Trees in a forest near Multnomah Falls in the Columbia River Gorge.
Dear class,
We began the Documents Based Question (DBQ) today, as students had this combined assignment with my class and Mr. Puterbaugh's Lit and Comp 10 class (if applicable). 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: "Indian Piano Theme" by Matthew Morgan. Selected for today because of the title and because instrumental music might help set the mood for some good work in class. Listen to the song 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: "Indian Piano Theme" by Matthew Morgan. Selected for today because of the title and because instrumental music might help set the mood for some good work in class. Listen to the song here.
AGENDA 10/26/18:
News Brief - Zachary
Review Last Class
DBQ Analysis
Work Time
We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.
Keanna 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):
Review Last Class: Last class, we made a list of major issues related to Native American reservations and assimilation.
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 someone to write down on butcher paper for the class as to what they decided on were the key points to take away. We went through the pictures of the posters created in last class (the green posters are still up in the room).
DBQ Response Time: 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 are due after students have had both my class and Mr. Puterbaugh's class to work on it - students will be using them to write the in class essay next class. See you then!
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 someone to write down on butcher paper for the class as to what they decided on were the key points to take away. We went through the pictures of the posters created in last class (the green posters are still up in the room).
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