Friday, December 23, 2011
A Block World History: due Jan. 5
Check Sparknotes.com for what happens in Things Fall Apart during the middle chapters. Please be sure to read from Chapter 16 to the end of the book. Fill out the attached worksheets.
Worksheet 1 | Worksheet 2
Enjoy your time away and Happy New Year!
Thursday, December 22, 2011
AP Psych: Chapter 7 Project
Starting the day after Christmas, start keeping track of
- how many hours of sleep you get
- your caffeine intake
- your energy level and mood at three points during the day:
- when you wake up
- in the mid-afternoon
- at night
Likewise, track your mood using a number between 1 (awful mood) and 10 (fantastic mood). Please note any unusual circumstances that might affect your sleep, caffeine intake, energy level, or mood.
How you choose to keep track of your data is up to you. Keep in mind that you will be doing some analysis of this data, so it should be organized in a sensible way. I will be looking for your data from Dec. 26 through Jan. 2, so don't skip a day.
Wednesday, December 21, 2011
A Block World History: Homework for Friday
Step One: Figure out what group you are in, depending on your last name.
Last names A through H (group 1): 1960 to 1965
Last names K through P (group 2): 1971 to 1995
Last names R through T (group 3): 1996 to Today
Step Two: Conduct research about the country now known as The Democratic Republic of the Congo.
Step Three: Create a timeline to showcase your research.
Use the websites that link from below to help you uncover Congolese history during THE YEARS ASSIGNED TO YOU:
- name(s) of the country and significance of the name
- names of heads of state and at least one other historical figure
- other nations' involvement and reasons why
- any warring nations and reasons why
- the country's overall economic situation
Here are the websites:
http://www.cbc.ca/world/story/2008/11/20/f-congo-timeline.html
Feel free to e-mail me with questions if you have them.
Monday, December 19, 2011
Tuesday, December 13, 2011
AP Psych: Personality Project
Be sure to include:
- An introduction of the trait perspective
- One trait you got from your mother*
- One trait you got from your father*
- One trait from experience
- One trait that is unique to you
- A conclusion
*Your teacher recognizes that not all families are traditional. If the outline above does not apply to you, identify another person whose traits have influenced your personality.
Out of 60 points. Due 12/21/11.
AP Psych Students!
Saturday, December 10, 2011
Tuesday, December 6, 2011
Tuesday, November 29, 2011
Sorry about not being there today.
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.
Monday, November 28, 2011
AP Psych: Multiple Intelligences Survey
Wednesday, November 23, 2011
A Block World History: order of presenters & rubric
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
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
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!
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
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
Friday, October 28, 2011
F Block World History Homework
Wednesday, October 26, 2011
Tuesday, October 25, 2011
Monday, October 24, 2011
AP Psych: Learning webquest
Friday, October 21, 2011
A Block World History: Napoleon PowerPoint
Tuesday, October 18, 2011
A Block World History Homework
AP Psych: Behavior Modification Program
In class, we have discussed (or will discuss) a number of methods for altering undesirable behavior or increasing desirable behavior. In this project, you will design and implement a self-modification program based on the principles of learning.
This project consists of five steps:
(1) Choosing a behavior
(2) Observing and recording a baseline of the behavior (4 days)
(3) Designing a behavior modification program
(4) Implementing the program
(5) Writing a brief paper
You will turn in:
(1) a histogram (see below)
(2) a 2-page explanation of your program and its effectiveness
STEP 1: Choose a Behavior
Select a simple behavior that you would like to increase or decrease. Examples of undesired behavior might be punctuating sentences with “you know,” biting your nails, watching too much TV, or using an offensive word; examples of desired behavior might be smiling, getting exercise, being polite, or walking the dog
STEP 2: Observe and Record a Baseline
Before you can begin a behavior modification program, you must determine the normal rate of the behavior you want to change and the conditions under which it appears. This process is called establishing a baseline.
A baseline provides a control condition against which you can compare the effects of whatever training method you choose. It also provides information about the possible motivation and discriminative cues that control the behavior. This information is frequently important when designing an effective program.
Typically observation and recording are done by someone other than the subject, in part because observation of your own behavior can change the behavior and distort the baseline. For our purposes, self-observation is acceptable.
Establish your baseline by recording and charting your chosen behavior for at least 4 days. Behaviors can be recorded by frequency or duration. Choose the method that seems appropriate for your chosen behavior. For example, if the behavior is the habit of saying “you know,” you will want to record how many times you say it in the course of conversation. If the behavior is TV watching, you will want to record in minutes or hours per day. You will also need to consider whether the behavior is particular to a situation or more generalized.
For the greatest reliability, you should record the behavior as it occurs, rather than store the data mentally until the end of the day. (Put it in your fancy phone, or carry an index card and pen with you.) Make sure to note the circumstances under which the behavior occurred.
Plot your baseline data on a histogram (bar graph) with “Day” on the x-axis and “Frequency (or Duration) of behavior” on the y-axis.
STEP 3: Design a Behavior Modification Program
Design a program to change your chosen behavior that incorporates the behavioral principles in this chapter. Think carefully about why you are choosing a particular method or methods, and not using other methods.
STEP 4: Implement the Program
Implement the program over a 4-day period. Observe and chart any changes in your behavior. Plot this data on your histogram.
STEP 5: Write your Paper
Write a 2-page paper, typed and double-spaced, in which you do the following:
Describe the behavior under the baseline condition. Mention any discriminative stimuli you observed and types and/or schedules of reinforcement, etc. Be sure to demonstrate your ability to apply the concepts discussed in class.
Describe the training program that you designed. Explain how you altered the contingencies controlling the behavior. Make specific references to concepts of classical or operant conditioning (positive/negative reinforcement, schedules, conditioned stimulus, shaping, extinction, etc.) where appropriate. Be sure to demonstrate your ability to apply the concepts from the chapter.
Reflect on the effectiveness of your program. How well did it work? Why was it effective or ineffective? What changes might you make to your program?
If you want to write about your Facebook usage, e-mail me first to reserve one of the 10 spots.
Out of 75 points. New spooky due date is Monday, Oct. 31.
Note: this project is due after the Chapter 8 test on Thursday, October 27 for all sections.
Friday, October 14, 2011
A Block World History Homework
Provide: 3 important pieces of new information you learned in class, 2 connections to the French Revolution, and 1 question that you still have.
Have an enjoyable weekend.
Thursday, October 13, 2011
F Block World History: for tomorrow
Tuesday, October 11, 2011
Friday, October 7, 2011
AP Psych: links to sites of interest
Thursday, October 6, 2011
A Block World History: Links to French Revolution Video (and clarification for Tuesday)
Wednesday, October 5, 2011
A Block History: Chronology of the French Revolution
Tuesday, October 4, 2011
Monday, October 3, 2011
AP Psych: Neuroscience Poster Project
You have been provided with a brain (well, a drawing of one.) You will have some time in class to have the outline of your head traced, by using the shadow from the overhead projector. This tracing will serve as a template for the model of the brain you will create. I have paper available for $0.25 per sheet, or you can go to Play Time and spend more money.
Outline or draw each of the sections of the brain indicated below. Label each area and include a visual to explain the function of the area. For example, the temporal area could include a picture or drawing of the ear. Each area will also need a brief, accurate description of its function. There's a lot that needs to fit on this poster, so plan accordingly.
Be creative; the more interesting posters will decorate our classroom for many months.
Your poster will be graded with the following in mind: picture connectedness and creativity, function descriptions, part location, overall creativity and visual presentation.
Required elements: thalamus, hypothalamus, hippocampus, amygdala, corpus callosum, pituitary gland, cerebellum, cerebral cortex, the four lobes of the brain, motor cortex, somatosensory cortex.
Out of 75 points. Due Tuesday, October 11 for C and E Blocks. Due Wednesday, October 12 for G Block.
Heads up: Your Chapter 2 test will be Wednesday, October 12.
AP Psych: Assignment Due Thursday
Wednesday, September 28, 2011
Monday, September 26, 2011
Friday, September 23, 2011
AP Psych: Study Tools for Monday's test
Wednesday, September 21, 2011
F Block History Homework
Monday, September 19, 2011
Saturday, September 17, 2011
AP Psych: Two study tools
Friday, September 16, 2011
Thursday, September 15, 2011
Monday, June 20, 2011
Friday, June 17, 2011
Thursday, June 16, 2011
Tuesday, June 7, 2011
History: Cold War project & groups
Tuesday, May 31, 2011
Friday, May 27, 2011
History: Upstanders list
Wednesday, May 25, 2011
Movie List for 2010-2011
In no particular order:
Raising Arizona; Do the Right Thing; RIZE; The Prestige; When We Were Kings; There Will Be Blood; Walk the Line; The Poseidon Adventure; Back to the Future; Memento; Soul Power; GoodFellas; American Beauty; The Big Lebowski; This is Spinal Tap; Crumb; Good Hair; Wall-E; Seven; Winged Migration; Shogun Assassin; Crumb; Half Nelson; Dark Days; The Trigger Effect; House of Cards; Rififi; Hoop Dreams; Kinsey; Face/Off; La Vie en Rose; Cool Hand Luke; True Grit (2010); Bridesmaids; How to Train Your Dragon; Before the Devil Knows You're Dead; King of New York
Friday, May 20, 2011
AP Psych: B, E & G Block final project
We've finished watching Lars and the Real Girl or Easy A, and while, yes, it was fun, it also presented a number of examples of ideas that you read about during our studies this year, especially social psych. In this final project – the last one of the year for you seniors – you will collaborate with other AP Psych students on-line to create a document that showcases your ability to contrast the social psych concepts in Lars and the Real Girl or Easy A with those in another film of your choosing.
Step 1: Figure out with whom you want to work. 3 or 4-person groups, please.
Step 2: As a group, select a movie from this list. Try to watch it as a group, if possible.
Step 3: Create an on-line document in which you all (no social loafing allowed!) discuss what the two movies (Lars and the Real Girl/Easy A and the film of your choice) have in common in terms of social psych. The final product's form is up to you: a Google Doc, a wiki, a blog, a conversation over e-mail or Facebook...whatever's clever. Please do not write a synopsis of the film. I can easily read one on imdb.com. Be sure to include relevant terms from our studies of psychology, social psych in particular.
In your final product, it should be clear that every group member's voice is included. Remember that your task is to uncover the psychology on display, not to provide a critique or analysis of the movie's narrative or direction. This is due Friday, May 27. Each student should have 400-500 words of input.
Yes, these instructions are pretty loose, but I want to give you enough leeway to come up with a final product that is original and insightful.
AP Psych: C Block final project
Analysis of “No Texting Day”
Your project – the final one for you seniors – is to respond to the following prompts. You may work solo or in groups of up to four. The format of your written narrative is up to you. You may have a conversation over Facebook and print it out, write a “normal” paper, or somehow create a series of “texts.” The ultimate form of your work is up to you; however, each person shuld have 400-500 words of their own. This is due in my hand or inbox by Friday, May 27 by 11:59 PM.
What was the purpose of NTD? Did you (individually) and we (as a group) succeed or fail to reach the goals of NTD? Explain your reasoning.
If you had to do it again, what changes would you make? How might you apply the experience of creating NTD to future group projects?Tuesday, May 3, 2011
Wednesday, April 27, 2011
AP Psych: More review materials
Thursday, April 14, 2011
Tuesday, April 5, 2011
Tuesday, March 15, 2011
World History: WWI review
Unit Test Review: WWI (Answers in Capitals)
Define embargo ONE NATION BLOCKS THE OTHER FROM TRADE
What was England’s intention for blockading Germany STARVATION
President of US during WWI WOODROW WILSON
Leader of Germany during WWI KAISER WILHELM II
Name Big Three at the Paris Peace Conference US, ENGLAND, FRANCE
Policy where any nation can trade with another without any exclusion OPEN DOOR
Date WWI began 1914
Date it ended 1918
In 1914, how much money did US loan to allies? OVER 800 MILLION
How much to the central powers UNDER 200 MILLION
The name of the note sent to Mexico from Germany asking for invasion into US ZIMMERMANN NOTE
What British ship was sunk by a German U Boat with over 1000 passengers and 100
Americans? LUSITANIA
What year did US declare war and get involved with WWI? 1917
What year was the Russian Revolution 1917
What 2 countries passed Britain in #1 ranking in production in the world US GERMANY
Brest-Litovsk treaty was between what 2 countries? GERMANY RUSSIA
Define armistice AGREEMENT TO END FIGHTING
When was armistice day NOVEMBER 11TH, 1918
How much did Germany owe for “causing” WWI? In German Marx please: 6.6 BILLION
Collective security world organization developed by the allies LEAGUE OF NATIONS
Famous Woodrow Wilson Speech delivered to Congress outlining conditions for world peace 14 POINTS
Where was the Peace Conference PARIS
Name three countries in Triple Entente FRANCE, RUSSIA, ENGLAND
------------Triple Alliance GEMRANY, AUSTRIA-HUNGARY, OTTOMAN EMPIRE
Other Important topics:
14 Points the document itself---know Wilson’s agenda and intentions
MANIA and the causes of war
Weaponry
Friday, March 4, 2011
AP Psych: Homework assignment
Aside from this easy task, spend time reviewing your notes on chapters 10 & 11. The test is Thursday.
Friday, February 18, 2011
AP Psych: Homework during break
Please complete Chapter 10 ("Thinking and Language") by Tuesday, March 1. That means notes, too!
Have a happy vacation!
Tuesday, February 15, 2011
AP Psych (Blocks E & G): Only Child Myth
Monday, February 14, 2011
AP Psych: Erikson's 8 Stages
Mnemonic device for memorizing the 8 stages links from here. Thanks, Michael Britt (backtracker extraordinaire!)
Friday, February 11, 2011
Friday, February 4, 2011
AP Psych: Developmental Psych Project and alternate assignment
And here is the additional assignment I talked about in class. The article that goes with this assignment can be found through this link or here.
Due date: Friday, Feb. 18. Out of 100 points.
Tuesday, February 1, 2011
AP Psych: Chapter 4 calendar
FYI: The Chapter 4 test will be Thursday, February 17. Also, your soon-to-be-assigned project will be due Friday, February18 (the day before vacation.)
B Block:
for Thurs. 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Tues. 2/8: 150-158
for Weds. 2/9: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190
C Block:
for Thurs. 2/3: 135-142
for Mon. 2/7 : 143-149 (Heads up! -- short reading, but lots of vocab)
for Tues. 2/8: 150-158
for Weds. 2/9: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190
E Block:
for Thurs 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Mon. 2/7 : 150-158
for Tues. 2/8: 159-171
for Weds. 2/9: 171-182 (to "Social Development")
for Thurs. 2/10: 182-190
G Block:
for Thurs 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Mon. 2/7 : 150-158
for Tues. 2/8: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190
AP Psych: Sensation project evaluation
Wednesday, January 26, 2011
Tuesday, January 18, 2011
AP Psych: Sensation and Perception Group Project
You will be graded using the following criteria:
*Visual Aids (creative, clear, well labeled, topical)
*Presentation (preparation, eye contact, enunciation, group cohesiveness)
*Understanding (thoroughness, knowledge of topic, clarity of explanation)
*Class Activity (illustrative of sense, relevant, interesting)
80 points (20 points per category)
15 to 20 minutes in length per group (1 ½ class meetings for all 5 senses)
B Block: Weds. 1/26 & Fri. 1/28
G Block: Weds. 1/26 & Thurs. 1/27
Blocks C & E: Thurs. 1/27 & Fri. 1/28
Monday, January 10, 2011
World History: Sites for today's class & homework assignment
http://www.pbs.org/frontlineworld/fellows/rwanda1103/context.html
http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/etc/cron.html
For our next class meeting, please read pages 631-634 and take notes.
Wednesday, January 5, 2011
Monday, January 3, 2011
AP Psych: Great site to review for Friday's test
I forgot to mention this in class for Blocks B&C: Also, take the Big 5 Personality test and print out your answers.