Before administering today's test, I had Hunter review his notes from the past week, and I answered questions that he asked. The test followed. Following the test's conclusion, Hunter learned about the Roman Republic, including the Senate, tne Consuls, the idea of political represesentation, and the restricted nature of the voting pool (wealthy males only). He was required to take notes on the lesson.

Today's lesson addressed the origins of ancient Rome and Roman history, focusing on the contributions of the Etruscans (whom the Romans copied, then conquered), the significance of the Seven Table Tables of Law posted publicly in Rome, and Livy, the great historian. After each of three videos, Hunter was required to take notes. Discussion ensued. No cell phone use was attempted by Hunter, consistent with the expectation in this class. A good day.

Today Hunter began to learn about ancient Rome, focusing on its geography (surrounded by hills, with a freshwater river running through it, and easy access to the Mediterranean Sea), and its impressive infrastructure (roads, aqueducts). Videos were followed by note-taking and discussion. My ban on in-class cell phone use continued, without incident. A good day.

Today I returned Hunter's graded test (95/100) from last Friday and went over it with him. I told him that I was pleased again with his test performance, and he appeared proud of himself. We also discussed the importance of maintaining his current, high standard of achievement. We then watched videos, one of which surveyed Socrates, Plato, Aristotle, Pythagoras, and Euclid, and a separate one on Hippocrates. Hunter was required to take notes on each video. He was also required to put his cell phone away. No problem was encountered on either score. A good day.

Before administering the test today, I gave Hunter an opportunity both to ask questions and to review his notes from lessons since last Friday's test. Additionally, I told him to put his cell phone away and that if he consulted his cell phone during this class in the future, I would start deducting points. Thereafter the test was administered. Following its conclusion, we repaired to the computer lab, where I had Hunter do online research about any topic of his choosing related to Athens or Sparta. On Google, he located educational videos about the Spartans, which we watched and discussed.

Today's lesson addressed the different systems of government and society in Sparta and Athens. The Peloponnesian War was thereafter addressed. After each of two videos, Hunter was required to take notes. I also wrote notes on the marker board. Discussion was interspersed throughout the note-taking process. Hunter was reminded that a test would be administered tomorrow.

Today's lesson addressed the Golden Age of Athens, over which Pericles presided--an era of accomplishment and beauty ended by Sparta's military victory over Athens. Hunter watched a video that contained a large amount of information, after which he was required to take notes. I did likewise, using the marker board, and we held a good discussion of the lesson's content while the note-taking occurred. Hunter showed attentiveness and focus until three minutes before the end of class, when he asked for and obtained permission to go to the reception desk on the condition that he return to class. He did not return before the end of the class period. I spoke to him about this when encountering him at the reception desk.

Today I returned Hunter's test from Friday, 3/28/14, and went over it with him. He scored 105%. I commended Hunter and told him he should feel pride in his accomplishment, especially since the questions on the test ALL related to the substantive material addressed in class. I encouraged Hunter to maintain this higher standard of achievement. I cautioned that he still will have to earn high marks in this class, as nothing should be taken for granted in the future. He said that he understood. We then moved to a lesson on ancient Greece, focusing on its geography and ploytheism. After each video, Hunter was required to take notes. Discussion ensued. Hunter asked and received permission to leave the room 3 times (use restroom, obtain snack, show test to Ms. Judie/Johanna). On balance, an excellent day.

At the start of today's session, Hunter was given time to ask questions and review his notes before taking a test. The test, covering material learned since last Friday's test, was then administered. In the remaining time, Hunter learned about Jerusalem, including its historic importance to all three of the world's major monotheistic religions (Judaism, Christianity, and Islam).

Today's lesson addressed the Biblical story of Moses and the importance of the Torah to ancient Hebrews. Hunter was shown videos and, after each, was required to take notes. Discussion of the videos and the notes was of good quality. I was pleased that Hunter remembered the meaning of "monotheism."