I don't like having you go to Old Hall, but I'm not well enough today to come in.
A Block History: Presentations will start up again on Thursday, not tomorrow. Tomorrow, Ms. Fitzgibbon will be leading you in a review activity. Since we do not meet Friday ( U day), the unit test will not be until next week. Please start reviewing now.
Psych: Get started on chapter 11 if you have not done so already. Take the survey that links from the posting below.
F Block History: We will be finishing our studies of the Industrial Revolution this week. Sorry that you had your long block in Old Hall.
Tuesday, November 29, 2011
Monday, November 28, 2011
AP Psych: Multiple Intelligences Survey
Please complete this survey. Print out your results page and bring it to class.
Wednesday, November 23, 2011
A Block World History: order of presenters & rubric
RA, SF, LR, ST, MP, LB, JH, ZS, JL-P, DM, JB, JK, YO, JL, NR, RS, LL, AC, NP, JR, ES, LC-D, ZC-O
Rubric:
30 points Information: Student summarizes the article well and any information included about industrialization is accurate and relevant to the topic.
20 points Layout: readability of text, color choice, graphics/finishing elements, clarity of image
Rubric:
30 points Information: Student summarizes the article well and any information included about industrialization is accurate and relevant to the topic.
20 points Layout: readability of text, color choice, graphics/finishing elements, clarity of image
Friday, November 18, 2011
Monday, November 14, 2011
A Block World History: IR Project
We will go over this in class.
For Thursday, in the comments section below, include the web address of the article you would like to present, the title and author of the article, the name of the periodical in which it appeared, and its date of publication.
For Thursday, in the comments section below, include the web address of the article you would like to present, the title and author of the article, the name of the periodical in which it appeared, and its date of publication.
A Block World History: IR webquest
Go to http://www.bbc.co.uk/history/british/victorians/ (this is hereafter referred to as the homepage)
Click on “Britain’s Industrial Revolution,” then the “Who Wants to be a Cotton Millionaire?” game.
Play the game twice and alter your decisions the second time. In your notebook or in a new document, respond to the following prompt after you’ve played: (1) How did the various decisions you made affect your level of success?
Return to the homepage and click “Daily life in Victorian Britain.” Click on “Tudors and Victorians: Dressing Up” and dress up the characters. (2) Which period of dress seems preferable (and why)? (3) Also, how do you see Victorian middle-class values reflected in their dress?
Click on “Welfare and health in Victorian Britain” and open the “Muck and Brass” simulation game. As with the cotton millionaire, play the game a couple of times to see how different decisions you make affect your results, and respond to the same prompt: (4) how did the various decisions you made affect your level of success? (5) Also, did you find this decision-making simulation more or less of a challenge than being a cotton millionaire? Explain.
With the remainder of your time, you are free to explore the other parts of the website. Return to the homepage and click on the various links and see what looks interesting to you. There are several good visuals, videos and articles. (6) Look at anything that strikes your fancy (how very Victorian!) and record any five interesting facts or tidbits you discovered.
Whatever you do not finish during this class period will be homework. Please hand in your responses tomorrow in class.
Click on “Britain’s Industrial Revolution,” then the “Who Wants to be a Cotton Millionaire?” game.
Play the game twice and alter your decisions the second time. In your notebook or in a new document, respond to the following prompt after you’ve played: (1) How did the various decisions you made affect your level of success?
Return to the homepage and click “Daily life in Victorian Britain.” Click on “Tudors and Victorians: Dressing Up” and dress up the characters. (2) Which period of dress seems preferable (and why)? (3) Also, how do you see Victorian middle-class values reflected in their dress?
Click on “Welfare and health in Victorian Britain” and open the “Muck and Brass” simulation game. As with the cotton millionaire, play the game a couple of times to see how different decisions you make affect your results, and respond to the same prompt: (4) how did the various decisions you made affect your level of success? (5) Also, did you find this decision-making simulation more or less of a challenge than being a cotton millionaire? Explain.
With the remainder of your time, you are free to explore the other parts of the website. Return to the homepage and click on the various links and see what looks interesting to you. There are several good visuals, videos and articles. (6) Look at anything that strikes your fancy (how very Victorian!) and record any five interesting facts or tidbits you discovered.
Whatever you do not finish during this class period will be homework. Please hand in your responses tomorrow in class.
Wednesday, November 9, 2011
AP Psych: The top ten proposals!
Congrats to: 115076, 113961, 114812, 114722, 114800, 114867, 114131, 114955, 114908, and 114940. This was challenging to narrow down!
See project options one through nine. Here is option ten.
If your ID# is listed above, please create a rubric by 11/16.
Friday, November 4, 2011
AP Psych: Memory Project Proposal
At this point in your academic careers, you likely know what kinds of projects you enjoy working on. Are you a poster-making type or an in-class presentation specialist? What’s your preference: introspection or academic analysis? Group work or solo projects.
I am not assigning a project right now. Instead, I am asking that you design a project to go along with our unit on memory.
At this time, I am not asking you to complete the project you’ll be designing. Rather, I will select top ten (or so) proposals and you will choose one of those selected projects to complete. If your project proposal is selected, you will have different -- and, potentially, more enjoyable -- responsibilities from your classmates. See below.
Please consider the following questions in designing your project proposal:
- Does it connect to the text? (It needs to.)
- Would you actually want to do this project?
- Is it feasible for an AHS student?
- Does it lend itself to a rubric for clear grading standards?
- When is it due? Keep in mind that the test on Chapters 9 & 10 will be on or around Friday, November 18 (S Day.)
Write your proposal in such a way that, if selected, it can be posted to the blog as is. In other words, make the instructions and expectation clear but not overly verbose. Your project proposal is worth 25 points and is due next Tuesday, November 8.
If your proposal is selected as one of the project options, you will not be asked to complete the project. Instead, your task will be to design a scoring rubric and to assist me in correcting your peers' work. For this reason, students will be asked to turn in their completed projects labeled with their student ID number, not their name.
AP Psych: Memory Lab
Step One: turn the volume down on your computer. Now let's start with some games:
Visit http://ngm.nationalgeographic.com/games/memory-game and play one or two of the games. Or, go here http://www.thepcmanwebsite.com/media/simon/
Don't spend more than five minutes playing games.
Don't be sheepish...visit this site: http://www.exploratorium.edu/memory/braindissection/index.html and read through the text.
Now, visit http://ngm.nationalgeographic.com/2007/11/memory/brain-interactive. Read through all of the content under each of the three tabs. On a piece of paper, answer the following prompts. (Click here for a Word doc with these questions.)
Making Memories: What synonym for "sensory memory" does this page use? What synonym for "short-term memory"?
Storing Memories: On what part of our brain do our habits and motor skills rely?
Forgetting: Write down one interesting fact you learned on the "Normal Aging" page.
What are the symptoms of moderate Alzheimer's Disease? To what part of the brain has it spread?
Next, visit http://bcs.worthpublishers.com/myers7e/content/psychsim/chapter08.htm
Stop at the "Paired Associates" task. It's not worth your time.
Then, read the entirety of one of the following articles:
http://ngm.nationalgeographic.com/2007/11/memory/foer-text or http://www.smithsonianmag.com/science-nature/How-Our-Brains-Make-Memories.html#
If time remains, explore the site about H.M. at http://thebrainobservatory.ucsd.edu/hm
Visit http://ngm.nationalgeographic.com/games/memory-game and play one or two of the games. Or, go here http://www.thepcmanwebsite.com/media/simon/
Don't spend more than five minutes playing games.
Don't be sheepish...visit this site: http://www.exploratorium.edu/memory/braindissection/index.html and read through the text.
Now, visit http://ngm.nationalgeographic.com/2007/11/memory/brain-interactive. Read through all of the content under each of the three tabs. On a piece of paper, answer the following prompts. (Click here for a Word doc with these questions.)
Making Memories: What synonym for "sensory memory" does this page use? What synonym for "short-term memory"?
Storing Memories: On what part of our brain do our habits and motor skills rely?
Forgetting: Write down one interesting fact you learned on the "Normal Aging" page.
What are the symptoms of moderate Alzheimer's Disease? To what part of the brain has it spread?
Next, visit http://bcs.worthpublishers.com/myers7e/content/psychsim/chapter08.htm
Stop at the "Paired Associates" task. It's not worth your time.
Then, read the entirety of one of the following articles:
http://ngm.nationalgeographic.com/2007/11/memory/foer-text or http://www.smithsonianmag.com/science-nature/How-Our-Brains-Make-Memories.html#
If time remains, explore the site about H.M. at http://thebrainobservatory.ucsd.edu/hm
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