THE DAILY BLOG
Monday, 10.31.11
Students took the Chapter 13 Quiz today, which focused on Progressivism. The web site had hundreds of hits this weekend; however, they tend to Mr. Keller's students rather than my own. Most hours volunteered that only two or three of them had visited the site. The scores on the quiz were disappointing; albeit that a student received a 100% and numerous others performed in the 90s. However, it became obvious who studied and who did not. The first half of the quiz were strict knowledge (memorization) from their sheets. If they had checked the site during the weekend, they would have reduced their studying by half or more. The second half of the quiz focused more on comprehension. Interestingly, the students performed virtually equally on comprehension as they did on knowledge. This informs me that they simply need to study more in numerous cases.
Students received all the homework for the week today. This allows them to work ahead if time permits. Notice that they have two assignments due on Friday since this is a five section chapter. Students also received their vocabulary and term sheet for the chapter. Once again, please help your student by discussing those words with them. In many cases, you will know definitions that they do not. I can't overemphasize how important the parent/guardian is to the educational process. I can make all the presentations, web sites, and questions I want; however, I need your help to assist them in reaching their potential.
Tuesday, 11.01.11
Today, I collected their homework and then we talked a little about the quiz. They were encouraged to come during ASP and review their quiz, especially since many would need to retake. Only about six students of almost 100 attended ASP. We began a movie that focuses on the cause of the First World War. We watched it in segments of three to five minutes. I would hit pause and ask them what they had just seen/heard or questions would be raised. The students were having difficulty focusing on the film to verbally submit answers. Please ask your student about Gavrilo Princip, Serbia, Franz Joseph, Ottoman Turkey, etc. They should be able to trace events that are leading to war. We will finish the "cause" film tomorrow.
Wednesday, 11.02.11
We began the class by refocusing on behavior today. I enjoy a "tight ship" and am somewhat old-school in my expectations. The students responded wonderfully to my requests. I told the students that I would be available Wednesday, Thursday, and Friday of this week at 7:00 AM until 7:00 PM in my classroom. I told them they can come for any variety of help they require in U.S. History.
As far as the lesson, it varied by the hour. A couple of classes focused a little on vocabulary. The key words discussed were Alsace-Lorraine, Asphysiated, Endeavor, Marne, and Sovereignty. Once again, all these words came from their vocabulary sheet, which coincides with their nightly readings. No words are ever presented that are not in the text itself.
Next, we moved into the film regarding the "causes" of World War I. We learned a little regarding the Black Hand, Vienna's multi-cultural status, Dragutin Dimitrijevic, Slavs, and Ethnic Unrest. Please discuss terms and issues with your student. Once again, focus on cause/effect whenever possible.
Thursday, 11.03.11
I am having some technical difficulties altering my calendar right now; hence, here is a reminder for the student to complete both Sections 4 & 5 for Friday. Today, we traveled through the web site again. A discussion took place regarding Uncle Sam and numerous historical terms. Parents/Guardians, please ask your student about about the following terms: Daylight Saving Time, Armistice, Brigadier General, Marne, Alsace-Lorraine, and Serbia.
Since you have so much homework simply with the questions, I will have a light class tomorrow, which means you won't have to study terms, vocabulary, or be ready for drill-and-practice. In class, we will be watching a fairly light film called Foot Soldier. In the past, students have found this film enjoyable. You will learn about trenches, uniforms, etc. associated with the foot soldier during WWI. I have placed the rest of the emphasized questions on the Chapter 14 "Help" page.
Friday, 11.04.11
Students watched Foot Soldier today in class. This was a nice, casual view of the First World War, especially in relation to the infantry. It also looked at some causes and the impact the war had. Monday, we have a Chapter 14 Quiz. Please encourage your student to use the "Help" page that will be updated throughout the weekend. Also, I loaded Chapter 13 Quiz, which means you and your student can review two separate quizzes to better ascertain my style for an assessment. Thanks for a great week students! I look forward to meeting the parents/guardians next week during conferences. If you have a major issue, please arrange to meet with me at a separate time. The gymnasium with a line of parents is not the best time for us, the parent/guardian and the teacher, to deal with sensitive issues. Please use my email address, [email protected] , to arrange a separate meeting.
Students, don't forget that next week is a test review week. I will present you with a review sheet on Monday and play a film, Iron-Jawed Angels, which focuses on the suffragist movement. It stars Hilary Swank and Angelica Huston; thus, it is a pretty good flick.
Students took the Chapter 13 Quiz today, which focused on Progressivism. The web site had hundreds of hits this weekend; however, they tend to Mr. Keller's students rather than my own. Most hours volunteered that only two or three of them had visited the site. The scores on the quiz were disappointing; albeit that a student received a 100% and numerous others performed in the 90s. However, it became obvious who studied and who did not. The first half of the quiz were strict knowledge (memorization) from their sheets. If they had checked the site during the weekend, they would have reduced their studying by half or more. The second half of the quiz focused more on comprehension. Interestingly, the students performed virtually equally on comprehension as they did on knowledge. This informs me that they simply need to study more in numerous cases.
Students received all the homework for the week today. This allows them to work ahead if time permits. Notice that they have two assignments due on Friday since this is a five section chapter. Students also received their vocabulary and term sheet for the chapter. Once again, please help your student by discussing those words with them. In many cases, you will know definitions that they do not. I can't overemphasize how important the parent/guardian is to the educational process. I can make all the presentations, web sites, and questions I want; however, I need your help to assist them in reaching their potential.
Tuesday, 11.01.11
Today, I collected their homework and then we talked a little about the quiz. They were encouraged to come during ASP and review their quiz, especially since many would need to retake. Only about six students of almost 100 attended ASP. We began a movie that focuses on the cause of the First World War. We watched it in segments of three to five minutes. I would hit pause and ask them what they had just seen/heard or questions would be raised. The students were having difficulty focusing on the film to verbally submit answers. Please ask your student about Gavrilo Princip, Serbia, Franz Joseph, Ottoman Turkey, etc. They should be able to trace events that are leading to war. We will finish the "cause" film tomorrow.
Wednesday, 11.02.11
We began the class by refocusing on behavior today. I enjoy a "tight ship" and am somewhat old-school in my expectations. The students responded wonderfully to my requests. I told the students that I would be available Wednesday, Thursday, and Friday of this week at 7:00 AM until 7:00 PM in my classroom. I told them they can come for any variety of help they require in U.S. History.
As far as the lesson, it varied by the hour. A couple of classes focused a little on vocabulary. The key words discussed were Alsace-Lorraine, Asphysiated, Endeavor, Marne, and Sovereignty. Once again, all these words came from their vocabulary sheet, which coincides with their nightly readings. No words are ever presented that are not in the text itself.
Next, we moved into the film regarding the "causes" of World War I. We learned a little regarding the Black Hand, Vienna's multi-cultural status, Dragutin Dimitrijevic, Slavs, and Ethnic Unrest. Please discuss terms and issues with your student. Once again, focus on cause/effect whenever possible.
Thursday, 11.03.11
I am having some technical difficulties altering my calendar right now; hence, here is a reminder for the student to complete both Sections 4 & 5 for Friday. Today, we traveled through the web site again. A discussion took place regarding Uncle Sam and numerous historical terms. Parents/Guardians, please ask your student about about the following terms: Daylight Saving Time, Armistice, Brigadier General, Marne, Alsace-Lorraine, and Serbia.
Since you have so much homework simply with the questions, I will have a light class tomorrow, which means you won't have to study terms, vocabulary, or be ready for drill-and-practice. In class, we will be watching a fairly light film called Foot Soldier. In the past, students have found this film enjoyable. You will learn about trenches, uniforms, etc. associated with the foot soldier during WWI. I have placed the rest of the emphasized questions on the Chapter 14 "Help" page.
Friday, 11.04.11
Students watched Foot Soldier today in class. This was a nice, casual view of the First World War, especially in relation to the infantry. It also looked at some causes and the impact the war had. Monday, we have a Chapter 14 Quiz. Please encourage your student to use the "Help" page that will be updated throughout the weekend. Also, I loaded Chapter 13 Quiz, which means you and your student can review two separate quizzes to better ascertain my style for an assessment. Thanks for a great week students! I look forward to meeting the parents/guardians next week during conferences. If you have a major issue, please arrange to meet with me at a separate time. The gymnasium with a line of parents is not the best time for us, the parent/guardian and the teacher, to deal with sensitive issues. Please use my email address, [email protected] , to arrange a separate meeting.
Students, don't forget that next week is a test review week. I will present you with a review sheet on Monday and play a film, Iron-Jawed Angels, which focuses on the suffragist movement. It stars Hilary Swank and Angelica Huston; thus, it is a pretty good flick.