No School Friday October 27th.

Please be advised that there will be no school for students on Friday 10/27. Teachers and staff will be working and planning curriculum. This day will be the second day of the two previously scheduled move days. This is not an additional day off (just a re-schedule). Our instructional hours remain the same and we are within the required amount.

The staff desperately needs this day to re-coup and make sense of the move. For those absolutely needing childcare, we will be providing it at the new building during school hours for a nominal fee. Please call the front desk to pre-register.

Thank you, The Trillium Staff

Move change date

We have a change in the move dates

Lots of progress has been made at the new building! Doors are hung,
stair cases are completed, toilets and sinks are placed, and lights
are installed. We are getting to the finishing touches!

The inspectors are scheduled to come on Friday. In order to get
occupancy permission the inspectors must say we pass life, health and
safety requirements. We are hoping that on Friday this will happen.
We are doing everything we can to ensure that it will, but not having
control over the inspectors we have made the decision to put the start
date at the new building to October 16th. This will give us time to
fix any issues the inspector identifies or if we get the permit on
Friday time to do the finishing touches to the space to ready it for
our children.

We understand that this is a difficult, trying and frustrating time.
School will be held at the old building next week on a normal schedule
(8:30-3:00 or 3:15 – Kindergarten 8:30-1:00). Your continued
understanding and patience is greatly appreciated.

Monday 10/9 – Thursday 10/12
Regular Schedule at Old building
8:30-3:00 or 3:15 depending on grade

Friday, October 13th
No School – State Wide In Service Day

October 16th
Start at New Building

WORK/MOVE SCHEDULE

There are sign-up sheets at the front desk – please let us know when
you can come for a few hours. You can also email Renee Devereux your
availability pdx01442@pdx.edu.

If you have equipment that would be helpful,
please let us know.

Saturday, October 7th - 9:00 am - 4:00 pm
Work party at new building. We will be painting, sealing floors,
cleaning windows.

Monday, October 9th – Wednesday, October 11th 4:00pm – 8:00pm
Evening work parties at new building.
Painting, sealing floors, cleaning windows

Thursday, October 12th – 4:00pm – 8:00pm
Packing boxes, load trucks at Old building

Friday, October 13th – 9:00am – 7:00pm
(there is no school on Friday, October 13th)
Loading and Unloading Trucks
meet at old building.

Saturday, October 14th & Sunday, October 15th
Times to be determined
Set up classrooms and common areas

IMPORTANT SCHEDULE CHANGE

Hi all,

THERE WILL be school this week, (except on Monday, when it will be only preschool) at the OLD building, on a regular daytime schedule.

Here is the schedule for this week:

Monday 10/2 - preschool only.

Tuesday 10/3 - 8:30-3:00 (3:15 upper school)

wednesday 10/4 - 8:30-3:00 (3:15 upper school)

thursday 10/5 - 8:30-3:00 (3:15 upper school)

Friday 10/6 - 8:30-12

MOVE SCHEDULE: Large, sturdy boxes with lids still needed!!

work crews still needed today (sunday 10/1) - old building til 7pm

work crews still needed monday 10/2 at BOTH buildings from 9-7.

the work volunteer needs will be posted soon for the rest of the week. the move is tentatively scheduled for friday, saturday and sunday, 10/6-10/8, with a first day at the new building (still tentative) on 10/9.

Latin American Rev: House of Spirits Reading Guide

The House of the Spirits by Isabel Allende

Course Reading guide

Latin American Revolutions

Quarter 1 2006/7

Week 1 (September 10-16)

Week 2 (September 17-23)

Hand out text. Read Chapter 1, pages 1-35, by Monday the 24^th.

· No classes Wednesday – Friday: Upper School Campouts

Week 3 (September 24-30)

Read Chapters 2 and 3, pages 35-88, by Monday, the 2^nd.

· No classes Thursday or Friday – We’re moving!

Week 4 (October 1-7)

Read Chapter 4, pages 89-121, by Monday the 9^th.

Week 5 (October 8-14)

Read Chapters 5 and 6, pages 122-178, by Monday the 16^th.

Week 6 (October 15-21)

Read Chapters 7 and 8, pages 179-222, by Monday the 23^rd.

Week 7 (October 22-28)

Read Chapters 9 and 10, pages 223-269, by Monday the 30^th.

Week 8 (October 29-Nov.4)

Read chapters 11 and 12, pages 270-310, by Monday the 6^th.

Happy Halloween

Week 9 (November 5-11)

Read chapters 13, 14, and the epilogue, pages 311-368, by Monday the 13^th.

No classes Thursday or Friday – Veterans Day

Week 10 (November 12-18)

ILP Exhibition Day Friday the 17^th.

World: First Essay Assignment

First Essay Assignment

World History: Transportation and Domination

September 28, 2006

Points: 15% of final grade

Due: Thursday, October 12

Drafts accepted until: Thursday, October 5

For the first formal writing assignment in World History, students are to choose a method of transportation relevant to the time periods we have covered and describe how that form of movement is significant to the development of human civilization. Possible forms of transportation may include, but are not limited to: upright walking, domesticated animals, rafts, canoes, sailing vessels, carts (the wheel and axle). Students interested in another form of transportation need to check first with the instructor before proceeding.

This writing assignment may take the form of a standard history paper – one that provides a thesis and develops an argument with a few, specific points. This type of paper generally follows the introduction, body, and conclusion format. Students may also choose to develop their topic idea in the form of a creative writing piece. This type of writing is more open ended, but requires the same, if not more, research than the thesis-style paper. Either format must be historically accurate and reflect a significant degree of research.

Papers must be typed, one and a half spaced, in 12 point Times New Roman font, with one inch margins, and include a bibliography. A cover page is not required. The paper is to be 2-3 pages in length for 9^th and 10^th graders, and 3-4 pages in length for 11^th and 12^th graders.

Acceptable internet resources include: Wikipedia.org, peer-reviewed journals, National Geographic, National Public Radio (NPR), Public Broadcasting Service (PBS), and college and university websites.

Students are welcome to submit draft copies of their papers for my comments or suggestions, but these must be turned in one week before the final due date (see the dates above).

Please recall that the late policy for this class: papers will lose 5% for every day late.

World History: Personal Pre-History Assignment

Personal Pre-Historic Tale Assignment

World History

September 19, 2006

Due Date: Wednesday, September 27, 2006

In future eras, we will have first hand accounts of human activity that help us understanf the intricacies of day to day life. In the era before writing, pre-history, we don’t have that luxury. So we guess. We piece together stories based on archeological evidence and educated guesses – based sometimes on what we see people and animals do today. Your assignment is to write a 1-2 page personal narrative, from the point of view of an ancient Homo sapiens sapiens. This story should be as historically (or pre-historically, if you will) accurate as possible. In order to begin, it may be helpful to generate a list of a few things:

FACT	CONCLUSION	STORY IDEA
A cave painting in France shows some spear-like things next to some deer like things.	Ancient cave painters hunted deer with spears.	A small child watches adults hunt.

• Ideas to consider: What, where, and how people ate, how they dressed, walked, talked, daily activities, what the land may have looked like.
• You must also include your sources for the “facts” that you chose. You may list class notes as one of your sources.
• You could write about one moment, a day, an adventure – it is up to you.
• This is a creative, though fact-based, assignment. Have fun with it and come to class prepared to share your story with others.

World History Syllabus

World History

Trillium Charter School

2006/7 Quarters 1-4

Instructor: Ken Gadbow

Email: gadbow@gmail.com

Phone: 503-348-9849

Course Structure:

This course focuses on the development of the student as a life long learner. The material we read and discuss is selected to encourage students to become more critical thinkers and practice looking at issues from multiple viewpoints. This class is interactive. It requires the participation of the students to make it a success. Small group discussions dominate this course, supported by short lectures, reading, and writing assignments.

Course Objectives:

Students will be able to compare models of domination and explore the expansion of world cultures from multiple perspectives. Students will develop their writing abilities by creating concise arguments about explorers and “explored” peoples. Students will enhance their abilities to use multiple types of resources for research including primary and secondary source documents, as well as peer-reviewed articles.

Course Overview:

This four-quarter survey course covers the span of human civilization from our ancestral, nomadic roots in Africa to the short attention span of the information highway. Through our theme, Transportation and Domination, students will explore the impact of technological developments in the way we move goods, people, and ideas, and how that movement has impacted the development of civilization. This broad course will look at many pivotal events in global history including: the development of agriculture in the Fertile Crescent; the movement of food and trade goods in the Americas; the spread of disease in Europe; aspirations and limitations of ocean exploration for Chinese, Japanese, and European sailors. This course runs all year and will be most effective if students commit to taking all four quarters of the course.

Code of Conduct:

All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Trillium Constitution. This class is no exception. We may design our own practices specific to this course, but only within the framework of fair action and fair language. Any speech or action that creates an environment in which any member feels unsafe is unacceptable. Students have the right to learn in this space and the responsibility to respect the learning of others. As in any Trillium space, violating the rights and responsibilities of another student or staff member may put the student into the OVRR system.

Assignments and grading policies:

Preparation and Participation: 50%

Quizzes: 15%

Early term paper 15%

Final paper 20%

Preparation and participation will be graded according to the student’s involvement in weekly small group discussions. Assignments are due at the beginning of the class period. I will accept assignments via email. Late assignments will lose five percent of the possible credit each day the assignment is past the due date, including weekends and holidays. Rework is gladly accepted. Students may re-submit corrected or rewritten assignments in order to receive full credit. The better of the grades is always the one used.

Papers:

There are two papers due in this course, the second worth more points than the one before it. The first paper is to be 2 pages in length for 9^th and 10^th graders, and 3 pages in length for 11^th and 12^th graders. The second should be 4 pages for 9^th and 10^th and 5 pages for 11^th and 12^th. All papers require a bibliography. Plagiarism is not tolerated. Papers found to be plagiarized will receive an automatic zero with no chance of making up the assignment.

Course Schedule

The following is a tentative schedule of how the term will proceed. We are not bound by this outline. We, students and instructor, will most likely rearrange these dates, themes, and discussions, as the course proceeds.

Demonstration of learning:

Students will be encouraged to display their work from this course during the end of term ILP Exhibition Day on Friday, November 17^th.

Newspaper Syllabus

Three Petal Press: the Power of the Paper

Trillium Charter School

2006/7

Instructor: Ken Gadbow

Email: gadbow@gmail.com

Phone: 503-348-9849

Credit available: Language Arts, Art, or Elective

Course Objectives:

Students will write, edit, and layout the school newspaper, The Three Petal Press. Students will develop their writing abilities by creating multiple articles for the school paper. Students will develop their skills at editing and providing constructive, critical feedback of others’ work. Students may also develop their artistic talents in the areas of photography and/or comic drawing.

Course Overview:

Trillium introduced its first school newspaper, The Three Petal Press, last year. For 2006/7, we will be increasing the number of issues per year – we will publish 3 issues per quarter. In fitting with Trillium philosophy, the paper is student run – ideas for content, writing, art, and comics are all generated, written, and edited by students. Students will have the opportunity to share news, stories, pictures, poems, or whatever your heart desires with the greater Trillium community. The class runs all year. Students are encouraged, but not required to, take all four quarters.

Code of Conduct:

All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Trillium Constitution. This class is no exception. Any speech or action that creates an environment in which any member feels unsafe is unacceptable. Students have the right to learn in this space and the responsibility to respect the learning of others. As in any Trillium space, violating the rights and responsibilities of another student or staff member may put the student into the OVRR system.

Assignments and grading policies:

A student’s grade is based on the work that she/he produces for the paper, as well as the student’s ability to meet deadlines. In order for the paper to be published in a timely manner, it is essential the work is turned in by the deadline. Each student is expected to develop five quality pieces throughout the term, distributed over 3 issues. A quality piece is defined as one which is of sufficient length and content to challenge the student. Each piece will go into the student’s newspaper portfolio, upon which the student’s final grade will be evaluated. Laying-out the paper is considered the equivalent of producing two pieces of work.

Course Schedule

Week 1 (September 10-16)

Monday: Issue 1 submission selection and drafting

Wednesday: Issue 1 draft deadline

Week 2 (September 17-23)

Monday: Issue 1 submission deadline

· No classes Wednesday – Friday: Upper School Campouts

Week 3 (September 24-30)

Monday: Issue 1 final layout

Wednesday: Issue 1 printing, folding, & distribution

· No classes Thursday or Friday – We’re moving!

Week 4 (October 1-7)

Monday: Issue 2 piece selection

Wednesday: Issue 2 drafting

Week 5 (October 8-14)

Monday: Issue 2 submission drafts due

Wednesday: Issue 2 submission deadline

Week 6 (October 15-21)

Monday: Issue 2 being layout

Wednesday: Issue 2 final layout

Week 7 (October 22-28)

Monday: Issue 2 printing, folding, & distribution

Wednesday: Issue 3 piece selection

Week 8 (October 29-Nov.4)

Monday: Issue 3 drafting

Wednesday: Issue 3 submission drafts due.

Happy Halloween

Week 9 (November 5-11)

Monday: Issue 3 submission deadline

Wednesday: Issue 3 begin layout

· No classes Thursday or Friday – Veterans Day

Week 10 (November 12-18)

Monday: Issue 3 final layout

Wednesday: Issue 3 printing, folding, & distribution

· ILP Exhibition Day Friday the 17^th

Latin American Revoltuons Syllabus

Latin American Revolutions

Trillium Charter School

2006/7 Quarter 1

Instructor: Ken Gadbow

Email: gadbow@gmail.com

Phone: 503-348-9849

Class text: The House of the Spirits by Isabelle Allende

Course Structure:

This course focuses on the development of the student as a life long learner. The material we read and discuss is selected to encourage students to become more critical thinkers and practice looking at issues from multiple viewpoints. This class sis interactive. It requires the participation of the students to make it a success. Small group discussions dominate this course, supported by short lectures, reading, and writing assignments.

Course Objectives:

Students will be able to compare historical and contemporary examples of domination and rebellion in Latin America from multiple perspectives. Students will develop their writing abilities by creating concise arguments about Latin American history. Students will enhance their abilities to use multiple types of resources for research including primary and secondary source documents, as well as peer-reviewed articles.

Course Overview:

This class is an exploration of the rich, triumphant, and tragic history of revolution movements throughout South and Central America. Students will look at the background of colonial settlement and domination in the area and then trace the successes and failures of movements to establish anti-colonial governments. Special attention will be paid to Simon Bolivar and his campaign to form one giant country from the tip of South America to Canada. We will investigate the role of revolutionaries past and present, comparing and contrasting the ideals and methods of leaders like Bolivar, Sucre, Villa, and Zapata with present day radicals like Fidel Castro and Hugo Chavez.

Code of Conduct:

All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Trillium Constitution. This class is no exception. We may design our own practices specific to this course, but only within the framework of fair action and fair language. Any speech or action that creates an environment in which any member feels unsafe is unacceptable. Students have the right to learn in this space and the responsibility to respect the learning of others. As in any Trillium space, violating the rights and responsibilities of another student or staff member may put the student into the OVRR system.

Assignments and grading policies:

Preparation and Participation: 50%

Quizzes: 15%

Early term paper 15%

Final paper 20%

Preparation and participation will be graded according to the student’s involvement in weekly small group discussions. Assignments are due at the beginning of the class period. I will accept assignments via email. Late assignments will lose five percent of the possible credit each day the assignment is past the due date, including weekends and holidays. Rework is gladly accepted. Students may re-submit corrected or rewritten assignments in order to receive full credit. The better of the grades is always the one used.

Quizzes will include frequent reviews of the class text The House of the Spirits, as well as geography and notable Latin American figures mini-tests.

Papers:

There are two papers due in this course, the second worth more points than the one before it. The first paper is to be 2 pages in length for 9^th and 10^th graders, and 3 pages in length for 11^th and 12^th graders. The second should be 4 pages for 9^th and 10^th and 5 pages for 11^th and 12^th. All papers require a bibliography. Plagiarism is not tolerated. Papers found to be plagiarized will receive an automatic zero with no chance of making up the assignment.

Demonstration of learning:

Students will be encouraged to display their work from this course during the end of term ILP Exhibition Day on Friday, November 17^th.

Civics Syllabus

Civics

Trillium Charter School

2006/7 Quarter 1

Instructor: Ken Gadbow

Email: gadbow@gmail.com

Phone: 503-348-9849

Class text: Hope Was Here by Joan Bauer

Course Structure:

This course focuses on the development of the student as a life long learner. The material we read and discuss is selected to encourage students to become more critical thinkers and practice looking at issues from multiple viewpoints. This class is interactive. It requires the participation of the students to make it a success. Small group discussions dominate this course, supported by short lectures, reading, and writing assignments.

Course Objectives:

By the end of this course, students will be able to:

• Understand the purpose of laws and government, provisions to limit power, and the ability to meet changing needs as essential ideas of the Constitution.
• Understand the interrelationship between local, state, and federal government.
• Understand how the branches of government have powers and limitations.
• Understand the role of the courts and of the law in protecting the rights of U.S. citizens.
• Understand the civic responsibilities of U.S. citizens and how they are met.
• Understand how government policies and decisions have been influenced and changed by individuals, groups, and international organizations.

Course Overview:

This course will focus on the mechanics of the United States political system and what it means to be a citizen. Students will explore their personal obligation to participate in society, if they have any choice, and if not, what their responsibilities are. We will discuss options for participation in the political process and gain a deeper understanding of local and national government structures.

Code of Conduct:

All Trillium students and staff are accountable for respecting themselves and each other as laid out in the Trillium Constitution. This class is no exception. We may design our own practices specific to this course, but only within the framework of fair action and fair language. Any speech or action that creates an environment in which any member feels unsafe is unacceptable. Students have the right to learn in this space and the responsibility to respect the learning of others. As in any Trillium space, violating the rights and responsibilities of another student or staff member may put the student into the OVRR system.

Assignments and grading policies:

Preparation and Participation: 50%

Quizzes: 15%

Mid term essay 15%

Final project 20%

Preparation and participation will be graded according to the student’s involvement in weekly small group discussions. Assignments are due at the beginning of the class period. I will accept assignments via email. Late assignments will lose five percent of the possible credit each day the assignment is past the due date, including weekends and holidays. Rework is gladly accepted. Students may re-submit corrected or rewritten assignments in order to receive full credit. The better of the grades is always the one used.

Plagiarism policy:

Plagiarism is the act of using someone else’s words or other work and pretending they are your own. It is, in effect, stealing and is not tolerated. Papers found to be plagiarized will receive an automatic zero.

Demonstration of learning:

Students will be encouraged to display their work from this course during the end of term ILP Exhibition Day on Friday, November 17^th.