Friday, March 15, 2019

The Great Depression, Day 6 - Class Recap


The Cliffs of Moher in Ireland. Sunday is St. Patrick's Day, which is celebrated (mostly in America) as an Irish holiday. Photos taken in 2015.

Dear class,

If you are reading this, you are most likely done with the Roaring 20s/Great Depression DBQ. Hooray! Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
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.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Shipping Up to Boston" by Dropkick Murphys. Selected for today as a pump up song for the DBQ and because of the Irish connection for St. Patrick's Day on Sunday. Lyrics here.

AGENDA 3/15/19:
News Brief - Ms. Rice
Questions?
DBQ Work Time

Homework: Read the blog! Finish and submit your DBQ ASAP if you did not in class (the final day I will accept anything related to the DBQ is next Tuesday, 3/19). Next news brief: Kanta.

News Brief: Ms. Rice had the news brief today and selected an article about this story to talk about: FoxNews.com - ‘Zombie deer’ disease keeps spreading across country, hunters fear it could impact industry. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Kanta was assigned 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):


Questions/DBQ Work Time: For the rest of class, students used their notes and documents A-H from the packet we have used the last two classes, to complete their answer to the DBQ essay and submit on Google Classroom. I was happy to answer any questions that came up during this process. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class last week, and was also due today as a part of the grade for this assignment.

Just to be clear: if you were not in class today, you have the equivalent of one class period (about 90 minutes) to finish and submit the DBQ. This will be the major assignment on your quarter 3 grade report!

Next class, I am planning to have some fun by playing Jeopardy with the class to review concepts from the unit, then we will move on to the next big assignment of the year! Thanks, everyone!

Wednesday, March 13, 2019

The Great Depression, Day 5 - Class Recap


Tomorrow is "Pi Day" (3.14...), so here's a picture of one of my favorite pies in Portland: Guava Cheesecake at Pambiche Cuban Restaurant!

Hi everyone,

It was a short Wednesday together, but we managed to get plenty of prep work done on the DBQ, which we will finish next class. Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
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.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "American Pie" by Don McLean. Selected for today because of it being Pi Day tomorrow and because the song has a lot to do with American culture. Lyrics here.

AGENDA 3/13/19:
News Brief - Clayton
Graphic Organizer
DBQ Analysis
Work Time

Homework: Read the blog! Continue working on the DBQ (we will finish it in class on Friday). Know your grade (updated on StudentVUE) and how to improve it, if possible. Next news brief: Ms. Rice.

News Brief: Clayton had the news brief today and selected an article about this story to talk about: CNBC.com - NASA increasing funding, looking to colonize moon by 2028. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Ms. Rice was assigned to do the next news brief.

I also mentioned this story that came out yesterday: OPB.com - Oregon Senate OKs Requiring Holocaust Education In Schools. Students in my Global Studies classes learned about genocide and the Holocaust last year, so it was cool to see that everyone remembered (including remembering about Auschwitz).

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):


Graphic Organizer: The next part of class was spent looking at the DBQ assignment together, and brainstorming how to respond to the question, with what evidence. To help with that, I posted the DBQ assignment in Google Classroom for students (paper copies were available in class if students preferred), and we looked at this past graphic organizer we have used as a possibility to help:


Again, paper copies of this were available in class. The DBQ packet had another option for students to use, as well.

DBQ Analysis: For the rest of class, students used their notes and documents A-H from the packet we have used the last two classes, to prepare their answer to the DBQ. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class. This physical copy will be due on Friday as a part of the grade for the DBQ.

Here's the schedule for the DBQ:

Wednesday, March 13 (today!) - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!

Next class will probably be your last DBQ of the year - I hope everyone is feeling ready to be done!

Monday, March 11, 2019

The Great Depression, Day 4 - Class Recap


A rainbow over Wildcat Stadium here at Westview. Photo taken in May 2017.

Dear class,

We are continuing to follow our plan of completing the 1920s/1930s DBQ in class! Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
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.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Somewhere Over The Rainbow / What a Wonderful World" by Israel Kamakawiwo'ole. Selected for today because the original "Somewhere Over the Rainbow" was released in 1939 as a part of the Wizard of Oz! Lyrics here.

AGENDA 3/11/19:
News Brief - Ariellie
Culture of the 1930s
DBQ Analysis
Work Time

Homework: Read the blog! Know your grade (updated on StudentVUE) and how to improve it, if possible. Next news brief: Clayton.

News Brief: Ariellie had the news brief today and selected an article about this story to talk about: NYTimes.com - Ethiopian Airline Crash Updates: Data and Voice Recorders Recovered. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Clayton was assigned 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):


Culture of the 1930s: Next, I had students take the last notes of this unit (I know there were a lot - thank you for your patience!), which were on technological innovation helping to shape culture in the 1930s:


Hopefully everyone saw some familiar movie titles and how the use of radio/film very much expanded during the 1930s!

DBQ Analysis: For the rest of class, we finished analyzing documents that will be used in the DBQ later this week. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class. Students were split into groups to help with the document analysis and collaborated together to look at the Origin, Purpose, Value, and Limitation of each, as well as how/if it impacted the Great Depression. 

Here's the schedule for the DBQ the next few classes:

Monday, March 11 (today!) - Culture of 1930s notes. Finish analyzing documents together.
Wednesday, March 13 - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!

Thanks, everyone! Let's keep at it!