High School ILT

Assignments on Think.com

2006-04-06T20:13:00.000-07:00

I have posted all the stuff for this week on the Think.com site. I am putting a copy here, but this will be the only time I post in both places. I' m a convert, man; I really like the new blog/site/whatever.

1. Antigone project due next Wednesday (Ap. 12)
2. Wordly Wise Test 8
3. Man's Law vs. God's Law(I have no idea how the formatting will come out on this; it is uploaded as a Word document on the Think.com site.)

Man’s Law vs. God’s Law: Antigone’s Themes in Today’s World

One reason Antigone resonates with audiences today is its treatment of its central moral conflict: when civil law and divine law conflict, which one do you obey? Below are four examples of such conflicts in our lives today. Brainstorm at least 3 solid reasons to justify EACH position in each of the four issues. Try to look objectively at the positions you personally favor as well as the positions you personally reject.

State’s position Dissenter’s position

Iraq: justified and necessary war Iraq: immoral and unjustified war

Legal abortion: necessary right Legal abortion: murder of innocents

Immigration must be slowed/controlled with These immigrants, like those in
new measure to keep undocumented workers years past, deserve a chance to out work and live in this country

Separation of church/state = no classroom Freedom of speech/ of religion prayer, display Ten commandments in public should permit such activities
buildings, etc.

Antigone project

2006-04-04T08:54:00.000-07:00

Due: Wednesday, April 12

For this project, you may work with a single partner (that’s TWO people total) if you want to. Coordinating your time and tasks is up to you and your partner.

Choose one of the two options below:

1. Scene re-write
Take the conflicts and themes of Antigone and write a modern version of one scene illustrating the same conflicts/themes. You may make it like a soap-opera (over-dramatic) or straight drama (serious). Your scene need not involve the same situations as the original play in order to address its themes. Hint: address some contemporary issue on which one’s personal interpretation of God’s law might come in conflict with man’s law.
You (or someone else) may perform your scene for extra credit.

II. Newspaper
Create a 1-2 page newspaper from the time and place of Antigone. Create an appropriate name for your newspaper and format the page(s) in columns, like a newspaper is formatted (see grading criteria). Include the following items:
· 2 feature articles
· 3 classified ads
· 3 business ads
· 1 editorial column
· 2 pictures
· You may add to these for extra credit (ex. An advice column, a sports article, a comic strip, etc.)

I am sending the grading criteria for both options to you as email, so I don't lose the formatting. I am also working on getting you all signed up for my gradebook access on ThinkWave--stay tuned!

Tues. April 4 English

2006-04-04T08:25:00.000-07:00

Please read Ode II, Scene III, Ode III and Scene IV of Antigone.
List at least 3 compelling reasons for each statement below. You may make this in the form of a chart or in paragraphs, your preference. Support in the form of textual references from the play as you have read so far are required.

Creon is noble. (ex. As king, he is patriotic, putting "the public welfare" above "private friendship")

Creon is a selfish jerk.

Antigone is noble.

Antigone is rebellious and over-dramatic.

3. Wordly Wise 8E

English for Thurs. March 30

2006-03-30T08:09:00.001-08:00

Read Antigone, first Parados, Scene 1 and Ode 1. (reread the prologue if you like). Mark all references to law and loyalty, including those in the Prologue. Answer the questions I have sent as an email also, using complete sentences except for the definitions.

English Assignments Tuesday 3/28

2006-03-27T08:27:00.000-08:00

Greek Theater
Assn’t 1: Background

Go to http://anarchon.tripod.com/indexGREEKTH.html and read the three sections entitled “Prologue,” “The Golden Age of Greek Drama,” and “Tragedy.” Using your class notes and the information on this website, define the following terms and answer the following questions. Use complete sentences to answer the questions.

Terms
Orchestra
Thatron
Skene
Parados
**(Draw a simple diagram of a Greek stage/theater. Label the four areas listed above in their proper locations.)
Prologue
Parados
Choral Ode
Stasimon
Komos
Scene
Exodos
Protagonist
Diathyramb
Choragos

Questions
1. What are two common English words derived from Greek words related to the worship of Dionysus?
2. What Greek city-state is considered the birthplace of classical Greek theatre?
3. What did Thespis contribute to Greek drama?
4. How were lighting, stage makeup and scenery handled in ancient Greek theatre?
5. What was the purpose of tragedy to the ancient Greeks?
6. Why is Aeschylus considered the first playwright?
7. With what innovations did Sophocles enliven Greek theatre?
8. What makes the work of Euripides so appealing to the modern mind?

Assignment 2
In Edith Hamilton's Mythology , in Ch. 18,"The Royal House of Thebes" read "Oedipus" and "Antigone" through the paragraph that begins, "Neither the beseigers nor the beseiged. . . " and ends "'to have so much at least of my city'". Be sure you know the general plot and who does what by Wednesday!

Assignment 3
Wordly Wise 8 A & B. Turn this in at the beginning of class Wed. on my desk.

English, Tuesday Feb. 28

2006-02-27T17:32:00.000-08:00

Please read The Odyssey, ch. 1-6. I have emailed you all a set of questions to use in your note-taking on these chapters which include complete instructions.

Tues. Feb 21, part II

2006-02-21T08:27:00.000-08:00

I have been working on this since yesterday evening; I am sorry I am only now sending it to you (it is truly the soonest possible).

In addition to the reading assnt. and chart already posted, here is the list of myths to read and summarize:
Student Myth pages
James, Pyramis and Thisbe, 101-103;
Kaitlyn, Orpheus and Eurydice, 103-105;
Alyssa, Pygmalion and Galatea, 108-111;
Claire, Pandora and Prometheus, 70-73;
Liza, Narcissus, 85-88;
Sierra, Pegasus and Bellerophon, 134-137;
Andrew, Daedalus, 139;
Scott, Atalanta, 173-177;
Lauren, Theseus (only the part indicated), 149-152;
Jacob, Perseus, 141-148;
Gretchen, Hercules I (only the part indicated), 159-163;
Brian, Hercules II (only the part indicated), 164-167;
Peter, Hercules III (only the part indicated), 168-172;

(if the formatting is messed up on this, it is my limitation with the blog; check your email for the pretty version)
Your summary should be written, a paragraph or two in length, and should include the following:
Hamilton's source(s)--she lists these plainly in her intro to each story
main characters
what they do to/with whom
outcome(s)
On Wednesday, you may simply read your summary (IF you have kept it short, as assigned) or you can paraphrase it to us, whichever is more comfortable for you.
For Wordly Wise, just be sure you have done all of lesson 6. We were supposed to take the test for lesson 6 in class on Monday; given the changes in our schedule, we will either take it in class Wed. IF time allows, or you will take it home to do for Thursday (probably the more likely scenerio).

Once again, I am sorry I am only now getting this to you. I don't think it will take you more than 45 min to 1 hour to do this part, max. (let me know tomorrow if I am grossly overestimating your capabilities :)
As always, email or call if you have questions.

ILT: English assignments for Tuesday, February 21

2006-02-20T14:58:00.000-08:00

Mythology by Edith Hamilton
Everyone: Please read in Part One: I “The Gods”, pp. 24-35 , which covers the 12 main Olympian gods, ending with Hestia. Using the information therein, fill out the attached* chart. Be sure to add your name before you turn it in.
(*chart is attached to the email only; I can’t make an attachment on the blog. Also, I will supply info on Demeter and Dionysus later)

2006-02-06T15:45:00.000-08:00

As I mentioned in the email and the handout that I sent last week, we are testing a new program that will enable students and parents to see not only their children's assignments but also their grades, attendance and notes from the teacher. Because maintaining two sites increases the likelihood of miscommunication, I will not be updating this blog during our trial period. If we choose to use the new program, I will discontinue this blog. If we choose not to use the program, I will go back to posting on that blog at that time. Please keep in mind that the decision makers at Lewis Hall value your input as we consider this new vehicle for communication. The url for the new site is www.thinkwave.com.

If you no longer have the log in information needed to view the site, please email me and I will get it to you as quickly as possible. To view assignments after signing in, click on each class. HS ILT has currently has two classes posted on the site: HS History, HS Geography. (Mrs. Holt may be adding English soon. In the mean time she may post here. In any case, I will attempt to post English assignments in the message section.) Assignments are posted according to how the assignment is graded (whether it is graded as a history assignment or a geography assignment, etc.) After clicking on a class a summary page will appear. It includes messages from me and other summary information. Clicking on "Assignments & Results" will give a complete list of past, current, and future assignments. Clicking on individual assignments will give complete descriptions of the assignment.

This system allows teachers to post both due dates and assigned dates. The due date is visible on the assignment page. The assigned date is visible when you click the individual assignment. It is important to pay attention to these dates. The due date lets you know when it must be turned in. The assigned date lets you know when I anticipated students would do the work.

If you have any questions or comments, please let me know. khart@austin.rr.com

Readings for Shared Ideas, Hittites, Assyrians, Babylonians, etc.

2006-02-02T09:34:00.000-08:00

Please read the following selections for your literature samples for these cultures.
Hittites
It is an interesting peace treaty between the Hittite king and the pharaoh and there is a lot that can be inferred about the shared ideas of the Hittites.
Find it at http://nefertiti.iwebland.com/ramses-hattusili-treaty.htm

Assyrians
Go to http://www.gutenberg.org/files/10887/10887.txt
Scroll down to the Special Introduction and read it, paying special attention to the summary of the Epic of Izdubar. Read the invocation of the this epic that follows the summary.

Babylonians
Go to http://www.wsu.edu/~dee/MESO/CODE.HTM.
This is the text of the famous Hammurabi's Code. Read the prologue and any 50 of the laws (they are short) . The first 50 or 100 or so deal with laws of property and commerce; 151-200 or so deal with family issues--wife's rights, inheritance, adultry, stuff like that.

Hebrews
You could probably take your pick of Old Testament stories, and if you don't need to reread anything, that is ok. However, I would like for y'all to read the creation story (Genesis Chapters 1 and 2) and the flood story (Genesis Ch. 6-9), particularly to compare later with other cultures' versions of these events.

I think these will give you a decent background for the shared ideas of these cultures.

Research Links for Assyrians, Babylonians, Hittites, & Hebrews

2006-01-31T08:34:00.000-08:00

Hittites
http://www.crystalinks.com/hittites.html
http://www.oup.co.uk/pdf/0-19-924170-8.pdf

Assyrians
The Assyrian & Chaldeans
Mr. Dowling's Assryians
Brief History of Assyrians
World Civilizations - Assyrians
Learn Assyrian Online
The Assyrians - Jewish Virtual Library

Babylonians
http://en.wikipedia.org/wiki/Babylon
http://www.einfoweb.com/mesopotamia/babylonians/
http://www.anthropology.emory.edu/FACULTY/ANTJH/Chaldeanbook/Chapter%202%20_Background.pdf (only place for question 8)
http://history-world.org/babylonia.htm
The Hanging Gardens of Babylon
The Tower of Babel
Babylonian
Babylonian Music

Hebrews – Many of these answers are in the Bible, ask your parents if you don’t know
http://www.pbs.org/wnet/heritage/index.html (note the timeline especially)
http://www.ancient-hebrew.org/19_home.html
http://www.historyguide.org/ancient/lecture4b.html
http://en.wikipedia.org/wiki/Israelite
http://www.fsmitha.com/h1/ch04.htm

Assignments due February 1

2006-01-31T07:18:00.000-08:00

Due on Wednesday:
Drafts of: Environment – Regions (combined Assyria, Babylon, Hebrew, Hittite), Shared Ideas: Hebrews, Changes Over Time -- Combined Assyria, Babylon, Hebrew, Hittite
Research as decided by the group for your project
Wordly Wise 6C&D

Don’t forget to add 1-3 dates per civilization above to your timeline. If I can, I will post some research links on the blog.

Assignments due January 25

2006-01-23T10:29:00.000-08:00

Complete rough drafts of Environment and Science & Technology worksheets for Hebrews (Exodus to 926 B.C.) Be sure to include the following details in your Environment map:
Mediterranean Sea, Mount Sinai, Dead Sea, Sea of Galilee, Red Sea, Jerusalem, Bethel, Damascus.
Wordly Wise 5A&5B
Read the information at the following website and be prepared to discuss it in class: http://www.cnn.com/SPECIALS/2003/mideast/stories/overview/. Browse some of the websites available at http://www.awesomelibrary.org/Classroom/Social_Studies/Current_Events/Middle_East.html.

Extra credit

2006-01-18T13:52:00.000-08:00

Take one or more of the tests at http://www.implicit.harvard.edu. Email your results to Mrs. Hart. khart@austin.rr.com

Assignments due January 18

2006-01-16T13:00:00.000-08:00

Final Draft
If you haven't recieved the forms you need, email Mrs. Hart at khart@austin.rr.com.

Timeline
If you haven't recieved the timeline form, email Mrs. Hart at khart@austin.rr.com

Egyptian Mythology Overview

Go to Richard Deurers “Galleries of Egypt Art,” http://members.aol.com/egyptart/index.html

Select Ancient Egyptian Mythology
Read:
· The Creation Myths
· The Osiris Legend
· List of Gods and Goddesses
· Glossary of Egyptian Mythology

Create your own “Top Ten” list of the 10 most important deities. Define “most important” for yourself and justify each selection with your reasoning for putting him/her in your Top 10.

Assignments for Week of January 2-6

2006-01-02T12:12:00.000-08:00

These assignments will be graded for both English and History/Geography.

Due Wednesday, January 4

Wordly Wise 4A & B
Rough draft of the Egypt: Environment worksheet
Find 1 source for each of the 4 sections on the Science/Technology Worksheet. Bring:

1. URL
2. a print out of the informationthat you will use from that source
3. a sentence explaining why you chose this as a good source

Due Monday, January 9

Wordly Wise 4C & D
Final drafts of Environment & Science/Technology worksheets
Bring library card and/or money for copier -- Field trip to library on Monday

Journal Assignments

2005-11-10T08:39:00.000-08:00

The journal assignments that should be included in your journal are as follows:

Complete Investigation: Anthropology, steps 2-5.2. Complete Investigation: Traditional PatternsComplete Investigation: Anthropology, steps 2-5.Complete Investigation: Traditional Patterns
Continue Investigation: Patterns in the Target Area
Complete Investigation: Multidisciplinary
In your journal, complete Investigation: A First Look at Structure," choosing one of the categories that we did not do in class.
Complete Investigation: Relationships in the Target Area
Read and complet the investigations in Section 4, pages 4-3 to 4-8, stopping before Investigation: Native American Ways of Seeing.
Write three interview questions for tomorrow's interview.
Use "The World" feture from the Guns, Germs, and Steel website available at http://www.pbs.org/gunsgermssteel/world/index.html to complete the following:
Click on each of the featured sections of the map and read the information related to that section. Then answer the following questions in your journal:
Looking at the map, why do you think areas like North America, Europe, and Asia have so much technological development and wealth while huge continents like Africa have high rates of poverty and disease and remain relatively undeveloped?
How has a relatively isolated continent like Oceania managed to advance technologically and build the relatively wealthy nation of Australia and have other areas, such as New Guinea, where technological advances are few and wealth are much less?
After studying the map and reading the information about each key area, what theories do you have about why most of the wealth in the world is found in areas north of the Tropic of Cancer?
Complete Investigation: Comparing Societies -- in your journal
Complete Investigation: Refining Your Categories & Societies: Who's In? Who's Out
Complete Investigation: Beginning Your Analytical Model
Complete Investigation: Extending the Model in your journal.
Integrating Knowledge: Modeling Societies -- Read and complete actitities in 7-1 to 7-6

Guided Graded Discussion Questions: The Lord of the Rings

2005-11-09T18:24:00.000-08:00

Prepare your thoughts on these questions for the GGD on Monday. Have textual references ready to support your assertions. Ms. Hart will choose the moderator at random on Monday. The GGD will last 20 minutes and should include at least 4 of the following questions. I will select two of these questions for your final Wednesday, of which you will choose one as the topic for your essay.

1. The cast of characters of The Lord of the Rings includes a number of pairs of characters who act as foils, or doubles, for each other. Consider as such a pair Theoden and Denethor, and Frodo and Gollum. How is each character similar to, and different from, his foil? How do these foils relate to the broader themes Tolkien explores in his novel?

2. Tolkien has often been criticized for creating stereotypical female characters. How does an analysis of Éowyn, Galadriel, or Arwen support or refute this criticism?

3. What is the role of the songs, stories, and legends described in the book? What relationship do the characters perceive between their own actions and the stories they know and tell? What does this suggest about the significance of stories and storytelling more generally?

4. Does the quest succeed because of the courage and heroism of particular characters, because of fate, or because of luck? Support your conclusion with specific examples from the text.

5. Boromir is redeemed by a last-minute repentance. Denethor, his father, dies in the shame of his own corruption. Where does Faramir fit into this scheme?

6. What are some of the physical symbols of evil in The Lord of the Rings? What do these symbols suggest about the nature or reality of evil? What is Tolkien’s view of evil?

Portfolio

2005-11-07T13:08:00.000-08:00

High School Portfolio Requirements

Due Date: November 14, 2005

Introduction: All high school students must complete a portfolio at the end of each term. Portfolios must include samples of work from all subjects as well as community service reports.

General Requirements:
*The portfolio must be in a 3” or larger 3-ring binder with view cover.
*It must have a cover designed by that student that reflects the content of the course(s) studied and must include a title, the student’s name and the current school year.
*It must include a table of contents.
*Pages must be in sheet protectors unless the pages don’t fit.
*The portfolio must have a divider for each term and a divider for each subject.
*Unless otherwise noted, work should be in final draft form.
*Portfolio should be clean and neatly arranged, reflecting care and conscientious effort.

Required components:
English
*One grammar exercise that was a difficult concept for you
*One of the two descriptive narratives. Include the entire writing process—rough draft, peer evaluations, final draft AND a clean, revised copy of the final draft, corrections made according to the comments on your graded final draft.
*The Name Quest—all components
*The Lord of the Rings – choose any two question sets
*One Wordly Wise test

History & Geography
*World Features Map
*World Feature Scrapbook Page
*Three Integrating Knowledge Investigations – choose three to revise to final draft form
*Target Area Project
*Guns, Germs, & Steel Opinion Essay

Community Service:
*Community Service Reports for all service hours completed during the first term. Only hours completed during the first term may be included.

Other subjects:
*Include 3-6 samples of work from each of your other classes. Ask the teacher to recommend samples.

3 November: English Assignments

2005-11-02T16:43:00.000-08:00

Wordly Wise Test 3

The Epic of Gilgamesh

Read Introduction and Tablets 1-9 for Monday
Read Tablets 10, 11, and 12 plus the notes for Wednesday

Or, just read it all on your own schedule by Wednesday. Take notes on all the ways this story fits the profile of an epic, per your notes from a couple of weeks ago. Cite page references/quotes that support your assertions. Also make note of any questions, confusions, comments or whatever for our discussion in class.

Ancient World Bazaar Project (see that postingbelow)

Ancient World Bazaar Project

2005-11-02T16:06:00.000-08:00

Your group will be creating a booth representing one of four ancient societies at the Ancient World Bazaar. To help you create a portrait of life in that society, you will be given a myth from that society to read and analyze, to which you may add some general research for additional information. Your booth in the Ancient World Bazaar will reflect an analysis of the society based on information you glean from the myth and your outside research. Your analysis will address the following points:
· What technology is utilized by this society?
· What are the social values of the society? (include gender roles)
· What are the religious beliefs of the society?
· Upon what is the economy of the society based?
· How is this civilization governed?
· What social classes exist and what is their order of importance in this society?
THE BOOTH
Your booth will measure approx. 10’x10’. It should include a backdrop and side dividers. You will be able to use one or more folding tables and chairs. Your booth in the bazaar should contain items that would be used in the society, as well as items that a tourist there might buy—think of a cross between an HEB and an airport gift shop. The booth should reflect both the society’s myth and the answers to the questions above. Answers may be presented orally or in writing. One myth has been provided, but you are free to choose another from the assigned society if you want to find one. Each group member must dress as a person from that society for the bazaar. Group members will rotate between manning their booth and touring the other booths.
DUE: NOVEMBER 9
We will set up and tour our Ancient World Bazaar after lunch during ILT. The other classes will also come tour our bazaar.
STANDARDS FOR EVALUATING YOUR WORK

Your display will be evaluated according to the following standards:

Excellent

The booth gives a complete picture of the myth and the society.
Captions, legends, explanations, and commentary are accurate and well expressed.
Exhibits are attractive and convey information clearly and in detail.

Good

The booth covers most aspects of the myth and the society.
Captions, legends, explanations, and commentary are clear.
Exhibits are neat and well-organized.

Acceptable

The booth covers most aspects of the myth and the society.
Captions, legends, explanations, and commentary are mostly clear.
Exhibits are mostly neat and not confusing.

Unacceptable

The booth fails to cover key points of the myth and the society.
Captions, legends, explanations, and commentary are inaccurate, missing, or hard to read and comprehend.
Exhibits are carelessly done and confusing.

Assignments for Mrs. Hart, Week of 10/24-10/28

2005-10-24T09:41:00.000-07:00

Monday
In class we finished watching Guns, Germs & Steel, Episode 1. We also discussed the homework assignment and worked together to complete Investigation: Societies in Your Area.

Tuesday
Integrating Knowledge: Modeling Societies -- Read and complete actitities in 7-1 to 7-6
Write a 1 page essay answering the following question: Do you agree or disagree with Jared Diamond's theory about geography being the main determining factor in which countries became rich and powerful and which remained impoverished & underdeveloped? Explain using specific reasons, facts, and examples.

Wednesday
We will work in groups on further refinement of the model begun in the homework.

Thursday -- Updated
Read Integrating Knowledge, section 8 -- "Expanding the Model." Complete Investigation: Extending the Model in your journal.

Assignments for Mrs. Hart for 10/17-10/21

2005-10-17T11:28:00.000-07:00

Monday
In class we will play four geography games. Time permitting we will finish watching Guns, Germs, & Steel Episode 1

Tuesday
Integrating Knowledge

Read "Analyzing Societies," pg. 6-3
Complete Investigation: Beginning Your Analytical Model
Read "Some Problems..."

Wednesday

In class we will play four geography games. Time permitting we will finish watching Guns, Germs, & Steel Episode 1.

Thursday

Integrating Knowledge

Complete Investigation: Refining Your Categories & Societies: Who's In? Who's Out
Compile Target Area Project -- Write an introduction that addresses the following: what the class did, what you did, and patterns, structure, and relationships in the Target Area. Your project should be typed (double spaced), neat, and in a report cover. It should include: coversheet with name, project title, class, and date; introduction; class reports (as given); structure diagram; interview report; and the beliefs report. This is due MONDAY, October 24.

Friday

Fab Friday -- Keep Austin Beautiful at Eilers Park, 10 AM

Assignments for Mrs. Hart, Week of 10/10-10/14

2005-10-10T14:50:00.000-07:00

Monday
Today we discussed societies as knowledge processors. We also continued watching Guns, Germs & Steel.

Tuesday

Complete Investigation: Comparing Societies -- in your journal
Begin research for plant/animal games. Time will be given in class on Wednesday. The games are due on Monday, October 17.

Wednesday
Today we will spend a small amount of time discussing "Comparing Societies." Most of the time will be spent preparing the game project.

Thursday

Complete Investigation: Target Area Beliefs.
Finish game projects.

Friday
FAB Friday -- Don't forget to fill out your Service Learning Report!

Assignments for Mrs. Hart, Week of 10/3-10/7

2005-10-03T09:21:00.000-07:00

Monday
In class today we discussed Different Ways of Seeing and Completed the Investigation: Native American Way of Seeing. Students responded to the following question in their journals: Why do some countries have an abundance of wealth and riches while others remained poor for most of their history?

Tuesday

Write three interview questions for tomorrow's interview.
Use "The World" feture from the Guns, Germs, and Steel website available at http://www.pbs.org/gunsgermssteel/world/index.html to complete the following:
Click on each of the featured sections of the map and read the information related to that section. Then answer the following questions in your journal:

Looking at the map, why do you think areas like North America, Europe, and Asia have so much technological development and wealth while huge continents like Africa have high rates of poverty and disease and remain relatively undeveloped?
How has a relatively isolated continent like Oceania managed to advance technologically and build the relatively wealthy nation of Australia and have other areas, such as New Guinea, where technological advances are few and wealth are much less?
After studying the map and reading the information about each key area, what theories do you have about why most of the wealth in the world is found in areas north of the Tropic of Cancer?

Wednesday

In class today we will conduct our interview for the Different Ways of Seeing Investigation. We will also watch as much of Guns, Germs, & Steel, Episode 1 as time allows.

Thursday

Write interview report.
FUNDRAISER -- due Monday October 10

Friday

Fabulous Friday! Don't forget to complete your community service report!

Assignments for Mrs. Hart, Week of 9/26-9/30

2005-09-26T09:11:00.000-07:00

Monday
Posted after the fact

Tuesday

Finish Structure in the Target Area. This should be typed or written neatly for inclusion in the final project.
Create a scrapbook page about one of the world features -- your choice. For instructions on creating a scrapbook page, see the second page of the MS ILT syllabus available at: http://www.lewishall.org/Syllabus.pdf

Wednesday
Posted after the fact

Thursday

Read the CSLH email newsletter.
Complete Investigation: Relationships in the Target Area
Read and complet the investigations in Section 4, pages 4-3 to 4-8, stopping before Investigation: Native American Ways of Seeing.
Journals due on Monday.
Any past assignments that aren't turned in by Monday will be given zeros.

Friday

Fab Friday -- See newsletter for details. Remember that you are required to complete 50 hours of community service during the school year. You may complete this on your own or as a part of the Fab Friday activities. In either case you will need to complete a Service Learning Report that will be included in your Portfolio for ILT. You can print out the report at http://www.lewishall.org/slr.pdf. There is also a MS Word version that you can complete on your computer at http://www.lewishall.org/slr.doc.

Assignments for Mrs. Hart, Week of 9/19-9/23

2005-09-19T19:06:00.000-07:00

Monday
Students were given class time to work on their Target Area projects*.

Tuesday
Students should work on their Target Area projects. The first component of the projects will be due 9/23.

Wednesday
In class we will discuss Processing Knowledge: Structure. We will also play World Features Jeopardy.

Thursday
Finish Target Area project, reports component. In your journal, complete Investigation: A First Look at Structure," choosing one of the categories that we did not do in class.

Friday
Fab Friday project -- Pioneer Farms, 9 AM

*Target Area Project
Due October 24, 2005

Introduction
This project involves a class study of 2600 Exposition, Austin, TX. The premise of the project is that studying the “right here, right now” will provide students with the opportunity to develop skills necessary for not only the study of ancient civilizations, but also important skills for all types of learning. We will begin by studying the process of knowledge, moving from patterns, to structure, and finally, to relationships. We will then discuss the impact of different ways of seeing reality and examine how societies function as knowledge processors. This will prepare us to analyze societies and to develop models for analyzing and discussing societies. At this point we will be ready to apply these concepts to the civilizations of ancient Mesopotamia. Students should remember that this is a class project. No single student is responsible for all aspects of the project, but every student is responsible for participating fully in the project and for contributing their very best to the final project.

Components
□ Reports -- due 9/26
The class will work together to produce from six (6) to twelve (12) reports which will provide the factual basis for the rest of the project. The topics of these reports are up to the class but should accomplish the task of providing sufficient factual data describing 2600 Exposition for later analysis. These are not necessarily word-based reports. They are a reporting of the gathered facts, using the most appropriate reporting method. Examples would include charts, pictures (with captions), maps, diagrams, collections, and word-based reports. Class members will work to together to produce, choose and edit these reports and each member will be provided a final copy of all reports.
□ Structure Diagram
Each individual will use the data gathered by the class to produce a structure diagram. Detailed instructions for the structure diagram will be given in class and is discussed in Integrating Knowledge, section 2.
□ Interview
The class will have the opportunity to interview an individual from the Target Area whose background is very different from most of the people in the Target Area. Each individual will then use the information gathered in the interview to write a five-paragraph essay comparing the interviewee’s way of seeing with their own.
□ Beliefs report
Each individual will write a five-paragraph report discussing a shared belief of most of the people in the target area.
□ Target model
Each individual will prepare a target model based on the instructions given in class and as discussed in Integrating Knowledge, section 8.
Assessment
This project will be worth 20% of the final term grade and each component of the project will be worth 20% of the project grade. Students will be provided a grading rubric as a part of the instruction process for each component.

Assignments for Mrs. Hart, Week of 9/12-9/15

2005-09-12T09:20:00.000-07:00

Monday -- Will be posted after the fact
Tuesday --

Assignments

Continue Investigation: Patterns in the Target Area
Complete Investigation: Multidisciplinary
Label the oceans, seas and gulfs on your map.
Write 3 Jeopardy style questions, one about each of the terms you’ve been given. Use any source for research you choose. See the list below for your terms.

Broadway, Claire -- Adriatic Sea, Caspian Sea, Mediterranean Sea
Brooks, Lauren -- Arabian Sea, E. China Sea, North Sea
Eller, James -- Aral Sea, E. Siberian Se, Pacific (N,S) Ocean
Hart, Alyssa -- Arctic Ocean, Gulf of Aden, Persian Gulf
Hewlett, Peter -- Atlantic (N,S) Ocean, Gulf of Bothnia, Read Sea
Hill, Brian -- Baffin Bay, Gulf of California, Sea of Japan
Lyons, Andrew -- Baltic Sea, Gulf of Mexico, Sea of Okhotsk
MacDonald, Liza -- Barents Sea, Gulf of Oman, So. China Sea
McKinley, Kaitlyn -- Bay of Bengal, Gulf of St. Lawrence, Tasman Sea
Meece, Ben -- Bay of Biscay, Hudson Bay, Tyrrhenian Sea
Peavy, Gretchen -- Bering Sea, Indian Ocean, White Sea
Peavy, Sierra -- Black Sea, Kara Sea, Yellow Sea
Pousland, Jacob -- Caribbean Sea, Laptev Sea, English Channel

Wednesday -- Will be posted after the fact

Thursday --

Assignments

Complete Investigation: Target Area & Patterns in the Target Area
Label the rivers, and mountains & other features on your map.
Write 3/4 Jeopardy style questions, one about each of the terms you’ve been given. Use any source for research you choose. See the list below for the terms.
Broadway, Claire -- Lena, Parana, Zambezi, Mackenzie (river)
Brooks, Lauren -- Indus, Orinoco, Yukon (river)
Eller, James -- Ganges, Orange (river), Yenisey
Hart, Alyssa -- Euphrates, Ob, Yellow
Hewlett, Peter -- Danube, Nile, Yangtze, Rio Grande
Hill, Brian -- Congo (river), Niger, Volga, Mekong (river)
Lyons, Andrew -- Brahmaputra, Nelson, Uruguay (river), St. Lawrence (river)
MacDonald, Liza -- Amur, Missouri (river), Ural
McKinley, Kaitlyn -- Amazon, Mississippi (river), Tigris
Meece, Ben -- Apennines, Himalayas, Urals
Peavy, Gretchen -- Appalachians, Gobi Desert, Sahara Desert
Peavy, Sierra -- Andes, Caucasus, Rocky Mountains
Pousland, Jacob -- Alps, Atlas Mountains, Pyrenees

Friday --

Community Service at Pioneer Farms at 9 AM

Assignments for Mrs. Hart, Week of 9/5

2005-09-07T19:47:00.000-07:00

Monday, September 5
None

Tuesday, September 6
None

Wednesday, September 7
In class we began our study using the curriculum by Howard and Marion Brady called Integrating Knowledge. We discussed the meaning and nature of knowledge and the importance of patterns for organizing facts.

Thursday, September 8 (All assignments are due the next class day unless otherwise stated.)
1. Complete Investigation: Anthropology, steps 2-5.
2. Complete Investigation: Traditional Patterns
3. Complete Branching Out -- choose one of the options to complete on loose-leaf paper, with attention to detail, for inclusion in your portfolio. (Due 9/14)