Thursday and Friday April 27 and 28

Thursday Mr. Zartler had a guest teacher.

Students worked on three projects
1) Peer Review of rough drafts (work sheet at bottom of this entry
2) Students watch this video on the 1920s and took special note of information related to:

A) How do the various characters personalities seem to be related to the major events of history?

B) During the 20s US govt policy favored whom? (business? individuals? rich? poor? west? south? east? europe?) 

3) Students were given a graphing data related to the 1920s activity. (available in class)


Peer Review activity

Research Paper Peer Response and Self Evaluation

Name __________________________________________________ Date __________________ Period ________

Peer evaluators (full name printed and initialed): _______________________________________________________

___________________________________________            __________________________________________

Your goal today is to use time with your peers to evaluate your work so far on your research project. The evaluative feedback you generate today should be enough to guide you to next steps. For each person in your group you should follow the same protocol to get the best possible feedback. Begin by underlining your Thesis statement (and section thesis statements) and all topic sentences in your draft (they should be obvious by there level of organization in an outline, but for ease you may wish to highlight them as well.

In two to three sentences explain to your group what you are trying to explain or prove in your essay.

In three to five sentences explain why you choose this particular topic.

Read your thesis statement to your group (Yes you SHOULD have a clear one at this point!); does it answer a “why?” question?

Yes / NO   Notes for revision:

Read through your entire rough draft or outline. Your peers will listen and provide feedback on whether or not there is a complete argument presented in your paper. They may find that some parts are complete and others are not. Feedback on “organization” is the focus here. Feedback on fluency is inappropriate for an outline, and should only be given if requested by someone with a full rough draft. First the author reads what they have, then:

Peers ask questions about the subject; author records the questions here:

Next peers provide more open-ended feedback on organization (divided by parts as appropriate):

-- Continued on Back  --

Point to the facts you discovered and included in your paper. Make sure that each is connected to it’s source. Work with your peers to ensure that you have a

_________ primary document __________ (properly cited)

_________ academic source #1 __________ (properly cited) ____________________________ title/ author

_________ academic source #2 __________ (properly cited) ____________________________ title/ author

_________ academic source #3 __________ (properly cited) ____________________________ title/ author

Are there End Notes page? Yes / No      Are the end notes in order of appearance in the paper? Yes / No

Is there an annotated bibliography? Yes / No      Is the annotated bibliography in alphabetical order? Yes / No

Is there a conclusion? Yes / No             

Does the conclusion summarize (ok)?  Yes / No  or expand and connect the topic (better)? Yes / No

After reviewing the paper or outline what questions do your peers still have about your subject?

Roaring 20s multi-media slide lectures:

Link to Lecture 1

https://docs.google.com/presentation/d/1uziHInENmLrTXZHmF8SmaGvl7_paOAbihwHWbmG_22w/edit?usp=sharing

Link to Lecture 2

https://docs.google.com/presentation/d/1qWvQ7FQ0SlnMOHI82MYsA35e47hihY6NZeAEr1V1ysM/edit?usp=sharing

Tuesday / Wednesday April 25-26

Class spent some time reviewing the research paper and the due dates for the rough drafts / detailed outlines (this coming Thursday and Friday).

Mr. Zartler announced that he had to go to a district training on Thursday the 27th so there will be a substitute.

The class took notes and discussed a second multi-media lecture on the roaring 20s.

Here is a picture of Arlo with is brother and sister; he is two days old in this photo:

April 24

Say hello to Arlo:

April 17-21, and Monday 24 April

On Monday-Thursday of this week students had access to computers in the classroom in order to work on research and drafting of their research paper.

On Friday, Mr. Zartler gave a multi-media lecture on the Roaring 20s. This lecture will also occur on Monday, 24 April.

Rough Drafts of the research paper (Or a very detailed outline) is due on April 27th / 28th. The final paper is due May 8th / 9th.

Monday April 10 through Friday April 14

Juniors are spending this week taking SBAC tests.

Students should be doing research for their Living in the US Research paper which is detailed in previous entries.

A full rough draft or VERY detailed outline (to the level of topic sentences, and key facts for each paragraph) is due 4/27 or 4/28.

The final paper is due 5/8 or 5/9.

Welcome Back: Happy April!

Final Quarter Overview:

First, class will be introduced to the Living in the US Research Project. Mr. Zartler will discuss topics and requirements this week; Ms. Battle will give a lesson on how to do research Wednesday and Thursday.

The week of April 10th through the 14th will be SBAC testing (this will be a great time for you to do research for your History paper!)

If time permits this week, Mr. Zartler will begin an interactive lecture on the 1920s; this is part of a unit on the "Roaring" 1920s and the Great Depression (1930s). There will be in an in-class summative assessment on this unit on or about April 20-21.

The next unit will be on Native American History.

At the end of May we will return to more chronological studies with short units on: World War II; The Cold War: Counter Culture Revolution (1960s); and Regan and Clinton. The last week of school in June will include time to review for the final exam.

Mr. Zartler announced that beginning next class 3rd period will be taught by a student teacher Mr. Crottey. Mr. Zartler is sad not to be spending time with this class.