Friday, September 26, 2014

Independent Activities for Friday 9/26/14

1.  Complete Sign-Up and Intro in Know My World Google Community

2.  Using the articles we spent the last two classes on in groups complete the following:

All Articles, Dali Painting, and Lesson are in G Drive in Arts Folder

Answer the essential question that applies to your group's articles and focus:

Do the arts reflect or shape culture?
What is art and its purpose?
Are artists born or learned?

Consider the following:

1.  Identified weaknesses from the Geddit Entry Ticket
2.  Take a stance on the question (define key terms from essential question)
3.  Support and explain your stance with the article you read
4.  Identify and explore a counterclaim (not a hypothetical)
5.  Implications
6.  So what (why should we care)

Consider this a mini-ToK Paper so do not waste chatting in class

Due to substitute teacher and end of class (no exceptions)

Thursday, September 25, 2014

Shorter Term & Short Term

Shorter-Term (Have you added any KQ to our Running Record?)

1.  Peer Review of Seminar Responses: Due by 7 am tomorrow 9/26/14
2.  Join G+ Know My World Community by 9/27/14
3.  Reply & Critique to your own RoadTrip Nation Blog Post using rubric below (in class)
4.  Notes for Natural Sciences due 10/2/14


5.  Extended Essay Full Draft due 10/10/14 to Turnitin
6.  1st Quarter Activities 10/24/14
7.  Defense of Extended Essays Date Ranges:  10/19/14-10/31/14
8.  Planning of ToK Presentations

Rubric for Blog Posts

Thursday, September 18, 2014

Classwork Activity 9/18/14

Essential Questions for Consideration:

Do the arts reflect or shape culture?
What is art and its purpose?
Are artists born or learned?

Learning Target (the what):  Students will identify and construct main ideas, questions, and implications of journal articles in expert groups.

Language Target (the how):  Students will discuss and evaluate their insights of articles in jigsaw groups using of Theory of Knowledge vocabulary.

(AOK, WOK, belief, certainty, culture, evidence, experience, explanation, interpretation, intuition, justification, truth and values)

What are the:

Main Ideas (annotate and/or highlight)
Questions you have about the reading
How do the articles answer the Essential Questions
Implications you formed from the reading 
Knowledge Questions (Add to Running Record) 

Hispanic Artist-Salvador Dali
The Persistence of Memory 
Artist's Intent? Aesthetic? Viewer Perception?

Entry Ticket-Passage from Invisible Man:

Tuesday, September 16, 2014

SWOT: Group Presentations-Newer WOK

Post on Padlet Wall by 7 am Thursday morning

Friday, September 12, 2014

Classwork for 9/12/14: Submit to Substitute Teacher by end of Class

Questions to Answer & Submit to Substitute Teacher by end of class

  • In the opening paragraphs, Neaz was offered 50 afghanis (approximately $1) to blow himself up. He was told that he would collect the money after he finished the job. What might you be able to imagine about the level of poverty that these children live in? About the level of education and exposure that these children have? How do terrorist groups take advantage of poverty and illiteracy?
  • In paragraph 9: “While in the camp, Dina got to know three Afghani teen boys who told her how vulnerable they felt due to their illiteracy. They suspected that they were being manipulated by the adults in power, but had no way to be sure. Dina was shocked. She knew they were right, but their suspicions also revealed the boys’ innate intelligence—even though they’d never had a day of schooling in their lives, they could sense deception by those meant to guide them.”
    How is literacy/illiteracy different than intelligence/unintelligence? What might be the consequences of giving an intelligent person inaccurate information? How easy might it be for insurgents to manipulate illiterate people?
  • In paragraph 20: “Bridges Academy helped the boys understand how the dark forces manipulating them capitalize on their isolation.”
    Afghanistan and America are quite isolated from one another. The Afghan teens get information about Americans from the people in their communities. Where do you get your information about Afghans from? Are your sources accurate? How can young people be manipulated through isolation? How can first-hand information empower young people?
  • In paragraph 25: “What’s so brilliantly ironic about Bridges Academy is that it upends the teaching of hatred and violence into an open-minded telling of universal truths.”
    Discuss the irony of this concept.

    Also, “The students have managed to crack the code of organized terrorism, one that the U.S. and other nations have been trying to crack for decades.”
    Explain how these teenagers cracked the code of organized terrorism. Now that you understand how to crack the code of terrorism, what can you do to make a difference?

Thursday, September 11, 2014

Homework to be Completed by Next Class 7 am on Tuesday :)

Start Here:  Define Your Road
Road Trip Nation Reflection: Put in comments below this post
Reminder: first name only & anon (drop-down menu)

Reflection: Seminar-Invisible Man 
Google Form in email