As Jaydn completed reading the novel, today's session focused on Buck's transformation from a house pet to a mythic being , wild in the Yukon. Jaydn located textual support demonstrating London's portrayal of Buck as a "tale " or a legend "Ghost Dog" and we discussed the role of legends and myths in society. I then discussed the influence of Darwin's theory of evolution on the novel's theme and explained how London suggests that despite the oppression from conflict that dictates life's outcomes, the fight for survival may nevertheless produce a more evolved human or human society . We further explored how Buck's evolved intelligence, physical strength ,and emotional depth represent the possibility of the development of a more evolved society. Jaydn further discussed whether the ending of the novel was sad or uplifting and her overall impressions of the book's style .
Session Minutes
90
Minutes Student Attended
45
Lesson Comments
Due to technical issues with the website or the internet , we were not able to connect for our second scheduled session accounting for the 45 minutes attended.
End of WWI: the Treaty of Versailles & the League of Nations
Lesson Outline
World War I ended largely due to the US joining the Allies. Defeat of the Central Powers was inevitable. The Paris Peace Conference (in Paris) was overseen by the Allied leaders. From it came the Treaty of Versailles and formalized terms of peace for the defeated Central Powers. The British and the French wanted to punish Germany so they could never wage war again and to get back what they spent to fight the war. Many groups that helped win were not included in the Treaty of Versailles for several reasons and it was primarily Great Britain, France, and the U.S. who decided what the post-WWI world would look like. The League of Nations was one of the fourteen points which was actually followed, but because the U.S. Congress did not approve the country's admittance, the U.S. did not join it. Many of the other Fourteen Points were ignored completely.
Session Minutes
45
Minutes Student Attended
30
Lesson Comments
We didn't get through all f the lesson today as we had some challenges getting and then maintaining a connection through Teams. Our scheduled has changed again and I shared with Jaydn that we will meet 2X each Friday during periods 2 & 4.
I. Review 3 sources
II. Outline 3 sources
III. Discuss 3 sources
IV. Discuss Subject and narrowing down into topics
V. Write Paragraph on same
Assignment
Paragraph on Plastic
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Jaydn did not feel well but she performed magnificently throughout class. She outlined sources, responded to questions, and readily supplied required outlines. She summarized and turned in her assignments and completed her paragraph on plastic.
World War I (WWI) from 1914-1918 was known as the Great War; it was also called "the war to end all wars". Between 1914 and 1918, over 21 million soldiers and civilians died. Even more people were seriously wounded or disabled in the conflict. Over the next few days we will look at how World War 1 began. Historians point to four long-term causes of World War I: alliances, nationalism, militarism, and imperialism. Each cause will be discussed in more depth. The U.S. resisted physical involvement in WWI until 1917. We will evaluate how U.S. policy, under the leadership of President Woodrow Wilson, changes regarding WWI.
Jaydn began lesson by asking to use the lavatory. Upon her return, I asked her to turn her camera on. Today she did not want to turn her camera on as she and her mother are both sick and she feels "over-stimulated." Jaydn has only completed 10 questions and worked on this assessment for 12 minutes. I encouraged her to log in and begin, as this assessment is overdue. I assured her I would monitor her progress and adjust her grades accordingly. We reviewed other outstanding assignments, and I reposted the 3 sources for her paragraph/essay on plastic.
Jaydn is doing very well in her comments and observations as we explore the final chapter of the novel. She discussed Buck's internal conflict between his wild instinctual self and his overwhelming love for John Thornton as well as the traditional. literary conflicts of Man v. Man and Man v. Nature. We discussed how Buck becomes a mythic being ,more than a wolf or a dog both in his physical appearance and in his ability to raise his subconscious history and instincts to a conscious level. Jaydn recognized London's repeat image of primordial man in Buck's subconscious . Last, we reviewed Jaydn's test results which were very good and noted my comments on her quote analysis.
During today's Geometry class, Jaydn continued working on the review questions packet from Section 2.1. She still has a few questions that will need to complete during our next class.
Women's Suffrage & Early Feminism: Movement, 19th Amendment & Leaders
Lesson Outline
WWI was a terrible crisis in the early 20th century. Women contributed to the war effort from 1914 - 1918, and they also lost brothers, husbands, boyfriends and fathers when American soldiers were sent overseas to fight in Europe in 1917. Many women remained focused on equal rights and equality throughout the war years. Even though President Wilson was not supportive of the 19th Amendment, giving women the right to vote, it was finally officially ratified in 1920, not too long after the end of WWI.
During today's Chemistry class, Jaydn continued working on the review packet from Chapter 5. She still has a few questions to complete. She will be able to finish it tomorrow.