We addressed the geography of ancient Israel and the story of Abraham as the progenitor of ancient Judaism. Willing to sacrifice his son, Isaac, Abraham passed God's test, according to the story. Hunter was shown two videos and was required to take notes after each. The word "monotheism" was introduced to him.

In today's abbreviated in-class time, I returned Hunter's graded test from 3/21/14 (90/100) and went over it with him. I showed Hunter how his note-taking, and review of notes before test-taking, improved his performance. I told him that I was proud of him, that he should be proud of himself, and that he should continue along this path, as he is capable of earning high marks. For the remainder of the session, Hunter went on a school field trip.

Today I began by giving Hunter an opportunity to review his notes before taking a test. He had found his notes from Monday, March 17. After Hunter reviewed his notes, I administered a test on the lessons learned earlier this week. During the test, Hunter indicated that he did not know the answer to a specific question. I then observed him on his cell phone/device and asked him what he was doing. He said that a friend of his had just sent him a text. I instructed Hunter to put his phone/device away and concentrate on taking the test. After completing the test, Hunter learned about the Silk Road, established during the Han Dynasty. Ms. Johanna briefly entered to ask how Hunter was doing (meaning with respect to his cell phone use in class). I allowed Hunter to respond to Ms. Johanna's question. Thereafter, the lesson resumed. After utilizing text and video, I told Hunter to make notes of the important information, and to put his notes in his Social Studies folder, which he did.

Today's lesson addressed three ancient Chinese dynasties: the Zhou, the Qin, and the Han. Hunter watched videos, and upon conclusion of each, was required to take notes as part of the note-taking "experiment" begun on Monday, March 17. I modeled the behavior by making my own notes on the board, in Hunter's plain view. We discussed the videos and the notes extensively. Hunter reported that, despite trying, he had been unable to find his notes from Monday, March 17. His cell phone distractions continued unabated.

Today's lesson addressed Confucianism and Daoism (Taoism) in ancient China. Hunter was shown a video on each subject and was required to take notes, continuing the note-taking "experiment" started on Monday, March 17. The high point of the session was Hunter's grasp of an analogous relationship central to Confucian thought: ruler is to subject as father is to son. I was very pleased by his understanding of this concept. The word "analogy" was defined for him. The low point of the session was Hunter's inability to find his notes from Monday, March 17. (Hence his homework assignment--see below.)

Today I returned Hunter's graded test from Friday, 3/14/14, and went over it with him (86/100). Then I explained that I wanted to try to teach him how to take notes, and the reasons why note-taking is an important skill to learn. Hunter appeared receptive to the idea. Thereafter Hunter was shown three short videos--on Chinese characters written on fossilized animal bones, the Gobi Desert, and the annual bird migration over the Himalayas--and, after each, he was instructed to make notes on the information he considered important. We discussed the key points in each video, so the process was collaborative. Although he seemed more tired than he ordinarily appears, Hunter made a good effort at taking notes. This "experiment" will continue.

Hunter and I had a rather extensive discussion about his class performance, his grades, and related issues. I told Hunter that he is a smart young man, with a great deal of potential; that, because of his life experiences, he is in some ways more mature than most 14-year-old boys; and that I had told Judie that I think he is smart. Hunter appeared most receptive to, and appreciative of, my remarks. He asked if today's test on India would count toward his grade in the grading period ending today (i.e., the current period). I told him no, it would count toward the next grading period, because I will not have the test graded until Monday, 3/17. We discussed that he currently has earned a grade in the low 80s on a 100-point scale, but that he could and should try to raise it before the final grade is entered at the end of the term. My impression is that his other teachers at JBP may be giving him higher grades, though of course I do not really know. I told him that if he wanted higher grades in my class, he would have to earn them--just as he would have to earn accolades in athletics if he wanted them to come his way. I stressed to Hunter that he has the ability to perform academically at a higher level--he has the brains--but he has to put forth more effort if he wants to obtain better results. His concern over grades seems to be related to "prizes" (his word) he wins for As in school. Today was the first time I am aware that he did not possess a cell phone and thus did not send or receive texts throughout class. This clearly reduced distractions. Hunter also asked me some questions about India before I gave him the test. I was pleased to answer his questions, which bore directly on the material on which he was about to be tested. Then I administered the test. In the remaining time, we began consideration of ancient China, focusing on its natural geographic barriers.

Today's lesson addressed ancient Indian religions, namely, Hinduism and Buddhism. Hunter learned about: Hindu beliefs in reincarnation, dharma (proper path), and pooja (private prayer); Prince Siddartha, known to us as the Buddha (Enlightened One), who gave up wordly riches, adopted an ascetic lifestyle, and then, after supposedly meditating for 7 weeks under a tree, became enlightened as to the so-called Middle Way; and the Buddhist term, "karma," meaning energy that maintains balance or equilibrium. Hunter was told that a test would be administered tomorrow.

Today's lesson focused on (a) the Aryan invasion and conquest of India, and (b) the caste system established in India. Text, image, and video were utlized. After a video, Hunter was asked questions based on the content of the video. He had difficulty answering, so we watched the video again, to useful effect, for Hunter was able to answer the questions the second time.

I returned Hunter's graded Test #2 (81/100) and went over it with him. Hunter then attended a presentation by another student, which many other students attended as well. In the time remaining, we began a lesson on ancient India, focusing on the geography of the so-called Indian subcontinent.