Lesson Review 1 ASE
Morning June
2006
Spacer
Thursday, June 01,
2006 7
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
W2.4e
With assistance, revise essays for clarity, organization, word usage, and
mechanics (Writing: Structure and Mechanics)
It wasn't pretty, but we finished 3
more Writing Projects today. Others
kept busy pretty well
doing Math or new Writing projects.
Student Comments
Male 16.00 --
17.99
[What helped you learn today?] Amber's presence
Male 16.00 --
17.99
I [] finished my writing project late but added [a] new paragraph and
fixed another.
[Other Learning (or Work) Efforts:]
I learned to take writing slow not fast
Monday, June 05,
2006 9
Learners Present 3.25 hours
Student Comments
Male 16.00 --
17.99
I did my best on the testing today.
Male 18.00 --
24.99
[What didn't help?] noisy students
Female 18.00 --
24.99
Worked on timeline for George Washington
Tuesday, June 06,
2006 8
Learners Present 3.25 hours
Wednesday, June 07,
2006 7
Learners Present 3.25 hours
Relationship between production, distribution and consumption patterns
to political and cultural systems (Production,
Distribution, & Consumption)
Construct, read & interpret tables, charts & graphs (Statistics
and Probability)
SEE
WITH THE MIND'S EYE - Organize & process symbols, pictures, graphs,
objects, and other information (Thinking Skills)
Percentage of World Manufacturing
in 1870 and 1913.
Using these two tables learners colored in two pie graphs showing the
rise of the US and
Germany as major industrial producers (along with the relative decline
of Great Britain).
Learners also located, labled and colored 11 countries (major
manufacturers in 1913) on a world
map.
1865 was the end of the US Civil War
1870 was the year before Germany was unified and the tragedy of the
Paris Commune
Student Comments
Male 16.00 --
17.99
[Word Bank words:] United Kingdom = England
Male 18.00 --
24.99
[What helped you learn today?] the fact tthat we got to color the
countries, it helped refresh my
memory not only on [their] location but also about the history behind
them
Male 16.00 --
17.99
I helped Ryan with Math and I work[ed] on my decimals - 2 pages left in
decimal unit.
[What helped you learn today?] coffee helped me learn because it kept my
a#@$ awake.
Male 18.00 --
24.99
[Word Bank words:] Prussia & The Russian Empire
[What helped you learn today?] Independent Work
[What didn't help?] The coloring of maps and pies
Thursday, June 08,
2006 7
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
R3.5a Take notes of key ideas while reading (Reading Strategies)
READING - Locate, understand & interpret written information in
prose and documents (manuals, graphs, and schedules)
CT1.2c Summarize and prioritize information (Critical Thinking: Problem
Solving)
First we reviewed the main concepts of the unit ( and previewing coming
attractions like The
Triangle Fire, The Progressive Movement,
Radicals/Reformers/Conservatives, The
New Deal,
The Business Cycle).
Then we read "The Industrial Revolution" an overview found in
Contemporaries "Reading in the
Content Areas: Social
Studies. People had an outline to take
notes (People, Places, Things,
Ideas, Dates, Words and Questions)
Finally we had some discussion about the early steam engines (James Watt
and co.) and the
early factory system (Richard Hargreaves in the UK and how S. Slater
smuggled his system to
the US.).
Another discussion centered on
the term "Modern" and how it relates to ever increasing
change.
We also discussed how competition in the Capitalist system can lead to
worsening labor
conditions without laws that apply to all.
Finally we discussed how good readers and writers need to
"coordinate" some important ideas
and also "subordinate" other ideas that are less important (or
more in the background.)
Amber ended the class by giving a "Student of the Month Award"
for Attendance and Effort in
Student
Comments
Male 16.00 --
17.99
I learned who invented engines, steam, factories
[What helped you learn today?] taking notes on Reading -
more easier reading not hard stuff
[What didn't help?] when people talk when I'm reading.
Male 18.00 --
24.99
[What helped you learn today?] .
. . because we worked in a group
Male 18.00 --
24.99
[Your Current Math Efforts:] Decimals Lesson 12
[Word Bank words:] coordination + subordination
[What helped you learn today?] The group discussion on the I Revolution.
[What didn't help?] Joe talking while I was reading
Male 18.00 --
24.99
[What helped you learn today?] the note taking and engaging conversation
not only between teacher
and student but student and
student convos
Female 60.00 +
I asked about Richard Arkwright "Father of the Factory System"
a businessman that combined other
men's inventions
Monday, June 12,
2006 6
Learners Present 3.25 hours
Means and varieties of civic participation (Power, Authority, &
Participation)
R3.4c Underline or highlight key ideas or words while reading (Reading Strategies)
W1.2c Write lists (Writing
Expression)
CT1.3f Judge how info satisfies criteria (Critical Thinking: Problem
Solving)
Each student was asked to write 3 reasons why each candidate for the
Greenfield mayor
deserved to be supported and three reason why they should not be. Students were to use the
Greenfield Recorder issues of last Thursday and today. (Amber also provided some campaign
literature from each candidate).
That meant 12 election considerations in all.
(Students wanted to read out the two comparative interviews out loud and
discuss them first
before writing.)
Student Comments
Female 60.00 +
read new[s]paper dealing with the upcoming town election
Male 18.00 --
24.99
Read the news paper article[s] out loud and discussed and compared
candidates views and stances
on 13 issues regarding the town of Greenfield. The wrote for each candidate a list of three reason[s]
why they should be elected and
three why not.
[What helped you learn today?] Reading aloud and discussing issues with
each other makes class
fun and more engaging
Male 18.00 --
24.99
[Word Bank words:] experiences, revitalize, underutilized
I take part in a reading with class because it helps me to understand
[and] improve my reading
Male 16.00 --
17.99
[W]e learned nothing[. A]ll we did was talk about the mayor
[Your Current Math Efforts:] Nope, all we did was read & write
[Word Bank words:] riff raff
[What helped you learn today?] nothing
[What didn't help?] the mayor[.] it[']s pointless information
Male 18.00 --
24.99
[Other Writing You Did Today:] The Forgey & Athey election newspaper
reading
[Word Bank words:] re-zoning
[What helped you learn today?] The discussion time
Tuesday, June 13,
2006 5
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
R3.4e Use a graphic organizer to organize info, ideas, words (Reading
Strategies)
CT1.2a Group and classify information (Critical Thinking: Problem
Solving)
Timeline Classification Activity.
Some basic themes of the Industrial Revolution are:
Technology and New Sources of Power and Mechanization– the replacement of
human or
animal labor by machines or new technology
New Ways of Organizing Work – the factory system,
corporations, and labor Unions
Government Intervention and Regulation – Governmental laws and
regulation can effect
economic development and organizations
Urban Life and New Social Classes – Owners,
Professionals, and Employees. Also . . . Bosses,
Workers, and the urban poor. Or,
. . Capitalists, the Middle Classes and the Proletariat.
Immigration and Ethnic & Racial Divisions – Whites v.
Blacks, “American born v. Immigrants,
and Ethnic Group v. Ethnic Group
The Business Cycle – instability between production
(Supply) and consumption (Demand)
causing periodic “booms” and “busts”
Reform Movements and New Ideologies – efforts to control
the Industrial Revolution’s effects
on society. These movements
sometimes seek to help those who are suffering while either
preventing radical revolution – or encouraging it.
Infrastructure and Public Works - Infrastructure are
“basics” used by all that are needed for
economic development (examples, roads, canals, water & sewer
lines) Even privately owned
infrastructure like railroads were heavily subsidized – and then
regulated – by the government
Imperialism and Trade – Finding and
developing new markets and sources of raw materials
overseas (also sometimes conquering new lands)
We started going through a timeline starting in 1698 with the first
patented steam engine in
England, classifying and color coding each item.
Student Comments
Male 16.00 --
17.99
[Word Bank words:] imperialism
[What helped you learn today?] class was kinda cool
Male 18.00 --
24.99
[Word Bank words:] Parliament, tariff, abomination, constitutionality
Female 60.00 +
I'm going to [the polls] to vote on who will become mayor for Greenfield
Wednesday, June 14,
2006 7
Learners Present 3.25 hours
Factors affecting production, distribution and consumption (Production,
Distribution, & Consumption)
R1.1a Use visual clues to gain meaning
(Reading Comprehension)
Articulate and represent number and data relationships, using words,
tables, graphs, and rules (Patterns, Relationships &
CT1.3b Make inferences, elicit info, & draw conclusions from speech,
text, or graphics (Critical Thinking: Problem Solving)
The Business Cycle (Graph
Interpretation).
We had a graph showing per capita GDP between the end of the Civil War
(in 1865) and 2005.
We also read a brief description
of the business cycle before answering questions about the
Student Comments
Male 16.00 --
17.99
I took the reading and science online ged practice test
Male 18.00 --
24.99
Math Work Today:] determined booms and busts year by year
chronologically from the business
cycle graph
[What helped you learn today?] Discussion . . . Sometimes going off on
tangents is fun and you
Male 18.00 --
24.99
Math Work Today:] decimal division & graph reading
Thursday, June 15,
2006 4
Learners Present 3.25 hours
Factors affecting production, distribution and consumption (Production,
Distribution, & Consumption)
R3.5a Take notes of key ideas while reading (Reading Strategies)
W2.4d Use expanded vocabulary with increasing frequency and
precision (Writing: Structure and
Mechanics)
Identify factors that cause changes & predict implications of a
particular change to a system (Patterns of Change)
When attempting to make steam engines more efficient - and perhaps even
come up with a
perpetual motion machine - 19th century scientists developed 3 laws of
Thermodynamics.
These laws describe the limits to which energy can be contained and put
to work in any system.
The Second Law of Thermodynamics
is thought by some to have serious implications for the
whole universe.
Discussions focused around vocabulary (we did a crossword) but also
about the First Law
(Conservation of Energy) which states that the amount of energy in the
universe is constant
(Energy cannot be created or destroyed - only moved or transformed)
Key Words:
Thermodynamics - the study of how energy is moved or transformed in
systems
Entropy - a measure of how much energy is being lost by a
system
Student
Comments
Male 16.00 --
17.99
[Word Bank words:] unforeseeable
Male 16.00 --
17.99
tr[i]ed to learn about thermodynamics and about energy or how you can't
make or destroy it.
[What helped you learn today?] Class was good today
Male 18.00 --
24.99
[Word Bank words:] entropy irrevocable
Female 60.00 +
[Word Bank words:] productivity, exponentially, perpetual,
thermodynamics, irrevocable, entropy,
Monday, June 19,
2006 6
Learners Present 3.25 hours
Influence
of production, distribution, and consumption on individual decision making
(Production, Distribution, & Consumption)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
W2.3b Combine simple sentences using commas and conjunctions to form
compound sentences (Writing: Structure and
Sentence Combining and Vocabulary:
Mostly vocabulary because the text we used about the impact of the Civil
War on US industrial
development had some pretty big words.
Once we got through the reading and vocabulary, we did some sentence
combining as a group.
Using the overhead and laptop, we could type up several alternative ways
to combine 3
sentences into one.
injurious, stifle, enact, acquisitive, deluge, mechanization,
dimensions, implement, ante bellum,
Student Comments
Male 18.00 --
24.99
[Word Bank words:] stifle
[What helped you learn today?] The cheese & crackers.
[What didn't help?] My cell phone vibrating in my pocket.
Male 16.00 --
17.99
Started looking up information o