2011-2012 School Year Above

2010-2011 School Year Below

May 9-13

Socratic Seminar
video, rubric on our wiki

May 2-6


Part 1 (minutes 8:30-10)
Part 2 (seconds 0-45;at second 15, only play audio to avoid nudity)



great quote for today
They who can give up essential liberty to obtain a little temporary safety, deserve neither liberty nor safety.
  • This was written by Franklin, with quotation marks but almost certainly his original thought, sometime shortly before February 17, 1775 as part of his notes for a proposition at the Pennsylvania Assembly, as published in //Memoirs of the life and writings of Benjamin Franklin//(1818). A variant of this was published as:
    • Those who would give up Essential Liberty to purchase a little Temporary Safety, deserve neither Liberty nor Safety.
      • This was used as a motto on the title page of An Historical Review of the Constitution and Government of Pennsylvania. (1759); the book was published by Franklin; its author was Richard Jackson, but Franklin did claim responsibility for some small excerpts that were used in it.

25-29 April

18 - 22 April


11-15 April

28 March-1 April

monday and tuesday are apa instruction, drafting and typing days. wed-fri are typing days. we thought it would be most beneficial to have students type their drafts instead of handwriting all those citations. revise accordingly for your class.

21-25 March - Heather

Other example papers if you don't like the one above:

March 14-18

Mrs. Davenport Model Research Journey

This articlesparked my interest. I want to research the racial discrimination present in our criminal-justice system.

My guiding question is something like:
What racial discrimination is present in our criminal-justice system? How does it affect African-Americans?

With this in mind, these are some of my key word terms for searching:
  • African-Americans AND prison
  • African-Americans AND drug charges
  • African-Americans AND incarceration
  • Racial discrimination AND prison
  • Racial discrimination AND jail
  • Racial discrimination AND court cases
  • Racial discrimination AND drug charges
  • Racial discrimination AND mass incarceration

The first place I'm going to look is Gale Opposing Viewpoints:
I searched "African Americans AND prison."

These 2 articles give perspective from both sides, which I like in order to get background information.
This article sounds good as well, because it compares the problem I am researching with old Jim Crow laws.

Next I'm going to go to EBSCO host.
Using Academic Search Premier, I begin typing in my key word terms. I also make sure to click full text and articles LATER than 2000.

Potential Resources:
this article mentions the "Rockefeller Drug Laws" several times; do more research on this!

I'm looking at this one, but after reviewing the summary, I don't think it will work.

Next I search the Student Resource Center Junior.
My terms are not providing the results I want, so then I just search African Americans. On the left, I see African American prisoners. I click on that, and find this article. It's a bit older (1990), but I'm going to hang on to it just in case. I really like this resource, because it is an actual research study done about my topic.

While there, on the left, I see "Criminal Justice Discrimination". BINGO! That's what I'm searching for, so I click on it. The results are here.

This article is fascinating...especially the fact that those who hurt white people tend to get more serious consequences than those who hurt other races.

As I'm researching, I'm starting to form a rough outline of how I will sythnesize these ideas. My main ideas in this paper will be:
  • the before (women, poverty, etc; racial profiling by cops; laws, especially drug laws that punish minorities, ie: coke, as indicated by this article)
  • the consequences
  • the why (racism)
I really am interested in how drugs play a part, so I'm going to keep look for articles similar to the "crack, coke, and race" one above. Like this one, which indicates the laws might be changing, which means I can have a "before" and "now" part to my law section in the paper.

February 28-March 4

definition of annotated bibliography or here
Model Research Papers
maybe here
or what about here

22 - 25 February

February 15-18

map of British rule in 1897
Avitar Video for Fri:
Supplemental Multiculturalism video for Thurs:

February 7-11

1 - 4 February - Heather

January 24-28

New Semester Data

Updated 26 January 2011

18-21 January--Mary=

10-14 January - Heather

(not formatted)

(this is an additional resource if you want to quiz your kiddos on APA citation rules. I don't know the answers, but you can check the answers at this website: http://www.proprofs.com/quiz-school/story.php?title=apa-citation-practice-quiz

Week of January 3-7

article excerpts to introduce importance/relevance of problem-solving:

Problem/Issue #1 Resources: Economy (Nolen)

(the above article is the more opinion-related article, to use when kiddos are determining whether or not sources are reliable)

Problem/Issue #2 Resources: Obesity (Davenport)

http://www.articlesbase.com/mens-health-articles/four-big-problems-that-fat-men-deal-with-everyday-419911.html (UNRELIABLE)

Problem/Issue #3 Resources Teenage Pregnancy (Davenport)

Problem/Issue #4 Resources: Illegal Immigration (Nolen)

http://blogs.ajc.com/kyle-wingfield/2011/01/05/on-immigration-reform-incrementalisms-good-for-georgia/?cxntfid=blogs_kyle_wingfield (Unreliable - Blog)
http://www.forbes.com/2011/01/04/dream-act-immigration-entrepreneurs-opinions-contributors-alex-nowrasteh.html?boxes=Homepagechannels (Unreliable - Opinion)


1984 Resources


Research Essay

Satire Essay

Problem Solution Essay

Teacher Guide
Problem/Solution Essay
The problem/solution essay is an opportunity for students to be exposed to the practice of writing about research. However, they will NOT research for this assignment; rather, we will give them the research. Thus the focus of our instruction will be what to do with research, rather than the actual process of searching—that comes later in the semester.
Hansen, Davenport, and Nolen have each researched one contemporary problem. There are 4 articles for each (on the website—or they will be there): 3 credible, and 1 unreliable. That is so on Friday students can demonstrate their knowledge in the discernment among the articles (which is credible).
Teachers need to:
1. Find out which topic students want to write about
2. Make enough copies of each of the 4 articles per #1
3. Hand out each topics’ copies to the appropriate students
Students then work with those articles to 1, complete assigned formative assessments and 2, write the problem/solution (and eventually satire, though they don’t cite for that).

please note that the rubric is standards based, so we will only be assessing GLET's we have taught

General Documents

Updated March 2011