Study sessions for the unit 1 test will be held at the following times
Tuesday afternoon: 3:45 - 4:15pm
Wednesday morning: 7:45 - 8:15am
Thursday morning: 7:45 - 8:15am
Saturday morning: 9:00 - 12:00pm (cafeteria)
Friday, September 24, 2010
Class Outing at Madras Chettinaad
Thank you to everyone who was able to make it to the class outing at Madras Chettinaad. Over 100 people attended and I believe that everyone had a very good time. Information on our next class outing will be announced soon.
Religions PowerPoint Projects
Congratulations to everyone for making it through your first group project in the class. Overall, the Religion PowerPoint projects went great.
Additional Unit 1 Podcasts
Again, thank you to Mr. Schuler for access to more of his unit 1 podcasts.
Click here to access a podcast on Ancient Chinese Civilizations (Shang & Zhou)
Click here to access a podcast on the Roman Republic and the Roman Empire
Click here to access a podcast on Early Mediterranean Societies
Click here to access a podcast on Classical India and Southeast Asia
Click here to access a podcast on the Olmec and Chavin
Chapter 7 Guided Reading
Click here to access the chapter 7 guided reading. This assignment is due and will be collected on Thursday, September 30th.
Sunday, September 19, 2010
Chapter 6 Guided Reading
Click here to access the Chapter 6 Guided Reading. This assignment is due and will be collected on Monday, September 27th.
Friday, September 17, 2010
Qin and Han China Podcast
Click here to access/download Mr. Schuler's podcast on Qin and Han China. If you would like access to other podcasts like these, simply leave a comment and I will link a few more.
Class Outing at Madras Chettinaad
Please click here to RSVP for our first class outing at Madras Chettinaad. We will be meeting at 7:30pm on Thursday, September 23rd in the banquet hall of the restaurant. The cost will be $12 per person (this includes tax and tip). I believe it would be easiest if everyone brought exact cash so that we can simply take a head count at the end of the evening and pay a lump sum. For directions, menus and other information about the restaurant, click here. Thank you again to Ms. Sonal Kharti (for helping to secure the location) & Ms. Krista Fancher (for setting up the RSVP website). Thank you also for all of the e-mails I received offering to help plan the event. I hope to see many of you next Thursday!
Tuesday, September 14, 2010
Chapter 5 Guided Reading
Click here to access the Chapter 5 Guided Reading. This assignment is due and will be collected on Monday, September 20th.
Thursday, September 9, 2010
Chapter 4 Guided Reading
Click here to access the Chapter 4 Guided Reading. The assignment is due and will be collected on Wednesday, September 15th.
Tuesday, September 7, 2010
Religion PowerPoint Presentation Rubrics
Click here to access the grading rubrics (both group and individual) for the Religion PowerPoint Presentations projects that are due later this month.
Sunday, September 5, 2010
Socratic Discussion: Guns, Germs and Steel
Students participated in their first Socratic Discussion on Friday. Overall, it was very successful. Students analyzed, debated and discussed the major themes of Jared Diamond's Guns, Germs & Steel.
Wednesday, September 1, 2010
Chapter 3 Guided Reading
Click here to access the Chapter 3 Guided Reading. This assignment is due and will be collected in class on Friday, September 10th.
Extra Credit Opportunity
In order for Socratic Seminars (especially the first) to be successful, students must feel comfortable speaking in front of and debating with their peers. Last year, to create a lighter and more relaxed atmosphere, students were encouraged to dress as an Ancient Greek (to emphasize the Socratic reference). Needless to say, it was quite humorous. It also allowed the students to take the edge off of what had been for some a strenuous beginning to the semester. In the end, I felt that it helped facilitate an insightful and open conversation. Thus, students this year will be again offered the opportunity to earn extra credit by dressing as a Greek in class on Friday, September 3rd (the date of our first Socratic discussion).
Socratic Discussion
The Socratic Discussion is patterned after the way Socrates conducted learning activities in Ancient Greece. All of his students were expected to share their thoughts and opinions regarding the written and spoken word. Students were further required to read, analyze and evaluate assigned materials prior to class discussion. Socrates remained silent to allow true discussion to flow from his students.
Today, when a class is conducted using the Socratic Discussion method, students are also required to come prepared to discuss assigned materials and share ideas and opinions, using the text or real life experience to back up their answers. They are not permitted to participate in the class unless they are prepared. This method of instruction can be used effectively for any genre or subject, fiction or nonfiction.
Student Preparation: Prior to the discussion, students are asked to read the text, magazine article, or newspaper; watch the video; listen to the song; etc., and to record their answers to the questions which the teacher has developed. Important: Students should be instructed to record their responses in complete sentences and to explain them thoroughly. The "why" is implied!
Class Setup and Procedures for Socratic Discussion: Students are arranged in two concentric circles. The inner circle contains the speakers who will be involved in the discussion; each student must contribute. The outer circle contains the listeners. Students in the outer circle are not to speak, but only to listen to the discussion.
Important: Two empty seats are reserved in the inner circle.
Students in the outer circle have the option of joining the inner circle when:
1) the discussion appears to be off topic.
2) the discussion becomes nonproductive with arguments and "put downs."
3) inner circle members have not discussed an area deemed important.
(Once a student takes an empty seat, he or she must stay for the remainder of the discussion. When both empty seats are taken, the inner circle is complete. Students must weigh whether they really want to enter the inner circle)
Responsibilities of the inner circle members: Students are to clear desks and display only prepared answers to the discussion questions.(No pencil or pen is allowed.) Students, not the teacher, determine the first speaker. A student enters the discussion only when the previous speaker indicates that he or she has finished.
Circle members decide how the discussion proceeds. For example, students may:
Today, when a class is conducted using the Socratic Discussion method, students are also required to come prepared to discuss assigned materials and share ideas and opinions, using the text or real life experience to back up their answers. They are not permitted to participate in the class unless they are prepared. This method of instruction can be used effectively for any genre or subject, fiction or nonfiction.
Student Preparation: Prior to the discussion, students are asked to read the text, magazine article, or newspaper; watch the video; listen to the song; etc., and to record their answers to the questions which the teacher has developed. Important: Students should be instructed to record their responses in complete sentences and to explain them thoroughly. The "why" is implied!
Class Setup and Procedures for Socratic Discussion: Students are arranged in two concentric circles. The inner circle contains the speakers who will be involved in the discussion; each student must contribute. The outer circle contains the listeners. Students in the outer circle are not to speak, but only to listen to the discussion.
Important: Two empty seats are reserved in the inner circle.
Students in the outer circle have the option of joining the inner circle when:
1) the discussion appears to be off topic.
2) the discussion becomes nonproductive with arguments and "put downs."
3) inner circle members have not discussed an area deemed important.
(Once a student takes an empty seat, he or she must stay for the remainder of the discussion. When both empty seats are taken, the inner circle is complete. Students must weigh whether they really want to enter the inner circle)
Responsibilities of the inner circle members: Students are to clear desks and display only prepared answers to the discussion questions.(No pencil or pen is allowed.) Students, not the teacher, determine the first speaker. A student enters the discussion only when the previous speaker indicates that he or she has finished.
Circle members decide how the discussion proceeds. For example, students may:
1) choose to speak in sequence around the circle.
2) decide to appoint a discussion leader.
3) let each speaker choose the next participant.
Follow-up questions may be asked by inner circle members; for example:
1) What do you mean by...?
2) Where in the text do you find support for that?
3) Would someone take issue with....
4) What is your point?
5) Are you saying that...?
The final responsibility of the inner circle members:
2) decide to appoint a discussion leader.
3) let each speaker choose the next participant.
Follow-up questions may be asked by inner circle members; for example:
1) What do you mean by...?
2) Where in the text do you find support for that?
3) Would someone take issue with....
4) What is your point?
5) Are you saying that...?
The final responsibility of the inner circle members:
1) Come to a consensus on each question
OR
2) Simply make sure each member has had an opportunity to discuss answers to the assigned questions, and then perhaps agree to disagree.
Responsibilities of the outer circle members: To ensure the practice of good listening skills, students are required to submit to the teacher their written responses to the discussion questions before the inner circle begins the discussion. (Otherwise, students tend to compare their work with the ongoing discussion.)
If the inner circle decides to reach a consensus, students of the outer circle are required to summarize and record the consensus; OR, if the inner circle members decide to simply share ideas and opinions in response to the discussion questions, students in the outercircle are to script as much of the discussion content as possible as the discussion evolves. At the end of the discussion, outer-circle students are to highlight or circle any words or phrases they believe to be important. If outer circle students have a hard time hearing inner circle students, a simple raising of the hand from an outer circle student can direct an inner circle student to speak up.
OR
2) Simply make sure each member has had an opportunity to discuss answers to the assigned questions, and then perhaps agree to disagree.
Responsibilities of the outer circle members: To ensure the practice of good listening skills, students are required to submit to the teacher their written responses to the discussion questions before the inner circle begins the discussion. (Otherwise, students tend to compare their work with the ongoing discussion.)
If the inner circle decides to reach a consensus, students of the outer circle are required to summarize and record the consensus; OR, if the inner circle members decide to simply share ideas and opinions in response to the discussion questions, students in the outercircle are to script as much of the discussion content as possible as the discussion evolves. At the end of the discussion, outer-circle students are to highlight or circle any words or phrases they believe to be important. If outer circle students have a hard time hearing inner circle students, a simple raising of the hand from an outer circle student can direct an inner circle student to speak up.
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