Looking out over modern day Astoria, which is where the Columbia River meets the Pacific Ocean.
Hi everyone,
Today was a day of combining Lit and Comp 10 (most students in my Period 8 have Mr. Puterbaugh Period 6) and starting to work on the DBQ. Here's what we did today in class:
Learning Targets Addressed:
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "Coyotes" by Don Edwards. Selected for today because the song is about the loss of culture, people, and a way of life as connected to the West. Lyrics here.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "Coyotes" by Don Edwards. Selected for today because the song is about the loss of culture, people, and a way of life as connected to the West. Lyrics here.
AGENDA 10/28/19:
News Brief - Emily
Prep for DBQ
Assimilation and Power
DBQ Part I
Assimilation and Power
DBQ Part I
We also checked in briefly to see if anyone was up to anything interesting or fun outside of class.
Josue was selected to do the next news brief.
As part of the news brief, 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):
Prep for DBQ: Next (this was mostly in Lit and Comp 10), we spent time looking at the list of possible sources to use for the DBQ from our unit on Native American issues in both American Studies and Lit/Comp 10. Here are the resources that you should come prepared with and ready to potentially use:
To start, we had students get out all of their notes and work from the Native American units in both Lit and Comp and American Studies (listed above).
Assimilation and Power: The next part of class was spent looking at the two major topics/questions that will come up in the DBQ: the impact and context regarding Native American assimilation and power.
To begin with this, we brainstormed (this was mostly done by Periods 1 and 2) issues that came up in our study in regards to Power. We chose four to look at in depth as the "most important" in terms of understanding the topic, then had the other side of the room brainstorm issues that came up in our study of Native American assimilation. The top four issues from that conversation were selected, then we assigned students to look into the issues in depth and to try and add any details and notes that they could about a particular issue.
Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):
Once the groups broke down the issues into smaller parts, we asked students to write down on butcher paper for the class as to what they decided on were the key points to take away. These are the pictures of the different posters around the room, to help (yellow posters are for issues related to power, white posters are for issues related to assimilation):
DBQ Response Time (Part I): The rest of class was spent on the DBQ document analysis questions, as assigned on Google Classroom (a paper copy was available in class). These were due at the end of class today - students will be using them to write the in class essay next class. See you then!
American Studies
|
Lit/Comp 10
|
Cultural Appropriation Notes
|
Sherman Alexie’s “Indian Education”
|
“30 Days on an Indian Reservation” Episode
Issues/Evidence |
Montana 1948, Larry Watson
|
Early Expansion Notes
| |
Native American and US Government Events
| |
Broken Treaties Notes
| |
Native American Forced Assimilation
notes and sources (Grand Ronde letter) | |
Chief Joseph Notes
|
To start, we had students get out all of their notes and work from the Native American units in both Lit and Comp and American Studies (listed above).
Assimilation and Power: The next part of class was spent looking at the two major topics/questions that will come up in the DBQ: the impact and context regarding Native American assimilation and power.
To begin with this, we brainstormed (this was mostly done by Periods 1 and 2) issues that came up in our study in regards to Power. We chose four to look at in depth as the "most important" in terms of understanding the topic, then had the other side of the room brainstorm issues that came up in our study of Native American assimilation. The top four issues from that conversation were selected, then we assigned students to look into the issues in depth and to try and add any details and notes that they could about a particular issue.
Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):
Once the groups broke down the issues into smaller parts, we asked students to write down on butcher paper for the class as to what they decided on were the key points to take away. These are the pictures of the different posters around the room, to help (yellow posters are for issues related to power, white posters are for issues related to assimilation):
DBQ Response Time (Part I): The rest of class was spent on the DBQ document analysis questions, as assigned on Google Classroom (a paper copy was available in class). These were due at the end of class today - students will be using them to write the in class essay next class. See you then!
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