Social Environments Explained

The HTH Social Environments are set up so each level has 5 "process" standards.. for how we go about gathering and thinking about the information; and then 10 "content" standards that focus on specific periods of time.  I will be teaching Levels 4-6.  Students must 'master' all standards on 1 level before moving on to the higher level.

The set up of each lesson will be similar:
“Hook” that hopefully piques the curiosity.
Research, that will include using all types of different resources (i.e., textbook, Internet, guest speakers, activities in class).
Project to apply the knowledge.
Pre/post assessments

PROCESS STANDARDS (how we DO the rest of the content below)
SE.PR x.01 Cause/Effect
SE.PR x.02 Primary Sources
SE.PR x.03 Information gathering
SE.PR x.04 Opposing viewpoints
SE.PR x.05 Research techniques/Current Events
(click on graphic to get full size)

It's hard to get used to this different system, where students get a say in how they show mastery.  It takes deeper critical thinking and ownership of their learning.  One way to think about it is... "SKILLS" = knowing  / "ANALYTICAL" = doing / "CONTEXTUAL" = living.
Students will remember MUCH more if they DO or LIVE the lessons.  See the image.  We would like students to get to the bottom of this chart, where they will remember more.

CLASS STRUCTURE:
Opening Introduction to Theme
Background information
Pre-assessment
Group Activities in Class
Research / Homework
Projects (applying our knowledge)
Presentations / Post-assessment

GETTING GRADES ENTERED / CREDIT FOR WORK DONE:
Students are responsible to send an e-mail to: menadelook_roxy@asdk12.org with:
•    Standard #
•    Grade (what you want and why)… according to the RUBRIC!
•    What you did well
•    What you might improve on next time
•    Your work (of course)

Students are encouraged to do more than just what is assigned in class.  We will cover at least one major standard every 2-3 weeks (depending on the depth of the projects and class pace).  Besides the standard we are covering, students may work ahead, or make up missing standards anytime.  Buy doing a 'search' on the blog site, under the standard# or topic, they will see the past units that have been covered.

se_standards_covered

Voice of the Students (SE.EG 6.03)

Student Voices: Fueling  Alaska - The Right Way!

Hosted  by Highland Tech High School students in Anchorage, Alaska
Friday, February 12, 2010 @ 11:30 A.M. - 12:00 P.M.

Student Voices is a monthly broadcast discussion (via video conference and web streaming) that interviews local decision-makers about topics students feel are critical to Alaska.   Alaska’s youth have selected this month’s topic regarding Alaska’s future:   Renewable & Alternative Energy Resources. Student Voices will be broadcast from Highland Tech High School on the 12th of February, from 11:30 A.M. to 12:00 P.M. This event features Highland’s very own students as well as students from the Chugach School District & the Galena School District. All students around Alaska are invited to join us, and also host future programs.

LINK to Raw Broadcast 

We welcome our invited guest speakers:
Alaska State Representative, Reggie Joule, Bush Caucas
Alaska State Representative, Sharon Cissna
Terry Gross, British Petroleum

For more information, contact:  menadelook_roxy@asdk12.org
or visit our web site and post on the forums:  http://www.voiceofstudents.org/
Thanks to GCI for hosting the monthly video conferencing!!

FLYER

Jobs for Alaskan Youth (SE.EG 6.01)

The Big Picture
How does today’s economy impact resources for jobs in Alaska’s communities?  What statistical information can we use that will help us understand what is happening around us, and also predict trends for the future?  How do politics, economics and foreign policies impact the chances of future employment in Alaska?  In this unit, we will explore these issues, and prepare to talk with ‘experts in the field’ for a live, interactive broadcast on March 4 with invited guests, US Delegate, Mark Begich and Alaska Department of Labor statistical expert, Neil Fried.

Processes for Leadership (CC.LT 1.09)

Working in groups, students will practice leadership processes to make sure we can get things done in a way that shows respect for each other and uses our time wisely.  Different tools/processes we will practice include:
- PLUS/DELTA
- GROUP ROLES (Facilitator, Time Keeper, Recorder, Reporter)
- BRAINSTORMING PROCESS
- POWER VOTING
- THINK/PAIR/SHARE

Careers CC.LT 1.09 = Practices leadership in three or more situations, where the outcome was a result of a specific leadership process used.
PROFICIENT = • Successfully uses a leadership process to help a group succeed in 3 or more situations OR helped 3 different groups succeed using a leadership process.
Student will send an e-mail to Ms. Menadelook on which standard(s) they have mastered, through the class activities.

All work should be submitted digitally (by e-mail from gaggle.net account) with:
-    Your name
-    Standard#
-    Grade you expect & why (refer to the rubric)
-    What you did well / what you would change next time
-    Your work

Due:  Friday, March 5, 2010 to: menadelook_roxy@asdk12.org

Economics of Alaska (SE.AK 5.07, 5.08 & 5.09)

“At the turn of the century, then Secretary of State John Hay declared that the Mediterranean was the "ocean" of the past, the Atlantic the ocean of the present, and the Pacific the ocean of the future. The Pacific future is imminent. We hear daily reports of increased trade, immigration, and cultural exchange with Pacific Rim nations, especially those in the Asian sector.” (E.R.I.C.)

SE.AK 5.08 Analyzes the impact of science, technology, and societies on Pacific Rim trade.
PROFICIENT: • Describes what entities control Alaska’s imports and exports around the Pacific Rim, citing specific reports and data.
• Describes what types of technologies affect a specific trade industry in the Pacific and how the change in technologies has affected society.

seak_507_508_509_ak_industries_and_impact
voice-of-students-flyer-2

FTC Tournament

HTH's First Tech Competition (FTC) Team #3645 competed in Fairbanks on Feb. 25&25, 2010 against other high school teams from around Alaska.  The tournament points were based on: 1) how well your robot competes; 2) teamwork and problem solving; and 3) gracious professionalism (most important).

Great job to our 6 students who  represented HTH!  (Becca, Pawel, Michael, David, Angel, Darien).




Competition was held at UAF's "Wood Center" with 6 mix-rounds of teams.
Match#2 (around 10am)... Allance with Fairbanks, and competing against 2 Fairbanks teams.
Match #8 ... alliance with Fairbanks, and competing against Fairbanks and East HS teams.
Match #15... alliance with Bartlett HS and competing against Fairbanks and Anchorage teams.
Match #29... alliance with Juneau and competing against another Juneau and Fairbanks team.
Match #32... alliance with Fairbanks, and competing against Bartlett and Fairbanks teams.!
Match #41... alliance with Fairbanks, and competing against Dimond and Fairbanks teams.
FINAL RESULTS:  25 of 34... with 2 honorable mentions from the judges: 1 in community outreach; and 1 in how the team presented to the judges.

More photos of the tournament:
http://roxymenadelook.edu.glogster.com/ftc/
http://roxymenadelook.edu.glogster.com/ftc-design/
http://roxymenadelook.edu.glogster.com/ftc-team-in-fairbanks/
http://roxymenadelook.edu.glogster.com/hth-ftc-team-3645/
http://roxymenadelook.edu.glogster.com/ftc-4/

The FTC Team is working on a video, fyi, if you'd like to see the tournament stuff.  Students also presented at the ASTE Conference (Alaska Society for Technology in Education) at the Captain Cook Hotel on Tuesday, February 23, 2010 from 3:30 - 4:30. They collaborated with Cook Inlet Tribal Council robotics team to finish the season in style!

National Identity (Soc Env SE.US 4.05)

How was the USA Identity formed?  What is the Monroe Doctorine?  How does nationalism influence domestic policy?  How does this individual impact your life today?  Find out the answers to these and more!  In this unit, students will replay the Presidential campaign of 1800 between Thomas Jefferson and John Adams.  We will see what was done in the worst election ever, and see why our constitution was amended, due to the unethical behavior of the political parties.

SE.US 4.05 "Identifies, assesses, and describes which individuals, groups, and institutions helped to form the national identity of the United States."
PROFICIENT =*Identifies characteristics of the national identity of the United States.
*Describes the contributions of individuals, groups, and institutions that have helped to create a national identity.

l4_seus_405_identity_project
1800-election-background
electoral-college-info
debate_1800_election

Be sure and cite your sources on your project.

All work should be submitted digitally (by e-mail from gaggle.net account) with:
-    Your name
-    Standard#
-    Grade you expect & why (refer to the rubric)
-    What you did well / what you would change next time
-    Your work
Due:  Thursday, March 4, 2010 Wednesday, March 18, 2010 (extended debate deadline)