I think in reading your post and the first reply, I just wanted to drop in this idea.

Here is a question I have been wrestling with: How do you present 5,000 years of history? What matters?

I should add, at the end of the course, we have about 40 1-slide presentations. Students choose three objects and respond to reflection questions. They love the whole process and it fortifies many of the thinking and application goals of my grade 11 course. I also observe and record learning skills.

Wonder Wednesday: Wed. of 5 day weeks, each pod of kids picks a card. They have to speculate, use historical thinking, etc. to try to identify the object. They then test their speculation by researching the object. Each pod presents by class end. I have 75 min classes.

I disagree.

Genesis 5:4 - Adam had other sons and daughters.

There is only one group of people who take the Bible at face value more than fundamentalists. Atheists.

My 10th grade students understand that these genealogies have poetic structure and purpose beyond a face value reading.

Is there somewhere or someone keeping a tally of the farreaching negative outcomes, including loss of life due to these cuts?

This tracks. I wonder how this information was collected.

@grill802bear.bsky.social

Our semester ends in January, and this week caps off a 5 week stretch of 5 day weeks. Kids are exhausted. Staff are exhausted. There are curriculum tied mocies in my near future.

National Pizza and Wings for better cheapish pizza in Hamilton. Excellent pizza can be found at Barda (Earth to Table Bread Bar).

It looks great. I have to look it up in Canada.

Was there a customs duty? The A5X2 is shipping to reviewers later this month and could be available to order in Jan. I am stoked.

Congrats, Jason!