Monday, December 14, 2009

December 13-17

U.S. History:
Lecture:
Marbury v. Madison
http://www.socialstudieshelp.com/USRA_Judiciary.htm
Interactive Constitution:
http://ratify.constitutioncenter.org/constitution/
Threaded discussion on the white board:
Questions:
List the cast of characters.
Define/Explain Vocabulary (midnight appointments, Judiciary Act of 1789, Writ of Mandamus, Article III, Judicial Review)
What is the role of the Supreme Court in interpreting the Constitution?
What is the significance of Marbury v. Madison?
What is judicial review and how did Marbury v. Madison solidify it?


Thursday and Friday (First Amendment)
First Principles:
http://www.freedomforum.org/packages/first/curricula/educationforfreedom/FirstPrinciples.htm


Lessons:
http://www.freedomforum.org/packages/first/Curricula/EducationforFreedom/L01main.htm


First Amendment Heroes:
http://www.freedomforum.org/templates/document.asp?documentID=3614


English:
Read from Freedom Writers Diary
Vocabulary Exercise:
Each student will be responsible for learning and teaching the rest of the class two vocabulary words. You will present your words on Thursday. On Friday, we will use these words in a matching game we will do in class.
The vocabulary words:
angst
alienation
fatalistic
protagonist
antagonist
contradict
notorious
rival
smug
hypocrite
World Studies:
Watch "Blood Diamond"
Adbusters Ad Project
"Adbusting" Project - Create an "Adbusters" style poster focusing on the issue of conflict diamonds. See the link below for more detail on "adbusting," project requirements and more resources on the issue of conflict diamonds.
http://hansengeorge.blogspot.com/2007/10/adbusting.html

Examples:










Brainstorming session (words and images that could be included in ads)
diamonds, blood, conflict, war, violence, children, United Nations, Africa, United States, civil war, child soldiers, greed, hopelessness, fear, guns, drugs, destruction, slavery, diamond mines, victims, mutilation, RUF, rebel groups, refugee camps, poverty, broken families, sadness, bling, rappers, luxury, Valentine's Day, birthday, Weddings, engagement rings, anniversaries, love, expensive, happy, gift, love


Personal Responsibility Activity: Rank the level of responsibility each of the characters, organizations and governments had in the blood diamond crisis. Rank on a level of one to ten. One is the least responsible and ten is the most responsible.


Resources:
Zales position:
http://www.zales.com/jewelry101/index.jsp?page=diamonds_conflictdiamonds
Global Witness:
http://www.globalwitness.org/pages/en/the_diamond_industry.html

Monday, December 7, 2009

December 7-11

U.S. History
Framework of the Constitution Activity
Preamble, Articles 1-7, Article I, Article II, Article III, Bill of Rights, Amendments 1-27, Civil War Amendments, Voting Rights Amendments
1. Cut handout into strips
2. Fill in the blanks
3. Place the strips in the proper order


Lecture: Principles of the Constitution
Popular Sovereignty
Federalism
Separation of Powers
Checks and Balances
Federalism
Judicial Review


Review Activity: Principles of the Constitution


Marbury v. Madison


Learning Objectives
After completing this lesson, students will be able to explain:
-the role of the Supreme Court in interpreting the Constitution;
-the significance of Marbury v. Madison;
-the concept of judicial review and how Marbury v. Madison solidified it;
-the relationship between the Supreme Court and laws passed by Congress and state legislatures.


Wikipedia:
http://en.wikipedia.org/wiki/Marbury_v._Madison
Lessons (with standards):
http://www.landmarkcases.org/marbury/home.html
http://www.polk-fl.net/staff/teachers/tah/documents/turningpoints/lessons/b-MarburyvMad-McLarty.pdf
http://edsitement.neh.gov/view_lesson_plan.asp?id=801#02
Listen:
http://www.imao.us/sound/Marbury.mp3
Resources:
http://www.graves.k12.ky.us/schools/gchs/bleonard/HTML/sc/marbury.htm


http://www.landmarkcases.org/marbury/background1.html
ABC News:
http://blogs.abcnews.com/legalities/2009/02/marbury-v-madis.html


CNN:
http://www.cnn.com/2009/US/03/17/scotus.stevens/index.html


Lecture:
Marbury v. Madison
http://hansengeorge.blogspot.com/2009/02/jucicial-review.html

Guiding Questions:

-What is the role of the Supreme Court regarding laws passed by Congress and state legislatures, and how did John Marshall's decision in the case of Marbury v. Madison help to underscore the Court's pre-eminence?
-Why was the establishment of the notion of judicial review so important for the future history of the Supreme Court and the United States?

Discussion Questions:
-What was William Marbury's complaint and how did it arise?
-What did Marbury hope to achieve by suing Secretary of State James Madison?
-Who "won" the case?
-What did this decision say about the role of the Supreme Court? Why is it still relevant to us today?


English:
Freedom Writers Diary
Venn Diagram (You, a person from Freedom Writers Diary and a character from Dead Poets Society)

World Studies:
NGO activity
Research an NGO
Create a poster
Included the following information:
Name of the NGO
Describe what it does
Explain how people can help
Include a picture and type all text

Sunday, July 5, 2009

Psychological Tests and Testing

Some Assumptions about Psychological Testing and Assessment:
Assumption 1: Psychological Traits and States Exist
Trait: Any distinguishable, relatively enduring way in which one individual varies from another
(specific intellectual abilities, cognitive style, interests, attitudes, sexual orientation)
Psychological Traits exist as a construct- an informed scientific concept developed or constructed to describe or explain behavior.
We can't see, hear or touch constructs but we can infer their existence from overt behavior
States: also distinguish one person from another but less enduring

Assumption 2: Psychological Traits and States Can Be Quantified and Measured
Traits and States need to be carefully defined
Consider the type of item content that would provide insight into it
Measuring traits and states by means of a test entails developing not only appropriate test items but also appropriate ways to score the test and interpret the results
Assumption 3: Test Related Behavior Predicts Non-Test-Related Behavior
Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses
This is emphasized repeatedly in the codes of ethics of associations of assessment professionals.
Understand how a test was developed, circumstances under which it is appropriate to administer the test and to whom, and how the test results should be interpreted. Understand the limitations of the test and how limitations might be compensated for by data from other sources.
Assumption 5: Various Sources of Error Are Part of the Assessment Process
Error refers to a long-standing assumption that factors other than what the test attempts to measure will influence performance on the test
error variance: the component of a test score attributable to sources other than the trait of ability measured
Assumption 6: Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner
Perhaps the most controversial
Assumption 7: Testing and Assessment Benefit Society
Considering the many critical decisions that are based on testing and assessment procedures,we can readily appreciate the need for tests

Psychometric Soundness of Tests:
Reliability: A perfectly reliable measuring tool consistently measures in the same way
Validity: A test is considered valid if it does in fact measure what it purports to measure


Classical or true score theory

Tuesday, March 24, 2009

Marley: A Dog Like No Other

Extra Credit Opportunity:
Watch the video linked below. In the video, you will see a brief interview with the author of Marley: A Dog like No Other, by John Grogan. Briefly discuss any new information you learned about John, his family or Marley from the interview. Post your comment in the comment section for five points.
http://www.youtube.com/watch?v=v_fZSjOTwOI

The Ninties ROCKED!


Newsweek Story:
http://blog.newsweek.com/blogs/popvox/archive/2009/03/23/grunge-bands-where-are-they-now.aspx
Photo gallery- Top Grunge Bands:
http://www.newsweek.com/id/189644

Wednesday, March 18, 2009

March 16-20

World Studies:
Cambodia Resources:
http://newton.uor.edu/Departments&Programs/AsianStudiesDept/cambodia-holocaust.html
Additional Resources:
http://www.pbs.org/pov/pov2003/thefluteplayer/pdf/fp_delvedeeper.pdf
Frontline: "Cambodia: Pol Pot's Shadow"
http://www.pbs.org/frontlineworld/stories/cambodia/
Map Activity: Where is Southeast Asia? Where is Cambodia? Where is Vietnam?
Discussion Questions:
1. Who were the Khmer Rouge?
2. What did they believe?
3. What was the ultimate result of the rule of the Khmer Rouge?
4. What has happened to the Khmer Rouge?
5. When and how did the U.S. support Pol Pot?
6. Relate this story to other stories of genocide we've discussed in class.
Old posts relating to this topic:
http://hansengeorge.blogspot.com/2008/06/cambodian-genocide.html
Podcast with Arn Chorn Pond:
http://hansengeorge.blogspot.com/2008/04/be-change-conversation-w-arn-chorn-pond.html
Updates:
http://www.time.com/time/world/article/0,8599,1879869,00.html
U.S. History:
Continue, "All the President's Men"
Daily: review of key terms, individuals, dates
Video Guide
Video guide:http://hansengeorge.blogspot.com/2007/12/watergate.html
Resources:
Nixon's "Enemies List"
http://en.wikipedia.org/wiki/Nixon
Washington Post's coverage:
http://www.washingtonpost.com/wp-srv/politics/special/watergate/index.html
"Key Players" in the story:
Note on extra credit: Many of the answers can be found on the blog. Search "Watergate" on the blog for past posts on the subject.
Old posts relating to this topic:
http://hansengeorge.blogspot.com/2008/05/watergate-us-v-nixon.html
http://hansengeorge.blogspot.com/2008/06/todays-movie-all-presidents-men.html
English:
Continue, Marley: A Dog Like No Other
Vocabulary and Storyboards
Note: Look for your name on the whiteboard. Look to see what I have for each of you. If I'm missing something, show me your work so I can give you credit.

Tuesday, March 10, 2009

Blogging


Tuesday English

Type a list of words into Microsoft Word. Do a spell check. Copy and paste into wordle. Print. Due at the end of the period.



0 points- wasted time in class
5 points - worked most of the period but didn't print word cloud
10 points- worked most of the period and printed and turned in word cloud

Extra credit: Go to http://www.picnik.com/. Download a picture. Go to "create" and play! If you have time, print your picture. (The picture inserted into this blog post is an example of what you can do on Picnik. I have other examples on the blog too!)
Examples:

Sunday, March 1, 2009

March 2-6

World Studies:
Western Asia and Middle East Maps
Find, Label and Color countries listed on the white board.
Introduce: The Kite Runner
We will use part of this resource (Read, highlight vocabulary and discuss in class):
http://teacher.scholastic.com/writeit/cavalcade/pdf/jan2005/literature_kite_runner_p12_p17.pdf
Monday: Map activity, read in class (reading can be found in the link above).
Tuesday-Friday
The Kite Runner Project (Choose one of the following choices listed below. As we read sections from the novel and watch the movie, take notes, brainstorm ideas, etc. that will help you prepare for your final project. You will be given time at the end of each period to work on your project.)
14. Make a roadmap. If a book's characters take a trip, draw a roadmap of the trip. Cut out photos from magazines; you can even back them with cardboard, stand them up to make a 3-dimensional map.
15. Play "I'm thinking of..."On a car trip, or any time, play 20 questions, and take turns guessing which book someone is thinking of.
16. Make a storyboard. Film makers use storyboards to outline a movie plot. Storyboards are a series of squares on a poster representing action sequences. Do the same with one of your favorite books.
Wednesday: Begin the movie. Distribute handout and discuss before beginning the movie.
http://www.sjsu.edu/reading/KRGuide.pdf
Other resources to be used with The Kite Runner (many for advanced high school and college-level):
http://www.webenglishteacher.com/hosseini.html
Google Lit Trip:
http://web.mac.com/jburg/GoogleLit/9-12/Entries/2008/3/3_The_Kite_Runner_by_Khaled_Hosseini.html
Vocabulary:
http://www.vocabulary.com/VUctkiterunner.html

U.S. History
This Week: Bill of Rights
Monday: First Amendment: Rights contained in the First Amendment
Values served by protecting the First Amendment
Absolutist, Balancing and Categorical Approaches to protecting the First Amendment
Speech: What is it? Pure, Speech Plus and Symbolic
In notes, draw a continuum and label least to most protected speech.
What is protected and what isn't protected? Brainstorm.
Monday and Tuesday discuss "Time, Place, Manner" restrictions, libel and slander, "fighting words", "clear and present danger", obscenity and threats to security.
Tuesday -Thursday
Landmark Cases
Schenck v. United States
In notebooks: Draw a big question mark. Divide into six parts. Label each: Who? What? When? Why? Where? How? As I lecture, complete the question mark.
Tinker v. Des Moines
Activity: Classifying Arguments
http://www.landmarkcases.org/tinker/arguments.html
Past blog post on First Amendment:
http://hansengeorge.blogspot.com/2008/04/intro-to-freedom-of-speech.html
Wednesday: Quiz (Create a concept map. I'll give you the terms you must include in your map)
English:
Read: Marley: A Dog Like No Other
Vocabulary Worksheet: What do you think this word means, what does it mean and sketch the meaning of the word
Vocabulary: temperament, mongrel, timid, flail, cog, hurl, plod, hapless, alpha, perverse, mockery, insufferable, dense, lunge, trot, splayed, incorrigible, lozenges, radiated, contraband
Story Board Assignment: Due two days after we finish the book.