I gave a pop quiz today. It was pretty fetch. I gave them a little time to complete their government pictures and then study for it. Here's how it went - I showed them a short video clip, and they had to write down the name of the type of government I was showing. I'll post them up here so you can see what I showed. For the record, there was some feigned controversy over whether I was showing R-Rated movies in class. I wasn't. I did show previews for The Kings Speech as well as The Last King of Scotland, but the previews were NOT rated R. (I haven't even seen The Last King of Scotland... but it looks good.)
When I post them here, I'll tell you the type of government. Consider it my gift to you:
The King's Speech - Constitutional Monarchy:
Mean Girls - Oligarchy:
Napoleon Dynamite - Representative Democracy (Republic):
Alice in Wonderland - Absolute Monarchy:
Gilmore Girls - Direct Democracy:
The Last King of Scotland - Dictatorship:
The Prince of Egypt - Theocracy:
If you want some extra credit - yes, it will still go on the 2nd 9 weeks if I get it right after break... Then, discuss these clips with an adult. Tell them (and write down) why each one shows the type of government it does. If you need a to use your government chart to help you, you may. If you don't have one, don't forget you can find it on the blog. Once you write them down, have your parent sign it. Turn it in when you get back.
Have a great break. Get some rest. Read some books. See you soon... but not too soon.
Friday, December 20, 2013
Thursday, December 19, 2013
Teeth
I have a dentist appointment, so I have to duck out of here right away today. (And I missed my last one because of school meetings, so I'm a little worried I'm going to have a cavity.)
The problem is, I know that TODAY OF ALL DAYS, you're checking the blog - as it's your last chance to get extra credit before the end of the semester.
So, here's what I'll do. Go back and read a post from last year. It can be about anything, but it has to be a legitimate post - not a post that says, "I have a dentist appointment, there's no extra credit today."
On a piece of paper, tell me what the post was about. Tell me if we've covered it this year or not. Discuss it with the adult you read it with.
Have them sign it.
Turn it in tomorrow.
SHAZAAM! Extra credit.
The problem is, I know that TODAY OF ALL DAYS, you're checking the blog - as it's your last chance to get extra credit before the end of the semester.
So, here's what I'll do. Go back and read a post from last year. It can be about anything, but it has to be a legitimate post - not a post that says, "I have a dentist appointment, there's no extra credit today."
On a piece of paper, tell me what the post was about. Tell me if we've covered it this year or not. Discuss it with the adult you read it with.
Have them sign it.
Turn it in tomorrow.
SHAZAAM! Extra credit.
Wednesday, December 18, 2013
Malala Part II
One of the things Ms. Yousafzai says in her interview with Jon Stewart is:
"We are human beings, and this is part of our human nature. ...That we don't learn the importance of anything until it is snatched from our hands."
Yesterday, when we read the Junior Scholastic article, I noticed several ears perk up when we got to the part about education being made illegal. "Whaaaa?..." I could hear my students say, "That doesn't sound like such a bad thing..."
Today we watched the first 6 minutes of the interview and talked about learning the importance of something after it's gone. How many of us have felt that way about school? I imagine most of my students have probably thought from time to time: "Man... I don't want to go in today! The covers are so warm. The floor is so cold. Seriously, just a couple more hours of sleep..."
I imagine very few of them - no, very few of all of us - realize what a good thing (or good things) we have going for us.
There was a lot we discussed today. Why she continued going to school - why she wasn't homeschooled by her father. Women's rights here in America, and all over the world. Education. Human capital. Human rights.
This all ties in with governments of course. And I gave students a paper to draw pictures of each of the governments we're studying. It's not homework, mind you. Just remember to bring it back tomorrow with your colored pencils.
We'll have some map practice tomorrow on Malala's home country, and then we'll finish those pictures up.
I'm including The Daily Show interview, in case you're interested. You don't have to watch it to get credit for reading and discussing the blog, but it is very good. And we didn't watch the whole thing in class.
If you want extra credit for reading and discussing the blog, make sure you read it and discussed it with an adult. Maybe thank them for reading and discussing this with you. It's very nice of them. You've got a good thing going - you wouldn't want to lose it.
To earn the extra credit, find a scrap of paper. Write a short thank you note to the person who is reading and discussing the blog with you. Let them know that you appreciate them taking the time to help you raise your grade. It may be a good time to thank them for a couple other things as well... Just a thought. When you're done, have them sign it.
"We are human beings, and this is part of our human nature. ...That we don't learn the importance of anything until it is snatched from our hands."
Yesterday, when we read the Junior Scholastic article, I noticed several ears perk up when we got to the part about education being made illegal. "Whaaaa?..." I could hear my students say, "That doesn't sound like such a bad thing..."
Today we watched the first 6 minutes of the interview and talked about learning the importance of something after it's gone. How many of us have felt that way about school? I imagine most of my students have probably thought from time to time: "Man... I don't want to go in today! The covers are so warm. The floor is so cold. Seriously, just a couple more hours of sleep..."
I imagine very few of them - no, very few of all of us - realize what a good thing (or good things) we have going for us.
There was a lot we discussed today. Why she continued going to school - why she wasn't homeschooled by her father. Women's rights here in America, and all over the world. Education. Human capital. Human rights.
This all ties in with governments of course. And I gave students a paper to draw pictures of each of the governments we're studying. It's not homework, mind you. Just remember to bring it back tomorrow with your colored pencils.
We'll have some map practice tomorrow on Malala's home country, and then we'll finish those pictures up.
I'm including The Daily Show interview, in case you're interested. You don't have to watch it to get credit for reading and discussing the blog, but it is very good. And we didn't watch the whole thing in class.
If you want extra credit for reading and discussing the blog, make sure you read it and discussed it with an adult. Maybe thank them for reading and discussing this with you. It's very nice of them. You've got a good thing going - you wouldn't want to lose it.
To earn the extra credit, find a scrap of paper. Write a short thank you note to the person who is reading and discussing the blog with you. Let them know that you appreciate them taking the time to help you raise your grade. It may be a good time to thank them for a couple other things as well... Just a thought. When you're done, have them sign it.
See you tomorrow.
Tuesday, December 17, 2013
Governments and Malala
Students reviewed the types of governments today, and we also read an article about Malala Yousafzai. You may have heard of her - or her book: I Am Malala. I asked for this book for Christmas. I don't know if I'm going to get it or not though... And now I'm a little annoyed that I asked for it, because that means I can't start reading it RIGHT NOW, and I'm ready to start a new book.
...First world problem, right?
You may be able to view the article by clicking on this link. I hope somebody tries it and tells me what happens, because I'm not sure what it will look like from your end - and I want to know.
I had a meeting during my prep - when I generally write the blog - so I'm going to cut this short.
If you're reading this with an adult, discuss the Malala article we read today. Discuss what happened to her and why it happen. When you're done, find a piece of paper and write a couple sentences about your discussion. What do your parents think about it? Compare that to what you think. Would you have continued to go to school if you were in her shoes?
When you're done, have your parents sign the paper.
If you weren't in school today, google Malala and see what you can find.
...First world problem, right?
You may be able to view the article by clicking on this link. I hope somebody tries it and tells me what happens, because I'm not sure what it will look like from your end - and I want to know.
I had a meeting during my prep - when I generally write the blog - so I'm going to cut this short.
If you're reading this with an adult, discuss the Malala article we read today. Discuss what happened to her and why it happen. When you're done, find a piece of paper and write a couple sentences about your discussion. What do your parents think about it? Compare that to what you think. Would you have continued to go to school if you were in her shoes?
When you're done, have your parents sign the paper.
If you weren't in school today, google Malala and see what you can find.
Monday, December 16, 2013
Thoughts on the Test
Maybe you heard we took the test using google forms. Overall, it went really well. One of the best features of giving the test online is the amount of viable data I receive. Not only that, but it's all created for me. For someone who always seems to be pressed for time, this is a huge bonus.
Let me give you some examples:
-This chart shows us that the majority of students know their continents and oceans. I say majority because this is only one continent from one class. Most classes had 2 or 3 students who missed 2 or 3 continents and/or oceans. But overall the students knew their stuff. At any rate, all the kids from this class could tell me where Africa is.
Similarly, almost all my students aced that latitude and longitude portion of the test. Again, there were about 3 or 4 students who still don't get it. This data helps me see that clearly, and maybe I can work with them during lunch or after school to find out what the problem is.
More students missed these next questions about ancient civilizations. But, that may have been because they needed to know multiple components to be able to answer each question - more like math than social studies.
When I saw this one, I had to look twice. If you're saying 76% got it right... sorry... 76% of my students got this one wrong. So today, we spent a lot of time on questions like this one.
And then, you get questions like this one... This tells me at least 4 people had given up by this point. Or they didn't read the questions, and were just clicking. Or maybe both. Maybe they saw the throw away answer and thought I'd think it was funny if they answered that way. I don't know. For the record, Mr. Krescmar is a teacher. ...I knew that answer sounded familiar...
If you want the extra credit for reading and discussing the blog today, discuss the difference between cultural borrowing and cultural diffusion. Discuss how you did on the test. Discuss any of the other questions we went over in class - maybe the one about private business ownership.
When you're done discussing, find a scrap of paper and write the difference between cultural diffusion and cultural borrowing. Then, have the adult you discussed it with sign it. Turn it in tomorrow. See you then.
(If you have facebook or twitter or whatever, and are friends with others who are also my students, you could remind them that this is an easy way to get some extra credit. If any of them come up to me tomorrow and tell me they did the extra credit because you reminded them, I'll give you some sort of treat for helping them out.)
*Also, apologies for spelling Mr. Krecsmar's name wrong, not once - but twice. Hopefully he doesn't grade on spelling. Maybe I'm just ethnocentric against Hungarians. Bonus bonus points if you write a p.s. at the bottom of your extra credit and give me a definition for "ethnocentric."*
Let me give you some examples:
-This chart shows us that the majority of students know their continents and oceans. I say majority because this is only one continent from one class. Most classes had 2 or 3 students who missed 2 or 3 continents and/or oceans. But overall the students knew their stuff. At any rate, all the kids from this class could tell me where Africa is.
If you want the extra credit for reading and discussing the blog today, discuss the difference between cultural borrowing and cultural diffusion. Discuss how you did on the test. Discuss any of the other questions we went over in class - maybe the one about private business ownership.
When you're done discussing, find a scrap of paper and write the difference between cultural diffusion and cultural borrowing. Then, have the adult you discussed it with sign it. Turn it in tomorrow. See you then.
(If you have facebook or twitter or whatever, and are friends with others who are also my students, you could remind them that this is an easy way to get some extra credit. If any of them come up to me tomorrow and tell me they did the extra credit because you reminded them, I'll give you some sort of treat for helping them out.)
*Also, apologies for spelling Mr. Krecsmar's name wrong, not once - but twice. Hopefully he doesn't grade on spelling. Maybe I'm just ethnocentric against Hungarians. Bonus bonus points if you write a p.s. at the bottom of your extra credit and give me a definition for "ethnocentric."*
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