Week 15- Dec.5-8

Friday and Monday

1. Watch this video and take Cornell Notes regarding the main parts of the impacts of the disease.

Monday

1. Create an ACROSTIC Poem to show your learning and interpretation of the disease.

Tuesday-Wednesday

1. Watch the film, GUNS, Germs and STEAL to understand the conquest of the Spanish in the Inca Empire.  Make a T-Chart that looks at “haves and have nots” in the two worlds.  Continue this film on Wednesday.  Students should have a completed page of notes and work in small groups to explain the role that disease played in the ‘fall’ of the Inca Empire.

Thursday

1. Inca Disease Learning Stations- Document Based Questions: All stations are in paper form except the following.  This source is an overview of disease in the Inca Empire.: https://colonialdiseasedigitaltextbook.wikispaces.com/1.4+Smallpox+in+Peru 
2. Students are expected to examine various sources on disease, medicine and technology in the Inca Empire.  With each source they view, they will work in small group to answer one or more document-based questions.  At the end, they will work to complete an ACES response in which they INCLUDE evidence from 2 or more of these sources.

Week 13: 11/14-11/18

Thursday and Friday, 11/17-18

1. Complete ACES response.
2. Watch FUEDALISM video: https://www.youtube.com/watch?v=xxDDg0wQkRg
3. Take C-Notes and then go back and HIGHLIGHT your assigned Feudal Perspective.
4. Read the Perspectives Handout and PUKE on the article.
5. Work to create a: video, rap, poem, skit, or choice that shows your team understands the role of your feudal group, and the costs and benefits of being in that group.
6. LAUNCH: Include in your performance what you would change (improve, develop or get rid of) with the feudal system.  Also, use an online resource to further develop your understanding of the law, order and society.

Wednesday, 11/16

1. Work on a poster to show your understanding of the ‘instability’ of the Middle Ages.
2. Work on an ACES prompt: To what extent did people in Europe experience stability during the Middle Ages?

Tuesday, 11/15

1. Finish cartoon video and circle map.
   1. Share out what you “notice” or “wonder” about Europe in the Middle Ages.
2. Begin PUKING on an article about FEUDALISM.

Monday, 11/14

1. Make a T-Chart in small groups (collectively and individually) identify the characteristics that we know about INCA government and society and the USA government and society.
   1. Share out the things we “notice” as a whole group
2. Begin a cartoon about EUROPE in the Middle Ages. Take notes in a CIRCLE Map to identify, “what it looked like” “felt like” and ideas about “government and society.”  We will finish this on TUESDAY: https://www.youtube.com/watch?v=7No3JNxnC6E

Week 12: Nov. 7-10

Thursday, Nov. 10

1. Watch CNN Student News. Take notes identifying the different stakeholder groups and how they responded to the election results.

http://www.cnn.com/studentnews

Wednesday, Nov. 9

1. Debrief election results in a CIRCLE discussion.

Monday and Tuesday, Nov. 7/8

1. Finish researching two ballot measures.  Make sure you have a THINKING MAP that represents your notes in an organized way.

 

Week 11: Oct. 31- Nov.4

Thursday, Nov. 3

Continue Research: SHARE YOUR INITIAL FINDINGS WITH YOUR FAMILIES!  Produce a second Thinking Map to organize your notes from your voting research.  On the back of your poster, please write:

My job is to share what I have learned so far about ONE race for an elected official and ONE initiative or ballet measure.  Parent/Guardian Signature: ______________________

Wednesday, Nov. 2

1. Students will continue their research of ONE initiative that is currently on the ballot and one elected official position.  They will begin research by using the WA VOTER Pamphlet Guide from the Sec. of State and then move to other resources.

VIDEO GUIDE

http://www.tvw.org/video-voters-guide/

WRITTEN COMPLETE TEXT GUIDE

https://weiapplets.sos.wa.gov/MyVoteOLVR/onlinevotersguide/Measures?language=en&electionId=63&countyCode=xx&ismyVote=False&electionTitle=2016%20General%20Election%20

Tuesday, Nov. 1

Students took care of their priorities. See below- they are listed in the order that they should be completed:

1. Social Studies REFLECTION for CONFERENCES.
2. ACES response: How effective were the laws of the INCA government?
3. CNN Student News Notes completed.
4. Begin research: ONE initiative that is currently on the ballot and one elected official position.  They will begin research by using the WA VOTER Pamphlet Guide from the Sec. of State and then move to other resources.

https://weiapplets.sos.wa.gov/MyVoteOLVR/onlinevotersguide/Measures?language=en&electionId=63&countyCode=xx&ismyVote=False&electionTitle=2016%20General%20Election%20

Monday, Oct. 31

1. Discuss basics of ‘issues’ that impact Washington Voters.

Week 10: Oct. 24-28

Thursday, Oct. 27

1. Read and “PUKE” on an article about INCAN LAWS.  Ms. Stromme will lead the class in a Socratic Seminar focusing on how the Inca worked to keep law and order.  Students should walk away with an understanding of the different laws and a critical analysis of those laws they agreed and disagreed with and why…Students might also consider how or why these laws could or shouldn’t be applied in our world today.

Tuesday and Wednesday, Oct. 25-26

1. Today in class we looked the different ranks or ‘classes’ of Incan society.  Based on a set of in-class readings, students drew a pyramid and identified the ‘ranks and organization’ of Incan society.  Students who ‘Launched’ evaluated the effectiveness of the ranking system and/or made connections to our society today.

incan-pyramid-of-power CLICK HERE TO SEE THE ACTIVITY SHEET.

inca-society-made-kid-friendly CLICK HERE TO SEE the INCA SOCIETY READINGS

Monday, Oct. 24

1. Today we continued out theme of social justice by taking our first look into the INCA CIVILIZATION.  Students visited ‘learning stations’ in which they collected WHO, WHAT, WHERE, WHEN, WHY and HOW information about this civilization.

• ONE: Inca Interactive Website- Rituals and Beliefs

http://www.dkfindout.com/us/history/incas/

• TWO: Primary Source Analysis/Agriculture

http://callisto.ggsrv.com/imgsrv/FastFetch/UBER2/elac_0002_0003_0_img0290

• THREE: Inca Geography

http://incas.mrdonn.org/geography.html

• FOUR: Textbook pages: 65-67
• FIVE: In-class text resources.

Week 9: Oct 17-21

Friday, 10/21

1. Continued the EUROPE Stations work.

Thursday, 10/20

• STATION ONE: Feudal Pyramid

https://s-media-cache-ak0.pinimg.com/736x/31/f0/e3/31f0e3104ee7e910076c0a42c4ef5ef4.jpg

• STATION TWO: Overview of Europe- sketch animation

The Middle Ages in 3 1/2 minutes

• STATION THREE: Role of the Church

http://www.historylearningsite.co.uk/medieval-england/the-medieval-church/

• STATION FOUR: Trade in the Middle Ages

https://cps-gis.maps.arcgis.com/apps/MapJournal/index.html?appid=f214752ef3664dbf92249c84784b3971&webmap=5dac4dfd35bf4c3cbf4891d9f8614bb9

• STATION FIVE: Children’s Book
• STATION SIX: Textbook

Wednesday, 10/19

1. Both classes debriefed the film. We talked about questions we had, parts of the film that really resonated and made connections to Malala’s life experiences.  In both classes, we began to talk a little bit about the role of government in the United States (structure of political parties and the ideologies of political parties including the political spectrum and where CLINTON and TRUMP fall on that spectrum).

Tuesday, 10/18

1. Irregular school schedule today.  Students went to the Pickford Cinema to watch a documentary about girls fighting for their right to education in Afghanistan.  Great connection to our book read about MALALA.

Monday, 10/17

1. Today in class, students received their MALALA unit tests back.  They were asked to write a reflection of their learning for the first month of school- this reflection will be used at conference time in the coming weeks.

 

Week 8: Oct. 10-13

Friday- No school for students.

Thursday, Oct. 13

1. 1/2 Day- Malala Test.

Wednesday, Oct. 12

ACES response- review for test.

Tuesday, Oct. 11

1. Today we finished I AM MALALA.
2. We read Ch. 34, 35 and the Epilogue (see link below).
3. https://goucher.box.com/s/thfs4z55m62h9b988rbaimw6sqr3wbe6

 

After reading, students posted their FRIDAY “CHOICE WORK” that they completed with the substitute.  Students who did not have this completed, were not invited to participate in the following activity.  In a GALLERY WALK format, students were able to read the work of their peers.  For each work that they viewed they “replied” to the person by using one of the following sentence starters:

1. I agree when you said…because…
2. I disagree when you said…because….
3. I would add that…because…
4. I wonder…because…
5. Other/Choice…

Monday, Oct. 10

MALALA TEST ON THURSDAY!!

1. Hand out progress reports. Highlight *missing or below standard scores.
2. Catch up on missing work/below standard OR make a review timeline to prepare for Thursday’s test.

Chapters 31, 32, 33

https://goucher.box.com/s/52ru0f0vvyjol5h90a3jsfz4ae1w6bmi

 

 

Week 7: Oct. 3-7

Thursday, 10/6

1. Today in class, Ms. Stromme led the class with an activity called, PHILOSOPHICAL CHAIRS.  She reviewed the norms/expectations and supported students with sentence frames for how to share out their ideas.  For this activity, Ms. Stromme would put ‘controversial statements’ on the board. Students were given time to process the statement and their opinion about it.  Students who support the statement were placed on one side of the classroom and students who disagreed with the statement were put on the other side of the room. Ms. Stromme facilitated a conversation about the perspectives of students and their points of view about these statements.

Wednesday, 10/5

1. Today students read Chapters 28, 29, 30.  See audio links for Chapters 28 and 29.  After reading, students were continuing to look at how our understanding (including perceptions and judgements) change when we see or hear Malala.  Students were given the task to look at at least two photos from the book.  With each photo, students:
   1. Wrote at least 3 sentences to describe the story behind the photo.
   2. Wrote at least 3 sentences where they would make a connection to the photo, make an inference, share their opinion or how their understanding changes when they see Malala (and not just read).

Tuesday, 10/4

1. Read Chapters 28 and 29.
2. In class, we looked at some of the problems and solutions that were discussed in small groups. During this whole class discussion format, students were asked to complete one more problem/solution example from yesterday’s handout.

https://goucher.box.com/s/kl1d4my4xo19vpsgii3h26ks851knmip

Monday, 10/3

1. Read Chapters 26 and 27.
2. Today students worked in small groups to address some of the “problems” that Malala faces in her life and story.  I provided several problems to address. Working in small groups, students shared out MULTIPLE ideas for solutions to these problems.  Advanced groups looked in the text for evidence and also proposed different problems of interest to them.

https://goucher.box.com/s/t9deymapa76off0hf18lq4dj5sm3e8qv

Week 6: September 26-30

Friday, September 30th

1. You will create a poster that explains the following:
   1. I should be able to identify the ‘OMENS’ or signs of danger leading up to Malala’s shooting.
   2. I should be able to describe the events of the tragic day of her shooting.
   3. I should be able to explain the state of confusion that set as she found herself in a mysterious place.
2. You will also have VISUALS that represent the parts for the text that stand out for you in these chapters.
3. Include an “I wonder…” statement for each of the 3 bullet points above.

 

*Work should be neat. Work should be detailed when describing the events.

CHAPTERS 22-25

https://goucher.box.com/s/nt2vsdgog0rrtq31w09j1kgwzd1c9yij

Wednesday, September 28th

1. Students began the class by digging right into CH. 18-21.  They were given three sticky notes as they read the text.  While reading, they were asked to focus on the 3 questions below.
2. After the SSR time, students put their sticky notes on the corresponding boards.  As a class, we talked about a few of these notes and the ideas that were coming up for students.

CHAPTERS 18-21 LINK:
https://goucher.box.com/s/g3x7rdgawpyb3ohy9wmuwl1zrhrzkgym

What part of Malala’s life stands out to you most? Why?
What questions do you have about her life and experiences in Pakistan at this point?
What should young people know about her story?

IF I NEED SUPPORT:

Aspects of her life to :consider

• Family support
• Rules and expectations
• Living in fear
• Witnessing violence/death
• Malala’s confidence and perseverance
• Terrorism in the world

Questions:

• I wonder if…
• Why did Malala…
• How would you feel if..

Lessons to learn:

• Importance of education
• Our willingness to stand up and fight back
• Role of young people in the world

Tuesday, September 27th

https://goucher.box.com/s/muswp89pswic97n27uz57b3uryzi4sag

 

 

1. Today in class, most all students read Chapter 16 only. Students were working on pulling out “QUOTES” from the text and explaining why they were important and why they caught their attention.  The SUPPORT group had additional guiding question to help them expand on their ideas.
2. See example below:
   

   What was said? Word for word quote and page number.	Why it was important? 3 complete sentences.	Why it caught your attention? 3 sentences.
   “No Pashtun leaves his land of his own sweet will. Either he leaves from poverty or he leaves for love.”   PAGE: 96	This quote is important because Malala wants to explain the reasoning why so many of her fellow neighbors are fleeing Mingora. The fighting between the Pakistani government and the Taliban is getting worse and people can no longer hide in their houses and feel safe by locking the doors. 2 million of her fellow residents are not in love nor are they necessarily poor. The old couplet did not take into account the violence that could tear a place apart.	I selected this quote because it made me think of my own family and life in Bellingham. Even though our community faces problems, I cannot imagine every resident of our city packing up and leaving because they felt so threatened. I also think about my father. He was an IDP and he, like Malala, grew up in a country that was ravaged by war. As much as I want to understand, sometimes it is challenging because this will probably never happen in our country.

3. The LAUNCH group had the choice to write an ACES response where they were using and explain their ideas in a response to a critical thinking question. Choice One:To what extent, does being an INTERNALLY DISPLACED PERSON (IDP) illustrate hardships?
4. They could have also chosen to visit a UNITED NATIONS website on IDPS or internally displaced people.  Links below:
5. • Go to: http://www.unhcr.org/en-us/internally-displaced-people.html
   • Write down 3 facts from the link above.
   • Go to: http://www.unhcr.org/en-us/education.html
   • Watch the video about 16 year old MAZOON. Respond to the following prompt using ACES: How similar is MAZOON’s story to that of Malala?

Monday, September 26th

1. Today in class, we talked about the three different student groupings:

• Supported: not consistently performing at standard- getting 1’s and 2’s and maybe some 3’s
• 7th Grade: mostly performing at 7th grade standard and earning 3’s
• Launch: earning mostly 3’s and moving to 4’s

2. Students read chapters 14-15.  Todays focus was on identifying POINTS OF VIEW.  I asked students to read and jot down notes that show what the different points of view want, think or feel.  The groups are: Malala, Her Father, Her Mother, The Boys, The Taliban.  Using a Tree Map to organize, students used 20 minutes of class to identify these points of view (as well as to add to their Tree Map while listening/reading.)

Example TREE MAP

 

Chapter 13 (LAUNCH)

https://goucher.box.com/s/e16j45quumupd30l6l6qovd0f7mqujg3

Chapter 14-15 (7th and SUPPORTED and Launch)

https://goucher.box.com/s/c6h3pcesaxtu9o3s6yws4cv5jf0812a2

 

Week 5: Sept 19-23

Friday, September 23rd

1. Today in class we presented our Malala Speeches. I hope to put a couple videos of student performances on the BLOG so everyone can see examples of great student work.  Students worked hard to:
   1. Get “into” the perspective of Malala.
   2. Have a strong “voice” in their word choice.
   3. Use evidence from the book in their speech.
   4. To elaborate their ideas in more than one sentence.
2. Have a great weekend. Please make sure to check SKYWARD to make sure you have all of your assignments turned in and please take the time to put ALL social studies handouts and works in your social studies NOTEBOOK.

Thursday, September 22nd

1. Today on the whiteboard, I put up a “table of contents” for students to organized their notebooks. I am noticing that students are not keeping their Malala work and handouts in their notebooks as directed.  Please ASK TO SEE your child’s notebook and check for TITLES, DATES, and clear writing in their notebooks.
   
2. Students had one final day to work on their MALALA SPEECH.  To check over your speech or that of your child, please make sure you have used examples from Malala’s life that we have read in the text. Make sure you are elaborating so the ‘audience’ knows what life is like in the Swat Valley. SPEECHES ARE DUE THE MOMENT STUDENTS WALK INTO CLASS ON FRIDAY.
3. If students finish the speech before the class period, they will be given a LAUNCH to move forward or they will be expected to ORGANIZE notebooks or to make up any incomplete or missing work that they might have.

Wednesday, September 21st

1. Debrief yesterday’s SOCRATIC SEMINAR attempt.  What can we work on as a group.
2. Read CH. 11 and 12 in the Malala book.  Read CH. 10 as well if you are Launching.  Really listen to Malala’s voice and emotion. Focus on how she is coming to realize what role she can play in helping the girls in Swat get an education.
3. YOUR JOB: After reading the chapters, you will be following Malala’s lead by writing a speech about her life and experiences in Pakistan.  AS SUPPORT, you will want to take advantage of the “guided speech” form I passed out in class.  This guidance will help you get your ideas down on paper.  Be prepared to read your speech to your classmates.  Make sure to REVIEW THE RUBRIC so you are able to earn the score you hope to earn.

LINK TO CHAPTERS 11 and 12:

https://goucher.box.com/s/xm6vzqwnv6jehjz1qh50c138bili9ekc

Tuesday, September 20th

1. Watch a video example of a “model example” of what a Socratic DISCUSSION circle should look like. Reflect on the following questions:
   1. What was the teacher doing?
   2. What was the student doing?
   3. What were examples of respectful learning and deep learning?
2. Talk about the “NORMS” of a discussion circle.
3. Review the “sentence starters” that can be used if you struggle to participate.
4. YOUR JOB: Participate and actively listen to your peers.  Students were given a discussion handout.  It was the job of students to:
   1. Keep track of how many times they participated.
   2. Write down what they learned from the discussion.
   3. Reflect on how they can improve for the next discussion.
   4. Get a parent/guardian signature to show them how you participated.

LINK TO CHAPTERS 8 and 9:

https://goucher.box.com/s/tyh1pif61u989x88waguyxdbdm38121z

Monday, September 19th

1. Today we worked to get the class on the ‘same page’ in terms of chapter and understanding of the I AM MALALA book. We will continue this work tomorrow.
2. We read Ch. 8 and 9 together as a class and I took the time to ask critical thinking questions and to clarify when necessary.  After reading, students had two options. WILL ADD THESE TWO CHAPTERS BY TUESDAY PM.
   1. LAUNCH: Write a 5 sentence summary that begins with the ‘central idea’ of the text.  This summary could have been from either chapter.  After the summary, students will begin a conversation around the following question and attempt to answer the question by referring to the book: What is one aspect of the book that is really grabbing your attention and why?
   2. 7th and SUPPORT: Use the “Flow Map” to put the 4 key ideas from either chapter in order that you read them.  After pulling out 4 important ideas, determine the ‘central idea’ from the chapter.  If time, take the Flow Map and turn it into a written paragraph.