You can find the survey here. Thanks so much for filling it in, it's a huge help to me!
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Becoming test-taking NinjasTest taking is an art - in fact, it's sort of a martial art - and on Thursday and Friday, we had some serious test-taking ninja training. We looked at practice tests from the following sources: On Wednesday, we tackled AP questions as a group, coming up with strategies for solving them. Here are the strategies we developed: Timeline Technique Think about everything you KNOW about the sequence of events in history, to work out whether any of the options are impossible. Also, tests are sometimes organized chronologically. If you are taking a test like that, and all the questions around the question you are taking were about the Great Depression, the answer to the question you're working out probably ISN'T about the Salem Witch Trials! Anti-absolute technique When an answer has words like "every, always, never, or 'all of'," it is probably wrong. History is rarely absolute. Test Judo Learn from the test as you take it, so you use its power against itself. For example, if you can figure out the answer to a question that says "All of the following were initiatives of Franklin Roosevelt EXCEPT", then you haven't just got the answer to one question. You also know three things that were definitely initiatives of Franklin Roosevelt. This can then come in handy in another question. Rephrasing technique Sometimes you can get tripped up by the wording of a question. If you put it into your own words, you can make sure you understand it. Upcoming benchmarks
What happened today in classToday we worked more on our Twelfth Night adaptation, except in Group D, where we wrote five-minute plays about the Cold War. Upcoming benchmarks
What happened today in classToday we made sense of the characters and plot in Twelfth Night, and started coming up with a plan for a production set during America in the 20th century. You can see the document we're using for this here, and the "Quick Guide to 20th Century Decades" here. Doing this assignment well will require some good-quality research! I suggest you start with Digital History, a rich resource which is divided by decade. Also, take a look at this website - starting at Chapter 43. Upcoming benchmarks
Today I went with some students on a field trip to UCSD, to see an exhibition on urban pollinators by 11th Graders at High Tech High, sit in on a calculus lecture, have an open question-and-answer with a professor of English literature, and see a biology laboratory studying flies. Other students took the opportunity to work on their telenovelas for Spanish. Upcoming benchmarksSame as on Thursday.
What happened today in classToday we focused on reading articles and in order to identify and recall information. Depending where they were sitting, students read readings about the progressive era, the 1920s, the Depression, World War II, or post-war America. You can find all the readings here. As they read, everyone wrote up "test-style" questions they could ask about their readings. When we'd read and written questions, everyone moved to tables, so one person from each "reading" was at a table together. I collected all the questions, and read them out. Tables competed to see who could give the correct answer first. Upcoming benchmarks
What happened todayToday we did a "Spaced Learning" presentation on the Enlightenment, the Declaration of Independence, and the Constitution. You can see the presentation here. Feel free to look at the presentation to check your work on the packet, but please don't look at the presentation BEFORE you fill in the packet! If you do that, then the whole Spaced Learning process will be less effective for you, and you'll just end up knowing less about US history - which does no-one any good! Today's homeworkDue Thursday, May 2nd - Fill in the "Spaced Learning" packet that was handed out in class.
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April 2017
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