Unit 4 Week 1 WH Humanities
Yearly Theme: Buck the System: Go Light Your World!
Unit Theme: Make us a Beacon: Buck the system by creating a way to bring light into other's lives
January 5-9
Teacher edition Reporter of the week: JayDee
Link for sentence structure stuff I want to do this week:
http://webster.commnet.edu/grammar/indep_clauses.htm
http://webster.commnet.edu/cgi-shl/quiz.pl/fragments_quiz.htm
Monday: 4MAT: The Age of Reason/The Enlightenment/Pride and Prejudice: a study in Relationships
Connect: beginning of video; make a circle on a piece of paper for each character and put their name in the circle.
Discuss: Give adjectives for each character portrayed in the first minute
Imagine: Draw lines to connect the various characters and write on the line the ways they are related or the kind of relationship they have.
Inform: discuss the kinds of relationships about which we will be learning this unit.
Practice: write thesis statement and personal opinion paper for P and P; (build relationship with elderly person; recognize relationships between various forces in WH/Bible)
Extend: Make conjectures/hypothesis as to the role of relationships in history/current events; make model to demonstrate the importance of the identified relationships.
Refine: Edit rough draft; edit model
Demonstrate: post to Edline; post on wall of room.
Tuesday: Discern the impact of the Age of Reason (the Enlightenment) on religious thought and the impact of pluralism and diversity on denominationalism and freedom of religion; include discussion about the relationships that occurred because of or that were the cause of the Age of Reason; answer focus questions in class; base assessment on participation.
Wednesday: Scientific revolution; Do experiment on page 514C; Chapter 20 section 2; Section 3 assessment, #1, page 530 in class: Diagram factors that helped Enlightenment ideas spread throughout Europe;
Thursday: Create Venn Diagram showing differences and similarities between the government of England and the new government in America
Week at a glance
Assignment
Date / DueDate /
Assignment Name
/Points
01-05 / 01-07 / (Bible) / 1001-05 / 01-08 / CS-Flash service log / 10
01-05 / 01-09 / Emma - DF / 10
01-05 / 01-09 / Inventions (PP) / 10
01-05 / 01-08 / Time line (PP) / 10
01-05 / 01-09 / (Reporter of the week) Matthew Wagers / (20 points given at semester)
01-05 / 01-06 / Vocab / 10
01-05 / 01-05 / (Journal) / (Points given at semester)
01-06 / 01-06 / (Journal) / (Points given at semester)
01-06 / 01-07 / Hypothesis / 10
01-06 / 01-08 / T-Shirt / 10
01-07 / 01-08 / CLQ (Journal) - DF / 10
01-07 / 01-08 / Grammar / 20
01-07 / 01-09 / Revolutionary Times / 10
01-08 / 01-09 / Comprehension quiz / 20
01-08 / 01-09 / Vocab quiz / 20
01-08 / 01-08 / (Vocab EC) / 1 point/word
01-08 / 01-08 / (Journal) / (points given at semester)
Assignments ordered by due date:
Assignment
Date / DueDate /
Assignment Name
/Points
01-05 / 01-05 / (Journal) / (points given at semester)01-06 / 01-06 / (Journal) / (Points given at semester)
01-05 / 01-06 / Vocab / 10
01-05 / 01-07 / (Bible) / 10
01-06 / 01-07 / Hypothesis / 10
01-05 / 01-08 / CS-Flash service log / 10
01-05 / 01-08 / Time line (PP) / 10
01-06 / 01-08 / T-Shirt / 10
01-07 / 01-08 / CLQ (Journal) - DF / 10
01-07 / 01-08 / Grammar / 20
01-08 / 01-08 / (Vocab EC) / 1 point/word
01-08 / 01-08 / (Journal) / (points given at semester)
01-05 / 01-09 / Emma - DF / 10
01-05 / 01-09 / (Reporter of the week) Matthew Wagers / (20 points given at semester)
01-07 / 01-09 / Revolutionary Times / 10
01-08 / 01-09 / Comprehension quiz / 20
01-08 / 01-09 / Vocab quiz / 20
01-05 / 01-09 / Inventions (PP) / 10
Day 1
Monday, January 6
Assignment
Date / DueDate /
Assignment Name
/Points
01-05 / 01-07 / (Bible) / 1001-05 / 01-07 / CS-Flash service log / 10
01-05 / 01-09 / Emma - DF / 10
01-05 / 01-10 / Inventions (PP) / 10
01-05 / 01-08 / Time line (PP) / 10
01-05 / 01-09 / (Reporter of the week) Matthew Wagers / (20 points given at semester)
01-05 / 01-07 / Vocab / 10
01-05 / 01-05 / (Journal) / (points given at semester)
Food for thought
It is tact that is golden, not silence.
Samuel Butler (1835–1902), British author. Samuel Butler’s Notebooks, p. 229 (1951)
Some people mistake weakness for tact. If they are silent when they ought to speak and so feign an agreement they do not feel, they call it being tactful. Cowardice would be a much better name.
Frank Medlicott, Reader’s Digest
“Tact”
This clinches the bargain;
Sails out of the bay;
Gets the vote in the senate,
Spite of Webster and Clay.
Ralph Waldo Emerson (1803–1882), U.S. essayist, poet, philosopher. “Tact,” Poems (1847)
(Bible)
The "Age of Reason" or "The Enlightenment" had a great affect on not only the scientific aspect of life, but also on the religious arena. We have learned about humanism and the shift in the focus that that thought process brought about. As we discuss our Bible and history lessons this week, we will be introduced to the "Rationalists," and look into a view of God known as "deism." What do those two terms mean? How are they related to humanism, or are they? We will also learn about the Wesley brothers, who quite unintentionally began the Methodist church, as well as about the origins of other denominations that began between 1600 and 1800.
Before class on Tuesday, take a look at the focus questions from page 161 in His Story In Our Time, Unit 1, lesson 15 (pages 153-160),. See if you can form some opinions, for each of these questions. Write down brief answers to each focus question and bring them to our camera class Tuesday. During Tuesday's camera session we will discuss this lesson, with a special emphasis on the focus questions. Your participation will determine your "in-class assessment" for this assignment. (You do not need to read this lesson, but you may if you wish to and have time!)
CS-Flash Service Log
Most of you have spent considerable time learning Macromedia Flash during the last three units. Some of you have not even started learning the program, but it’s not too late to begin!
This unit we are going to begin the process of being a beacon (see our unit theme) and creating something to help buck the system and light our community through the use of technology.
During unit 3, you were to create a storyboard for your flash program. This unit you will do one of two things: 1) spend a great deal of time learning Flash because you either want more knowledge or you haven’t learned anything about the program yet (either because you didn’t take the time to learn it, or because the program was not available to you previously), or 2) spend time creating your flash program because you have already learned the program and are ready to begin your own program.
If you have not yet begun to learn the Flash program, you will need to spend at least one hour each week learning it. You may go through the instructions for our CS-Flash assignments beginning in Unit 1, week 3 or so, or simply go through the “help” sections of Flash first, and then the “tutorials” after that. The time you spend learning Flash IS your community service. I expect you to keep track of your time and report your hours on your CS-Flash log. You to have 20 hours of community service each year for AE21. These hours count toward your graduation requirements.
(Yes, I know some of you have over 20 hours of service already this year. I also know that you are dedicated students and are excited about bucking the system and using your knowledge of Flash to change your community for the better!)
Remember -
Create a new log for this semester's service that includes a column for each of the following pieces of information:
1) Date
2) Amount of time spent
3) Additional comments (what you learned, a note about your progress, etc.)
4) Your name (This should be on the top of your log)
Send me your log of your CS-Flash hours for this week.
Emma - DF
Jane Austin wrote a number of books that deal with the historical period we will be studying about during this unit. Last year the sophomores read Price and Prejudice. This year we will read another of Austin’s books, Emma. You may wish to check out the book at your local library, or to purchase it on www.amazon.com. However, the entire book can be found online at the link below. (There may be other online versions, but it will work best if we all use the same version.) That means there will be NO excuses for not reading the book!!!
We are going to try to complete this book through the use of a jigsaw cooperative learning strategy. I know some of you will want to read the entire book, but others will desire to read just the sections they are assigned in order to leave time for other reading, activities, and assignments for this and other classes.
Here’s what the plan will be: All of you will read the first two or three chapters in each volume, and then each of you will be assigned to read certain chapters in the rest of the volume. Read your sections just as soon as possible today to make this an enjoyable and profitable assignment for all of us. After you have read your assigned chapter, post a two to three paragraph summary of your chapter on the forum. Your summary should be no less than 100 words, but no more than approximately 300 words.
When you post your assignment on the forum, please put your chapter number FIRST in the subject line.
By Wednesday, everyone should have posted their summary on the forum. Everyone can read the book through their classmates’ eyes without having to read the entire book themselves! Please read everyone’s summary so you can know where the story is going. (When we are finished reading the book, we will watch a video about it as well!)
Here’s exactly what you are to do:
1) Read Volume 1, chapters 1 and 2 of Emma
2) Read your assigned chapter from the chart below
3) Write a two to three paragraph summary of your chapter
4) Post your summary on the forum in the section entitled “Volume 1”
5) Put your chapter number in the subject line (example: Chapter 5)
6) Read everyone else’s posts so you can know what is happening in the entire volume
During our camera time Monday we will discuss how to make sure this jigsaw works and everyone does their part.
We will be able to finish the book in three weeks using this manner, and then write a fun and personal paper about your impression about the book. We will look at the message of this book through the eyes of our unit theme, “Make us a Beacon: Buck the system by creating a way to bring light into other's lives
You may find the entire text of Emma online here:
http://etext.lib.virginia.edu/toc/modeng/public/AusEmma.html
Another site with information about Emma and Jane Austin, the author, is here:
http://www.strangegirl.org/emmapages/main.html
You may find additional information if you so desire by searching for “Jane Austin Emma” or some similar search.
Here are your assigned chapters for Volume 1:
Everyone: Volume 1, chapters 1 and 2 (you do NOT need to summarize these chapters on the forum since everyone will read these!)
Alicia Roberts / Chapter 3Audrey Brown / Chapter 4
Brandon Rucker / Chapter 5
Darlene Minisee / Chapter 6
Hanniel Calkins / Chapter 7
Heather Welsh / Chapter 8
Keturah Carter / Chapter 9
Lindsey Bryant / Chapter 10
Matthew Wagers / Chapter 11
McAlister George / Chapter 12
Morganne Haughton / Chapter 13
Nathaniel Wright / Chapter 14
Renaee Thompson / Chapter 15
Stephanie Rivera / Chapter 16
William Dykes / Chapter 17
Zane Evans / Chapter 18
Invention (PP)
We begin a whole new unit this week in World History. Have you ever considered yourself a rebel? A revolutionary? What does it take to make enough changes in the world or in your society that what has occurred would be considered revolutionary? What kind of people made those huge, historical changes? Why did revolution begin in England? How about in America? Did you know there was a revolution in France as well? Why in the world do we call something a "Scientific Revolution"? No one had to shed blood in that revolution did they? Hey, this is good stuff! Check it out!
For this week, you are to read chapter 20, pages 516 - 530, in your WH book. Don't forget to look for timeline additions as you read.
As we read this week's chapter and the next several chapters, we will be exposed to many different inventions and scientific discoveries that changed history and affect how you live today. Look for inventions and discoveries in your reading (browse the next couple of chapters for inventions, if you like), and do a little research about inventions and discoveries between 1500 and 1799. Choose one invention/discovery that interests you. For your assignment this week, you are to begin working on a promotional flyer or commercial advertising your chosen invention/discovery. You must include the name of the inventor or scientist, the approximate date of the invention, the name invention or discovery, and the purpose of the invention or discovery. You must give information about the usefulness of the invention/discovery. Your audience is the people of the time of the invention/discovery, and your mission is to convince them of the value of the invention/discovery. You may, however, use all the technology available to you today! You may make a video clip like a commercial, or use any other media (voice, clip art, animation, etc.) you think will be effective in convincing the people to use your chosen invention or believe your chosen discovery.