Please examine these two documents linked on my dp entitled:
Silk Road and Dynastic Achievements, then answer the following question in a minimum of a 250 word response:
In your own words, as if you were talking to middle school students, write the history of China. Be sure to identify the at least trends, key people and events that influenced China's past into becoming the country it is today.
Cortney's Student Resources
Tuesday, October 7, 2008
Friday, September 12, 2008
CAN WE ALL BE FARMERS????
Welcome to blogger! We will use blogs as a forum to take vocabulary quizzes this year. So, here is what we do. We read this following article from the New York Times and use a minimum of 8 vocabulary words in our response. The response must answer the following three questions:
1. What is the main idea of this article? Explain in detail.
2. Do you think vertical farming is a viable solution to the energy crisis?
3. What are your thoughts in general on the article?
1. What is the main idea of this article? Explain in detail.
2. Do you think vertical farming is a viable solution to the energy crisis?
3. What are your thoughts in general on the article?
Monday, August 4, 2008
Makani N' US ???
I am still searching for more enlightenment as to whether or not I can make blogging as valuable a medium for me as my students successfully do for themselves (and me I suppose).
So I would like to selfishly take a stab at using it as a canvas for collective project brainstorming with people I more than likely would never be in the same small space with to have this discussion. So, I will act spontaneously, despite reservations.
More time to plan projects is not synonymous with better ideas. Not in my case at least. My ideas come when my head is quiet, my eyes are open, and my ears are attuned to my surroundings. It takes work and is always really hard for me to accomplish, but I do do it :)
Considering our good ol' habits of mind "relevance" factor when thinking about possible humanities project products for a green semester of sorts, How can the students do work that has value and at the very least contributes to a knowledge base outside of the class room? In the same way I did for Camp Darfur and even the graphic novel project, I want the student's work to move people and be civic-oriented as well. Hopefully with more success this time.
Whichever direction we go when planning, what the kids study and what they DO has to matter. It has to stand proudly on its own. Making the "process" stage of a project have intrinsic meaning and value that is visible to 15 year olds is challenging, but when it is embraced, it contributes to shaping a beautiful classroom culture. That is what I aspire to do.
To make a long story short, we come to the key idea of which I am interested in any ideas you may have as always.
Makani Power, Inc. is a US kite company based here in California. They are brilliant and on it! www.makanipower.com
Below is a section from an article posted yesterday mentioning Makani's role as kite producers and the potential to harness wind power with kites:
Wubbo Ockels, a professor of sustainable engineering and former astronaut who leads the Laddermill project, believes kites are a cheap way to harvest the enormous energy in the wind at a kilometre or more above the ground, where winds carry hundreds of times more energy than on the ground. 'We need to use all the energy supplies that are offered to us by nature, we need diversity and kites are ... intriguing and fascinating,' he said..
"..kites could easily get to these heights. Furthermore, thanks to the high-speed jet stream, countries such as the UK, the Netherlands, Ireland and Denmark are particularly suited to flying kites."
Click Here to read this article.
I think integrating Makani into our project, particularly now, when they are "developing" off the big stage and amist an energy crisis, would be a fantastic and enlightening experience for the students. Ultimately a connection with HTH would be beneficial too. Jade and I are going to most likely enact a project relating to alternative energy and conservation, and here are the reasons Makani can help. Oh for so may reasons...Here are just three:
1. They are located in Alameda, maybe a Silicon Valley-esq green-tech haven down the road. Place of future employment of HTH'ers post graduation?! Maybe.
2. Google invested 10 million dollars last year in Makani. Enough said.
3. With the popularity of alternative energy projects at HTH cross disciplines, across the village, a real space of endless possibilities presents itself on a larger, institutional level.
This company researches and produces products and ideas offering physics teachers a playground of project/activity inspiration and opportunities. Can you imagine getting some technology from them for our students to play with in a physics lab?
I mean, what if they were integrated into the authentic research of leading researchers on harnessing wind energy, for example. All 9th grade kite projects can exist on a totally new playing field. Students can write/blog/contribute writing to the organization. Endless potential.
In a similar manner to the senior project, where kids are creating real products for real people, maybe frosh can do it too.
We can essentially guarantee a connection and hopeful career opportunities for some of our students in an emerging and ever important industry. Maybe secure funds for future HTH projects and ventures in and out of the classroom. I bet Sunbelt Publishing would be interested in documenting this project in some way...Now I am rambling.
I am going to brainstorm more about Makani and their industry peers, and product possibilities, but I wanted to share this initial idea . If this idea creates an interesting avenue of thought, I would love insight, input, thoughts, comments, friend's email addresses, what-have-you.
Thanks for reading. Comment if you please.
So I would like to selfishly take a stab at using it as a canvas for collective project brainstorming with people I more than likely would never be in the same small space with to have this discussion. So, I will act spontaneously, despite reservations.
More time to plan projects is not synonymous with better ideas. Not in my case at least. My ideas come when my head is quiet, my eyes are open, and my ears are attuned to my surroundings. It takes work and is always really hard for me to accomplish, but I do do it :)
Considering our good ol' habits of mind "relevance" factor when thinking about possible humanities project products for a green semester of sorts, How can the students do work that has value and at the very least contributes to a knowledge base outside of the class room? In the same way I did for Camp Darfur and even the graphic novel project, I want the student's work to move people and be civic-oriented as well. Hopefully with more success this time.
Whichever direction we go when planning, what the kids study and what they DO has to matter. It has to stand proudly on its own. Making the "process" stage of a project have intrinsic meaning and value that is visible to 15 year olds is challenging, but when it is embraced, it contributes to shaping a beautiful classroom culture. That is what I aspire to do.
To make a long story short, we come to the key idea of which I am interested in any ideas you may have as always.
Makani Power, Inc. is a US kite company based here in California. They are brilliant and on it! www.makanipower.com
Below is a section from an article posted yesterday mentioning Makani's role as kite producers and the potential to harness wind power with kites:
Wubbo Ockels, a professor of sustainable engineering and former astronaut who leads the Laddermill project, believes kites are a cheap way to harvest the enormous energy in the wind at a kilometre or more above the ground, where winds carry hundreds of times more energy than on the ground. 'We need to use all the energy supplies that are offered to us by nature, we need diversity and kites are ... intriguing and fascinating,' he said..
"..kites could easily get to these heights. Furthermore, thanks to the high-speed jet stream, countries such as the UK, the Netherlands, Ireland and Denmark are particularly suited to flying kites."
Click Here to read this article.
I think integrating Makani into our project, particularly now, when they are "developing" off the big stage and amist an energy crisis, would be a fantastic and enlightening experience for the students. Ultimately a connection with HTH would be beneficial too. Jade and I are going to most likely enact a project relating to alternative energy and conservation, and here are the reasons Makani can help. Oh for so may reasons...Here are just three:
1. They are located in Alameda, maybe a Silicon Valley-esq green-tech haven down the road. Place of future employment of HTH'ers post graduation?! Maybe.
2. Google invested 10 million dollars last year in Makani. Enough said.
3. With the popularity of alternative energy projects at HTH cross disciplines, across the village, a real space of endless possibilities presents itself on a larger, institutional level.
This company researches and produces products and ideas offering physics teachers a playground of project/activity inspiration and opportunities. Can you imagine getting some technology from them for our students to play with in a physics lab?
I mean, what if they were integrated into the authentic research of leading researchers on harnessing wind energy, for example. All 9th grade kite projects can exist on a totally new playing field. Students can write/blog/contribute writing to the organization. Endless potential.
In a similar manner to the senior project, where kids are creating real products for real people, maybe frosh can do it too.
We can essentially guarantee a connection and hopeful career opportunities for some of our students in an emerging and ever important industry. Maybe secure funds for future HTH projects and ventures in and out of the classroom. I bet Sunbelt Publishing would be interested in documenting this project in some way...Now I am rambling.
I am going to brainstorm more about Makani and their industry peers, and product possibilities, but I wanted to share this initial idea . If this idea creates an interesting avenue of thought, I would love insight, input, thoughts, comments, friend's email addresses, what-have-you.
Thanks for reading. Comment if you please.
Wednesday, March 12, 2008
PLEASE ADD THESE BLOG ADDRESSES
anakarenb.blogspot.com
karlashumanitiesspot.blogspot.com
bre-uh-uhhh.blogspot.com
mannysg-homes.blogspot.com
alexandryacamacho.blogspot.com
dorothyshumanities.blogspot.com
karlashumanitiesspot.blogspot.com
bre-uh-uhhh.blogspot.com
mannysg-homes.blogspot.com
alexandryacamacho.blogspot.com
dorothyshumanities.blogspot.com
Monday, March 3, 2008
Persepolis Blogs: Due Friday March 7
In a minimum of 500 hundred words, discuss the following questions in a written reflection of the text Persepolis. Be sure your reflection has an introduction, body paragraphs, and a conclusion. Be sure to use all 8 vocabulary words in your response. (25 points). Here are two websites that will help clarify questions you may have about Iraq and Iranian History.
http://iran-decal.blogspot.com/2008/02/iran-iraq-war.html
http://students.hightechhigh.org/~cyorysh/Iraq/Homepage.html
1. What is the historical context for the story Persepolis? Discuss the entire history of Iran as told in Persepolis.
2. What are the experiences Marji endures in the text and how do those experiences shape her perceptions of her family, her country, and herself?
3. What do you think happens to Marji when she heads to Vienna? Write the remaining story of her life up unto the time she writes this text in 2002.
http://iran-decal.blogspot.com/2008/02/iran-iraq-war.html
http://students.hightechhigh.org/~cyorysh/Iraq/Homepage.html
1. What is the historical context for the story Persepolis? Discuss the entire history of Iran as told in Persepolis.
2. What are the experiences Marji endures in the text and how do those experiences shape her perceptions of her family, her country, and herself?
3. What do you think happens to Marji when she heads to Vienna? Write the remaining story of her life up unto the time she writes this text in 2002.
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