March 31st and April 10th

A1-World Civilizations:  I had a substitute teacher today.  Students were given a map of political map of Asia to label and color.  A test date will be given to the students at a future time.

A2-World Civilizations:  I had a substitute teacher today.  Students were given a map of political map of Asia to label and color.  A test date will be given to the students at a future time.

A3-Honors World Civilizations:  I had a substitute teacher today.  Students watched the Cold War film, Night Crossing.  It is about an escape over the Berlin wall by hot air balloon.   We will finish this next time.

A4-World Wars:  I had a substitute teacher today.  Students watched the film, Swing Kids.  It is about German youth who resisted Nazi rule in 1930’s Germany.  We will finish this next time.

B5-World Civilizations:  Because I had a substitute teacher last time, I will do the same thing with my B day classes.  Students were given a map of political map of Asia to label and color.  A test date will be given to the students at a future time.

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March 27th and 28th

A1-World Civilizations:  Europe Map test today.  Students study for a few minutes, turn in their Europe Political Maps, and take the test.

A2-World Civilizations:  Europe Map test today.  Students study for a few minutes, turn in their Europe Political Maps, and take the test.

A3-Honors World Civilizations:  Today I taught the students how to create a rough outline landform map.  We did coastlines, mountain ranges, and drainage basins.  Students also turned in their 4th Quarter Project Approval Forms.

A4-World Wars:  Today I gave a presentation on Propaganda in World War II.  There are no assignments today.  Just a few notes on the presentation.

B5-World Civilizations:  Europe Map test today.  Students study for a few minutes, turn in their Europe Political Maps, and take the test.  Students receive an assignment on Athens and Sparta. This assignment is due next time.

B7-World Civilizations:  Europe Map test today.  Students study for a few minutes, turn in their Europe Political Maps, and take the test.  Students receive an assignment on Athens and Sparta. This assignment is due next time.

B8-World Civilizations:  Europe Map test today.  Students study for a few minutes, turn in their Europe Political Maps, and take the test.  Students receive an assignment on Athens and Sparta. This assignment is due next time.

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March 6th and 7th

A1-World Civilizations:  Today I gave a presentation on Christianity.  Students started class by writing a Christian statement of belief and then sharing what they think Christians believe with a partner.  Then we look at the Apostle’s Creed to see how that compares with their statements.  After that, I have a PPT on basic Christian beliefs.  This also includes some video segments from the “History of Mankind” that shows the crucifixion and how Christianity spread through the Roman Empire and it’s adoption by Constantine the Great.

A2-World Civilizations:  Today I gave a presentation on Christianity.  Students started class by writing a Christian statement of belief and then sharing what they think Christians believe with a partner.  Then we look at the Apostle’s Creed to see how that compares with their statements.  After that, I have a PPT on basic Christian beliefs.  This also includes some video segments from the “History of Mankind” that shows the crucifixion and how Christianity spread through the Roman Empire and it’s adoption by Constantine the Great.

A3-Honors World Civilizations:  

  1.  Project Due Date Reminder:  3rd Quarter Projects due on Thursday, March 9, 2017
  2.  We discussed any issues they may have with their projects.
  3.  I introduced North Korea as a case study for a look at Communism in the world today.
  4. We watched 36 minutes of the film, “Inside North Korea” by National Geographic.

 

A4-World Wars:  

  1.  We finished the battle sheet for World War One.
  2. I covered America’s involvement in the war starting with rationing and the Spanish Flu outbreak through the end of the war with the Treaty of Versailles.
  3. We will have a test review next time.  A final test on World War One will be on Monday, March 13th.
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February 17th and 21st

A1-World Civilizations:  Students used the entire period to work on their oil essay assignment.  This is due next time (Feb 22) and I will assume it is finished and shared with me on Google Drive.

A2-World Civilizations:  Students used the entire period to work on their oil essay assignment.  This is due next time (Feb 22) and I will assume it is finished and shared with me on Google Drive.

A3-Honors World Civilizations:  Students took a quiz on Chapter 9 of Animal Farm.  We discussed and corrected the quiz in class.   For the remainder of class, we watched more of the live-action film”Animal Farm.”

A4-World Wars:  Students received a battle map packet of the main battles we will be covering in class. We reviewed the Schlieffen Plan, the initial German offensives, Battle of the Marne (1st Marne, and the Race to the Sea.  The class simulated the flanking maneuvers used during the Race to the Sea.

B5-World Civilizations:  Students used the entire period to work on their oil essay assignment.  This is due next time (Feb 23) and I will assume it is finished and shared with me on Google Drive.

B7-World Civilizations:  Students used the entire period to work on their oil essay assignment.  This is due next time (Feb 23) and I will assume it is finished and shared with me on Google Drive.

B8-World Civilizations:  Students used the entire period to work on their oil essay assignment.  This is due next time (Feb 23) and I will assume it is finished and shared with me on Google Drive.

 

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February 15th and 16th

A1-World Civilizations:  I gave the students the assignment, “Why We Need Petroleum.”  It shows a list of common products and items we use each day and take for granted.  It also shows a kitchen that is fully furnished and then shows another picture of the same kitchen, but with all the products made from oil stripped out of it.  Students then refurnish the kitchen with products than can be made from non-petroleum sources.

I also took the students to the computer lab to take a survey for me.  Afterwards, they began the process of writing a five paragraph essay on whether or not it’s possible to completely replace fossil fuels with alternative energy sources.   Absent students need to see me for more information on how to access this assignment and do it.

A2-World Civilizations:  I gave the students the assignment, “Why We Need Petroleum.”  It shows a list of common products and items we use each day and take for granted.  It also shows a kitchen that is fully furnished and then shows another picture of the same kitchen, but with all the products made from oil stripped out of it.  Students then refurnish the kitchen with products than can be made from non-petroleum sources.

I also took the students to the computer lab to take a survey for me.  Afterwards, they began the process of writing a five paragraph essay on whether or not it’s possible to completely replace fossil fuels with alternative energy sources.   Absent students need to see me for more information on how to access this assignment and do it.

A3-Honors World Civilizations:  Students took a quiz on Chapter 8 of Animal and received an Analysis sheet on the chapter.  We corrected it, discussed it, and turned it in.  Students then watched more of the film, “Stalin: Man of Steel.”  34:01

A4-World Wars:  We finished the film called World Wars.  Students received 8 information/coloring pages for tanks used in World War One.  They can color one for extra credit if they would like. We read the first two sheets together and students highlighted key sections.  Student then spent the rest of the period working on the Trench Warfare Crossword Puzzle which is due next time in class.  Their  aircraft logos are also due next time.

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February 13th and 14th

A1-World Civilizations:  As part of the Middle East unit I teach the students about oil.  I introduced students to a small barrel of Saudi Arabian light sweet crude.  I talk about how the “crude” oil is refined into various oil products and those products’ importance to our modern society and our daily lives.  For the remainder of the period, students watch a mega-disasters film called Oil Apocalypse which gives a history of oil production, uses for oil, it’s prominent role in our society and economy, peak oil, and a possible, doomsday scenario if we run out of oil due to supply disruption or demand outstripping available supply.

A2-World Civilizations:  As part of the Middle East unit I teach the students about oil.  I introduced students to a small barrel of Saudi Arabian light sweet crude.  I talk about how the “crude” oil is refined into various oil products and those products’ importance to our modern society and our daily lives.  For the remainder of the period, students watch a mega-disasters film called Oil Apocalypse which gives a history of oil production, uses for oil, it’s prominent role in our society and economy, peak oil, and a possible, doomsday scenario if we run out of oil due to supply disruption or demand outstripping available supply.

A3-Honors World Civilizations:  The first part of class was spent talking about the next due date for the project, Feb. 23rd, rough draft of the game board.  Students took a quiz on Chapter 7 of Animal Farm.  We corrected the quiz, discussed the answers, and turned it in for points.

A4-World Wars:  Students turned in the assignments that were due today–Reaction Questions for Flyboys; Air War Crossword, and Aces High.  We began a film called “World Wars.”  It gives a good, overarching view of the war in it’s entirety.  This broad recounting of the war helps students to understand the macro-view of the war itself and is a good frame of reference for when we get into the micro-view with the specific battles and events.

B5-World Civilizations:  I had a substitute teacher today since I was gone to a district meeting.  Students watched a mega-disasters film called Oil Apocalypse which gives a history of oil production, uses for oil, it’s prominent role in our society and economy, peak oil, and a possible, doomsday scenario if we run out of oil due to supply disruption or demand outstripping available supply.  They filled out a sheet that had questions that prompt a response to some of the themes in the documentary.  These were turned in by the end of the period.

B7-World Civilizations:  I had a substitute teacher today since I was gone to a district meeting.  Students watched a mega-disasters film called Oil Apocalypse which gives a history of oil production, uses for oil, it’s prominent role in our society and economy, peak oil, and a possible, doomsday scenario if we run out of oil due to supply disruption or demand outstripping available supply.  They filled out a sheet that had questions that prompt a response to some of the themes in the documentary.  These were turned in by the end of the period.

B8-World Civilizations:  I had a substitute teacher today since I was gone to a district meeting.  Students watched a mega-disasters film called Oil Apocalypse which gives a history of oil production, uses for oil, it’s prominent role in our society and economy, peak oil, and a possible, doomsday scenario if we run out of oil due to supply disruption or demand outstripping available supply.  They filled out a sheet that had questions that prompt a response to some of the themes in the documentary.  These were turned in by the end of the period.

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February 9th and 10th

 

A1-World Civilizations:  We went over the handout on the Ladder of Prejudice and discussed it.  Students were then assigned an identity from someone who was victimized in the holocaust (Jews, Gypsies, Political Prisoners, etc)  and read a brief biography about their assigned person. Each student was assigned a different person.   They then did a meet and greet where they walked around the room and had conversations with other and what happened to them during the Holocaust. These identities came from the Holocaust Museum in Washington, D.C. and are a part of an activity for students to learn about the Holocaust.  It is a way to learn about somebody who actually lived through this time and to pay respect to those people in an effort to “never forget.”

Students turned in the assignment at the end of the period.

A2-World Civilizations:  We went over the handout on the Ladder of Prejudice and discussed it.  Students were then assigned an identity from someone who was victimized in the holocaust (Jews, Gypsies, Political Prisoners, etc)  and read a brief biography about their assigned person. Each student was assigned a different person.   They then did a meet and greet where they walked around the room and had conversations with other and what happened to them during the Holocaust. These identities came from the Holocaust Museum in Washington, D.C. and are a part of an activity for students to learn about the Holocaust.  It is a way to learn about somebody who actually lived through this time and to pay respect to those people in an effort to “never forget.”

Students turned in the assignment at the end of the period.

A3-Honors World Civilizations:  Students took a quiz on Animal Farm: Chapter 6.  We debriefed the chapter in class.  I then started a documentary “Stalin: Man of Steel” which chronicles life in the Soviet Union under his dictatorship.  (19:40)

A4-World Wars: We finished the last ten minutes of the film “Flyboys.”  Students then received the following assignments:

1.  Flyboys Reaction Questions-Due Monday, February 13th.

2.  Flyboys Logo Assignment-Due Friday, February 17th

3.  The Air War Crossword Puzzle-Due Monday, February 13th

4.  Aces High-Due Monday, February 13th

B5-World Civilizations:

We went over the handout on the Ladder of Prejudice and discussed it.  Students were then assigned an identity from someone who was victimized in the holocaust (Jews, Gypsies, Political Prisoners, etc)  and read a brief biography about their assigned person. Each student was assigned a different person.   They then did a meet and greet where they walked around the room and had conversations with other and what happened to them during the Holocaust. These identities came from the Holocaust Museum in Washington, D.C. and are a part of an activity for students to learn about the Holocaust.  It is a way to learn about somebody who actually lived through this time and to pay respect to those people in an effort to “never forget.”

Students turned in the assignment at the end of the period.

B7-World Civilizations:

We went over the handout on the Ladder of Prejudice and discussed it.  Students were then assigned an identity from someone who was victimized in the holocaust (Jews, Gypsies, Political Prisoners, etc)  and read a brief biography about their assigned person. Each student was assigned a different person.   They then did a meet and greet where they walked around the room and had conversations with other and what happened to them during the Holocaust. These identities came from the Holocaust Museum in Washington, D.C. and are a part of an activity for students to learn about the Holocaust.  It is a way to learn about somebody who actually lived through this time and to pay respect to those people in an effort to “never forget.”

Students turned in the assignment at the end of the period.

B8-World Civilizations:

We went over the handout on the Ladder of Prejudice and discussed it.  Students were then assigned an identity from someone who was victimized in the holocaust (Jews, Gypsies, Political Prisoners, etc)  and read a brief biography about their assigned person. Each student was assigned a different person.   They then did a meet and greet where they walked around the room and had conversations with other and what happened to them during the Holocaust. These identities came from the Holocaust Museum in Washington, D.C. and are a part of an activity for students to learn about the Holocaust.  It is a way to learn about somebody who actually lived through this time and to pay respect to those people in an effort to “never forget.”

Students turned in the assignment at the end of the period.

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