History 420 - Fall 2017 - Dr. Gayle Olson-Raymer
Founders Hall 152
Office Hours: Tuesdays and Thursdays, 1-2:45 and by appointment
The course syllabus - available online at http://users.humboldt.edu/ogayle/hist420/420Syllabus2017.html - is divided into four parts: Course Description and Reading, Viewing, and Listening Requirements, Course Themes and Course Outline, Student Learning Outcomes, and HSU Policies. Please note the following:
- The professor retains the right to revise this syllabus at any time during the semester. Please note that the syllabus was revised on November 27, 2017.
- You MUST regularly check your email. This is the only way that I have to communicate with you throughout the semester.
- Course Description and Requirements
Course Description. This is the capstone course for the SSSE major that introduces you to the California social science content required in our state education standards and the Common Core curriculum and that explores a wide array of teaching methodologies. Additionally, this course incorporates the capstone experience of completing a portfolio of all work completed while working on your courses in the Social Science Major
This course is unique within the History Department because it combines both content and method. While historical content drives the course, the content will be accompanied by various teaching methods that can be used in the secondary classroom to encourage critical analysis and to help you assess what students have learned. Additionally, this course is designed to give you a good understanding of the what it is like to actually teach history and in so doing, to help you decide whether or not you really want to become a history teacher and to embark upon a journey of lifelong learning. And finally, this course is designed to create a collegial community of pre-teachers who will explore specific historical topics, to examine and learn good teaching practices, and to enter into a dialog and engage in debate about how to teach historical content.
Reading, Viewing, and Listening Requirements. It is essential that you complete the required reading before coming to class on the day of ANY reading, viewing, or listening assignment.
- Alexi, Sherman, The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown and Company, 2007. You may purchase this book or read it online by searching for the title and downloading it in pdf format. Please note there is a wider assignment when you read this book which may be accessed at http://users.humboldt.edu/ogayle/hist420/ShermanAlexie.html
- California History Standards at History-Social Science, Adopted October 1998 (PDF)
- Coates, Ta-Nehisi, Between the World and Me. New York: Spiegel & Grau, 2015.
- Declaration of Independence. You may use any copy.
- Ritchie, Donald A., Our Constitution. New York: Oxford University Press, 2006.
- There are many additional reading, viewing, and listening requirements from online sources, all of which are listed in the course syllabus below.
- Bring lined paper, a pencil or pen, and a highlighter to class every day.
- Save everything you write for this class. All materials must be included in your portfolio.
- Attend class every day. While you will not get points for attending class, daily attendance will be taken. If you miss up to 3 classes, you will be marked down half a grade, up to 6 classes a whole grade, and 7 or more missed classes will be marked down 1-1/2 grades.
Required Assignments: There are five types of requirements for this course, each of which are explained in detail below. If you click here, you can access a list of all assignments required for completion of the course.
1. Methods Assignments (425 points).
- Assignment #1 (75 points): Teaching History in a "Divided America." Click here to access the assignment. Due first day of class, August 22nd.
- Assignment #2 (50 points):Teaching with Podcasts. Click here to access the assignment. Due September 14th.
- Assignment #3 (25 points): DBQ . Click hereto access the assignment. Due September 21st.
- Assignment #4 (100 points): Journal on Ta-Nehisi Coates' book Between the World and Me. You can access the assignment byclicking here. Due September 28th.
- Assignment #5 (25 points): Digital Literacy. Click here to access the assignment. Due October 3rd.
- Assignment #6 (75 points): Teaching the Constitution. Click here to access the assignment. Due October 17th.
- Assignment #7 (100 points): Historical Fiction and Sherman Alexie's The Absolutely True Diary of a Part-Time Indian. Due November 16th. You can access the assignment by clicking here.
2. Research Paper and Lesson Plan (270 points). You will pick ANY TOPIC on either U.S. or World History that corresponds with either the 7th, 8th, 10th, 11th, or 12th grade California Social Science Standards. In the first part of this assignment, you will conduct research on your topic and write a short research paper. Then, in the second part of this assignment, you will convert your research paper into a 3-5 day lesson plan. Assignments and dates related to the completion of the research paper and lesson plan are as follows:
Part I: Research. This is where you conduct research on your topic, develop a thesis, write your research paper, and test your thesis based upon the results of your research. There are three separate steps in this part. Please note that you must keep all three assignments and include them in your final portfolio.
- Research Topic Selection and completion of Research Worksheet (20 points) due September 26. Click here to access the worksheet.
- Research Historiography and completion of Brief Historiography Worksheet (30 points) due October 3rd. Click here to access the worksheet.
- Research Paper (50 points) due on October 22nd.
- Your paper must be no longer than 5 typewritten, grammatically correct pages. Your paper must incorporate the following four components:
- A discussion of the thesis upon which you originally based your research.
- A comparison of the differing interpretations of your topic that you researched from at least 2 different sources.
- Your interpretation of the topic based on evidence gained from your 2 different sources.
- A concluding statement about how and why your original thesis did or did not change after conducting your research.
Part II: Lesson Plan. This is where you convert the knowledge gained from conducting your research paper into a 3-5 day lesson plan. There are three separate steps in this part. Please note that you must keep all three assignments and include them in your final portfolio.
- Lesson Plan Worksheet completion (20 points) due November 2nd. Click here to access the worksheet.
- First draft of lesson plan (50 points) due no later than November 17th. You will each make an hour-long appointment with your professor during the week of November 13-17th so you can have a one-on-one discussion of your first draft. NOTE - THIS FIRST DRAFT MEANS YOU MUST ADDRESS ALL REQUIRED COMPONENTS OF THE LESSON PLAN TEMPLATE (found at http://users.humboldt.edu/ogayle/hist420/lessontemplate.html) BUT THEY CAN STILL BE IN A DEVELOPING STAGE.
- Lesson plan discussion and peer review on December 7th. Each of you will work in groups of 4 to present your lesson plan topic, your hook, a brief synopsis of your lesson, and the methods you used. Each person will have a maximum of 15 minutes to present and answer any questions. As each person presents, the others in the group will complete a peer review which they will give to each person at the end of the discussion. Then, each group will select one person to present their lesson to the entire class.
- Final lesson plan (50 points) is due no later than December 15. You will each make an hour-long appointment with your professor during the week of December 11-15 so you can have a one-on-one discussion of your final draft. THIS FINAL LESSON PLAN MUST FULLY AND COMPLETELY ADDRESS ALL REQUIRED COMPONENTS OF THE LESSON PLAN TEMPLATE (found at http://users.humboldt.edu/ogayle/hist420/lessontemplate.html). Please note that with your final lesson plan, you must include the first draft with your professor's comments.
3. Cold Call Reviews (60 total points or 10 points each for 6 cold calls ). On the 13 days that you have required reading/viewing/listening, I will pose questions directly related to the assignment to all students who are present. Because I will not ask for volunteers, you must be ready each day you have a required reading/viewing/listening assignment to engage in a collegial discussion about the assignment. You will be called on at least six times; if you are called on more often, you will receive extra credit points.
- Questions will be broad-based and will require analytical thinking. To prepare you for the class "cold call," you should think about the following for each of the required readings:
- What are the 3-5 ideas/themes/topics that you believe are most important to understand in the reading/viewing/listening?
- What new academic language words or phrases did you encounter in the reading/viewing/listening? You must be able to define them and explain how and why they are important to understand the content.
- What questions remain after you completed the reading/viewing/listening?
- The following point system will be used to determine the score for your answers:
- 10 points if you engage intellectually in the conversation by addressing all of the specifics of the question and if your response indicates a deep understanding of the reading/viewing/listening.
- 8 points if you engage intellectually in the conversation by addressing most of the specifics of the question and if your response indicates a solid understanding of the reading/viewing/listening.
- 6 points if you engage in the conversation by addressing some of the specifics of the question and if your response indicates an average understanding of the reading/viewing/listening.
- 4 points if you can say anything about the reading/viewing/listening.
- 0 points if you cannot engage in the conversation, are unable to address the specifics of the question and you have little to no understanding of the reading/viewing/listening.
4. Exit Survey (20 points). The survey is designed to help History faculty understand more about our majors - your background and interest in history; what courses were and were not most beneficial to you as an SSSE major; and what skills were best taught and what skills should be improved in your required courses. Additionally, the survey compiles data about courses offered or not offered in the History Department; about the strengths or weaknesses of other history offerings (History Club, History Conference, Majors Meetings, History Day); about the strengths or weaknesses of advising for the major; and about any suggested changes to strengthen the experiences for future majors. You will receive information about how to access the survey sometime during the first several weeks of classes. You must have completed the survey no later than December 14th.
5. Portfolio (50 points). The portfolio consists of major written works produced for required courses in the History-SSSE major, including research and lesson plans written and designed for required courses as well as any other major research and writing assignments completed in your history courses. You must turn in your portfolio during your scheduled one-on-one meeting with me between December 11-15. The final portfolio must be submitted in a well-organized folder that includes each of the following components:
- A Table of Contents
- Your History 210 paper with the comments from your professor. Write no more than a page that addresses the following questions about your 210 paper:
- Looking back with some academic perspective, what do you believe were the best elements of your paper.
- If you were to rewrite your paper now, what would you add/delete/change? Why?
- Each of the five required assignments for this class.
- The research paper and lesson plan submitted for this course with the comments from your professor. You must include all three assignments for the research portion and all three assignments for the lesson plan portion.
- In no more than one page, explain what you would do to improve your lesson plan were you to actually teach it in the years ahead.
- The List of Methods discussed during the entire course which is available by clicking here. The purpose of this section is to have a series of actual methods to which you can refer once you begin teaching. This section must include the following:
- The List of Methods
- Examples of the methods that you completed during class AND that you completed for an actual assignment.
- A maximum one-page description of your goals and/or plans after graduation.
- A maximum three-page critical analysis of how the work in your portfolio has or has not demonstrated how well you met each of the five learning outcomes in the history department: writing, research, critical thinking, historiography and methodology, and oral presentation.
Grades. You have an opportunity to earn 850 possible points. The grade breakdown is as follows:
- 850-765 = A
- 764-680 = B
- 679-595 = C
- 594-510 = D
- 509 and lower = F
Course Themes and Course Outline
Course Themes. Four broad themes about historical methodology will be interwoven throughout the course content:
- History is a dialog, not a monologue.
- History is a debate, not a lecture.
- Controversy, conflict and compromise shaped and continues to shape both historical dialog and debate.
- Our job as educators is to sensitively teach these controversies, conflicts and compromises as we also nurture the dialog and encourage our students to join in and add to the debate.
Introduction: Understanding the complexities of teaching history (August 22 - August 24). This unit focuses on understanding the controversies surrounding the teaching of history and introduces some methodological approaches to teaching history in the secondary classroom.
Unit I: Analyzing the characteristics and responsibilities of good history teachers and the lessons they teach. (August 29-October 5) This unit focuses on the characteristics of good history teachers, the elements of excellent lesson plans, and the types of teaching methods that keep students interested in history.
- 9/19-10/3 - Teaching History: How can we use tried and true methods to teach and assess our content? Discussion guides may be accessed at http://users.humboldt.edu/ogayle/hist420/TeachingHistory2017.html
- No required reading for 9/19
- No required reading for 9/21
- 9/21 - Assignment #3 - DBQ due.Click hereto access the assignment.
- No required reading for 9/26
- 9/26 - Research Worksheet due.Click here to access the assignment.
- 9/28 - Guest Speaker, Vicki Cody, Attorney and former student.
- 6th cold call review - Growing Up Trans
- 9/28 - Assignment #4 - Ta-Nehisi Coates Journal due. You may access the assignment by clicking here. We will spend part of the class sharing your journal observations about how Coates' book helps us better understand the students we may teach.
- 10/3- Digital Literacy: How to use digital literacy in our classrooms. There are no discussion guides for today.
Unit II: Teaching the Constitution (October 5 - October 31). This unit focuses on gaining a better understanding of the controversy, conflict, and compromise surrounding the creation of the Constitution - and how to teach about the important consequences.
Unit III: Teaching the Era of Manifest Destiny - Progress is not always progressive (October 31-December 5). This unit is designed to deliver content on the era of Manifest Destiny while also incorporating many teaching methods we have already discussed as well as new ones.
Unit IV: Wrapping it up.(December 7-December 15). This final unit is designed to wrap up everything we have learned by presenting our lesson plans and receiving peer reviews, completing the online course evaluation and the exit survey, turning in the portfolio, and conferring with your professor about the final draft of your lesson plan.
- 12/7 - Lesson Plans.
- Lesson Plan discussion and peer review. Each of you will work in groups of 4 to present your lesson plan topic, your hook, a brief synopsis of your lesson, and the methods you used. Each person will have a maximum of 15 minutes to present and answer any questions. Then, each group will select one person to present their lesson to the entire class.
- 12/8 - Online course evaluation must be completed.
- 12/11-12/15 - Final Lesson Plan Due. You must make a 45-minute appointment with your professor anytime during finals week, December 11-15.
- 12/14- Exit Survey must be completed online
- 12/11-15 - Portfolios due on the day you have your exit interview with me
Student Learning Outcomes
The Student Learning Outcomes (SLOs) for this course are designed with the SLOs for all Humboldt State University courses as well as for the SLOs required for the Department of History.
Student Learning Outcomes for HSU:
Effective communication through written and oral modes.
Critical and creative thinking skills in acquiring a broad base of knowledge and applying it to complex issues.
Competence in a major area of study.
Appreciation for and understanding of an expanded world perspective by engaging respectfully with a diverse range of individuals, communities and viewpoints.
Student Learning Outcomes for History 420 connect to the above SLOs for HSU as well as the SLOs for the History Department. The Department's SLOs are noted in bold below and the specific SLOs for History 420 are noted in bullets under each.
- Writing. Students learn to develop and support a complicated argument, employ proper paragraphing and transition techniques, and properly paraphrase, quote, and cite sources.
- You will use the writing skills learned in the History-SSSE major in every course requirement. Your writing skills will especially be demonstrated in your annotated chronologies and your standards-based lesson plans that require multiple types of academic writing.
- You will be asked to demonstrate effective communication through written and oral modes by writing two detailed two-day lesson plans and sharing the results of your lesson plan writing in class with your colleagues.
- Research. Students learn to create advanced research criteria, use sources in support of an argument, and properly cite a variety of primary sources and create a bibliography.
- You will be asked to conduct solid historial research for most course requirements. The two lesson plans require extensive research involving primary and secondary sources, an understanding of howsuch research can be applied to a middle or high school history course, and a chronological understanding of the chosen topic.
- You will be asked to demonstrate critical and creative thinking skills as well as demonstrate an appreciation for and understanding of an expanded world perspective through the research conducted for the two detailed two-day lesson plans.
- Critical Thinking.Students learn to use advanced methods to analyze disparate sources, form original arguments regarding historical events or phenomena, and critically analyze the validity of arguments regarding causality and significance of historical events or phenomena.
- You will be asked to use critical thinking when completing every course requirement, as well as during the discussions that take place during every class period. Your critical thinking skills will especially be demonstrated by creating standards-based and content-rich lesson plans that require students to use their critical thinking capabilities and by reflecting upon the research and writing demonstrated in your portfolio.
- You will be asked to demonstrate critical and creative thinking skills in acquiring a broad base of knowledge and applying it to complex issues through the research and writing of two lesson plans that demonstrate the complexities of writing and implementing the U.S. Constitution and of conceptualizing and implementing U.S. Federal Indian policies.
- Historiography and methodology. Students learn about specific complex historiographical changes and debates, about different methods’ applicability and limitations, and about different schools of analysis and their premises, implications, and limitations.
- You will gain a better understanding of what historians actually do by learning the theories, viewpoints, and various perspectives of historians. Your historiographical and methodological skills will especially be demonstrated by creating lesson plans that show how and when historians agree and disagree about causes and consequences of the historical topics under study.
- You will be asked to demonstrate competence both in the knowledge of your historical content and the manner in which you will share and present this knowledge to your colleagues.
- Oral Presentation.Students learn to convey complicated information clearly, use appropriate media, and engage an audience.
- You will be required to give an oral presentation of both of your lesson plans to a group of your peers.
- You will be asked to demonstrate effective verbal communication sharing the results of your lesson plan research and writing in class with your colleagues.
Please note that you are responsible for knowing the following information about HSU policies:
Academic Honesty. Students are expected to maintain high standards of academic honesty and integrity. For HSU's definitions of academic honesty and cheating, as well as the consequences of and appeal process for being accused of cheating, see http://studentaffairs.humboldt.edu/judicial/academic_honesty.php. In History 395, you will be expected to work on your own - attend class and your school placement as well as completing the pre- and post-essays. While you are free to collaborate with one another outside of class, while in class and at your placement, your work must be your own.
Add/Drop policy: Students are responsible for knowing the University policy, procedures, and schedule for dropping or adding classes found at http://www.humboldt.edu/~reg/regulations/schedadjust.html
Emergency evacuation: The evacuation plan for the classroom, which is posted on the orange signs, can be accessed at http://studentaffairs.humboldt.edu/emergencyops/campus_emergency_preparedness.php During an emergency, information can be found campus conditions at: 826-INFO or online at http://www.humboldt.edu/~humboldt/emergency.
Attendance and disruptive behavior: Students are responsible for knowing policy regarding attendance and disruptive behavior found at http://studentaffairs.humboldt.edu/judicial/attendance_behavior.php
Students with Disabilities: Persons who wish to request disability-related accommodations should contact the Student Disability Resource Center in the Learning Commons, Lower Library, 826-4678 (voice) or 826-5392 (TDD). Some accommodations may take up to several weeks to arrange. http://www.humboldt.edu/disability/
Diophantus's youth lasted 1/6 of his life.
He had his first beard in the next 1/12 of his life.
At the end of the following 1/7 of his life Diophantus got married.
Five years from then his son was born.
His son lived exactly 1/2 of Diophantus's life.
Diophantus died four years after the death of his son.
How long did Diophantus live?
Algebra 1 Winter 2018
1) Algebra 1 Textbook pgs 510 – 511, questions 1, 2, 3, 4, 5, 7, 8. due FRIDAY (3/16)
- For question 7, part D, find the closed form of the function instead of creating a spreadsheet and convert 5 years to months.
- Test Practice pg. 512-513: #1 - 10, 12, 13a
1) Additional Practice 5.09 due FRIDAY (3/9)
2) Jade Core students/absent students: KhanAcademy assignments from checklist due date extension until WEDNESDAY (3/7)
1) Complete all assignments on the Algebra 1 Assignment Checklist (Week of 2/26) by FRIDAY (3/2)
1) Barbie Bungee! Documentary video file or link uploaded to the Google Classroom by WEDNESDAY (2/21)
2) Additional Practice 5.04 due FRIDAY (2/23)
1) Due TUESDAY (2/13):
- Data Tables + Balance Point + New and Old Regression Line Equation
- Test Jump Scatter plot and Final Jump Scatter plot
- Test Jump Reflection and Final Jump Reflection
3) IAB (practice state test) for 8th grade Math covering Geometry topics on THURSDAY (2/15)
4) Study resources (functions, domain and range) available on KhanAcademy
5) Documentary video for Barbie Bungee due next TUESDAY (2/20)
1) Finish Test Jump Reflection
1) Finish scatterplot graph for Barbie Bungee!
2) Watch KhanAcademy videos if you need review on functions:
1) Complete Additional Practice 5.05-5.06 on FRIDAY (2/9)
1) Study for Unit 4 Test (Lines) on THURSDAY (1/25)
2) Complete Applications of Systems Handout due THURSDAY (1/25)
3) Do KhanAcademy assignments/watch the video tutorial for supplementary practice if you are struggling with solving systems using Substitution and Elimination, or working with Inequalities
1) Study for Unit 4 Test (Lines) THURSDAY (1/25)
1) Join SeeSaw and watch your classmates' video tutorials by following the instructions on the Google Classroom.
2) Complete Additional Practice 4.10 & 4.11 AND 4.12. DUE FRIDAY (1/16)
3) Do KhanAcademy assignments/watch the video tutorial for supplementary practice if you are struggling with solving systems using Substitution and Elimination, or working with Inequalities
1) Additional Practice 4.10 & 4.11 AND 4.12 POSTPONED DUE DATE TO NEXT FRIDAY (1/16)
2) Do KhanAcademy assignments/watch the video tutorial for supplementary practice if you are struggling with solving systems using Substitution and Elimination
Algebra 1 Fall 2017
1) Study for Quiz on WEDNESDAY (12/20)
- Topics: Finding slope, point-slope form, and slope-intercept form and knowing how to graph both forms
- Notebook Entries: #16, #25, #26, #27, #28
- Practice: Quizzizz on Google Classroom, KhanAcademy assignments
1) Complete Week 16 HW DUE FRIDAY (12/15)
2) Do KhanAcademyassignments for supplementary practice if you are struggling with slope, slope-intercept form, point-slope form, or standard form
1) Complete Week 16 HW
1) Complete Unit 3 Review Packet due Thursday, 12/1
2) Study for Unit 3 Test on Monday, 12/4
1) Finish classwork - Points of Intersection practice
Wednesday 11/15 POSTPONED: DUE NEXT WEDNESDAY (11/23)
1) Complete the Additional Practice (Lesson 3.16) Handout
2) Log in to student.desmos.com with your SMMK12 gmail account, enter the code MAATC and complete the Marbleslides: Parabolas Activity
1) Find 5 points on the line of the graph of each parent function by filling out the table of values for each parent function due Wednesday (11/15)
1) Read Chapters 3.11, 3.12, 3.16 and 3.17 due Tuesday (11/14)
2) Complete the Additional Practice (Lessons 3.12 and 3.14) Handout due Wednesday (11/15)
1) Finish Week 12 HW Packet due Thursday (11/9)
2) Study for Statistical Analysis Quiz (Dot plots, histograms, stem and leaf plots, box and whisker plots, frequency tables, scatterplots) on Thursday (11/9)
1) Take notes on Ch. 3.09 and Ch. 3.10 (from Algebra 1 CME Textbook) in Entry #20: Categorical and Two-Variable Data due Thursday (11/9)
2) Do questions #1, 2, 3, 7, 8 on pg. 1 and pg. 3 and questions #1, 2 and 3 on pg. 4 of the Week 12 HW Packet due Tuesday (11/7)
Stem and Leaf Plot Explained KhanAcademy Video: LINK
1) Take notes on Ch. 3.07 and Ch. 3.08 (from Algebra 1 CME Textbook) in Entry #18: Displaying Data Sets due Friday (11/3)
2) Complete the Additional Practice (Lessons 3.06 and 3.07) Handout due Friday (11/3)
1) Interpreting Relationships in Graphs and Tables Handout (2 pgs) due Wednesday (11/1)
Go to Student.Desmos.com and enter the code U4EN2 and login with your smmk12 Google account. You will be responsible for plotting the graphs of quantities that are changing in the first 4 videos. Watch and plot data points on the graph provided on the right side of each page. Download and print out the Graphing Stories Graph Template from Algebra 1 Documents and copy your points and graphs to the physical Template. Make sure to label the axes of your graph and give your graph a title "The Effect of _________ on ____________". Check your answers after completing the first 4 videos by clicking past the 5th video to the "Watch an answer" video.s
1) Graphing Related Quantities Homework: due Friday (10/27)
Answer the following questions from the Algebra 1 Textbook on a separate sheet of paper. (Graph paper recommended!)
- #4, #5, and #1 under Check your Understanding on pg. 212
- #2 on pg. 213
- #5, 6, and 7 on pg. 215
- #9 on pg. 216
1) Finish the DESMOS Domain and Range in-class assignment on Google Classroom by midnight
2) Complete the Functions, Domain and Range Homework Handout due Wednesday (10/25)
3) Study for quiz on functions and finding domain and range on Wednesday (10/25)
1) Read over the results of the MDTP assessment. Depending on the topics listed as needing improvement, go on to KhanAcademy and look for practice assignments in their Pre-Algebra and Algebra 1 course. The Exponents, Radicals, and Scientific Notation section can be found at this link https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals.
1) Log on to KhanAcademy using your smmk12 Google account. Complete the following assignments due Tuesday, 10/17 at 8:20AM
- Domain and range from graph
- Recognize functions from graphs
- Recognize functions from tables
1) Do #53 and #54 of Function Machines on OUTPUT of Entry #12: Function Definition, Notation, and Evaluation Due Friday (10/13)
1) Complete Equations and Identities Handout due Wednesday (10/11)
2) Explore CS in Algebra in Code.org through your smmk12 Google account
3) Take notes on Ch. 5.03 and Ch. 5.05 (from the Algebra 1 CME Textbook) in Entry #11: Functions, Domain, and Range INPUT Due Friday (10/13)
1) Complete Entry #10 Output on separate sheet of paper: 3-4 sentences describing how you solved question 13 part c from the Week 7 handouts using academic language (distributive property, ratios, inverse operations). Wednesday (10/4)
2) Finish and submit Task #2 on Google Classroom Wednesday (10/4)
Students with trouble accessing the internet, please download and complete "Task #2 Google Classroom" under Algebra 1 Documents.
1) Complete and turn in quiz corrections or group assessment corrections by Wednesday (10/4)
2) Log on to KhanAcademy using your smmk12 Google account. Complete the following assignments due Thursday, 10/5 at 11:59PM
- Two-step equations word problems
- Number of solutions to equations
- Number of solutions to equations challenge
3) Complete Week 7 homework (Chapter 2 Review) handouts (on a separate sheet of paper) Due Friday (10/6)
4) Study for UNIT 2 TEST Thursday (10/5)
1) Complete Task #1 on Google Classroom Due Tuesday (9/26)
2) Log on to KhanAcademy using your smmk12 Google account. Complete the following assignments due Thursday, 9/28 at 11:59PM
- Combining like terms with negative coefficients & distribution
- Equations with parentheses
- Equations with parentheses: decimals & fractions
4) Study for quiz retake on Wednesday (9/27)
Wednesday 9/20 Due 9/22 at 11:59PM
1) Log on to KhanAcademy using your smmk12 Google account. Complete the assignment "Equations with variables on both sides: decimals & fractions". Please email Ms. Chang at firstname.lastname@example.org if you are having trouble accessing the assignment.
Students without access to the internet, please download and complete the alternative assignment "KhanAcademy Makeup Questions" under Algebra 1 Documents. Due 9/22 in class
1) Complete Distributive Property handout (2-sided) and Inverse Operations handout (2-sided) on a separate sheet of lined paper (not in notebook). SHOW YOUR WORK. Due9/22
2) BRING A PROTRACTOR TO SCHOOL TOMORROW 9/19
3) Study for quiz on Friday 9/22
*** For students who have missed one or more days of class this week***:
1) Set up Entry #8: Solving Equations Toolbox in your IN
2) Download Station Rotation Instructions, Activities, and Handouts from Algebra 1 Documents
3) Follow the Station Instructions for each of the three Stations to complete all Station Handouts.
Monday 9/11- Due 9/15
1) Take notes on Ch. 2.07 and Ch. 2.11 (from the Algebra 1 CME Textbook) in Entry #7: Inverse Operations and Solving Equations
2) Complete Solving Equations handout (2-sided, 2.07-2.08, 2.10-2.11) on a separate sheet of lined paper (not in notebook)
1) Follow the Homework Instructions handout (available under Algebra 1 Documents)
2) Complete notes on Chapter 2.03 and 2.04 in Entry #5: Simplifying Expressions and Rephrasing Basic Rules
3) Complete Simplifying Expressions handouts (2 pages) on a separate sheet of paper (not in notebook) - Due 9/8
1) Study for quiz on Tuesday! Have a great 3-day weekend!
1) Attempt all parts (a and b) on Seeing Dots Handout
1) Answer Output questions for Entry #1, #2, and #3 directly on the Output Prompts handout
1) Quiz on Tuesday 9/5
- Toothpick Squares Activity
- Triangular Numbers Activity
2) Notebook Check on Tuesday 9/5
- Entry #1 OUTPUT, Entry #2 OUTPUT, Entry #3 OUTPUT - Individual Task
- Entry #2 & Entry #3 INPUT - Group Task
1) 3-4 Sentence reflection on Output side of Entry #1: Toothpick Squares Debrief (in your Algebra 1 IN)
1) Bring Lincoln ID to class tomorrow 8/25
1) Try Sudoku worksheet (attempt to fill in all blanks) - Due 8/25
1) Read over and get parent/guardian signatures on Algebra 1 Course Syllabus - Due 8/25
2) Get necessary class materials - Notebook check on 8/25
3) Get familiar with the class website and online textbook access