Lesson Review 1 ASE Morning February 2004

Thursday, February 26, 2004 8 Learners present. 3.25 hours

--How different perspectives on human behavior, interactions, and history affect people's understanding of the

world. (Perspective & Interpretation) Learn strategies for organization (Writing) Develop reading Vocabulary

(Reading)

Finished the Classical Paragraph!

Our History of Scientific Thought Classical Webpage is finished.

We struggled to write some sentences that included some relationships between "democracy/empire",

"slavery", and "Christianity" in the Ancient World. We also added a concluding sentence. Several learners

collaborated to find suitable graphics to represent Ancient Greece and Rome.

"Many ancient Greeks and Romans have placed their names in history books. Among these are

philosophers like Socrates, Plato, and Aristotle, but there were also warriors like Alexander the Great

and Julius Caesar. The Greeks believed that organized, systematic thinking was the way to advance their

knowledge and improve their city-states. These self-governing city-states fell to empires like Rome, due

to conflict among themselves. Slavery was uncontrollably widespread throughout the Roman Empire. This

made the life of a slave seem hopeless and in need of something to turn to. Thus, Christianity had a

profound effect, which led to new hope. Civilization did not begin with the classical age of Greece And

Rome, but it almost ended with the Barbarian invasions of the Dark Ages."

Wednesday, February 25, 2004 11 Learners present. 3.25 hours

-- Measurement - select appropriate units and tools to measure to the degree of accuracy required (Geometry

and Spatial Sense)

Chicken Roast (Melba toast, Holy Ghost, Jambalaya, Jubilee and Fricassee)

We had to reduce the recipes by another 12th, but we were REALLY able to rotisserie a chicken, and

make chicken cacciatore. Joey, Jeff, and Sarah did an excellent job of TWICE demonstrating and

EXPLAINING the correct technique of fabricating a chicken using Joey's French knives. (They have

really learned a lot from Chef Pike! Sarah demonstrated and explained good knife technique to dice

vegetables and make mirepoix). There was a shortage of burners (a "burner bottleneck) that extended

the cooking time, but some people were able to stay for an incredible meal.

Tuesday, February 24, 2004 9 Learners present. 3.25 hours

-- Measurement - select appropriate units and tools to measure to the degree of accuracy required (Geometry

and Spatial Sense) the immense differences in orders of magnitude encountered in our universe (Measurement,

Magnitude, and Models)

Exponents, Scientific Notation, and Recipes.

After a slow start we split into two groups. One found and reduced some recipes for tomorrow's

cooking. Looks like it's gonna be chicken cacciatore.

The other group looked at exponents and scientific notation as ways of dealing with very large and very

small numbers. Today we dealt with positive exponents (which are the very LARGE numbers).

Scientific notation lets you represent ANY very large (or very small) number with an exponent.

365 = 3.65 x 10^2

1952=1.052 x 10^3

247,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000 = 2.47 x 10^47

The number of bacteria in a colony can be so large that it is best represented by scientific notation with a positive exponent

The size of a single bacterium is so small that it is best represented by scientific notation with a negative exponent.

Monday, February 23, 2004 9 Learners present. 3.25 hours

--Dynamics among power, authority, and participation (Power, Authority, & Participation) Learn strategies for

organization (Writing) Develop reading Vocabulary (Reading)

The Classical Era (Christianity, Democracy and Empire)

We added another sentence to our paragraph about the Classical Age of Greece and Rome after a

brilliant discussion about Christianity as a reaction to the immorality of slavery in the Ancient world. This

discussion focused on the use (and abuse) of slave children which then related to American slavery, child

abuse, and abortion. It also touched on how Christianity may have helped the most powerless protect

themselves from the most powerful.

We then had a brief discussion about democracy and the Greek city-state (polis).

Interestingly, our sentence was about Greek philosophy. This lead to another discussion about the death

of Socrates.

"The Greeks believed that organized, systematic thinking was the way to advance their knowledge and

better [their] city – states."

Thursday, February 19, 2004 10 Learners present. 3.25 hours

--How an interdependent relationship functions (Environments & Interdependence) Learn strategies for

organization (Writing) Develop reading Vocabulary (Reading)

Paragraph on the Classical Era.

We looked over some of the main ideas about the Classical Era (c500 BCE - c 500 CE). Ancient

Greece and Ancient Rome are what most people think about when they think about the Classical Era.

Other points were:

Civilization is much older than the classical age of Greece and Rome; Greeks, Romans, and Hebrews

all contributed to Christianity; Empire v. Democracy; Philosophy is organized and systematic thinking; Slavery.

People suggested lots of different ways to start our paragraph. Some of them would also be good ways

of concluding the paragraph, and others of them are details that either would or would not fit into our very

general paragraph.

Our paragraph so far"

The Classical Era

Many ancient Greeks have placed their names in history books. Among these are philosophers like

Socrates, Plato, and Aristotle, but there were also warriors like Alexander the Great and Julius Caesar

Wednesday, February 18, 2004 7 Learners present. 3.25 hours

-- Measurement - use systems of measurement (Geometry and Spatial Sense)

Word Problems with Measurements

After a brief review of the Democratic Presidential Primary race, we looked at some AMAZING FOOD

FACTS, a list of record making dimensions of various food items. People picked and chose items to

read out loud. Then we had time to make up GED type word problems involving measurement

conversions and tried to solve them. We solved all but one (Stephanie's) because there were too many

confusing conversions to keep track of, but it IS a solvable problem - even if it is not very realistic.

Then a learner asked for feedback on her persuasive essay proposing the legalization of marijuana. This

turned into a lengthy discussion.

Tuesday, February 17, 2004 7 Learners present. 3.25 hours

--Differences between fact, opinion, and interpretation (Perspective & Interpretation) the role of perceptions and

attitudes in decision-making (Perceptions and Attitudes) Express thoughts in writing (Writing)

Healthcare as a Presidential Primary Issue AND the Legalization of Marijuana.

The intention was to compare presidential candidates positions on Healthcare, but there was a lot of

enthusiasm and energy for the issue of marijuana laws. After some passionate and well reasoned

discussion we formulated writing prompts for both topics. People then had about 1/2 hour to work on

their own before we regrouped to discuss progress and plans.

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Thursday, February 12, 2004 11 Learners present. 3.25 hours

--How cultures affect identity and perspective (Cultures & Identities) Develop writing vocabulary (Writing)

Develop reading Vocabulary (Reading)

The Classical Era of Western Civilization (500 BC - 500 AD)

The three main contributors to classical western civilization were the Greeks, the Romans, and The

Hebrews. We re-read the "Greek History Encapsulated" again to take notes about the Greeks and the

Romans, and discussed as many points as possible. People then wrote on the question developed by

Marguerite.

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Wednesday, February 11, 2004 8 Learners present. 3.25 hours

-- Measurement - use systems of measurement (Geometry and Spatial Sense)

Measurements and GED Math Problems

We looked over an extensive list of measurements and conversion factors (including metric to metric,

English to English, Metric to English and even things like "fathoms") to highlight those facts that should be

memorized by someone taking the GED. (The GED does expect people to know certain measurement

facts like how many inches in a foot etc.).

Then we made up word problems based on the facts on this sheet. One of them was a real puzzler that

required all kinds of conversions and strategies (thank you, Jeff and Joey!)

"If someone ran 5160 feet at 10 miles per hour, how many minutes were they running?"

It took everyone a long time to solve this (and prove their answer) even though we first came up with

some good ways to estimate it. (12 minutes).

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Tuesday, February 10, 2004 9 Learners present. 3.25 hours

--Influence of production, distribution, and consumption on individual decision making (Production, Distribution,

& Consumption) Express thoughts in writing (Writing) Develop reading Vocabulary (Reading) Articulate and

represent number and data relationships, using words, tables, graphs, and rules (Patterns, Relationships &

Functions)

Jobs and the Economy: Do we need a new president? (Lots of picking and choosing)

Initial Writing Topic: "What kind of job would help you have the kind of life you want?" (or, "How can

presidents and national policy affect your life opportunities?" . . . Or "What is REAL Work?" In

subsequent discussions people were supposed to share only one or two sentences (picking and

choosing). At least two important questions were looked at: "Why aren't more younger workers hired?"

and "'Love and value of Work' v $"

We then looked at a graph of yearly unemployment figures between 1993 and 2003. Most people wrote

down 3 facts shown by the graph and shared ONE with the group.

We also had the economic plans/promises from George W. Bush and 3 Democratic candidates. We had

to pick ONE of the democrats to compare with Bush. We picked Dean, but focused on vocabulary:

emphasis, minority, economic, administration, infrastructure, revitalization zones, telecommunication, first

responders, distributors, stimulus, disadvantage

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Monday, February 09, 2004 12 Learners present. 3.25 hours

--Effect of continuity and change on societies and individuals (Continuity & Change)

Historic Timelines:

Amber brought in all kinds of chronology materials and timeline resources. People picked a topic and

used index cards to mark important events which were taped to a timeline going from before 1200 BCE

to the present.

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Thursday, February 05, 2004 12 Learners present. 3.25 hours

--How cultures vary and change (Cultures & Identities) Develop writing vocabulary (Writing) Develop reading

Vocabulary (Reading)

The Classical Age of Greece (and Rome):

Reviewed last weeks discussion on cultural development (Stone Age, Bronze Age, Iron Age), and read a

brief article about classical Greece. People read silently first and then picked out vocabulary words

which we discussed. (eclipsed, culture, civilization, phalanx, architecture) Then we read out loud with

more discussion. People then highlighted facts (new technologies, 7 Wonders, Thermopylae, Salamis)

and people (Socrates, Plato, Aristotle, Alexander the Great, Xerxes)

There were some disruptions from young people who do not yet understand how this class can work.

Wednesday, February 04, 2004 10 Learners present. 3.25 hours

-- Measurement - use systems of measurement (Geometry and Spatial Sense)

A Review of Solid Measurements (and, also some practice with negative Exponents).

Brief discussion of the Presidential Primary results: Kerry is in the lead, but Edwards and Clark have also

won a state. Lieberman has dropped out.

While reviewing solid measurements we came up with an impromptu GED Math Problem which the class

quickly solved: How long would it take to fill a 4 gallon container a teaspoonful at a time, if it took 5

seconds for each teaspoonful? (Next week we'll practice with length measurements.)

Negative Exponents are a way of practicing multiplying by fractions, and converting the result to a decimal

gives us some calculator practice.

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Tuesday, February 03, 2004 9 Learners present. 3.25 hours

--Differences between fact, opinion, and interpretation (Perspective & Interpretation) Develop writing vocabulary

(Writing) Develop reading Vocabulary (Reading)

Does this country need a new president for education?

We looked at the No Child Left Behind Act which is the policy of this administration. We read

information in favor and information that criticized the law. We spent time discussing and processing the

information and vocabulary in the readings. The information in favor came from George W. Bush and the

Department of Education of Illinois. The information against came from the National Education

Association, a teacher's union.

Key words were: bipartisan, encompass, achievement, opportunity, provision, implementation, funding,

promise, lofty, policymakers.

We also got two complaints from the landlord about smoking.

Monday, February 02, 2004 11 Learners present. 3.25 hours

--Dynamics among power, authority, and participation (Power, Authority, & Participation) Develop writing

vocabulary (Writing) Develop reading Vocabulary (Reading)

A Sense of Ownership?

Moving into a new space, we want to make sure that it is respected and preserved as much as possible.

We started to brainstorm ways of motivating people to be responsible on their own. Approaches

included rational explanation, emotional appeal, and moral appeal. It is important that people not feel

dictated to, but that they are guided to make the right decision on their own. Next week we hope to start

crafting specific messages.

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