US History A
Monday: Summative Assessment on the Civil War. Bring all of your materials
Tuesday: Direct Instruction on Lincoln's Plan for Reconstruction. Graphic Organizer for homework.
Wednesday:Direct Instruction on Johnson's Plan for Reconstruction. Economic Shift of the Civil War Worksheet.
Thursday: Direct Instruction on the Radical Republicans and Reconstruction. Summarizer Reconstruction chart for homework.
Friday: Group activity on the 13th, 14th, and 15th Amendments.
World History
Each class will meet four times this week.
Class 1: Completion of the Venice video (with Venice, Queen of the Adriatic for homework) or the completion of direct instruction (Why Italy?)
Class 2: Beginning of the Renaissance Artist Webquest, with guiding inquiry sheet. Focus on Michelangelo
Class 3: Continuation of Renaissance Artist Webquest. Focus on Donatello.
Class 4: Finale of Renaissance Artist Webquest. Focus on da Vinci. Raphael profile for homework.
Wednesday, December 29, 2010
The Renaissance Artist Webquest
Introduction - The Renaissance (~CE 1350 - 1600) was an era of artistic and scientific achievement. European artists, politicians, and scientists laid the foundations of the Modern world
Instructions - Using the websites below, complete the webquest guide for each of the three famous Renaissance artists below. You may only need one website! I have arranged the sites in increasing difficulty. The easiest to read sites are first, the sites with the most info are last.
Procedure
(1) Review the guiding questions for one of the artists
(2) Investigate a source from the webquest
(3) Attempt to answer as many/much of the guiding questions as you can
(4) Repeat 1-3 until all sources have been reviewed
(5) Bring your sheet to Mr. Cote for review
(6) Move on to the next artist and begin again at step 1
STAY ON THE WEBQUEST! You don't have time to wander around in the Internet - there is TONS of info on each of these peeps and you will get distracted, no doubt! Much of that data is inaccurate. I selected these sites for a reason, and each will help you complete your research quickly.
Michelangelo
1) a student project, and a good introduction to the artist: link
2) a bit more scholarly of a biography, from the Encyclopedia Brittanica (1911): link
3) a site dedicated to the artist, with many resources: link
4) galleries of all works by Michelangelo (click on the "works" button): link
Donatello
1) a student project, and a good introduction: link
2) another article from the Encyclopedia Brittanica: link
3) a short analysis from the Catholic Encyclopedia: link
4) galleries of all works by Donatello: link
Da Vinci
1) a biography put together by the museum of science: link
2) a biography in the Encylcopedia Brittanica: link
3) some of Da Vinci's inventions: link
4) galleries of all works by DaVinci: link
Sunday, December 12, 2010
Preview for Week Beginning 12/13
World History 9
Monday
Class 4: complete the Crusades game. Submit Crusades worksheet.
Class 1,2: English Common Law RPA guided reading in class. Finish questions for homework.
Tuesday
Class 3,4 : English Common Law RPA guided reading in class. Finish questions for homework.
Class 1: Black Plague direct instruction. For homework, work on the N2K.
Wednesday
Classes 2,3,4: Black Plague direct instruction. For homework, work on the N2K.
Thursday
Class 1,3: Tapestry Summative Assessment. This will be done in class and is to be completed at home.
Class 2: Document Based Question Summative Assessment.
Friday
Class 4: Tapestry Summative Assessment. This will be done in class and is to be completed at home.
Class 1,2: Renaissance introduction activities.
US History A
*Test next Monday!!!*
Monday:Prelude to Civil War and Ft. Sumter. HW: Election of 1860/Secession Vote maps.
Tuesday:North v. South. HW: Venn Diagram
Wednesday: War, pt.1: Stalemate. HW: Recruitment document
Thursday: War, pt.2: Gettysburg. HW: Supplementary reading
Friday: War, pt3: the South Surrenders. HW: Need 2 Know, study for Test.
Monday
Class 4: complete the Crusades game. Submit Crusades worksheet.
Class 1,2: English Common Law RPA guided reading in class. Finish questions for homework.
Tuesday
Class 3,4 : English Common Law RPA guided reading in class. Finish questions for homework.
Class 1: Black Plague direct instruction. For homework, work on the N2K.
Wednesday
Classes 2,3,4: Black Plague direct instruction. For homework, work on the N2K.
Thursday
Class 1,3: Tapestry Summative Assessment. This will be done in class and is to be completed at home.
Class 2: Document Based Question Summative Assessment.
Friday
Class 4: Tapestry Summative Assessment. This will be done in class and is to be completed at home.
Class 1,2: Renaissance introduction activities.
US History A
*Test next Monday!!!*
Monday:Prelude to Civil War and Ft. Sumter. HW: Election of 1860/Secession Vote maps.
Tuesday:North v. South. HW: Venn Diagram
Wednesday: War, pt.1: Stalemate. HW: Recruitment document
Thursday: War, pt.2: Gettysburg. HW: Supplementary reading
Friday: War, pt3: the South Surrenders. HW: Need 2 Know, study for Test.
Monday, December 6, 2010
Joan Primary Source Link
Link to the transcripts of the trial of Joan of Arc
http://www.fordham.edu/halsall/basis/joanofarc-trial.html
http://www.fordham.edu/halsall/basis/joanofarc-trial.html
Saturday, November 27, 2010
Preview for Week Beginning 11/29
World History 9
Monday will be Enrichment Day, with remediation sessions blocks 1&2 and Competitive History Jeopardy blocks 3&4.
Tuesday will begin the 2nd Trimester. All CP students can expect their Katahdin team classes to be shuffled.
CP classes will engage in a two class connected experiential learning activity about the Medieval Manor on Tuesday/Wednesday/Thursday . If students have not yet completed the Feudalism/Manorialism Worksheet they should submit it. For the last class of the week, students will begin to view a documentary on the Medieval Castle. Students will be expected to take notes on an inquiry chart and to produce a diagram of a castle of their own design that illustrates the three functions of a castle: military, economic, and residential.
Honors students will complete the Manor activity on Tuesday and will receive direct instruction regarding the New Agriculture, military technologies, and transport on Wednesday. On Friday, Honors students will begin viewing the Castle documentary.
US History
On Tuesday, we will cover class expectations and will introduce the expectations for the first unit.
On Wednesday, I will deliver a direct instruction about the United States in the Antebellum period entitled "An Emerging Nation"
On Thursday, Students will read a primary source document (Nullification) and will analyze with guiding questions. There will be a document reflection for homework.
On Friday, I will deliver a direct instruction on the cultural differences in Antebellum North and South ("Sectional Differences"). There will be a take-home quiz for homework.
Monday will be Enrichment Day, with remediation sessions blocks 1&2 and Competitive History Jeopardy blocks 3&4.
Tuesday will begin the 2nd Trimester. All CP students can expect their Katahdin team classes to be shuffled.
CP classes will engage in a two class connected experiential learning activity about the Medieval Manor on Tuesday/Wednesday/Thursday . If students have not yet completed the Feudalism/Manorialism Worksheet they should submit it. For the last class of the week, students will begin to view a documentary on the Medieval Castle. Students will be expected to take notes on an inquiry chart and to produce a diagram of a castle of their own design that illustrates the three functions of a castle: military, economic, and residential.
Honors students will complete the Manor activity on Tuesday and will receive direct instruction regarding the New Agriculture, military technologies, and transport on Wednesday. On Friday, Honors students will begin viewing the Castle documentary.
US History
On Tuesday, we will cover class expectations and will introduce the expectations for the first unit.
On Wednesday, I will deliver a direct instruction about the United States in the Antebellum period entitled "An Emerging Nation"
On Thursday, Students will read a primary source document (Nullification) and will analyze with guiding questions. There will be a document reflection for homework.
On Friday, I will deliver a direct instruction on the cultural differences in Antebellum North and South ("Sectional Differences"). There will be a take-home quiz for homework.
Wednesday, November 17, 2010
Preview for Remainder of Time Before Thanksgiving
Thursday
(Blks 1,2,3) Dark to Middle Ages Lesson. Charlemagne reading in class. Honors has Anglo-Saxon Chronicle Primary Source reading.
Friday
Intervention day. Test remediation will be offered to CP Students. Honors students must have completed their essays.
Monday
All four classes will meet on this day. We will conduct the Feudalism lesson.
Tuesday
Classes 2, 3, and 4 will have the Manorialism lesson.
(Blks 1,2,3) Dark to Middle Ages Lesson. Charlemagne reading in class. Honors has Anglo-Saxon Chronicle Primary Source reading.
Friday
Intervention day. Test remediation will be offered to CP Students. Honors students must have completed their essays.
Monday
All four classes will meet on this day. We will conduct the Feudalism lesson.
Tuesday
Classes 2, 3, and 4 will have the Manorialism lesson.
Sunday, October 31, 2010
Preview for Week Beginning 11/01
Without a doubt, this week's schedule will be a little fluid, as students will be presenting their interdisciplinary projects on Monday, Tuesday, and Wednesday. During the week, we will continue on with the second part of Unit II: Geography Influences History. Our second case study will be focused on the Islamic Caliphate (early Arab Empire). Students will have a direct instruction (the Rise of the Arabs). CP students will have a worksheet on the Arab peoples. Hon students will have a primary source reading. All students will receive a take-home quiz this week, which is open book/note.
Monday, October 25, 2010
Research Sources
Primary Sources
1) Internet Sourcebook
2) Project Gutenberg
3) Don't forget Google Books!!!
Journals/Periodicals
1) Academic Search Complete
CITATION STUFF (USE MLA)
Citation Machine
1) Internet Sourcebook
2) Project Gutenberg
3) Don't forget Google Books!!!
Journals/Periodicals
1) Academic Search Complete
CITATION STUFF (USE MLA)
Citation Machine
Saturday, October 23, 2010
Preview for Week Beginning 10/25
This is the week of Parent-Teacher Conferences (Tuesday). I will also be the advising faculty for MHS' participation as a remote site for the Gubernatorial Debate on Wednesday. This will be open to the public and runs from 7 to 9pm.
This week, students will be working on their common core research project. In the World History classroom, we will be focusing on research skills
The first class of the week will investigate types of sources and the team's expectations for depth of research.
The second class will look at biographical and demographic research, with a focus on identifying useful and appropriate data for the project.
The third class will discuss researching and presenting an idea through exposition.
The fourth class will focus on identify and presenting the lasting legacy of a person or concept.
This week, students will be working on their common core research project. In the World History classroom, we will be focusing on research skills
The first class of the week will investigate types of sources and the team's expectations for depth of research.
The second class will look at biographical and demographic research, with a focus on identifying useful and appropriate data for the project.
The third class will discuss researching and presenting an idea through exposition.
The fourth class will focus on identify and presenting the lasting legacy of a person or concept.
Monday, October 11, 2010
Preview for Week Beginning 10/12
Each class will see me three times this week
Meeting 1
Students will submit: essays, Venn diagram, Need 2 Know Sheet, and Religion Comparison Matrix.
Students will be given an opportunity to review progress so far - and to make any last minute submissions
Students will self-evaluate success using rubrics/capacity matrices for Unit 1 (Diverse Belief Systems)
Meeting 2
Students will unpack the MLRs for Unit 2 (Geography Influences History) and will review the rubrics for the unit.
For homework, students will consider the Byzantine History Packets
Meeting 3
Students will begin individual research on the importance of the city of Constantinople to history, using guided research sheets. Resources will be available in the classroom and online at the blog.
N.B. On Wednesday, Oct 13, Team Katahdin will be making a visit to YCCC.
Meeting 1
Students will submit: essays, Venn diagram, Need 2 Know Sheet, and Religion Comparison Matrix.
Students will be given an opportunity to review progress so far - and to make any last minute submissions
Students will self-evaluate success using rubrics/capacity matrices for Unit 1 (Diverse Belief Systems)
Meeting 2
Students will unpack the MLRs for Unit 2 (Geography Influences History) and will review the rubrics for the unit.
For homework, students will consider the Byzantine History Packets
Meeting 3
Students will begin individual research on the importance of the city of Constantinople to history, using guided research sheets. Resources will be available in the classroom and online at the blog.
N.B. On Wednesday, Oct 13, Team Katahdin will be making a visit to YCCC.
Saturday, October 2, 2010
Preview for Week Beginning 10/04
Preview for Week Beginning 10/04
This is the week of our first summative assessment. Students are writing comparison-contrast essays regarding world religions. Each class will meet three times in this shortened week for an "essay workshop" For a learning extension, students will also self-evaluate on their own progress on the MLRs.
Class I
- introduce rubrics
- introduce packets
- Venn diagrams
- creating an introduction
hw: intro draft
Class II
- revise intros
- creating a body
- drafting
hw: body draft
Class III
- revise body
- creating a conclusion
- drafting a conclusion
hw: complete essay
The essay is due for all students on Tuesday after the long weekend.
This is the week of our first summative assessment. Students are writing comparison-contrast essays regarding world religions. Each class will meet three times in this shortened week for an "essay workshop" For a learning extension, students will also self-evaluate on their own progress on the MLRs.
Class I
- introduce rubrics
- introduce packets
- Venn diagrams
- creating an introduction
hw: intro draft
Class II
- revise intros
- creating a body
- drafting
hw: body draft
Class III
- revise body
- creating a conclusion
- drafting a conclusion
hw: complete essay
The essay is due for all students on Tuesday after the long weekend.
Sunday, September 26, 2010
Preview for week beginning 09/27
If you look in Infinite Campus, you will find that all grades have been re-entered in the appropriate categories and weighted according to the revised expectations. If there is a 0 for any grade at this time, it is because I do not have that document, as all assessments in IC have been completely graded. In light of the transition, I am offering a "late-work amnesty." If students get missing assignments in to me before Tuesday of this week, I will correct and enter it without penalty...just in time for report cards.
Monday
Classes 1,2,3 will take direct instruction on Buddhism which may be followed by a quiz. There is a Buddhism worksheet for homework.
Tuesday
Class 4 will take direct instruction on Buddhism which may be followed by a quiz. There is a Buddhism worksheet for homework.
Classes 1 & 2 will take direct instruction on the Spring and Autumn period in China and on the practices of traditional Chinese religion. There may be a quiz.
Wednesday
Classes 3 &4 will take direct instruction on the Spring and Autumn period in China and on the practices of traditional Chinese religion. There may be a quiz.
Class 1
Thursday
Classes 2,3,4 will read and analyze a selection from the Analects in a think-pair-share paradigm. There will be a Confucianism worksheet for homework.
Friday
Classes 1,2, 3 will read and analyze a selection from the Chuang Tzu in a think-pair-share paradigm. For homework, students will begin the comparison essay packet.
Monday
Classes 1,2,3 will take direct instruction on Buddhism which may be followed by a quiz. There is a Buddhism worksheet for homework.
Tuesday
Class 4 will take direct instruction on Buddhism which may be followed by a quiz. There is a Buddhism worksheet for homework.
Classes 1 & 2 will take direct instruction on the Spring and Autumn period in China and on the practices of traditional Chinese religion. There may be a quiz.
Wednesday
Classes 3 &4 will take direct instruction on the Spring and Autumn period in China and on the practices of traditional Chinese religion. There may be a quiz.
Class 1
Thursday
Classes 2,3,4 will read and analyze a selection from the Analects in a think-pair-share paradigm. There will be a Confucianism worksheet for homework.
Friday
Classes 1,2, 3 will read and analyze a selection from the Chuang Tzu in a think-pair-share paradigm. For homework, students will begin the comparison essay packet.
Wednesday, September 22, 2010
Grading Categories Update
As many of you are aware, guidelines for grading have been set by the leadership team for the high school. In compliance and adherence to these guidelines, the grading system has been modified. Please see the revised expectations document (in the course documents folder) for more specific detail.
Sunday, September 19, 2010
Preview for week beginning 09/20
Monday
Classes 3, 4, and 1 will participate in the worldview classroom activity, which is a guided brainstorm on the nature of worldview and the importance of understanding the worldviews of other cultures. There is a written reflection for homework, and Honors students will be expected to complete a worksheet on basic reasoning.
Tuesday
Classes 4, 3, and 2 will begin the Hinduism connected lesson. Students will be generating guiding questions and doing original research for the creation of a poster.
Wednesday
Classes 1 & 2 will finish their Hinduism posters, report out, and discuss as a class. There will be a Hinduism worksheet for homework.
Class 4 will begin the Hinduism connected lesson.
Thursday
Classes 3 and 4 will finish the Hinduism connected lesson and complete the worksheet for homework.
Class 1 will begin the Buddhism connected lesson with the analysis of a primary source ("The Fire Sermon") via the Think-Pair-Share cooperative learning paradigm. There will be a process reflection and students will be expected to answer the guiding questions for homework.
Friday
Classes 2, 3, and 4 will begin the Buddhism connected lesson and complete the guiding questions for homework.
Classes 3, 4, and 1 will participate in the worldview classroom activity, which is a guided brainstorm on the nature of worldview and the importance of understanding the worldviews of other cultures. There is a written reflection for homework, and Honors students will be expected to complete a worksheet on basic reasoning.
Tuesday
Classes 4, 3, and 2 will begin the Hinduism connected lesson. Students will be generating guiding questions and doing original research for the creation of a poster.
Wednesday
Classes 1 & 2 will finish their Hinduism posters, report out, and discuss as a class. There will be a Hinduism worksheet for homework.
Class 4 will begin the Hinduism connected lesson.
Thursday
Classes 3 and 4 will finish the Hinduism connected lesson and complete the worksheet for homework.
Class 1 will begin the Buddhism connected lesson with the analysis of a primary source ("The Fire Sermon") via the Think-Pair-Share cooperative learning paradigm. There will be a process reflection and students will be expected to answer the guiding questions for homework.
Friday
Classes 2, 3, and 4 will begin the Buddhism connected lesson and complete the guiding questions for homework.
Sunday, September 12, 2010
Preview for week beginning 09/13
With great apologies, the first newsletter will be going out later this week, as I have been having technical difficulties on my end. Similarly, I will also be paring down the document server this week, to provide space for the new materials for this unit. I expect that all will be updated by Wednesday.
Mon:
Classes 3&4 will have the Christianity I lecture and quiz.
Class 1 will begin the Christianity II group research. Homework will be to complete the Christianity column of the Religion Matrix and to complete the Christianity worksheet.
Tue:
Classes 2,3,&4 will begin the Christianity II group research. Homework will be to complete the Christianity column of the Religion Matrix and to complete the Christianity worksheet. Hon (2) owes the Christianity primary source.
Wed:
Classes 1,2, & 3 will begin Islam I group research & direct instruction
Thursday:
Class 4 will begin Islam I group research and direct instruction
Classes 1 & 2 will complete the Islam II group research and direct instruction.
Friday:
Classes 3&4 will complete the Islam II group research and direct instruction.
Class 1 will begin the Hinduism direct instruction.
I hope to have the electronic side of things back to normal soon...in the interim, email me if there are any problems.
Mon:
Classes 3&4 will have the Christianity I lecture and quiz.
Class 1 will begin the Christianity II group research. Homework will be to complete the Christianity column of the Religion Matrix and to complete the Christianity worksheet.
Tue:
Classes 2,3,&4 will begin the Christianity II group research. Homework will be to complete the Christianity column of the Religion Matrix and to complete the Christianity worksheet. Hon (2) owes the Christianity primary source.
Wed:
Classes 1,2, & 3 will begin Islam I group research & direct instruction
Thursday:
Class 4 will begin Islam I group research and direct instruction
Classes 1 & 2 will complete the Islam II group research and direct instruction.
Friday:
Classes 3&4 will complete the Islam II group research and direct instruction.
Class 1 will begin the Hinduism direct instruction.
I hope to have the electronic side of things back to normal soon...in the interim, email me if there are any problems.
Sunday, September 5, 2010
Week of Tuesday, Sept. 7th
Newsletter mailings will begin next week, once all requests are in.
Tuesday (Day 3)
Classes 3&4 will undertake the Evidence activity and will receive the Understanding Others cloze worksheet for homework.
Class 1
Wednesday (Day 4)
Honors will begin the Judaism connected lesson. We will reflect on the primary source and have direct instruction.
Classes 2, 3, and 4 will begin the Judaism connected lesson. I will begin with direct instruction and students will take notes. Judaism worksheet for homework.
Thursday (Day 1)
Classes 1,3, and Honors Honors students should begin their primary source reading for Christianity, which is an excerpt from the Gospel of Mark.
Friday (Day 2)
Class 4 will complete the Judaism connected lesson. Students will need to submit the Judaism worksheet if they have not.
Class 1 and Honors will begin the Christianity connected lesson with some direct instruction.
Tuesday (Day 3)
Classes 3&4 will undertake the Evidence activity and will receive the Understanding Others cloze worksheet for homework.
Class 1
Wednesday (Day 4)
Honors will begin the Judaism connected lesson. We will reflect on the primary source and have direct instruction.
Classes 2, 3, and 4 will begin the Judaism connected lesson. I will begin with direct instruction and students will take notes. Judaism worksheet for homework.
Thursday (Day 1)
Classes 1,3, and Honors Honors students should begin their primary source reading for Christianity, which is an excerpt from the Gospel of Mark.
Friday (Day 2)
Class 4 will complete the Judaism connected lesson. Students will need to submit the Judaism worksheet if they have not.
Class 1 and Honors will begin the Christianity connected lesson with some direct instruction.
Monday, May 17, 2010
The Final Project
Lesson I: Expectations & Essay Rubric, Skill I: Narrowing of a Topic
Lesson II: Product Rubric & Draft, Skill II: Bibliography
Lesson III: Presentation Rubric & Draft, Skill III: Presentation
Lesson IV: Guided Research, Original Research Document
Lesson V: Essay Draft Peer Edit
Lesson VI: Presentations, Day 1
Lesson VII: Presentations, Day 2
*Products due on day on Presentation.*
*All Essays due June 11*
Lesson II: Product Rubric & Draft, Skill II: Bibliography
Lesson III: Presentation Rubric & Draft, Skill III: Presentation
Lesson IV: Guided Research, Original Research Document
Lesson V: Essay Draft Peer Edit
Lesson VI: Presentations, Day 1
Lesson VII: Presentations, Day 2
*Products due on day on Presentation.*
*All Essays due June 11*
Saturday, May 1, 2010
Preview of Week Beginning 05/03
Hi Peeps, Parents, & Guardians:
This week we begin the last unit of the course: The Industrial Revolution. Students should be beginning their final projects, and it is never to early to begin studying for the final!
Green Day
Friday - Students will complete the Industrial Revolution Guided Reading in Class. For homework, students should complete the N2K.
White Day
Tue - Direct Instruction re: Industrial Revolution. Take home quiz for homework.Honors will also have a primary source reading.
Thu - Students begin Guided Reading for Industrial Revolution. For homework, students have a cartoon to reflect on re: life in the Industrial Revolution
This week we begin the last unit of the course: The Industrial Revolution. Students should be beginning their final projects, and it is never to early to begin studying for the final!
Green Day
Friday - Students will complete the Industrial Revolution Guided Reading in Class. For homework, students should complete the N2K.
White Day
Tue - Direct Instruction re: Industrial Revolution. Take home quiz for homework.Honors will also have a primary source reading.
Thu - Students begin Guided Reading for Industrial Revolution. For homework, students have a cartoon to reflect on re: life in the Industrial Revolution
Sunday, April 18, 2010
Vacation Message & Preview of Week Beginning 04/26
Hi Peeps & Parents,
As of today, all corrected work is posted in IC. It would be smart to go take a look at my gradebook and see what sort of shape you are in. If there is any missing work, take advantage of this vacation to get caught up. Many of the documents are hosted in electronic form on Mediafire. Just click on the link for the unit in question in the left hand margin of the blog. If you cannot find a copy of what you are looking for (or if it requires classroom resources) contact me at jason_cote@fc.sad57.k12.me.us and I will arrange something with you.
Preview of Week
White
Mon - We will finish our research of Napoleon in class, and follow it with a general discussion. We will discuss expectations for the final project, and every student will get an informational document. For homework, students should select their topics for the final project, complete the Need 2 Know Sheets for the French Revolution, and begin studying for the test.
Wed - Class will begin with direct instruction on the rise of Nationalism. Then, students will complete a guided reading on the birth of Germany and Italy. This will be followed by a class discussion. For homework, students should study for the French Revolution test.
Fri - Students will have a test on the French Revolution.
Green
Tue - Class will begin with direct instruction on the rise of Nationalism. Then, students will complete a guided reading on the birth of Germany and Italy. This will be followed by a class discussion. For homework, students should study for the French Revolution test.
Thu - Students will have a test on the French Revolution.
I will be checking my email daily during the break, so feel free to contact me if you need anything!
As of today, all corrected work is posted in IC. It would be smart to go take a look at my gradebook and see what sort of shape you are in. If there is any missing work, take advantage of this vacation to get caught up. Many of the documents are hosted in electronic form on Mediafire. Just click on the link for the unit in question in the left hand margin of the blog. If you cannot find a copy of what you are looking for (or if it requires classroom resources) contact me at jason_cote@fc.sad57.k12.me.us and I will arrange something with you.
Preview of Week
White
Mon - We will finish our research of Napoleon in class, and follow it with a general discussion. We will discuss expectations for the final project, and every student will get an informational document. For homework, students should select their topics for the final project, complete the Need 2 Know Sheets for the French Revolution, and begin studying for the test.
Wed - Class will begin with direct instruction on the rise of Nationalism. Then, students will complete a guided reading on the birth of Germany and Italy. This will be followed by a class discussion. For homework, students should study for the French Revolution test.
Fri - Students will have a test on the French Revolution.
Green
Tue - Class will begin with direct instruction on the rise of Nationalism. Then, students will complete a guided reading on the birth of Germany and Italy. This will be followed by a class discussion. For homework, students should study for the French Revolution test.
Thu - Students will have a test on the French Revolution.
I will be checking my email daily during the break, so feel free to contact me if you need anything!
Sunday, April 11, 2010
Preview of Week Beginning 04/12
This will be a four-day week, due to a teacher workshop day on Friday, and then Spring Break!
White
Mon - Students will watch the History channel documentary "The French Revolution" and will take notes on an inquiry chart. For homework, students will complete a personal reflection
Wed - Students will begin the Napoleon group research project. For homework, students should complete their French Revolution N2K sheets. Over vacation, they should also decide on their topic for the final project.
Green
Tue - Students will begin the Napoleon group research project. For homework, students should complete their French Revolution N2K sheets.
Thu - Students will complete the Napoleon group research project and will work on extended written responses. As a class, we will discuss criteria for the final project.
White
Mon - Students will watch the History channel documentary "The French Revolution" and will take notes on an inquiry chart. For homework, students will complete a personal reflection
Wed - Students will begin the Napoleon group research project. For homework, students should complete their French Revolution N2K sheets. Over vacation, they should also decide on their topic for the final project.
Green
Tue - Students will begin the Napoleon group research project. For homework, students should complete their French Revolution N2K sheets.
Thu - Students will complete the Napoleon group research project and will work on extended written responses. As a class, we will discuss criteria for the final project.
Friday, April 9, 2010
Napoleon Research Links
http://www.napoleonguide.com/leaders_napoleon.htm
http://www.lucidcafe.com/library/95aug/napoleon.html
http://www.bbc.co.uk/history/historic_figures/bonaparte_napoleon.shtml
http://www.napoleonicsociety.com/english/frameSetAccueil_Eng.htm
http://www.napoleon-series.org/
http://en.wikipedia.org/wiki/Napoleon
http://www.lucidcafe.com/library/95aug/napoleon.html
http://www.bbc.co.uk/history/historic_figures/bonaparte_napoleon.shtml
http://www.napoleonicsociety.com/english/frameSetAccueil_Eng.htm
http://www.napoleon-series.org/
http://en.wikipedia.org/wiki/Napoleon
Saturday, April 3, 2010
Preview of Week Beginning 04/04
Green
Mon - In class, students will engage in a guided reading on the early stages of the French Revolution. For homework, students have a primary source: The Declaration of the Rights of Man and Citizen.
Wed - In class, there will be direct instruction on the radical stage of the revolution. Students will take notes. As a summarizer, there will be a quiz. For homework, students will complete a profile on Charlotte Corday.
Fri - Students will watch the history channel documentary "The French Revolution." Students will take notes on a graphic organizer and will reflect on what they watched for homework.
White
Tue - In class, students will engage in a guided reading on the early stages of the French Revolution. For homework, students have a primary source: The Declaration of the Rights of Man and Citizen.
Thu - In class, there will be direct instruction on the radical stage of the revolution. Students will take notes. As a summarizer, there will be a quiz. For homework, students will complete a profile on Charlotte Corday.
Mon - In class, students will engage in a guided reading on the early stages of the French Revolution. For homework, students have a primary source: The Declaration of the Rights of Man and Citizen.
Wed - In class, there will be direct instruction on the radical stage of the revolution. Students will take notes. As a summarizer, there will be a quiz. For homework, students will complete a profile on Charlotte Corday.
Fri - Students will watch the history channel documentary "The French Revolution." Students will take notes on a graphic organizer and will reflect on what they watched for homework.
White
Tue - In class, students will engage in a guided reading on the early stages of the French Revolution. For homework, students have a primary source: The Declaration of the Rights of Man and Citizen.
Thu - In class, there will be direct instruction on the radical stage of the revolution. Students will take notes. As a summarizer, there will be a quiz. For homework, students will complete a profile on Charlotte Corday.
Tuesday, March 23, 2010
Enlightenment Socratic Seminar Questions
Enlightenment Socratic Seminar
1)Historians consider the Enlightenment to be a Golden Age because it helped to bring about an end to the Middle Ages. Is this a fair evaluation? Were the Middle Ages better than the Enlightenment in any way? Was the Enlightenment worse than the Middle Ages?
2)Of the core new philosophic ideas of the Enlightenment, which has the greatest impact on your daily life, and why?
3)How would you define the term Scientific Revolution? In what ways was it truly revolutionary? Which is more enduring, a political revolution or an intellectual one?
4)How did Issac Newton reconcile his scientific discoveries with his faith in God? How about Bacon? Are reason and faith compatible?
5)Compare and contrast the philosophies of John Locke and Thomas Hobbes. How did each view human nature? Would you rather live under a government designed by Hobbes or Locke? Why?
6)Of the scientists that we have discussed (Copernicus, Galileo, Newton, Bacon, Pascal, Descartes) who is the most important and why?
7)Many of the philosophers of the Enlightenment believed that Absolutism was the best path to natural rights. In class, we looked at the reasons why this system (Enlightened Absolutism) did not work in reality. Is there any way that it COULD work? What would you need? Does Absolutism have any advantages over democracy?
8)Jean Jacques Rousseau believed that people were basically good and that society made them do bad things. Do you agree or disagree? Give examples from your own experience.
9)Explain as many points of specific influence of the Enlightenment on American government as is possible.
10)How did the Scientific Revolution cause the Enlightenment? Was the goal of the Enlightenment a reasonable one?
1)Historians consider the Enlightenment to be a Golden Age because it helped to bring about an end to the Middle Ages. Is this a fair evaluation? Were the Middle Ages better than the Enlightenment in any way? Was the Enlightenment worse than the Middle Ages?
2)Of the core new philosophic ideas of the Enlightenment, which has the greatest impact on your daily life, and why?
3)How would you define the term Scientific Revolution? In what ways was it truly revolutionary? Which is more enduring, a political revolution or an intellectual one?
4)How did Issac Newton reconcile his scientific discoveries with his faith in God? How about Bacon? Are reason and faith compatible?
5)Compare and contrast the philosophies of John Locke and Thomas Hobbes. How did each view human nature? Would you rather live under a government designed by Hobbes or Locke? Why?
6)Of the scientists that we have discussed (Copernicus, Galileo, Newton, Bacon, Pascal, Descartes) who is the most important and why?
7)Many of the philosophers of the Enlightenment believed that Absolutism was the best path to natural rights. In class, we looked at the reasons why this system (Enlightened Absolutism) did not work in reality. Is there any way that it COULD work? What would you need? Does Absolutism have any advantages over democracy?
8)Jean Jacques Rousseau believed that people were basically good and that society made them do bad things. Do you agree or disagree? Give examples from your own experience.
9)Explain as many points of specific influence of the Enlightenment on American government as is possible.
10)How did the Scientific Revolution cause the Enlightenment? Was the goal of the Enlightenment a reasonable one?
Saturday, March 20, 2010
Preview of Week Beginning 03/22
Enlightenment Continued
Green Day
Mon: Absolutism class research and grading activity. Homework: Wollstonecraft Profile
Wed: Enlightenment Cartoon student product. Homework: Complete Cartoon
Fri: Persuasive Essay Workshop I. Homework: Draft Essay
White Day
Tue: Absolutism class research and grading activity. Homework: Wollstonecraft Profile (Hon) Attempts to Maintain Centralized Power
Wed: Enlightenment Cartoon student product.
(Hon) Socratic Seminar in place of Cartoon activity. Homework: Complete Cartoon
Green Day
Mon: Absolutism class research and grading activity. Homework: Wollstonecraft Profile
Wed: Enlightenment Cartoon student product. Homework: Complete Cartoon
Fri: Persuasive Essay Workshop I. Homework: Draft Essay
White Day
Tue: Absolutism class research and grading activity. Homework: Wollstonecraft Profile (Hon) Attempts to Maintain Centralized Power
Wed: Enlightenment Cartoon student product.
(Hon) Socratic Seminar in place of Cartoon activity. Homework: Complete Cartoon
Sunday, March 14, 2010
Preview of Week Beginning 03/14
This is a four day week for students, as Friday is a teacher workshop day. I have been profoundly disappointed by general student performance recently, as exemplified by general poor test scores, despite two sessions of review in preparation. I am setting aside a day this week for intensive remediation.
Green
Mon - Part II of the Enlightenment lecture. Quiz. Need 2 Know sheet for homework.
Wed -
White
Tue - Part II of the Enlightenment lecture. Quiz. Need 2 Know sheet for homework. (Hon) Primary source.
Wed - test remediation and reflection. Class performance discussion. (Hon) Learning extension.
Green
Mon - Part II of the Enlightenment lecture. Quiz. Need 2 Know sheet for homework.
Wed -
White
Tue - Part II of the Enlightenment lecture. Quiz. Need 2 Know sheet for homework. (Hon) Primary source.
Wed - test remediation and reflection. Class performance discussion. (Hon) Learning extension.
Sunday, February 28, 2010
Preview of Week Beginning 03/01
Well, we missed Friday due to a "wind day," so all materials are pushed back one day.
Green
Mon: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", Current Event ("Royal Society") for homework
Wed: Scientific Method application to a historical problem. Work on Need 2 Knows for homework
White (+ Honors)
Tue: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", (Hon) discussion of Galileo Galilei Primary. Current Event ("Royal Society") for homework
Thu: Scientific Method application to a historical problem. Work on Need 2 Knows for homework. (Hon) Primary Source # 2.
Green
Mon: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", Current Event ("Royal Society") for homework
Wed: Scientific Method application to a historical problem. Work on Need 2 Knows for homework
White (+ Honors)
Tue: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", (Hon) discussion of Galileo Galilei Primary. Current Event ("Royal Society") for homework
Thu: Scientific Method application to a historical problem. Work on Need 2 Knows for homework. (Hon) Primary Source # 2.
Sunday, February 21, 2010
Preview of week starting 02/22
Welcome back from vacation, everybody! On Monday and Tuesday we will be wrapping up "The Age of Exploration" with the presentation of our posters. Then, we begin our new unit, "The Scientific Revolution."
Green
Fri: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", Galileo Galilei Profile for homework
White
Tue: Age of Exploration poster completion and submission.
Thu: Direct Instruction pt.1 (Copernicus, Galilei, Bacon), Scientific Revolution Cloze Activity for homework (Hon: Galileo Galileo Primary Source)
Green
Fri: Direct Instruction pt. 2 (Descartes & Newton), class discussion "What is a Revolution?", Galileo Galilei Profile for homework
White
Tue: Age of Exploration poster completion and submission.
Thu: Direct Instruction pt.1 (Copernicus, Galilei, Bacon), Scientific Revolution Cloze Activity for homework (Hon: Galileo Galileo Primary Source)
Wednesday, February 3, 2010
Age of Exploration Webquest
Using the resources below, collect information to complete the research guide that you have received in class. When all research has been completed, write responses to the questions at the end of the research guide. You may also access print materials in the room (texts, encyclopediae, books) to supplement these online sources.
Stay on the webquest ... you do not have time to wander all over the internet. These are famous and important people and there are more materials on them than you will have time to sort through!
N.B. When you believe that you have completed the research on a particular explorer, visit Mr. Cote to get him to sign off on your work.
If you complete the activity early, attempt the learning extension at the end of the webquest. Honors should do the extension as a matter of course.
Christopher Columbus
Library of Congress -
University of Calgary -
a map of his voyages -
Encyclopedia Brittanica -
Amerigo Vespucci
Library of Congress -
About -
University of Houston -
Vasco da Gama
English Historical Society -
Library of Congress -
Catholic Encyclopedia -
Ferdinand Magellan
Library of Congress -
San Jose Schools -
Catholic Encyclopedia -
Hernando (Hernan) Cortes
Library of Congress -
PBS Kids -
University of Calgary -
John Cabot
Library of Congress -
Library of Congress -
Library of Congress
Heritage: Newfoundland & Labrador
Saturday, January 23, 2010
Preview of Week Beginning 01/25
Welcome to the second semester! We will be beginning our unit on the Age of Exploration. We will begin this week with a connected lesson that is based on a GRI (Group Reading Inventory) to do some quick dipsticking of our reading growth, and in order to give us time to reflect on our Midterms.
Mon - Green Day Midterms
Tue (White) - Reflection on Midterms, GRI 1. HW: Longitude and Latitude
Wed (Green) - Reflection on Midterms, GRI 1, HW: Longitude & Latitude
Thu (White) - GRI 2, Reflection on GRI, EXT: "Discovery" discussion, HW (CP): Discovery story, HW (HON): Miguel Lopez de Legazpi primary source
Fri (Green) - GRI 2, Reflection on GRI, EXT: "Discovery" discussion, HW: Discovery Story
Mon - Green Day Midterms
Tue (White) - Reflection on Midterms, GRI 1. HW: Longitude and Latitude
Wed (Green) - Reflection on Midterms, GRI 1, HW: Longitude & Latitude
Thu (White) - GRI 2, Reflection on GRI, EXT: "Discovery" discussion, HW (CP): Discovery story, HW (HON): Miguel Lopez de Legazpi primary source
Fri (Green) - GRI 2, Reflection on GRI, EXT: "Discovery" discussion, HW: Discovery Story
Monday, January 18, 2010
Preview of Week Beginning 01/19
Midterms begin this week.
Wednesday: W1 & W2
Thursday: G1 & G2
Friday: W3 & W4
Wednesday: W1 & W2
Thursday: G1 & G2
Friday: W3 & W4
Tuesday, January 12, 2010
Preview of Week Beginning 01/11
This is the week before Midterms. Students should be reviewing their Need 2 Know Sheets. They needed to be able to answer the concept questions on the bottom of each sheet, as these will be the basis of essay questions. Concepts should be answered using specific evidence.
Sunday, January 3, 2010
Preview of Week Beginning 01/04
Welcome to the new year! We are beginning the mad rush to midterms (week of 01/19). We have one last set of new content on the Reformation before we begin our review for the midterms.
Mon (Green): The Renaissance Essay is due. Lecture on the origins of the Reformation. Students will complete a profile of Johannes Gutenberg for homework. Students should begin work on the N2K sheet.
Tues (White): The Renaissance Essay is due. Lecture on the origins of the Reformation. Students will complete a profile of Johannes Gutenberg for homework. Students should begin work on the N2K sheet. Honors has a primary source reading from Martin Luther.
Wed (Green): There will be a quiz on Martin Luther. Direct instruction re: the spread of Protestantism. Students will generate reflections on Reformation in class. For homework, students are to complete a profile on Martin Luther.
Thur (White):There will be a quiz on Martin Luther. Direct instruction re: the spread of Protestantism. Students will generate reflections on Reformation in class. For homework, students are to complete a profile on Martin Luther.
Fri (Green): There will be a short direct instruction on the Counter-Reformation. For summarization and reflection, students will complete a creative project making a newspaper article from the Reformation. This is to be completed for homework.
Mon (Green): The Renaissance Essay is due. Lecture on the origins of the Reformation. Students will complete a profile of Johannes Gutenberg for homework. Students should begin work on the N2K sheet.
Tues (White): The Renaissance Essay is due. Lecture on the origins of the Reformation. Students will complete a profile of Johannes Gutenberg for homework. Students should begin work on the N2K sheet. Honors has a primary source reading from Martin Luther.
Wed (Green): There will be a quiz on Martin Luther. Direct instruction re: the spread of Protestantism. Students will generate reflections on Reformation in class. For homework, students are to complete a profile on Martin Luther.
Thur (White):There will be a quiz on Martin Luther. Direct instruction re: the spread of Protestantism. Students will generate reflections on Reformation in class. For homework, students are to complete a profile on Martin Luther.
Fri (Green): There will be a short direct instruction on the Counter-Reformation. For summarization and reflection, students will complete a creative project making a newspaper article from the Reformation. This is to be completed for homework.
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