Thursday & Friday April 30-May 1st Days 73 & 74

Comparative Religion Project

 Today's schedule

Under normal circumstances, today I would go into depth about the History of the Middle East Presentation. The relationship between the Middle East and Europe/West has been strained since WWI, and got even more complicated at the end of WWII and the formation of Israel in 1947 (a decision from the United Nations, which strained relationships between Israel/the West and Arab States) 

The story of the Israeli/Palestinian relationship is very complicated and has many differing opinions, I cannot do justice to the many varied events that have occurred since 1947 between these two groups. The information presented in general in nature and focusses on historical events, and does not take or make an option about who is right or wrong.

Textbook - Chapter 23 Section #5 Would be assigned... Page 499 Q's 1-5 (posted on Google Classroom) - due Sunday night.

Tuesday & Wednesday April 28th & 29th Days 71 & 72

Comparative Religion Project

 Today's schedule

Under normal circumstances, today would be dedicated as a day for students to assign sections of the project to specific students, and create a shared spreadsheet where answers to assigned questions would be compiled ( I would introduce the use of tabs within a shared spreadsheet). In addition, groups would start to decide on what style they will use fo the infographic and slide presentation)

Textbook - Chapter 23 Section #4 Would be assigned... Page 492 Q's 1-5 (posted on Google Classroom) - due Wed night (per 1,3) due Thursday Night (per 2,4,6) 

Comparative Religion Project sheet

General Presentation Guidelines

Monday April 27th Day 70

Current Events Monday - Middle East

Today would have been spent on Current Events and Mapping time for the Middle East maps

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition, students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the assignment.

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Thursday & Friday April 23rd & 24th Days 68 & 69

Comparative Religion Project

 Today's schedule

Under normal circumstances, today would be dedicated as a research day for students to find the answers to the various questions posed within each religion.

Textbook - Chapter 23

Section #3 - Pages - 487 Q's 1-6 (posted on Google Classroom)

Comparative Religion Project sheet

General Presentation Guidelines

Tuesday & Wednesday April 21st & 22nd Days 66 & 67

Comparative Religion Project

 Today's schedule

Textbook - Chapter 23

Pages - 481 Q's 1-5

Once this assignment is finished, we will assign groups and select Religions

Under normal circumstances groups would be created, under these new Covid-19 circumstances, each student will select a religion and do the work themselves. See Google Classroom for more details)

Comparative Religion Project sheet

General Presentation Guidelines

Group Distribution Sheet

Monday April 20th Day 65

Today's schedule

The Middle East - 

Chapter 23 Section #1 - Page 474 Q's 1-5

Current Events - Middle East

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition, students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

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Monday April 13- Friday April 17th

April 13th-17th

Blog and Classroom will resume on Monday the 20th

Thursday & Friday April 8th & 9th Days 63 & 64

Today we would have taken the Asia Map Test, and the Population Test

On-Line Asia Map Test (see how you would have done if today was the Asia May Test)

Here is another Asia Map Test

Population Test - this is a Google Form test that is self-grading. See how you would have done on the Population Test

Tuesday & Wed April 6th & 7th Days 61 & 62

Population Unit Last Instructional Day

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

Hans Rosling - DTM Stages - these two videos show some of the practical effects of Population growth and technology advancements - Google Classroom has the question sheet for the Video

- Population Growth Box by Box

- The Magic of the Washing Machine

This video of John Green in Crash Course is about Thomas Malthus and his theory about overpopulation, which would -up being very wrong, but was super scary for people of the time.

Thomas Malthus theory of Population - CrashCourse

Infographic Evaluation

Directions: 1st look at your DTM graph, and get reacquainted with the data that allows you to determine a

country’s  stage (1-5). Then look for infographic projects that exhibit those specific characteristics for the stage

you need to evaluate (the order doesn’t matter but…...find a stage 2 infographic to do your evaluation on, when

finished find a stage 3, then stage 4, then stage 5). *if there are no infographics in the entire class at that stage

(which I doubt) please let me know and I will make one available.

Infographic Form (student evaluation form...make an editable copy)

18 Categories form (Instructions list of categories students should have included on their project)

Category                                                                      YES/No 1 - 5 PTS

Are all 18 Data Points listed and displayed?
Country flag, coat of arms, world map, and the individual country map displayed
Are the 3 required How To graphics present (Pop Pyr, Pop Compare, Pop growth)
PARC principle ( aligned, contrasting colors, clear easily read numbers, etc)
Use of Clipart/graphics - is the graphics or clipart selected accurately related to the subjects they are associated with?
Theme - does the infographic have a consistent theme in color?
Are there items on the infographic related to the country or region represented
Overall aesthetics - is it nice looking.

You will do this activity 4 times, one for Stage 2, 3, 4 and 5. Your data points/subjects should be very similar, but the data itself will be very different
for a stage 2 vs a stage 5 country

Now that you have identified a stage 2 country, explain what data you used and how these findings prove that it’s a stage 2 country. Your answer should be a paragraph long (5-6 sentences at least)

Monday April 6th (Day 60)

The school year is now officially only online.

From this point forward, I will use the Blog simply to list assignments that would have been assigned for this Unit. Google Classroom will be where the assignments are placed.

Today: Monday April 6th, today would be a Mapping Monday and the Current Event would be either Asia of Middle East.

Mapping Section: under normal circumstances, we would have been working on Comparative Religion and the Middle East for Maps, BUT, seeing we were out, I switched to Population Unit, which normally aligns with Asia Maps..... So I would say this Unit would be the Asia Map Unit.

You can get the blank Asia Maps from the Website, or I have also attached them to the Google Classroom folder. The population Unit continues this week and the "test" would have been this week.

Thursday & Friday April 2nd & 3rd (Days 58 & 59)

Demographic Transition Model &

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

________________________________________________________________________

Today's work (continued) will be turned-in as 1 Google document
- Answers to the 4 assigned "letter" articles
-Grouping Chart
-Additional Information Article

One Child Policy Video

One way of addressing massive population growth is limiting the number of babies being born. China undertook this idea In 1979, the Chinese government introduced a policyrequiring couples from China's ethnic Han majority to limit themselves to one child. The official start of implementation came in 1980, with an open letter issued by the Central Committee of the Communist Party of China.

Step 4: Students will split up responsibilities at their table with each student being assigned a separate DBQ document.  (There are 4 students per table, so 3 of you will have 2 of the docs and one will be assigned only 1) Each document has a reading and questions. Each student will be responsible for their assigned documents and questions. When finished each table should share their findings and discuss the main theme of the document. Students will upload their assigned doc answers to a Google Classroom folder. Save your doc using the two letters of the doc you were assigned...such as A_E, if you were assigned only 1, save the doc such as...Single_B.
Doc A
Doc B
Doc C
Doc D
Doc E
Doc F
Doc G

Step 5: Once this is completed, students will group the document based on a common theme into sections of the chart  - Grouping Chart - Grouping Chart. This activity will allow students to group similar ideas addressing the One Child Policy.

Step 6: The last step is to read and answer the last "summary" article regarding the One Child Policy - Part 2 Article & Q's (one Child Policy Conclusions)
Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be the doc you upload to Google Classroom)

Thomas Malthus Theory (not for this year)