Mt. Hood. We are almost to the end of the school year, everyone! The climb is close to being done!
Hi everyone,
We are so close to the end of the year! Hooray! There is plenty to prepare for the next week with finals, so keep working hard, please. Here's what we did today in class:
We are so close to the end of the year! Hooray! There is plenty to prepare for the next week with finals, so keep working hard, please. Here's what we did today in class:
Learning Targets:
Communication LT 1: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 9: I can explain demographic changes in the world and their effects.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 21: I can explain how religious ideas impact the shaping of societies.
Communication LT 1: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 9: I can explain demographic changes in the world and their effects.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 21: I can explain how religious ideas impact the shaping of societies.
Soundtrack: "City of Blinding Lights" by U2. Selected for today because of Jerusalem being a city that is so contested due to major religions. Lyrics here.
AGENDA 6/12/18:
News Brief – Richard
Final Questions?
Chromebook Check
Work Time
Final Questions?
Chromebook Check
Work Time
Homework: Read the blog! Keep working on your final project for the year (specific guide for what to do here). APUSH Meeting S117 on Thursday 6/14 at 2:45. Get your summer homework and handouts if you are taking APUSH. News news brief: Kylie.
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News Brief: Richard had the news brief today and selected an article about this story to talk about: LATimes.com - Here's what you need to know about the Trump-Kim summit in Singapore. We found Singapore in our world map packet and talked about this major news of the day (the meeting starts at 6 PM last night our time)! It will be interesting to see what happens moving forward, for sure.
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Final Questions: Yet again, I went over in class what the expectation is going to be on the day of the final, as well as what students should be writing/talking about:
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. As I have said in class, everyone needs to have their final project address their ideas for a solution for the conflict. If you are writing a paper, it needs to be a minimum of 2.5 pages, typed, double spaced, Times New Roman, size 12 font (yes, you can write more than that if you want). If you are doing a presentation or a speech, it needs to be from 3 to 5 minutes long (no, you may not go longer or shorter than that).
Chromebook Check: For a quick behavior target assessment (on managing your responsibilities as a student), I asked students to bring their electronic devices to work on the final in class. It seemed like just about everyone was prepared and able to do this - thank you!
Work Time: For the rest of class, we worked on the final assignment - whether that is a speech, paper, or a combination of the two. To help with this, I passed out a paper copy of this recent New York Times Upfront article:
Some other resources we have been using in class to help prepare for the final project are:
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229.
The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. As I have said in class, everyone needs to have their final project address their ideas for a solution for the conflict. If you are writing a paper, it needs to be a minimum of 2.5 pages, typed, double spaced, Times New Roman, size 12 font (yes, you can write more than that if you want). If you are doing a presentation or a speech, it needs to be from 3 to 5 minutes long (no, you may not go longer or shorter than that).
Chromebook Check: For a quick behavior target assessment (on managing your responsibilities as a student), I asked students to bring their electronic devices to work on the final in class. It seemed like just about everyone was prepared and able to do this - thank you!
Work Time: For the rest of class, we worked on the final assignment - whether that is a speech, paper, or a combination of the two. To help with this, I passed out a paper copy of this recent New York Times Upfront article:
Some other resources we have been using in class to help prepare for the final project are:
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229.
The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
Google Drive - David and Daud TMEE Assignment
Another resource is this timeline of the conflict:
Google Drive: Israeli-Palestinian Conflict Timeline
Thank you for your hard work on the final project! Keep it up!
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