What Have You Done?

Oh brother...  Now you've done it.

You were bored, so you decided to check and see if I've updated the blog.  And I have.

And it's reminded you that school is just around the corner - and you don't want to think about that right now.  You want to think about cookies.  And One Direction.  And the NFL.  And well... whatever else you care to think about.

And now it's ruined.

Well, here's some good news to cheer you up:

• The world still hasn't ended.  Or if it has, I missed it and I'm not really typing this right now.
• You still have some of your vacation left.  Enjoy it.
• The Colts got Peyton Manning, kept him for 14 years - 13 of which were pretty good.  And the 14th was bad enough to earn a first round pick - this in the same year Andrew Luck became available.  (I know this is old good news, and it's only good news if you're a Colts fan.  And I'm not a Colts fan.  I only put it up there because it still seems pretty crazy.)
• I'm dedicating one more day to completing the presentations.  Yes, you heard correctly.  I wasn't planning on it, but hey a little more than half the students had time to complete them.  And I know a bunch of you all don't have computers, internet, or you've been forced to show off those pink bunny PJs this entire break and have had little time to do anything else.  You're welcome.

To those of you who have finished, and wish to make all our lives easier, you can turn in your assignment by emailing it to philiphabecker@gmail.com.  I realize it's not the most original email address, but whatever.

If you want extra credit for reading the blog over break, go back through some of the posts from this school year.  You don't have to read them in their entirety, but just use them as a refresher.  Discuss some of those topics with an adult.  On a sheet of paper, list 5 topics that you touched up on, and discussed with an adult.  Have the adult sign the paper, then turn it in when you get back.

Enjoy the rest of your break.

Access From Home

If you didn't finish your Hammurabi power point, you'll want to finish that over break.  You can access your files this way:

I think most people know this, but students can access their digital school work from home.  In case you're wondering how to do this, here's how:

Student File Access From Home

1.  Type in         https://stoneware.concord.k12.in.us   

2. Type in your user name   (entire first and last name no spaces.)

3. The password is your lunch code number

4. Click on My Files

5. Click on the little + sign by the yellow folder. This should give you access to all your                              

      folders.

For the sake of speed and the security of your file, when modifying existing files on our network, it’s a good idea to save the file to your local hard drive first. To do this, right click on the file name, choose Save Target As and put it on the desktop of your home computer. You can continue to save to this location throughout the time you work on your file.

 6.  When you are ready to put your work back on our network, use the Upload Files button near the top right of the screen to browse to the modified file. Highlight the file and click Open. It will then display the path to the modified file in the File Upload Utility window. Click Upload to put it back on our network in the folder being displayed when you clicked on Upload Files.

7.  It is very important to Sign Out of the portal when finished to avoid problems logging into the network when back at school.  

It's a cinch, right?

When you finish, send it to me via email.  I don't have access to your network drives.

Once again, here is the Hammurabi Webquest.

When you're finished, you should have exactly 8 slides.  No more, no less.

Alright.  This is not an extra credit post.  I'll post that a little later on in the break.  And speaking of the break, I hope it's a good one for everyone.  Stay safe and warm.

Did it go well?

I wonder if anybody will read this tonight...  Did it go well today?

I wasn't there, but the students still had plenty to do.  Those presentations won't complete themselves.  At least, I don't think they will.  I mean, if they did, well that would mean that computers have gained consciousness and then we're probably all in trouble.  ...Unless they were nice computers.  ...Which they must have been if they were willing to complete your assignment for you.

Ok.  Sorry about that.

Here's the picture I had up for bellwork.  Again, I'm not an artist.

Maybe it will help the students remember that all ancient civilizations had

• A system of writing
• A code of laws
• Specialized workers
• Cities

If you're reading this and want the extra credit, discuss the blog with an adult.  Just the social studies part... really you don't have to discuss the rambling at the top.  Again, I'm sorry about that.

Then, when you're done discussing social studies, write a short note telling me how the day went.  Have the adult sign it.

Turn it in tomorrow.

Can't Keep Myself Away...

Well, I just can't seem to keep myself away from the blog.  I know I said that yesterday's post was going to be the last post until the break... but here I am, posting even more extra credit for all you extra credit lovers out there.

Here's today's bellwork.  Students had to draw this picture.  It lists reasons ancient civilizations were found near rivers.

Yes.  I'm an artist.  Go me.

Then, we went up to the computer lab and continued to work on our presentations.  They are coming along quite nicely.  If you haven't checked it out yet, go ahead.  I have made some minor changes to it, so if you're working on it from home - then you need to delete your cookies, and empty/clear your browser cache - at least of the questgarden page.  Either way, you should still check it out HERE HERE HERE! if you haven't already. 

If you want the extra credit, you have to read and discuss the blog with an adult.  If you've done that, draw a quick picture of Hammurabi - you can make him look however you want.  Have the adult you read the blog with sign the picture and put it in the extra credit tray tomorrow.

Comparing Hammurabi's Laws to Our Laws

This will likely be my last post until after the break.

Just so you know.  You can complete it any time between now and Friday.  If you've already completed it, remember you can also play the online games for extra credit.

We are still working on our presentations.

You can check out what students are supposed to do by going to THIS SITE.

And there you have it.

To get the extra credit, read and discuss the post with an adult.  Then, write the following on a scrap piece of paper to prove that you read it and discussed it: "As those of old have sung."

 

HERE

GO TO THIS SITE!

That's the website for the Webquest we're working on.  If you want the extra credit today, look around the webquest for a while to get a feel for it.  Discuss it with the adult who usually reads along with you.

If you do this, write the following quote on a piece of scrap paper and have the adult sign it: "Time is never time at all."  Then, turn in the paper in the extra credit tray.

Hammurabi PPT

I hope this blog post finds everyone happy and healthy.

Today we continued on learning about Ancient Mesopotamia - specifically, Hammurabi's Code.  We discussed yesterday's bellwork in depth - looking at whether his laws were fair or not.  Some classes got a little out of control as the two sides of the debate were both certain they were on the right side.

For the activity, students went to different sides of the room - one side for students who thought the law was fair, the other if they thought the law was unfair.

The law most contentious law? "Law 23:  If the robber is not caught, then shall he who was robbed claim under oath the amount of his loss; then shall the community, and... on whose ground and territory and in whose domain it was compensate him for the goods stolen."

After that, we started in on the WebQuest.  If you want to check that out, you can look at it HERE. ...But you don't have to.

If you want the extra credit for discussing the blog, you have to read and discuss it with an adult.

Maybe discuss Law 23.

Then, on a scrap of paper, write the following: "5 more, just 5 more..."  Turn it in on Monday for extra credit.

Invention of Language

Written language is amazing.  I mean, if you think about it, we are communicating without speaking.  You are reading my thoughts.  I am thinking this right now.

Ok... now I'm daydreaming about going to a Pedro the Lion concert.  But I guess you're still reading my thoughts, as I'm still typing them.  I've got to stop doing that.

We talked about ideograms, and pictograms.  We looked at the development of letters, and language as a mnemonic device.

For instance:  Hey students, let your parents (or whoever you are reading this with) figure this out on their own...

PLDGLGCTTHFLG
FTHNTDSTTSFMR
CNDTTHRPBLCFR
WHCHTSTNDSNN
TNNDRGDNDVSB
LWTHLBRTNDJST
SFRL

Maybe you can read that?    If not, the student you're reading and discussing the blog with probably can.  (If the adults are still having trouble, give them a couple words and see if they get it...)

PLDGLGCTTHFLG
FTHNTDSTTSFMR
CNDTTHRPBLCFR
WHCHTSTNDSNN
TNNDRGDNDVSB
LWTHLBRTNDJST
SFRL

If you already know what that says, it's pretty easy to read.  If you don't already know... well it's pretty tough.  Chances are, when people wrote the Epic of Gilgamesh they already knew the story but were writing it as a mnemonic device to help remember it.

Hopefully this (and writing in Cuneiform yesterday) helps my students remember that all ancient civilizations have a written language.

If you want the extra credit, read and discuss the blog with an adult.  Then, on a scrap piece of paper, write the following: "Mene mene tekel upharsin" and have the adult you read and discussed the paper with sign it.

Mesopotamia Map and Cuneiform

We graded our Mesopotamia maps today.  I'm sure you turned that in, but if you didn't - turn it in.  Seriously, it's pretty easy and worth quite a few points.

After we graded the map, we talked about The Epic of Gilgamesh.  (For all of you adults reading this, may I recommend the Stephen Mitchell translation?  It's very good.  I won't recommend it to my students though, as the temple prophetesses are a little... school inappropriate.)

As you're probably aware The Epic of Gilgamesh is among the oldest pieces of literature in the world.  It comes to us from ancient Mesopotamia, and was written in the language: ____________________.  (If you weren't aware of this, students tell the adult what language it was written in.  Go ahead, do that now... I'll probably mention it below.)

We didn't read any of the story.  I did give a little synopsis.  Instead, I gave my students a little tub of play dough, and a stylus.  We practiced writing the language cuneiform for a couple minutes.  I thought it went pretty well.

I snapped a couple pictures.  Have a look, and then you can discuss the blog for extra credit:

Students, if you want extra credit for reading and discussing the blog tonight, you should have read it with an adult.  After you read it with that adult you should have discussed it.  I don't know what all you discussed... maybe something from the Epic of Gilgamesh - throwing the bull's leg at Ishtar, or the flood, or... whatever.  Maybe you tell how you did on your Mesopotamia map.  Maybe you discuss what writing cuneiform was like, or what you're supposed to say every time I say cuneiform...  Whatever... discuss something.  Let your parents (or whoever your reading/discussing this with) know that you're learning something in social studies.

Then, write the following phrase on a scrap piece of paper: "Utnapishtim and a snake that sssteals life."  Have the adult you read and discussed the blog with sign the paper, then turn it in tomorrow for extra credit.

Acuity

Well friends, we took the acuity test today. As your probably aware, I'm not a big fan of the test. We have a TON of standards and indicators to choose from... Things that we're told to teach... So, why are we giving a test that asks questions on topics we weren't told to teach? I think this is a legitimate question... At any rate, the discussion of the blog today could detail the acuity test. If you want the extra credit, just talk about that for a while. What was it like. How did you take the test? What were some of the questions? How did you do? Etc...

I was also sent this article today: did you know that Indiana ranks 3rd in the nation in high school graduation? Go INDIANA!

I realize the  article gets a little political, so... sorry about that.  I didn't write it.  I was just happy that Indiana (and Indiana teachers) are getting some positive recognition.

If you want extra credit for reading and discussing the blog with an adult... well... you have to read it and discuss it with an adult.  Then write the following quote on a piece of paper: "Ask me again and I'll tell you the same."  

See you tomorrow.

Homework = Finish Map

If you haven't finished your map, you need to finish it.  In fact, it's probably a good idea to do that now if you haven't already.

If you finished it up, great.  Nice job, you hard worker.

We're learning about Mesopotamia right now.  Boy, that was a long time ago, huh?  Like... 6500 years ago.

We didn't do much aside from the map in class today.  We did watch this video:






If you want credit for reading and discussing today's extra credit, read it and discuss it with an adult.  Then, write your name on scrap piece of paper and on that scrap piece of paper tell me what all ancient civilizations are found near.  Then, have the adult you read and discussed the blog with sign the paper.

Timelines

It's been a pretty hectic day, so my post will be short.  Also, I'm getting some pretty crazy responses to some of my posts...  (Yes, WD... I think I agree with your grandfather on this one... maybe you should have kept those thoughts to yourself.  I'm sure you hurt both of our feelings...)

To my students: today, just tell whoever you're discussing this a little bit about timelines.  What does B.C. stand for?  A.D.?  B.C.E.?  C.E.?

On a piece of scrap paper, draw a timeline that includes both AD and BC dates.  Then have the person you discussed the blog with sign the paper.

The Trickiness of Time

This will probably be tomorrow's bellwork question: which is closer, yesterday or the day after tomorrow?

Time is a tricky subject, sometimes it seems to go by so fast, sometimes it drags on and on.  Memory is equally problematic.  Things I want to remember, I forget.  Things I want to forget, I remember.  And it's all related to time.

Maybe timelines aren't as tricky as time itself - but they can be tough to get a handle on as well.  I stole this question from Mr. R. Deegan, a fantastic Middle School teacher from Goshen, Indiana.

"Mr. Zook recently got back from visiting Egypt.  He saw the pyramids and the Nile River Valley - home of the ancient Egyptians.  While he was there, someone sold him a really old coin.  It was dated 78 BC.  He showed it around school.  'But it's fake,' he said.  How did he know?"

(I drew the coin too.  Don't judge me.  I'm not an artist...)

I was surprised that so many of my students struggled with that question.

Another question I asked was this: "1987 was part of the 20th century.  1776 was part of the 18th century.  Wouldn't it be easier to say 1987 is part of the 19th century?  Why don't we?"


Students, if you want extra credit, read and discuss the blog with an adult.  Then, on a piece of scrap paper tell me if they knew the answer to Mr. Deegan's riddle.  Have the adult sign it, and turn it in tomorrow.  You might consider reminding your friends on Facebook or Twitter.  It's 5 easy points, and it could earn you an extra one as well.

But What Happened the Day Before THAT?

Starting tomorrow, we're going to look at ancient civilizations.

Here's a memory exercise we did today in class: think about what you did yesterday.  The go to the day before that.  Now, go back to the day before.  Continue on until you start getting confused about what day events took place.  How far back could you go?

Here is an overwhelming thought: 10 years.  100 years.  500 years.  1000 years.  2000 years.

For real.

Here is an overwhelming thought: 7 billion people.  S.e.v.e.n. b....i.....l.....l.....i.....o....n. Every person is an individual, thinking their own thoughts.  Each person has his own problems.  Dreams.  And the same has been true for the past.

These thoughts overwhelms me.  I think about them every time I'm stuck in traffic.  "Man, there are a lot of people, and there's a lot of time."

So, we're going back in time.  Way back.  Way, way, way back.  To study people.

It's easy for students to write them off because they existed so long ago.  It's easy for us to think that we're so much smarter than they were - but I don't think we are.  We're more advanced, and have a deeper understanding of the way things work as a society.  But I'm not sure we're actually smarter.  I mean, I'm using a computer right now, and I have a basic understanding of how the computer works - I press a button and the screen lights up...


Students, you can still get extra credit for reading and discussing the blog with an adult.  Here are some things you could discuss:

• What do you hope to learn about ancient civilizations?
• Why do you think the state of Indiana says they're important to learn about?
• Do you agree?  Are they important to learn about?

Students, write down 2 thoughts that came from the discussion, then have the adult you read and discussed the blog with sign the paper.

Consider posting this to facebook.  If it was a facebook post that reminded you to complete the extra credit blog, write down the person's name that reminded you, and they'll get added extra credit.  (If you post it as well, and you help someone else discuss social studies, you'll be rewarded as well.)

Syriously, Syria...

We're wrapping up the Arab Spring over here by looking at Syria.  As an American, it's difficult to try to make sense of what's going on.  We can only rely on the reports we get from the media.  When we hear numbers like 40,000 killed though - seriously, Syria.  Get it together.

Is there ever truly a winner in a Civil War?

We worked on language arts skills today too.  Social studies and language arts overlap a lot.  Obviously, students need to be able to read.  The problem is, if a student can't read - silent reading is of no benefit.  So, we practice reading out loud.  But then, we have students who are embarrassed to read - even the good readers.  As teachers, it is our job to help them overcome this.  I'm not sure that forcing them to read in front of the class before they are prepared helps them overcome their fears.  It may ingrain them.

So, we read in small groups today, and I think it went really well.

Students: if you want the extra credit for reading the blog with an adult, guess what: you have to read it and discuss it with an adult.

Discuss the following:

• The article
• What's going on in Syria
• The different paths dictators took when confronted with rebellion
• The difference between the following sentences
• The dictator was afraid the people would rebel.
• The dictator found someone he thought was a rebel and sent him to prison.

Then, write two sentences about the discussion, and have the adult you discussed it with sign the paper.  OOOHHHH!  Here's something extra I want to try: post it to facebook below.  If you saw the extra credit because of someone else's facebook post, write their name on your extra credit as well.  They will receive a prize or something for every person that turns in the extra credit with their name on it.

(Thank you Wikipedia... I'll probably be sending my donation any day now...)

Quiz

We had our governments quiz today.  I think it went pretty well.

If you were absent, make sure you make it up.

We took a vote on what to do next - and all the classes voted for Arab Spring: A Dictator's Game of Choices.

It went well.  I'm hoping to debrief that one Monday.

If you want the extra credit, explain the game to the adult you read the blog with.

Write down the following quote on a piece of paper and have the adult sign it: "This really small piece of paper signifies that I read and discussed social studies with _________________________."

Have a great weekend.

Yikes.

No time to post today.  If you want the extra credit, read yesterday's post.

If you already read yesterday's post, choose a different article this time.

In class we did a map from Junior Scholastic.  If you were absent and need to make up the map, you'll have to make it up during the school day, as I don't have any copies to send home.

All Over the Arab Spring

Here's another easy extra credit post.  I've entitled it, "All Over the Arab Spring" because we're all over it in class, and even though it started about 2 years ago, it's all over the news today.  I'm posting 4 articles from various news sources about countries in the Middle East that have had uprisings.

Your job is to read one of them and discuss the article with a parent or adult.  Once you discuss it, write down 3 ways it ties in with what we're studying.  Have the adult sign the paper, and turn it in in the extra credit tray.

Article 1 comes from the New York Times, and discusses the country of Jordan - and their King.  (I should mention that I recently watched an appearance by King Abdullah II of Jordan on The Daily Show with Jon Stewart.)

Article 2 comes from Yahoo! News, and deals with the fallout from Egypts newly elected President deciding he should be the only one in charge in that country.  I'm pretty sure Egypt will be dominating the news within the next couple of days.

Article 3 comes from Fox News, and revolves around a Saudi army official who was shot by Yemeni gunmen.  Both countries have had Arab Spring protests.

Article 4 comes from CNN, and details some more of what's going on in Syria.  As most of us know, the fighting there has been intense, and bloody.  The article states upwards of 40,000 have been killed in what may now be called a Civil War.

The instructions for how to get extra credit are above.  If you want to watch the King Abudullah II interview, I've embedded the first part below.

The Daily Show with Jon Stewart	Mon - Thurs 11p / 10c
King Abdullah II of Jordan Pt. 1
www.thedailyshow.com
Daily Show Full Episodes Political Humor & Satire Blog The Daily Show on Facebook

Fear Breeds Fear

The bellwork questions from today:

Why might citizens living in countries with unlimited governments want to overthrow their rulers?

What might keep them from doing this?  (What are some negative consequences if a country does depose its dictator?) 

Student responses were fantastic.  I don't know if that's because of the guest speaker, or because they were just on today.  ...I love it when my students are on.

We used those questions as a starting point to study the Arab Spring.  We watched a short video that we'd watched last year.  You can check it out below.  I'm hoping we get to play a game tomorrow, but it may have to wait.

Don't forget that you have a quiz on Friday.  I would suggest studying the government chart.  You might consider doing that tonight.

If you want the extra credit for reading and discussing the blog with an adult, read it and discuss it.  Then, write the following quote on a scrap piece of paper:  "I have some 'friends,' they don't know who I am - so I write quotations around the word 'friends...'  But I have a couple that have always been there for me."

 

Who WAS That Guy?

Last week we had a guest speaker come into our school.  He hailed from one of the most repressive countries in the world, and was visiting our class to discuss human rights, rule of law, and living life under a dictator.

The story was fantastic, intense, and needed no embellishment.

Some facts about his home country:

Government controls the media: TV, newspapers, internet, radio, etc...

People are imprisoned for no reason.

When imprisoned, they are detained indefinitely.

People are not given a trial.

People have to have permission to leave the country.

People have to have permission to move around within the country.

I won't tell the whole story on here.  (Parents, if you're reading this my students can tell you why.  Random reader - if you exist - you'll be left in the dark.  I'm sorry.)

If you want the extra credit today, read and discuss the blog with an adult.  Discuss the following questions/ topics:

• What did the speaker mean when he said many Americans take their freedoms for granted?
• How can Americans protect the freedoms they have?
• Why do you think dictators take away freedoms?
• If the dictator were to die, would that be good, bad, or unknown?

Again, don't just answer the questions, really discuss them.  Students, after the discussion, have the adult you read and discussed the blog with write a sentence or two about the discussion.  Students, it's then up to you to write two more sentences responding to their comments.  Turn it in in the extra credit tray tomorrow.

 

For the Love of the Dictator

Among topics discussed today:

Why do so many dictators refer to themselves as presidents?  (For an interesting discussion on this, check out THIS LINK.)

Why are so many unlimited governments (perhaps all unlimited governments) a "One-Party State?"

Why do they call themselves a democracy?

How does fear come into play?

We watched part of a short video.  You can check it out too, if you'd like:





If you want extra credit today, read and discuss the blog with an adult.  Then, write a sentence or two about the discussion and have them sign the paper.  Turn it in tomorrow in the extra credit tray.

A Little Lesson in Acting

The students performed their government Act-it-Outs/ Skits/ Performances/ Whatever we're calling them now.  Yep.  That was today.  I could write about it, or I could give you a little taste of a couple of them.

If there was time at the end of the class, we took a vote (*ahem* much like a Direct Democracy *ahem*)  to see which type of government we would film.  Dictatorship won in most classes, but a couple others worked their way in as well.  A couple classes ran out of time.

I apologize that the audio isn't the best on a couple of these.  I hope you enjoy them anyway.

I've never uploaded videos before, so lets hope it worked.  Great job to all the groups - those that were shown, and those that weren't shown.  Most everyone did a fantastic job.  If you want extra credit today, watch a video from a class other than your own.  Try to figure out what type of government it is.  On a scrap piece of paper, write down what happened in the video you watched, what type of government you think it is, and why.

Turn it in on Monday.  See you then.

Just Discussion

Today's blog entry calls for little reading, just discussion with an adult.

Discuss with them which government you're portraying in your Act-it-Out.  What is the government, and how are you going to show it.  You might mention who else is in your group and what roles they have.

After you're done talking about it for a couple minutes, write the following quote on a piece of scrap paper: "They are afraid of words and thoughts: words spoken abroad, thoughts stirring at home..."  Students, then have the adult you discussed the blog with sign the paper.  (Adults, by signing the paper you're stating that you did indeed discuss the blog entry with the student that asked you to sign the paper.)

By the way, if anybody takes the time to look up that full quote, write it down, and tell me who said it, I'll give you added extra credit.

Government Pictures - Quiz Yourself

Do you have the power to do whatever you want in a limited government?  Do you have the power to do whatever you want in an unlimited government?

Students sometimes have a difficult time with pronouns - particularly the pronoun "you."  Students (and others when writing informally) use this word to indicate various pronouns...  For instance, you can mean me, or them.  So, students sometimes say - incorrectly - that in an unlimited government, you have unlimited power.

This is only true if the you in that statement refers to the government.

The citizens living in an unlimited government definitely do NOT have unlimited power.

In class, we also traded pictures.  We tried to figure out which government was being portrayed, quizzing each other.  Some were easy, some were not.  How well the students did depended both on how well the pictures were drawn - both artistically, and accurately - as well as whether or not the student looking at the picture new the answer.

Here are some examples, (Click the pictures to enlarge them):

The first quiz comes from Jana Fisher:

The second quiz comes from Eliut Ramirez:

If you want the extra credit, read and discuss the blog with an adult.  Then, take the two quizzes.  (You may use your chart.)  Discuss the pictures from one of the quizzes with an adult.  Explain to them why each picture is a good representation of that type of government.  Have the adult sign your paper.  Turn it in tomorrow.

Government Pictures

Bellwork question: Which type of government typically has a higher standard of living for its citizens, a dictatorship, or a democracy?  Defend your answer.

As always, we had some great answers.  Some students misread the question and answered dictatorship, because the dictator has so much money.  Of course, I was asking about the citizens, so democracy was the correct answer.

A democracy cares about the people, because it's a government made up of people.  Because dictators often use fear to stay in power, they do not care about the people in the same way as a democracy.  So, the citizens in a democracy typically have a higher standard of living.

Students are working on government pictures.  If you need a copy of the paper, you can download it HERE.  (You may have to change it a little bit after downloading.  Mediafire sometimes messes with my documents.  Just delete the excess lines.  ...You'll see what I mean.)

Yes, they are homework.  Finish them if you didn't finish them in class.

If you want the extra credit today, read and discuss the blog with an adult.  Then, on a scrap piece of paper, draw a quick picture representing one of the government types.  (Don't spend much time on it...)  Show it to the adult you read the blog with and see if they can guess what type of government it is.  (They can use the chart, it's on yesterday's blog.)  Then, have them sign it.

Turn it in tomorrow.

Don't forget the homework.

...Also, don't forget the homework...

Friend of a friend of a friend

It is crazy the amount of freedoms we take for granted in this country.

I had an interesting lunch on Saturday.  Parents, adults, etc...  if you'd like, you may ask my students about it.  Students, please don't comment about it on here.  You can feel free to share with your parents what I shared with you.

If you were absent, just ask me about my crazy lunch when you get back.

We're discussing types of governments, in case you were wondering.

I'm including a picture of the finished version of the chart we're filling out.  If you don't have it completed, complete it.  Seriously, it'd be a good idea.

If you want the extra credit, read and discuss the blog with an adult.  Then, on a sheet of scrap paper, write 2 thoughts they have about my lunch story.  Tell me which part captivates you the most.

Put it in the extra credit tray tomorrow.

Oh Snap. It's the Weekend

I am tired.  What a week, huh?

First of all, to my thousands of loyal readers out there: hi.

Second, lets talk about class.

Today we discussed the Mrs. Higley's science project: The Consumer Challenge.  Students were supposed to explain to me what it was about.  I seriously, didn't know.  I only knew it involved guys walking around with nail-polish on for a couple of days.

They were supposed to tell me what it had to do with science - you know, why Mrs. Higley gave the assignment in the first place.  And then, they had to explain to me why I was so stoked to find one in the trash can. 

*Side note* - I try to keep in contact with all the other teachers - what they're doing, how it relates to what I'm doing, etc... but there's just so little time.  I saw a Consumer Challenge in the trash and thought, "man, that's exactly what we've been studying in here...  So, I dug it out of the trash and checked it out.  Then I thought, it probably wasn't a good idea to be rooting around my trash can - what with all the dirty tissues in there and what not...  But, well... you can't win them all...  *end side note*

So, the students had to figure out why the CONSUMER challenge applied to social studies.  ...Yes, we just finished up our unit on the economy.

If you want the extra credit, read the blog and discuss it with an adult.  On a sheet of paper, write down what your parents thought of your report card.  Have them sign it.  Turn it in tomorrow.

Here's something else you could do for fun.  Look up Syria online, and tell me what's going on there.  Maybe post a link in the comments.  Maybe I'll give you extra credit for that as well.  I don't know.  That's a lot of extra credit, don't you think?

Testing Power

"Power corrupts, and absolute power corrupts absolutely."

Maybe you've heard that before.  In here, we're discussing unlimited governments, and what happens when someone has too much power.

A large portion of the hour was taken up by going over the tests though.  Good times.

We'll finish that up tomorrow, and then we'll get into governments in earnest.

If you want the extra credit for reading this blog with an adult, write down two sentences telling me their thoughts on that quote.  Then have them sign it.