HTH Tutoring: 2010

Saturday, May 15, 2010

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

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.

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

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)

Advisory students will simulate emergecy situations to practice and think about how we can be better prepared, should an event occur while we are attending school. Students have created a script simulation and will act out the parts, then discuss real-life activities and tools to use.

PSS SL.HL 5.01 Delivers a presentation on local emergency preparedness and prevention.
PROFICIENT = * Differentiates between emergency preparedness and prevention
* Researches local emergencies and organizes a presentation on preparedness and prevention
* Gives an educational presentation to peers regarding local emergencies and facilitates a follow-up question session

advisory_emergency_simulation
readyamerica
emergencyplan

For more information, see: http://ready.adcouncil.org/beprepared/quickshare.html

Reflections due: Wednesday, March 3, 2010 to: menadelook_roxy@asdk12.org

Free On-Line College Courses (Tech TL.CA 5.04 & TL.HN 6.02)

TL.CA 5.04 = Participates in a distance communication course to further educational learning.

PROFICIENT = • Identifies, chooses, and successfully participates in a distance communication course (i.e. blackboard, VTC etc.) that will successfully further educational learning and help to meet educational goals and standards using SMART goal setting.

TL.HN 6.02 Identifies, learns and uses 1 programming language.
Proficient = Successfully completes an approved University Computer Science course or IT Professional Certification program.

This can be in a variety of ways... but here's a cool idea:

Open Course Education
http://webcast.berkeley.edu/courses.php
http://ocw.nd.edu/
http://ocw.mit.edu/OcwWeb/web/courses/av/index.htm
http://ocw.usu.edu/courselist
http://oyc.yale.edu/
http://ocw.uci.edu/

Enroll in a class on-line with some of our top colleges. The cost is $0, and you "audit" the class, without paying. It allows you to gain the knowledge. This will also help you, if you decide to take this class in the future, so you're prepared and "wiz" through.

pdca_action_plan_blank

pdca_action_plan_blank

Submit ILP or questions or final work to: menadelook_roxy@asdk12.org or your advisor.

Civic Duties (PSS SL.SV 5.02)

PSS SL.SV 5.02 = Creates and implements a plan for fulfilling personal responsibilities to society (i.e. registers to vote, obeys laws, recycles and respects the environment).

Selective Services: If you're a male U.S. citizen, age 18 through 25 and you are living INSIDE the United States or its territories, or if you have an APO/FPO address, you can register with Selective Service.

https://www.sss.gov/RegVer/wfRegistration.aspx

Register to Vote: To register to vote in Alaska you must be a U.S. Citizen, a resident of Alaska, and at least 18 years old or will be 18 years old within 90 days of completing this application.
http://www.elections.alaska.gov/regapp.php

When you have completed one of these, or some other civic duty, please send me an e-mail, and I will enter your grade: menadelook_roxy@asdk12.org

Scholarship Opportunities (Careers CC.LT 4.10)

Check this blog site for scholarship opportunities that become available to HTH students. If you haven't already done this, you need to have your portfolio ready (along with your essay), look online for resources, and also check the dates below and apply for as many as you can!
Any questions or concerns, please see Mrs. Menadelook

FUNDING EDUCATION BEYOND HIGH SCHOOL: The Guide to Federal Student Aid (free pdf download)
http://studentaid.ed.gov/students/publications/student_guide/index.html

RESEARCH SITES FOR SCHOLARSHIPS:
www.collegescholarships.com
- ASD'S Web site for scholarship searches: http://www.asdk12.org/CRC/online.asp
Take the www.akcis.org survey to see what choices might best fit your needs. (To set up a new student account, begin with: user=highlandtech / password=4akcis)

FINANCIAL AID COUNSELING FOR ALL!
Andrea Kaviaq Gregg
Community & Outreach Liaison
907-269-7973 / andrea_gregg@acpe.state.ak.us
** HTH HOSTS ANDREA ** Come join us on Tuesday, March 16, 2010 at 6:00 pm

financial-aid-night-flyer

For more than 100 years, England’s colonies in America grew steadily. Over time, the colonies developed their own economies, political systems, traditions of local government, and sense of self-reliance. Colonists maintained economic, political, and personal ties with Great Britain. But as time wore on, serious strains between the colonists and Britain began to appear.

In this unit, students will cover the standard: SE.US 4.02
"Summarizes and investigates the exploration, colonization, and founding of the United States of America."
*Creates a timeline of explorations and settlements of North America.
*Explains the impact of colonization on the environment, agriculture, waterways, and cultures.
*Analyzes the struggles and accomplishments of the First and Second Continental Congress.
*Summarizes the Articles of Confederation and how they led to the forming of the Constitution.
*Analyzes the struggles and accomplishments of the Constitutional Convention.
*Explains the different branches of government and describes 5 significant responsibilities of each.

SE.US_402_Founding_of_America

possible_project

In what ways do we honor Alaskan cultures today? How have their lifestyles changed over time, and what has caused this change? What do we predict for the future? In this unit, we will take the time to explore cultures in Alaska, and what has been done in the past, as well as how cultures are honored today. What are the lifestyles? How can we ensure they don’t disappear?

SE.AK 5.04 = Explains how various Native Alaskans retain and adapt their cultural heritage through time.
PROFICIENT = • Describes the methods Native Alaskans use to preserve and pass on their cultural values and traditions.
•Explores which traditional practices of culture and lifestyle are still a part of Native Alaskan life and which ones have been adapted.
*Describes at least 2 things that non-Native Alaskan explorers and settlers could have done to lessen the impact on Native Alaskan peoples.

seak_504_retaining_heritages

Political Cartoons – It’s No Laughing Matter
In class, we will look closely at political cartoons and explore the cartoon's message, the subject of the cartoon, or the artist's use of images. We will explore the purpose of political cartoons in general, as well as in-depth study specific to a specific cartoon.

Questions will be organized into the following categories:
* Cartoon's message
* Subject of the cartoon
* Use of images or artistic techniques

SE. PR 4.02 Uses tools of visual representation for analysis (examples: decision-making trees, flow charts, webbing).
PROFICIENT = *Uses tools of visual representation to analyze historical events.

SE.PR 5.02 = Summarizes and develops strategies for sampling, testing, and evaluating information.
PROFICIENT = • Uses various methods of statistical sampling to support concepts, avoiding manipulation of data.

SE.PR 6.02 = Analyzes the impact and credibility of information from various media outlets
PROFICIENT = *Compares different forms of media and their purposes in reaching different audiences.
*Compares and contrasts the impact of these various forms of media.
*Analyzes credibility of various media outlets.
*Describes how mass media has changed over the past century in the United States.

political_cartoons_l4
political_cartoons_l5l6

Art Portfolios (SL.PE 4.02)

School of Art Design and Media at Nanyang Techno
During the January Intensives, advisory students will explore the elements and history of art forms, while tutoring each other in piano, guitar, drawing, etc. Each student will present their portfolio for peer review and improvements. Our guest instructor, Olivia Lee-Magana, will help with the history and elements of art. What will I include in my own art portfolio? Have I explored 2-D and 3-D art forms; or music; or alternative art forms that are different from the traditional ‘art’ we think of today? How can I develop my own unique style? Who in my advisory can I learn from?

EXPLORING THE ARTS!

During January Intensives, our Advisory will be exploring the "arts" including, drawing, culinary arts, music (piano & guitar) and performing arts. Our final activity will be on Wednesday, Jan. 27 with the movie "Fantasia". Please remember to wear red/black that day, and we'll get a group photo of our advisory again.

PSS SL.PE 4.02 = Recognizes the defining characteristics of three art eras (ex: Gothic, Renaissance, Baroque, Realism, Impressionist)
PROFICIENT = * Describes the culture and geography of three art eras * Describes the characteristics of the visual and performing arts from these eras

Besides Level 4 PSS, all students will be connecting the activities to their own personal art choices. How do YOU express yourself? Write this reflection up and submoit it along with samples.

Westward Expansion (SE.US 4.01 & 4.04)

Why did people move West? Who owned the West and why? Was their authority legitimate? Was the government responsive to its citizens’ needs and interests? How can individual needs and interests? How can individual rights be protected within the context of majority rule? Why do people behave as they do?

The class will explore the expansion of the United States west, through the Louisiana Purchase, the Oklahoma land rush, American Indian treaties and conflicts, and the gold rush. We will explore the cause and effects of the decisions made to expand our country, provide for needs of some as we comprise needs for others. Overview information will also include the Monroe Doctrine, the Manifest Destiny, Louisiana Purchase, the Battle of the Alamo and the Mexican War.

Military Strategies over time will cover stratagies of major conflicts, as well as clash of cultures and religions. Focus will be on Social Environments standards, but students may also master standards in PSS, Careers, and Technology.

Activities include:
- Group Work
- Museum Walks / Presentations
- Movies
- Simulations
- Debates
- Strategy Games

LIVE from Copenhagen:
A Global Response to Climate Change
(LIVE VIDEO CONFERENCE WITH OTHER STUDENTS GLOBALLY)

Date: December 16th, 2009
Time: 7:00 am-9:00 am (Alaska time)

Join us in representing HTH students' views on the issue of Global Warming around the world. Students who participate will join the blog site to post their ideas prior to the video conference, then ask questions in small groups as well as whole groups with experts in the field.
The Environmental Research and Studies Centre
The Centre for Global Education,
Faculty of Graduate Studies and Research, the University of Alberta
Interested? Please see Ms. Menadelook asap.

copenhagen-climate-change-resource-and-timeline-1
vtc_agenda_dec16

Ancient Greece & Rome (SE.WH 3.06)

The class will explore significant ideas behind Greek & Roman laws and how they influenced governments to follow. Using real case studies, students will look at practices appropriate for their level and reflect on ways we can learn from our past successes or failures. Students will use their project ideas from the “Multiple Intelligences” to select a project in their level, to demonstrate “mastery” of the particular theme standard.

What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can we keep government responsive to its citizens' needs and interests? How can individual rights be protected within the context of majority rule?

Overview:
Starting with the “beginning of time” what civilizations can we find documented? Where were they and why? What was their lifestyles? Why are they no longer around – or are they? What has changed and why? In this unit, we will explore the beginning of time, as we know it now, to see how history has impacted our daily lives, even from as early as the civilization of Mesopotamia and the expansion of civilizations through the “Fertile Crescent”.

SE.WH 3.03 Analyzes the historical contributions, and influences of significant individuals and groups of prehistory and the beginning of civilization.
PROFICIENT =
• Relates Prehistory-1000BC societies, agriculture, civilization experiences to issues of relevance today.
• Describes the people, places, and environments at the beginning (through 1000 BC) to what has changed and what is the same today. (Cites sources.)

What are our civic responsibilities as Americans? How are these responsibilities different from other countries? How do we define “democracy”? What other types of governments are there, and how do they treat their citizens?

Although there was a time when government in any form did not exist, the last seven thousand years has seen the growth of government around the world. As population grew in an area, people banded together for protection, which is even today, one of the primary functions of government.

Do you know that what you do or don’t do really matters? Often, it’s a perception, as well as reality. The sooner you can learn to communicate to others your good intentions, the smoother your experiences at work and other places will be.

Take responsibility for what you do and say. Think before speaking… “How will this sound if I am them?” It’s easy to think everyone will perceive your actions and words like you do… but we all know that’s not true. In this standard, you will set some specific goals of seeing how you do in different situations, then check to see if this is really happening.

In class, we will do activities around citing sources, using www.citationmachine.net so we can use this in our research papers for social environments, as well as language arts.

citation_machine_notes
source_validation_process

Civic Responsibilities - Creation vs. Scientific Theory VTC

On Tuesday, Nov. 24, from 9:00 - 10:30 am HTH students will participate in a live video conference with other students across the globe to discuss the Creation Theory and Scientific Theories. As a country and citizen of the United States, how do we support multicultural views of how our world began? Students will be expected to log onto a forum site and post their thoughts, as well as respond to others. Our Tuesday's vtc will be a final activity for this unit.

In America, we have numerous types of religions that all have different creation theories. We will be posting these theories, and how they compare/contrast with the Christian and Science.

What caused the USA to get involved in World War I and World War II? In what ways did technology affect the battles? What are some of the stories of the people who lived through these and how do they relate to me? What things can I do right now to advocate for world peace?

In this unit, we will learn about America’s involvement in both World War I and World War II. Class assignments will involve role playing in different situations, reading literature from the time, and understanding how the battles in each of the wars were fought and who the players were.

SE.US 4.09 = Examines American involvement in the two World Wars.
PROFICIENT = *Describes the events that led to the U.S. entering World War I.
*Describes significant battles and individuals during the war.
*Analyzes the emergence of technology and its impact on soldiers.
*Evaluates the post-war effects of the war on the world.
*Describes the events that led to the U.S. entering World War II.
*Describes significant battles and individuals in the Atlantic and Pacific theatres.
*Summarizes the societal changes that occurred in the United States during the war.
*Analyzes the difficulties of fighting a two front war.
*Analyzes the decision to drop the atomic bombs on Japan in order to end the War in the Pacific.

How do we define ‘democracy’? What forms do we see today? How do these forms of government compare with other forms in the world? In this unit, we will learn about forms of governments worldwide. Exploring the impacts of science and technology on these governments, we will create our own form of government and defend our choice.

SE.EG 6.08 = Analyzes the impact of science and technology on a democratic society.
PROFICIENT = *Identifies and describes important elements in a democratic society.
• Compares and contrasts two or more countries’ political structures and explains in what ways they are similar or different with a democratic society.
Assignment: Create / adopt your own form of government. How much political sway do you have? How do you influence others? Include elements of science and technology influence and control over the media (or lack of).

On Friday, Oct. 2, from 8:15 – 9:15 am the social action group called, “Invisible Children” presented to students at HTH on the war in Uganda.

Come learn about the issues and how we might help.... see Mercedes Tillion for follow-up with the "School-to-School" program that we will be coordinating with South HS and East HS from Anchorage to Uganda.

More information is posted on their web site:
http://www.invisiblechildren.com/media/videos/detail.php?id=673477611

SE.WH 3.09 Explores the expanding global society of the 21st Century.
SE.WH 3.10 Analyzes contemporary world views on the role of civic responsibility and action of citizens.

Political Systems: USA Democracy (SE.SS 2.09)

Democracy is a form of government in which the people of a country hold the power to rule by electing representatives. In modern democracies, legislators and other representatives are elected by the people. Democracy is many people coming together, expressing their ideas and opinions to come up with a system that meets the needs of all who is represented.

sess_209_usa_democratic_system

As we finish up our unit on SE.WH 3.01 (Eastern Empires) and begin SE.WH 3.02 (Western Civilizations) we will have an opening activity of debating the merits of the forms of government in these areas.

formal_debate

USA Supply & Demand (SE.SS 2.07)

One of the most basis concepts of economics is Supply and Demand. These are really two separate things, but they are almost always talked about together.

Supply is how much of something you have, and demand is how much of something people want. Put the two together, and you have supply and demand.

sess_207_usa_supply_demand

America is a ‘melting pot’ for many who seek freedom; of religion, lifestyles, opportunities. Starting as early as the indigenous cultures who were here long before Columbus or Cortez or other explorers and settlers, we have a rich history of hard working, risk-taking individuals who fight for their beliefs in order to make our country a better place to be. Irving Washinton’s fable about “Rip Van Winkle” is a prime example of one of the first ‘American’ writers who tell stories of the importance of working hard and being smart about what we do. Now, with President Obama, we hear similar words, encouraging our young to work hard and learn all we can in order to form a more perfect nation.

In this unit, students will explore different individuals and select one person to go into depth. Projects may include anything that meets the criteria for the rubric.

sess_203_american_individuals

How healthy is a business financially? How do you know? The profit/loss statements can show you a quick picture of the business. Attached is an assignment that will take you through the process of finding financial statements, and then analyzing specific businesses (real ones).

Start with this: Great Places to Work (real companies in the USA)

Look up real businesses that have incorporated, and sell stock (financial records are public) ... example of GOOGLE http://finance.yahoo.com/q?s=GOOG

Have fun!

cclt_306_profit_loss

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
PROJECT DUE: by ILP to menadelook_roxy@asdk12.org

Business Basics (CC.LT 4.06)

All businesses rely on making a profit to stay in business. Profits are determined by simple means of a balance sheet: what are the assets (anything good for a company) and what are the liabilities (any debt a company has). The amount of demand will make a difference on the quantity you sell, as well as the price you can charge. There’s a balance between supply and demand that can be plotted on a chart.

cclt_406_business_basics1

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

PROJECT DUE: by ILP to menadelook_roxy@asdk12.org

Western Civilizations: Changes in Europe (SE.WH 3.02)

Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? How can the perspective we have about our own life experiences be viewed as part of the larger human story across time? How do our personal stories reflect varying points of view and inform contemporary ideas and actions?

Standard Addressed:
SE.WH 3.02 "Explores the continuity and change among Western Empires over time."
Proficient =
• Chooses one Western Empire to study in-depth.
• Describes perspectives over time, how society changed, what historians reported, individual and cultural experiences, what continued and what went away and why. (Cites sources.)

The class will explore civilizations from various parts of the world to see how we are connected and what we have learned from each other over time. In class, we will explore various “Western” civilizations including changing European cultures in the 1700's and some of the issues they faced. Using an "Attribute Chart" we will outline our view of a person living in this time. Students may also use their project ideas from the “Multiple Intelligences” to select a project in their level, to demonstrate “mastery” of the particular theme standard.

Resources:
sewh_302_western_civ
hwh_primarysources
seus_402_colonization
seak_502_settlement_of_ak

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

PROJECT DUE: by ~~Thursday, October 15~~ Monday, Oct. 19 to menadelook_roxy@asdk12.org

Events of Alaska - Civil Rights for All (SE.AK 5.02)

Since the beginning of time, Alaska has been a ‘last frontier’ for many, including our indigenous cultures, who migrated from Russia, Asia, and up from the ‘Lower 48.’
What can we do today to respect, recognize & honor each culture in Alaska? What will YOU do to ensure civil rights are followed? Think about getting involved in a service organization like “School-to-School” for the war in Uganda; or the “Bridge Builders” of Anchorage, or even volunteering at the Alaska Federation of Natives conference.

Standard: SE.AK 5.02 Summarizes the exploration and settlement of Alaska.
Proficient =
• Creates a timeline or historical summary of specific events that shaped how Alaska has been used by various groups over time.

• Information includes:
- Indigenous Cultures
- European Explorers
- The Russian Period
- The Gold Rush
- Territorial Alaska
- World War II in Alaska
- Civil Rights in Alaska
- Alaskan Statehood and the Modern Era
seak_502_settlement_of_ak1

We now have a name to identify ourselves with! Great job, advisory. Now.. the contest is on! Let's see who can create the best image for us to put on tee-shirts, create a mascot costume for Jaye, etc.
CAST YOUR VOTE!
#1 = We challenge the strong

#2 = We never go extinct

#3 = We stand above average

Go onto surveymonkey to cast your vote! (click on image to make large)

More info on these wonderful creatures are found on our favorite site... wikipedia!
http://en.wikipedia.org/wiki/Velociraptor

CHALLENGE: Each advisory must come up with a "logo" for their advisory. Please submit your ideas to menadelook_roxy@asdk12.org

DUE: Thursday, Oct. 15, 2009

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Saturday, May 15, 2010