the students found that drill-and-practice works well. Also, many found that creating anecdotes or story maps was also beneficial. An example would be when we were reviewing Henry George. George composed a book entitled Progress and Poverty, which focused on the end of land speculation that he believed would eliminate poverty. I told the students to envision King George with wealth immediately around him but poverty around the castle. Then, I said to envision his large empire, which included a ton of land with very poor peasant people. The king, to win the affection of his wife, a former poor person, decided to divide the lands so everyone would have some wealth (no need to speculate to win riches) and live happily ever after. From this, they were able to remember that George had wealth (progress) and that he was surrounded by poverty; hence, Wealth and Poverty. Also, they could see the king's lands, which was redistributed among the people, which would end land speculation.
I added these two forms of learning, anecdotes and story mapping, to the differentiated learning page on this site.
Once again, we have an awkward schedule. Since they will be career surfing next week, Monday and Tuesday, we are going to cram the chapter into this week and take the quiz on Friday, 11.18.11. Since this is a social chapter on the Twenties, students should easily be able to master the material.
Tonight, please talk to your student about the study session. If they attended, have them reflect on how it helped, and how they can institute similar programs from home. If they did not attend, ask the student how they justify not seeking additional tutoring provided by the teacher for free.
Homework tonight is to read Chapter 15, Section 01 and complete the questions. They should emphasize the material on Sacco and Vanzetti. Then, they should review their vocabulary words that are part of Section 01. Please ask them to define any words that have a (1) after it. Thanks!
Tuesday, 11.15.11
Today, we finished watching Iron-Jawed Angels. Feel free to discuss this film with your student. A key question would be to see how they feel about violating the law for what they believe (civil disobedience).
They received their unit test grades today. I was very pleased with the performance of those that attended the study group on Monday morning at 6:30 AM. A huge thank-you to the parents/guardians that made sure they were here on time. Here is how they did:
A: 6
B: 7
C: 9
D: 0
F: 0
This demonstrates that they are able to perform at a high level. They simply need guidance on what and how to study, which is something we are always attempting to improve. Of the six A students, one of them helped establish the curve with a student from Mr. Keller's class. Awesome!
Tonight, the student should complete the questions to Chapter 15, Sections 2 & 3. Also, a reminder that the Chapter 15 Quiz will be Friday due to career cruising next week. Tonight, if you can reinforce the information on Sacco & Vanzetti and add the Harlem Renaissance, that would be awesome. These are two areas we will be discussing tomorrow in class.
Thanks to all you do on your end to assure that your student reaches their academic potential in U.S. History!
Wednesday, 11.16.11
We began class by discussing how many people traveled to the site last night and reviewed with their parents over Sacco & Vanzetti and the Harlem Renaissance. Surprisingly, there were not many that worked with their parents. Although I know you are busy with your careers and responsibilities at home, I once again am asking for you assistance in ensuring your student reaches their potential.
We discussed the Harlem Renaissance by practicing drill-and-practice. I want the students to master this skill for gaining knowledge. This would be easy for you to assist at home by asking them their completed homework in a drill-and-practice format. If they know this when entering class, we can then work on the next level of Bloom's, which is comprehension.
Students were informed to once again make sure they work on Sacco & Vanzetti and the Harlem Renaissance. On top of that, I would like them to focus on the material associated with Henry Ford in Section 4. Finally, if they are having any problems understanding concepts or information from Chapter 15, they should explore the "Help" page and email me questions!
Once again, a friendly reminder that your student will be taking the Chapter 15 Quiz on Friday, 11.18.11, rather than on Monday. Also, tomorrow, Thursday the 17th, is their opportunity to retake the Unit 2 Test during ASP, Academic Support Period.
Thursday, 11.17.11
The focus of the class today was on African-Americans during the Great Migration and the Harlem Renaissance. Students worked with a map that showed the flow of African Americans to the North during the period of The Great Migration, 1916-1930. As a class, we analyzed why people moved to the specific locations in their North, West, and East that they chose. With whatever time was remaining, the students practiced a webbing/mapping of the term Harlem Renaissance.
Tonight, please encourage your student to study for the Chapter 15 Quiz, which will be issued tomorrow, Friday, 11.18.11. They should study the questions carefully, which are on this site (with answers). Also, encourage your student to use the "help" page and to email me their understanding of certain material and then what they desire I further explain.
Friday, 11.18.11
The students took the Chapter 15 Quiz today. There were some great scores, which included a perfect 100%. However, many of the students struggled too. Last evening, I placed the questions and answers to the second half of the quiz on the website. If the student checked the updates every hour between five and seven, they would have received the most challenging portion of the quiz on a plate.
After completing the quiz, the class viewed a ten-minute portion of a film that discusses the ten most important cars in American history. Today, they saw the argument for the 1908 Model T being the number one car. Also, an argument was made for the 1929 Dussenberg being the eighth ranked vehicle. Finally, based on which class period they had, the 1885 Benz Motorwagon was also presented, as the "first" automobile in history. Please discuss these vehicles with your student and emphasize the revolutionary impact the assembly line and Henry Ford had on Michigan and America.
Today was the Unit 2 Test. There were a total of 20 students that came to the morning study group out of a possible 88 USH students. Many of the students found that drill-and-practice works well. Also, many found that creating anecdotes or story maps was also beneficial. An example would be when we were reviewing Henry George. George composed a book entitled Progress and Poverty, which focused on the end of land speculation that he believed would eliminate poverty. I told the students to envision King George with wealth immediately around him but poverty around the castle. Then, I said to envision his large empire, which included a ton of land with very poor peasant people. The king, to win the affection of his wife, a former poor person, decided to divide the lands so everyone would have some wealth (no need to speculate to win riches) and live happily ever after. From this, they were able to remember that George had wealth (progress) and that he was surrounded by poverty; hence, Wealth and Poverty. Also, they could see the king's lands, which was redistributed among the people, which would end land speculation.
I added these two forms of learning, anecdotes and story mapping, to the differentiated learning page on this site.
Once again, we have an awkward schedule. Since they will be career surfing next week, Monday and Tuesday, we are going to cram the chapter into this week and take the quiz on Friday, 11.18.11. Since this is a social chapter on the Twenties, students should easily be able to master the material.
Tonight, please talk to your student about the study session. If they attended, have them reflect on how it helped, and how they can institute similar programs from home. If they did not attend, ask the student how they justify not seeking additional tutoring provided by the teacher for free.
Homework tonight is to read Chapter 15, Section 01 and complete the questions. They should emphasize the material on Sacco and Vanzetti. Then, they should review their vocabulary words that are part of Section 01. Please ask them to define any words that have a (1) after it. Thanks!
Tuesday, 11.15.11
Today, we finished watching Iron-Jawed Angels. Feel free to discuss this film with your student. A key question would be to see how they feel about violating the law for what they believe (civil disobedience).
They received their unit test grades today. I was very pleased with the performance of those that attended the study group on Monday morning at 6:30 AM. A huge thank-you to the parents/guardians that made sure they were here on time. Here is how they did:
A: 6
B: 7
C: 9
D: 0
F: 0
This demonstrates that they are able to perform at a high level. They simply need guidance on what and how to study, which is something we are always attempting to improve. Of the six A students, one of them helped establish the curve with a student from Mr. Keller's class. Awesome!
Tonight, the student should complete the questions to Chapter 15, Sections 2 & 3. Also, a reminder that the Chapter 15 Quiz will be Friday due to career cruising next week. Tonight, if you can reinforce the information on Sacco & Vanzetti and add the Harlem Renaissance, that would be awesome. These are two areas we will be discussing tomorrow in class.
Thanks to all you do on your end to assure that your student reaches their academic potential in U.S. History!
Wednesday, 11.16.11
We began class by discussing how many people traveled to the site last night and reviewed with their parents over Sacco & Vanzetti and the Harlem Renaissance. Surprisingly, there were not many that worked with their parents. Although I know you are busy with your careers and responsibilities at home, I once again am asking for you assistance in ensuring your student reaches their potential.
We discussed the Harlem Renaissance by practicing drill-and-practice. I want the students to master this skill for gaining knowledge. This would be easy for you to assist at home by asking them their completed homework in a drill-and-practice format. If they know this when entering class, we can then work on the next level of Bloom's, which is comprehension.
Students were informed to once again make sure they work on Sacco & Vanzetti and the Harlem Renaissance. On top of that, I would like them to focus on the material associated with Henry Ford in Section 4. Finally, if they are having any problems understanding concepts or information from Chapter 15, they should explore the "Help" page and email me questions!
Once again, a friendly reminder that your student will be taking the Chapter 15 Quiz on Friday, 11.18.11, rather than on Monday. Also, tomorrow, Thursday the 17th, is their opportunity to retake the Unit 2 Test during ASP, Academic Support Period.
Thursday, 11.17.11
The focus of the class today was on African-Americans during the Great Migration and the Harlem Renaissance. Students worked with a map that showed the flow of African Americans to the North during the period of The Great Migration, 1916-1930. As a class, we analyzed why people moved to the specific locations in their North, West, and East that they chose. With whatever time was remaining, the students practiced a webbing/mapping of the term Harlem Renaissance.
Tonight, please encourage your student to study for the Chapter 15 Quiz, which will be issued tomorrow, Friday, 11.18.11. They should study the questions carefully, which are on this site (with answers). Also, encourage your student to use the "help" page and to email me their understanding of certain material and then what they desire I further explain.
Friday, 11.18.11
The students took the Chapter 15 Quiz today. There were some great scores, which included a perfect 100%. However, many of the students struggled too. Last evening, I placed the questions and answers to the second half of the quiz on the website. If the student checked the updates every hour between five and seven, they would have received the most challenging portion of the quiz on a plate.
After completing the quiz, the class viewed a ten-minute portion of a film that discusses the ten most important cars in American history. Today, they saw the argument for the 1908 Model T being the number one car. Also, an argument was made for the 1929 Dussenberg being the eighth ranked vehicle. Finally, based on which class period they had, the 1885 Benz Motorwagon was also presented, as the "first" automobile in history. Please discuss these vehicles with your student and emphasize the revolutionary impact the assembly line and Henry Ford had on Michigan and America.