Monday, October 1st

Hello my dear students! I miss you already.  It will have been over four full days. That's the longest we've been apart since the commencement of school.  How are you doing?

I trust you are being the endearing, sweet, hardworking rock stars that you always are for our lovely Rachael Sands!

If you have independent work time in class today, here are your options:

1.  Peer critique or refine Moral Development Interview Essay.  Due tomorrow, PRINTED AND STAPLED:

• Political Issue Research
• Notes from Interview and/or Interview Questions
• Rough Draft with peer critique comments
• Final draft

2.  Finish your Revolution reading and responses. This is due tomorrow either printed or emailed. If emailing, please include the assignment name in the subject.

Reading and Responses (40 points):  
*As you read these documents, be sure to take notes and mark passages that discuss the ideals of Security, Liberty and Freedom as they characterized the Revolutionary Era.

Secondary Sources
1. Zinn, Chapters 4 and 5:

·      Annotate with sticky notes and/or take notes on questions, connections, insights, reactions. Aim for at least 5 meaningful annotation notes per chapter.

·       Summarize the main claims that he is making.

·       Write 5 open-ended questions for our Socratic Seminar.

Primary Sources
2. Selections from Major Problems in American History

• Read the introduction on pp. 101-102 and the following essays: #s 1, 4-10
• Annotate the reading
• Respond to this question: The Revolution affected virtually everyone in American society.  How did it alter the lives of various groups-- men and women; Indians, slaves and European immigrants; loyalists and patriots-- in different ways?

RUBRIC

40 process pts	(10)	(8-9)	(6-7)	(5 or below)
Completeness ___x2=___	All required activities are completed.	Almost all required activities are completed.	Most required activities are completed.	Many activities are left uncompleted
Quality of Work Activities Annotations __x2=___	All activities are completed with great attention to detail.  Annotations show depth of thought and sincere effort to engage with readings. Above and beyond.	For the most part, activities are completed with some effort and detail. Annotations demonstrate sincere engagement with the readings.	Activities and annotations are done, but may show lack of effort and attention to detail.	Activities are incomplete or poorly documented. Annotations are scanty or non-existent.

Thursday, September 27th

Starter:  
Class A: Mini-lesson on Concessives or Verbal Phrases- YOUR CHOICE!
Class B: American Revolution Timeline Quiz

Agenda:

1. Debrief American Revolution Timeline Quiz

• What was the point of that activity?
• How did the merchants and messengers feel? How did the colonists feel? 
• How does it help explain why some of the colonists wanted to revolt?
• Based on what you know so far, do you think they were justified in revolting?

2. Partner timeline activity:
You and your partner will receive 2 events. Your task is to create two note cards on each event:

• Notecard #1:  Title and date of the event + brief summary of the event
• Notecard #2:  Visual representation of the event

Suggested Resources
http://www.ushistory.org/declaration/revwartimeline.htm
http://memory.loc.gov/ammem/collections/continental/timeline.html

3. Work Time:

• Refine your Moral Development Interview Essay
• Work on Revolution reading/responses

Homework (DUE TUESDAY, 10/2):
1. Print and staple the following together for your Moral Development Interview Essay

• Political Issue Research
• Notes from interview and/or questions for the interview
• Rough draft with peer critique comments
• Final draft

2. Submit (either in paper copy or electronically) Revolution reading responses and notes

Reading and Responses (40 points):  
*As you read these documents, be sure to take notes and mark passages that discuss the ideals of Security, Liberty and Freedom as they characterized the Revolutionary Era.

Secondary Sources
1. Zinn, Chapters 4 and 5:

·      Annotate with sticky notes and/or take notes on questions, connections, insights, reactions. Aim for at least 5 meaningful annotation notes per chapter.

·       Summarize the main claims that he is making.

·       Write 5 open-ended questions for our Socratic Seminar.

Primary Sources 
2. Selections from Major Problems in American History

• Read the introduction on pp. 101-102 and the following essays: #s 1, 4-10
• Annotate the reading
• Respond to this question: The Revolution affected virtually everyone in American society.  How did it alter the lives of various groups-- men and women; Indians, slaves and European immigrants; loyalists and patriots-- in different ways?

RUBRIC

40 process pts	(10)	(8-9)	(6-7)	(5 or below)
Completeness ___x2=___	All required activities are completed.	Almost all required activities are completed.	Most required activities are completed.	Many activities are left uncompleted
Quality of Work Activities Annotations __x2=___	All activities are completed with great attention to detail.  Annotations show depth of thought and sincere effort to engage with readings. Above and beyond.	For the most part, activities are completed with some effort and detail. Annotations demonstrate sincere engagement with the readings.	Activities and annotations are done, but may show lack of effort and attention to detail.	Activities are incomplete or poorly documented. Annotations are scanty or non-exi

Class Feedback on Humanities 11

	Class A	Class B
What is going well?	-Willing to communicate with students -The pace -Group work time -Like having choice of when to work on assignments -The content is interesting (Different perspective) -Providing lots of ways to understand readings -Honors is going well because it's not too much extra work -DP is very well organized and very useful -Being able to email and share documents is a relief	Fun class Liking the topics Good context Seemed to always understand the topic when done Like the way the honors works is going Like the way the DP is set up very helpful Like Edmodo Better understanding of morality. Good pace The activities Liked how we have spontaneous debates
What needs refinement?	-Scaling back on the amount of readings. Do more in class work (Notes, investigations, lectures) -Lots of readings about a similar subject. Sort of helpful, but more repetitive. Would have been more helpful to have an overview -Less student teaching student. We don't always understand the subject -Doing something with the reading. Do something in class to help develop a perspective on it. -Go more in depth. We need more understanding -Starting new things while we are finishing up others -Hard to keep everything straight and understanding why we are doing what we are doing. Confusing. -Doesn't tie together -Too much overlap of subjects -Handouts can get lost really easily if they are handed out prematurely. Would help to have a recap. Less paper, more talking. -Enough time to get the products done but not enough time to make it as good as we can. Our work doesn't really reflect how good we really are.	Too much reading to comprehend in a certain matter of time More detailed lecture/ more overall pictures Coordinating with other teachers More in class work time More in depth understanding/ more activities/ more hands on One project on top of another. (Wait till we finish one project before going onto another) Overview reading (so we know what we are getting into) More class debates More time to digest More verbal projects

Wednesday, September 26th

Starter: NPR clip from Morning Edition: "Why Mental Pictures Can Sway Your Moral Judgement"

• Summarize the experiment that Green and Amit conducted.
• What were their findings?
• What new understandings or insights do you have about our study of morality and justice?

Agenda:

1.  Mini-lesson review: "Noun Phrase Appositives"

2.  Review the rubric for Moral Development Interview Essay

3.  Time to peer critique rough drafts!

4.  Work time:

• Revolution Reading
• Essay Refinement 

Homework:

See the homework and class notes tab above!

SUPER IMPORTANT EXTENSIONS and HOMEWORK ANNOUNCEMENTS:

As we discussed in class today:

I have CANCELLED Part II of "So You Say You Want a Revolution?" Assignment.  You no longer need to do the synthesis.

I have EXTENDED the deadline for PART I: Reading and Responses.  It is no longer due this Thursday. Rather, it is due next TUESDAY 10/2 along with the final draft of your Moral Development Interview Essay.  

The bar has been set high for quality responses to the reading, however.  See the student example of beautiful work for this assignment on my whiteboard under "Announcements".

Thanks!

Tuesday, September 25th

Starter: Feedback for Humanities 11
Think (Write)

• What's going well in this class?
• What needs refinement?

Pair- tell your neighbor!

Share- let's chat as a class!

Agenda:

1. When and How to Quote Mini-lesson

2.  Work Time!

• Ashley shares good examples of your practice coding each other
• Interview Essay
• Revolution reading + notes

Monday, September 24th

Essential Question: Why and for whom did the U.S. Revolution occur?

Objectives:  

• Understand what Ashley is looking for in your writing with regards to Development and Evidence.
• Examine the causes of the Revolutionary War and understand how various groups were affected by the Revolution.

Agenda:
1. Review student samples from Socratic Seminar Reflections

• Turn in your worksheet with circle areas for improvement so I can keep track of who needs help with which skills!

2.  Introduction to American Revolution mini-unit: "You Say You Want a Revolution?"

• Preconceptions:  
• What do you already know about the American Revolution? 
• Why did the colonies declare their independence from Britain?

• Review assignment description
• Check out this great example of student brainstorming/outlining
• Work time

Homework:  Check the "Homework" tab on the top of my DP.

Friday, September 21st

Objective:  Write a rough thesis statement and begin your outline for the MD Interview Essay


Essential Questions:

• What type of thesis statement should you write for this essay?
• How do I write an organized essay?

Starter:  

• What is a thesis statement? 
• How do you start an essay? (Do you brainstorm? Outline? If so, how?)

1.  Tips for Writing a Thesis Statement

• Read the handout as a class
• Brainstorm a possible thesis statement for your MD interview essay

2.  Essay Outline Handout

• Silently read the handout
• Write down questions you have about the structure, examples, and how it could apply to your essay
• I will address questions

3. Work time

• Read the new and better Kohlberg article
• Work on compiling your interview responses
• Analyze interview responses
• Begin outlining your essay and selecting quotes from our readings or outside sources to use.

Homework: 

• Work on your outline/draft of the MD interview essay.  Drafts are due Wednesday at which point we will peer critique.
• Read the new Kohlberg article I passed out in class Friday and use at least one quote from it in your essay
• If need be, follow-up with your interview subject to get more in-depth responses.

Thursday, September 20th

Starter:  http://www.huffingtonpost.co.uk/2012/04/16/moral-dna-test-womne-more-moral-than-men_n_1428076.html#slide=471092

What are your reactions to the video clip?

1.  Read the Huffington Post article above

• Who is Professor Steare?
• What is the Moral DNA Test?
• What are the results from the Moral DNA test that this article highlights?

2.  Take the Moral DNA Test- be sure to email yourself your results and/or open the pdf version.  http://www.moraldna.org/


3. Read and respond to your score:

• What questions do you have about your "score"
• What surprised you? 
• What seems right on? 
• How might this information help you in your own personal/social/academic growth?
• Which which of the other MoralDNA types do you most connect? Least connect? Why?
• Do you "buy" this type of classification? 

4.  Share your score and reactions with a classmate.

*Optional/Extension moral test: http://www.bbc.co.uk/science/humanbody/mind/surveys/morals/

5.  Star Trek: "Half a Life"
After watching the episode, respond to these questions. You may want to take notes during the episode as well. We'll discuss as a class afterwards.  

• What is the most significant quote in the episode? Why?
• What is the moral dilemma at play in this episode?
• How would the people of Kaelon justify their ritual?
• Do you agree with Lwaxana when she says, "But you have to. In a situation like this, you absolutely have to interfere!"?  What moral obligation does the Star Ship have for interfering?  
• "You've got to go down there, talk to those people, Jean-Luque,  open their eyes, educate them!" How is this an example of cultural relativism in terms of morality? If cultures do indeed have different morals, how do we decide whose are "right"?  
• Who do you think is the most moral character in this episode? Why?
• What connections can you make between this film and:
• Montana 1948
• Historical or Political events
• Other texts and/or philosophies we've read

Homework:  Interviews should be completed by tomorrow

Wednesday, September 19th

Starter: Carol Gilligan on Women and Moral Development

• What is Gilligan's argument?
• What is the most convincing piece. of evidence she uses?
• What is the least convincing piece of evidence she uses?
• Do you agree or disagree with Gilligan?  Explain.

1.  Practice!  Code your friend on his/her moral development with one of Kohlberg's 4 Moral Dilemma scenarios

Practice-Example

Moral Dilemma VII

Question: Which is worse? Stealing like Karl or cheating like Bob?

Answer: It is worse to steal like Karl because that is against the law and he will get punished.

Coded Stage: Stage 1- Punishment Orientation

Reason: This is clearly stage one because the subject simply responds in terms of the consequences involved. The only thing that determines right/wrong is punishment.

Quote: As explained in the article, “Kohlberg’s Method” a stage 1 subject “assumes that powerful authorities hand down a fixed set of rules, which he or she must unquestionably follow…the [stage 1 thinker] usually responds in terms of the consequences involved”(2). 

2.  Class brainstorm:  What makes a good interview question?

3.  Write interview questions for your interview (see Project Resources for the handout on this)

4. Work on Political Issue Research

Homework:  Finish interview questions and political issue research by tomorrow. Schedule your interview for either today or tomorrow. Allow 45 minutes to an hour for the interview.  

Tuesday, September 18th

Objective:  Understand Kohlberg's 6 stages of Moral Development
Essential Question:  How do we determine what is morally correct?

Starter:  Children Interviews about Heinz's Moral Dilemma
As you watch the video clip, take notes on how children make moral decisions.  

2. Now, take a closer look at Kohlberg's 6 stages:

• Read the second excerpt entitled "Kohlberg's method".   
• Summarize your group's moral development stage and explain how someone at your stage would respond to Heinz's dilemma. 
• Fill in the chart on the board and be ready to share your response with the class.

3.  Begin the Political Issue Research Handout

Homework:  Continue political issue research. 

Monday, September 17th

1. Starter: Kohlberg's Stages of  Moral Development 
What would YOU do?

2. Table Group Activity
After we define key terms in the reading, read the article on Lawrence Kohlberg from Ethics for Life.  

Key Terms Defined for understanding this article

Respond to these questions:
a.  What is a benefit of reaching a higher stage of moral reasoning? How does this compare with Plato's reasoning for why we should act morally just?
b. Why would some cultures be more "prone to promote virtue in their citizens" (212) than the U.S.?
c. Do you think that Animas tends to promote "conventional" reasoning in students like the article claims most colleges do? (p. 213)
d. What are Gilligan's criticisms of Kohlberg's theory? Do you agree with her? In other words, do you think that women and men have different views of morality? Explain/provide examples from your experience. 
e. What are criticisms of Gilligan's theory? (p. 219).

Homework:

• Take this Moral Test and copy and paste one of the moral dilemmas you like best to use for your interview essay.

• If you missed class today, please watch the video on my blog and take notes in your starter section. Additionally, review the Moral Development Interview Essay  and take the Moral Test.   You can get the readings from me upon return.  

Friday, September 14th

1. Finish Bury My Heart at Wounded Knee

2. Write a reaction to the film/readings:

• Write a reaction to the film/readings.
• What did you find the most interesting/shocking about the historical events contained in the film and readings?
• What new perspectives have you gained on the American West and/or American history?
• Keep this in your "small stuff" section of your binder. Could show up at end of semester notebook check.

Homework:

• Finish Socratic Seminar Reflection/Assessment by Monday
• Ashley's Seminar Notes from Class A's seminar

Thursday, September 13th

Essential Question
Was the Battle at Wounded Knee a "battle" or a "massacre"?

Agenda

1. Starter: Reading by Eduardo Galeano

2. Review Quest Answers

3. 40 minutes of Work Time:

• Read "The Ghost Dance War" (Ohiyesa)- optional
• Seminar Reflection/Assessment or Independent Study Proposal for Honors
• Make a new post or comment on a post on edmodo
• Finish "Ashley's Tedious Activity"

4. Begin film: Bury My Heart at Wounded Knee

Post Film: 

• Write a reaction to the film/readings.
• What did you find the most interesting/shocking about the historical events contained in the film and readings?
• What new perspectives have you gained on the American West and/or American history?
• We'll discuss then I'll ask you to keep this in your "in class assignments" section of your binder. It could show up at end of semester notebook check.

Seminar Groups for Wednesday

Class A Seminar Round 1 Jessie D. Riley Zhanna Josh G Ally India Elizabeth Nano Isaac Helen Skyler Brooke

Class A Seminar Round 2 Mandi Natalie Elijah CJ Jack Deanna Eli Jess K. Hanna Grayson Trevor Sally Nikki D.

Class B Seminar Round 1 Hunter Molly Martina Shannon lacey Kaleb Geoy Robin Nathan Josh

Class B Seminar Round 2 Taylor Kaylee Bri Dusty Stephen jasper Eliot Sam Natasha Brittney

Tuesday, September 11th

Food for Thought: The history of Westward expansion is one of violence and injustice.  Montana 1948 addresses this history through the story of one family.  The novel raises the question, do we have an obligation to look at violence and injustice and do something about it, or should we simply look away? 

Objectives

• Deconstruct Montana 1948
• Understand the theme "prejudice" and "racism" in the novel through the U.S. government's treatment of  Native Americans

Use the following two links to access all things related to the Montana 1948 seminar:

Folder with Socratic Seminar Reflection and Rubric
Once you click on this link, you'll see the three documents.  To download one, click "File" then "Download as".  

Montana 1948 Seminar Prep Handouts
Once you click on this link, you'll see the documents that include the Group seminar prep and individual seminar prep.  The individual seminar prep handout includes the "required prep" questions that you will also use for your seminar reflection AFTER the seminar.

HOMEWORK:
See Monday's post!

Today's Agenda:
1. Starter (background knowledge on the history of White/Native American relations)
2.  Short film clip from People Speak

What is the irony in Zinn's words as he says: Expansion of nation westward and then overseas  is presented as bringing civilization and liberty to other people... To liberate people from tyranny" 

3. Read Ch. 7 in A People's History  pages 124-133 and page 146 or all of Ch. 7 in A Young People's History

• Annotate Ch. 7 by selecting passages that explain how the U.S. government or government officials justified their treatment of Native Americans during this era- pay close attention to Andrew Jackson.

4. Class Discussion: How does this reading help shed light on the themes of prejudice and inequality in Montana 1948?

5. Individual seminar prep

Monday, September 10th

Objectives

• Demonstrate your understanding of the 3 moral theories (Deontology, Utilitarianism and Rights Ethics).
• Begin prepping for Montana 1948 seminar.

Essential Question:  How do we decide what makes something morally right/wrong?

Agenda:

• Starter: Review your notes for the quiz 

• Whole class: Discuss remaining questions

• Quiz!

• Montana 1948 Group Seminar Prep

Resources/Links:

• Montana 1948 Seminar Prep Handouts
  Once you click on this link, you'll a folder of documents that include the group seminar prep AND individual seminar prep.  The individual seminar prep handout includes the "required prep" questions that you will also use for your seminar reflection AFTER the seminar.

Homework:
1.  Finish "Ashley's Tedious Scavenger Hunt" activity DUE: FRIDAY 9/14
2.  Finish Montana 1948 and prepare for the seminar on Wednesday

Week in Advance Homework:

• Socratic Seminar on Montana 1948  on Wednesday 
• In order to be in the seminar, you must submit your seminar prep first thing in class Wednesday morning. I will send/give you the individual seminar prep after receiving your group prep questions on Monday.  
• Seminar reflection + self-assessment due for non-Honors students on MONDAY 9/17
• "Ashley's Tedious DP Scavenger Hunt" Activity due Friday
• Honors Ind. Study Proposal due Friday

Group Seminar Prep: Montana 1948

---

Essential Questions:  
1. How does the novel define justice? Is justice served in this novel? What is the role of the individual in creating a just society? What is the role of the government or law enforcement system in creating a just society?
2. How is the history “we” tell revealing of “our” truths?  To what extent is United States history subjective?  How does knowing and understanding the complexities of US history create a better understanding of today’s society and what it means to be “American?”
3.   What are race relations like in the novel and why?  How do these relations impact how justice was or was not served?  To what extent are these issues surrounding race still present in modern U.S. society and why?

Directions:
As a group, discuss “Reaction” and “Clarification”.  Then, take notes on “Questions” and “Themes/Binaries”.  By the end of class, email me ONE document with:

• everyone’s name
• list of questions
• list of universal themes/binaries

Reaction:  Discuss your individual experiences reading this book.  What was your emotional reaction?
Clarification:  Help each clear up any confusion that you have about the plot, characters, resolution, etc… In addition, discuss the following:

a. Who are the important characters? Using sticky notes, mark pages that discuss significant details about that character.  For example, you might mark the picnic scene where Davy’s grandfather invites “his son” up to speak as this reveals critical information about the family dynamic.

b. What is the setting of the book and why might it be significant?

c.  What is the relationship like between whites and Native Americans in the novel? For your own seminar prep, you may want to mark significant passages that speak to this issue.  

Choose a scribe for the group to type the following:
Questions:  Share your seminar questions with each other.  As a group, evaluate each one on its merit as a seminar question.  Eliminate or revise those that do not meet the standard.  Compile a list of questions.  Write the two strongest questions on the board.
Universal themes/Binaries:  Make a List.  Discuss as a group how this novel addresses each of these binaries.  Where do the binaries get complicated?  Where do they dismantle themselves?
If time: Discuss one of the essential questions. This will help you with seminar prep.