quizzes from looking for lincolnOn Looking for Lincoln you will be taking notes. We might be working on questions in class from these links. These are shorter sections of the documentary and these can be used to fill out the chart. Please download the chart and start the chart. These clips can be download and watched also. Please add all of this to notebook chapter 15. |
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In February we had back to back weekends Mondays off because of Presidents. Washington and Lincoln are two we celebrate most because of the circumstances of their Presidencies. We still need to study the Dividing of our nation and then to the Civil War, Reconstruction, Jim Crow, Progressive Era, Populists, and more social movements that were interacting with the rapid changing Industrial Revolution.
You can connect to what we are doing from here. Please use the comments form, so I can see the questions, and answer them for all students to see, and get help from others. Please stick [perservere] with the work that needs to be accomplished the subject areas we are interested in studying. All the above ideas are linked up to learn more for our course and democratic life. We might in class watch the PBS special. If not, the HOMEWORK [we may need this for other topic too] this week is to watch 15 minutes a night of the link below [Looking for Lincoln], which can be finished in four nights [we may quiz each other each day=four quizzes]. I have embedded the video so you can watch from here too. Please bring notes to class each day. If you are testing there will be a downloadable chart you can work on from the next blog. Please be prepared to be able to take an open-note quiz or work on topics from the series Looking for Lincoln, Part 1. We want to consider at least the basic question of the contradictions of Lincoln. Please take notes.
Ken Burns Civil War
http://www.pbs.org/kenburns/civil-war/ Youtube: Reconstruction Part 1 and Part 2 Klansville USA Slavery by another Name Or view from link: http://watch.thirteen.org/video/2163789088/ For more on President Lincoln: http://www.pbs.org/moyers/journal/04102009/profile2.html https://www.youtube.com/watch?v=bECXYZa3z7M Below are three links to learn more about this week's Wayback Wednesday. Remember the interviews in Many Rivers to Cross. What were human beings who were African-Americans experiencing, and how did historians describe the history? You will need to use the research links with your groups to understand the art on the southern slave trade. Please work together to complete your Wayback. Please do not forget to ask for help.
Please use the website below, your textbook, or any other source to choose one of the debates between these two leaders above. These debates became a model that other Presidential candidates will use in the future when running for President of the United States.
So while you work on the Chapter 13/14 notes you can add some of these ideas to your interactive personal notebook. You can learn more from this blog entry. Please add to your notebook. Do not forget to look at page 406. Take some notes on the Art on page 406. Please also look at some of the short videos and look at any we do not see in class on American movements.
1. Transcendentalism An idealistic philosophical and social movement which developed in New England around 1836 in reaction to rationalism. Influenced by romanticism, Platonism, and Kantian philosophy, it taught that divinity pervades all nature and humanity, and its members held progressive views on feminism and communal living. Ralph Waldo Emerson and Henry David Thoreau were central figures. 2. A system developed by Immanuel Kant, based on the idea that, in order to understand the nature of reality, one must first examine and analyse the reasoning process which governs the nature of experience Try out these questions and add to your notes:
Part I: Now the first notebook is in and I am grading them. We are reaching the more difficult part of the year. All students can earn the grade they want but we need to work diligently and stay focused. We cannot to miss out on learning opportunities. At least 70% of our classmates need to work on improving their skills for high school. Our prefrontal cortex development and basic study skills are needed. This chapter 10 notebook is the first of the Spring semester. There are many that still need to turn in the notebook. Chapter 10 was a short chapter and we spent 2.3 weeks on the notebook. I have polled the classes and it seems that the 15 minutes a night is not being followed by a large portion of classmates. Please read the Habits of the Mind again. We need more positive self talk and focus on our studies. Obi-wan Kenobi you are the hope. We can become the best students we would like to be. In 2015, we were able to reach around a 95% interactive notebook turn-in rate this time. This year only 30%. Are coupons enabling students or helping? Please do not abuse the chance to turn in work late. It is a bit harder because other classes are starting to get demanding as well, and it is definitely a different year. Parents can still email when students fall behind and that is great; I am able to get back ASAP to ensure we don't lose students who are home sick. For this notebook I am making arrangements on the grades. Most who have done well will get As as usual. But I need to help those who have changed their work habits since winter break. I have decided some grade will be marked different than the grade meets the standards of the rubric for our class. The changes will try to help your grade stay in a place so you can achieve a C-A. However, if you have done nothing we are still asking that you follow the class social contract and try your best. We will be trying to ensure the access to learning is possible. The main skills and tasks students did not do in their personal interactive notebook [PIN] were:
As for the Agenda check: homework, classwork, and the final class write-ups are needed to be written in the agenda to be checked Thursday night for parents to initial. We went over this again, again, again and again, at least 40 times or more. Not sure what is happening the students are just saying they are being lazy. It is unclear to me because it is the easiest of all the things we do. Part II:
Remember we have been working on the social sciences since K-6. We need to have a greater understanding of our world. To learn how 7th and 8th grade social studies are linked to the ideas of diplomacy and enlightenment, then look at links below: http://www.theanneboleynfiles.com/holbeins-the-ambassadors-a-renaissance-puzzle-part-two-symbols/ http://employees.oneonta.edu/farberas/arth/ARTH214/ambassadors_hot_spots.htm You are about @76 school days from being a high school freshman. Please see if you can meet with a class ambassadors listed below every couple of days when you seem stuck, each class day is best if they have time to help you. If you do not want your name listed please tell me. From the consistent grades and abilities our classmates have demonstrated, these students have a grasp of all the elements of our class interactive personal notebook. The more people we can add, we will be able to have more study buddies and pair-share partners. The ambassador students follow the above list and usually this below:
Please try to follow this Student Dialogue: Johnny: Maria, would you please help me on _________? [asking nicely] Maria: Sure, I think I have time. Johnny: Can I copy it? Maria: NO. Mr.C says we cannot copy, but I will talk to you about the assignment and show you how I did it. Johnny: I am sorry I asked to copy I know I was not supposed to ask that because it is unreasonable. I think it is reasonable to listen to you about how you did this assignment. Where you found things, used handouts, and what you used to guide you on the assignment. Maria: Thanks for understanding we should follow the social contract on all our assignments. Here is what I did.......... Johnny: Thank you for taking the time to help me. I hope we can do this again in the future. The End of conversation. Academic Language part II Please use the blog to ask questions or communicate ideas and questions to the class. Please be respectful and follow the social contract. I will add more when I check the grades again each week. Most important the 8 hours sleep is pivotal for pre-frontal cortex growth and brain repair. A tired student makes many more mistakes in all classes and gets into more conflicts when they are not rested and ready for school’s learning. Plus flu season is really bad this year, and sleep will help your body fight getting sick. Take Care Mr. C. Assignment for when you get your notebook back: Review your notebook. Look through each page, read any comments. Go back to this blog. On the front of your notebook, write the numbers on the list above that you think apply to your notebook the most. The Presidency of George Washington has historical value in understanding today's politics. The political parties begin when Adams, Jefferson, and Hamilton argue as members of Washington's Cabinet on the ideas about the power of the new government under the United States Constitution. This battle was even more contentious than the Federalists and Anti-Federalists, that brought us the Bill of Rights. Please see Page 210 in your textbook for more help.
The issues involving the Constitution that Daniel Shays helped inspire made those leading elites in power from the in the 13 States work towards a constitution. Make sure you had looked at the United States Constitution, and the Federalist papers, and the 3/5 Compromise. It is still taking years to create rights for Americian's Rights from these historical events in class. The first Presidency will be of George Washington which has historical value in understanding today's politics. We have talked in our classes about connection to the Election 2016. The ways Congress and the Executive work together is something you have seen too, and will be watching intently for days to come. Many of you are wondering what is going to happen next, so use history as a guide to interpret what President Trump might do in the future. The political parties begin when Jefferson and Hamilton argue as members of Washington's Cabinet on the ideas about the power of the new government under the United States Constitution. This battle was even more contentious than the Federalists and Anti-Federalists, that brought us the Bill of Rights. However, the 3/5 compromise will be the massive problem that Benjamin Franklin warned us about and became the protection of slavery until emancipation, and maybe the 13th Amendment. Slavery and the results of this unique American system based on a social construction of race, will be one that we even saw as a topic of current political discussions and a cornerstone of this course. Students in United States history class in chapter 4 we consider and decide over conflicting American views on the Constitution to continue our democracy. Life-long learners need to gain knowledge of the encompassing complicated American history and society to ensure, and continue, the best government that the world has invented in response to old-world tyranny. History opens students to the past record of human experience. It reveals the accommodations, conflicts, struggles that individuals and societies have made. Students need to study the accounts of when and how people confront problems, recording the consequences that have followed the various choices of individuals and society. In order to understand the present day students must know the past. That past may show us where we need to go next. By studying choices and decisions of the past, students can confront today’s problems and choices with a deeper awareness of the alternatives before them and the likely consequences of each, while also recognizing the uniqueness of the historical time they are living in. The United States was founded on diametric ideas. Students need to know current issues that affect them, in order to react to new political events, participate appropriately, and then confidently make decisions for change. Only if we teach students to critically think can they make good decisions. However, as society becomes seemingly evermore divided, finding common ground is easier when people understand history's consequences. Several areas of importance critical to continuing our American experiment arise through in-depth study of the Constitution, cultural origins, the tradition of loyal opposition, and mechanisms of compromise, voter participation, and struggles for liberty and sovereignty. After the Revolution, it was unclear if America would stay together with such diverse geographical, economic, and cultural differences and interests. The law of our land is the U.S. Constitution. "Besides the personal rights mentioned or recognized in the Government Code[s], every person has, subject to the qualifications and restrictions provided by law, the right of protection from bodily restraint or harm, from personal insult, from defamation, and from injury to his personal relations. Amended by Stats. 1953, Ch. 604." https://www.humanitiesforwisdom.org/hs-us-history.html This link will take you to two links that you may me interested in looking at. Remember all of this fall within the SOCIAL CONTRACT and we all have these rights and no one can take rights from others. |
Philosophie: Salon CenterEveryone of us is living history. We all have a story to tell and the ancestors that came before us that carved a way for us to become a new member of civilization. We also are learning that we are all related genetically and culturally in the family of humanity. All people’s past becomes part of all of us, and will always be completely intertwined with the entire world community.
Author's NOTEFrom time to time we will have some ideas from words that give us wisdom about our world. Writers are some of the most insightful people that understand our modern and ancient world quite well. Feel free to read, think, comment on these ideas. It seems that some of the students would like to debate issues of government, economics, and history. This can be a forum for this idea. Also if you would like to do formal debates in class we need to prepare debate rule and procedures. This can be a start and then we can decide if we will proceed to bring the debates in class on topics we study. Please follow our classroom rules if you decided to write on the blog. Make sure that you ask questions, and be helpful, and mature in all your interactions. This can be a helpful way for you to share what you have learned and what you want to learn, or just share ideas. Also just submit an idea through an email, or web contact, and we can maybe add the idea. Send a picture with the suggestion for the classes. Thank you. Archives
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Photos above left to right: The Solon, by Raphael was a depiction of the place where ideas were discussed and debated. Greek democracy in the public sphere. Here is the philosopher Seneca talking to Nero-Claudius Cesar Drusus Germanicus [Roman Emperor 54-68 BCE]- about society,law, politics, ethics and morality. Anthem for the doomed!
Class ForumStudents can also decide to add a topic that can be approved and monitored by Mr.C. Please be responsible and follow the social contract. You can share ideas and questions on your now topics about our class. Friends can help each other study with their devices. Please only students, but fell free to share the forum communications with your family. This can be a source for all students.
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