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Starter 17
PM Class Only: Correlation Brainstorming In your groups, come up with all the different variables you could correlate social class to for the following topics:
For example, if I were going to correlate social class and jobs, I might have the following things: I want to correlate a person’s social class with…
Data That Matters
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Starter 16- Movie Notes Review
Look back at the notes you have created for Inequality for All so far.
Finish Inequality for All Documentary Notes
Inequality for All- Small Group Discussions Students in groups of 6-8, small informal discussions. Brainstorm- What questions do we want to answer about social class as it relates to housing and post-secondary education? Brainstorm 1- Determining Social Class/defining social class
Brainstorm 2- Correlations to Class In your groups, come up with all the different variables you could correlate social class to for the following topics:
For example, if I were going to correlate social class and jobs, I might have the following things:
Exit Ticket: Which issue are you most interested in right now, in terms of the connections to social class/inequality? Housing or Post Secondary Education? Why? DUE DATES- ON TIME
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SLIDESHOW FOR TODAY
Our Goals Today (5 min)
Where we’re going next 2 weeks
Initial Brainstorming
Cycle 1- Generate as MANY IDEAS as possible (15 min)
Cycle 2- Focus, specify, build (35-40 min)
3-2-1
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Announcements:
Voting Registration Let’s hear from (and participate in voting registration! Starter 15- Inequality Prediction + Data Prediction
Wealth Inequality in America Watch the infographic!
Inequality for all NOTES Purpose of this film- to give a broad historical context and overview of how we got to where we are today, how that is connected to policy and politics, and why this is a problem.
We will finish this on Thursday! DUE DATES- ON TIME
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Goals for Today:
Starter 14- Starter Self-Assessment
Review/Resource: Setting Up Quotes Review this resource! Analysis Framework and Outlining/Revision
Review/Resource: MLA Citations
Exit Ticket: How confident are you, on a scale of 1-4 (1 = not at all, 4 = super confident), in your ability to do the following things:
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ANNOUNCEMENTS:
Seminar Reflection Part 1: Writing Goals
Look at the Writing Rubric (or Honors Rubric), both on the RESOURCES page of my DP. You may also want to reference your Senior Thesis Notes, and my specific feedback on your first seminar reflection (check your email!)
GOAL EXAMPLES:
Seminar Reflection Part 2: Analytical Writing For this part of your seminar reflection, you will be focusing on developing your analytical writing skills. You will respond to one of the prompts below with a thesis statement, and two paragraphs that support that thesis statement. Honors Students- you are required to use two pieces of evidence per paragraph, and are strongly encouraged to add an introduction paragraph.
Flipping the Question → Thesis Everyone complete this as we walk through this, and you should end up with a solid thesis statement. Use this to structure your analytical response (you will have time tomorrow to keep working on this). DUE DATES- ON TIME
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HUMANITIES: Senior Thesis Notes
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Announcements:
Learning Targets:
Starter 12: Application of Theories from Lecture on Friday
Fussell Coaching (40 min)
Seminar Prewrite (rest of class) For your seminar prewrite, choose one quote from this text that strikes you. This could strike you as particularly insightful, invoke a strong emotional reaction, or be something that you dispute. In your prewrite, write down the quote and then react to it. Describe what you think the quote means (hint, put it in context of the essay), then discuss why you chose it, and what it makes you think/what connections you are making. Get specific and detailed here! Set Up Class Narratives Assignment Each student should have two class narratives- one from their assigned class, and one from a different class (your choice for this one). See Google Classroom Assignment for your assigned narratives!
Read the first class narrative (assigned), and take notes on the following:
Now, choose a narrative from ANOTHER class to read. Read the second narrative and answer the following:
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Starter 12: Graphs from Pew Research
DW2 Observations → Inferences → Generalizations
Your Task:
A Touchy Subject- Read and Annotate Begin reading and annotating this essay about class distinctions in America. You may annotate directly on the document, or on the form on Google Classroom. Please remember, we’re looking for 2-3 annotations per page, and you need to do 5 vocab words as well (definitions + use in a sentence). DUE DATES- ON TIME
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Starter 11: Why are there different classes? (10 min)
What do you think explains the stratification (class divisions) in the US class system? Why do you think that every society is stratified (divided) in some way? Lecture: Social Stratification and Theories (30 min)
Application of Theories (5 min) In your group, discuss:
10 min- Prep for DW 2 Observation form review, where to park, etc. 4th and 6th- to DW2 for "Middle Class" neighborhood observation. |
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