Thursday & Friday March 30 & 31st Days 52 & 53

Imperialism

Objective:

1. Students will be able to read and analyze two contrasting primary sources regarding 19th century Imperialism.
2. students will be able to define and describe the “New Imperialism” of the 19th century
3. Students will be able to describe and explain the various forms of 19th century Imperialism.
4. After completing four unique task/stations, students will be able to identify and explain in detail the four main causes of 19th century Imperialism
5. Students will be able to effectively cite evidence from primary sources in order to answer and develop questions.
6. Students will be able to analyze the patterns of global change in the era of New          Imperialism in at least two of the following regions or countries: Africa, South Asia, China,  India, Latin America, and the Philippines

Rationale:

The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.

Evidence:

Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.

4 Part Imperialism Activity

Imperialism DBQ 2

Tuesday & Wednesday March 28th & 29th Days 50 & 51

Imperialism

Objective:

1. Students will be able to read and analyze two contrasting primary sources regarding 19th century Imperialism.

2. Students will be able to define and describe the “New Imperialism” of the 19th century.
3. Students will be able to describe and explain the various forms of 19th century Imperialism.
4. After completing four unique task/stations, students will be able to identify and explain in detail the four main causes of 19th century Imperialism
5. Students will be able to effectively cite evidence from primary sources in order to answer and develop questions.

   6. Students will be able to analyze the patterns of global change in the era of New          Imperialism in at least two of the following regions or countries: Africa, South Asia, China,  India, Latin America, and the Philippines

Rationale:

The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.

Evidence:

Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.

AGENDA: (all resources can be found on the Class Website)

-Intro to imperialism Presentation
-One-Story Video (Ted Conference - results of Colonialism)
-Berlin Conference Africa Map with Resource presentation identifying which European Countries got which African territories

Imperialism Motives DBQ

Monday March 27th Day 49

For Periods 1, 5 its a typical Mapping/Current Events Monday, for Per 2,4,6, we will watch the Guns Germs and Steel video that was schedule for Friday before I needed a sub

Guns Germs & Steel

Watch the Movie and Answer the Questions
Questions for Part 1


Middle East Maps
Political & Physical Lists

Thursday & Friday March 23th & 24th Days 47 & 48

Guns Germs & Steel

Watch the Movie and Answer the Questions
Questions for Part 1


Middle East Maps
Political & Physical Lists

Tuesday and Wednesday March 21st & 22nd Days 45 & 46

AFRICA TEST DAY

Prepare for the test by playing these games

African Countries

African Cities

Africa Physical Features

Monday March 20th Day 44

Current Events Mapping Monday's

Current event #8 is Due
Mapping Unit  is Africa

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.

__________________________________________________________________________________________________________

Friday March 17th Day 43

Imperialism

OBJECTIVE:

By the end of this particular lesson, the students will begin their inquiry of the basic concepts of Guns, Germs, and Steel, and see how these ideas line up to what we have learned thus far in the course. The learning task for this lesson with be the article, “A Talk by Jared,” with a corresponding worksheet to complete, which will set up with basic premises of the focus of the unit. The students will be shown a lecture on the basic outline of the unit and the concepts we will be learning over the next few weeks. By listening to the lecture and taking notes, and then reading the introductory article by Diamond and completing a worksheet, they will begin to interpret the ideas relayed by the novel into a more complete understanding of how the world has globalized and humanity has progressed.

RATIONALE: Students need to understand the key key factors which allowed for certain civilizations to develop faster and more robustly than others

EVIDENCE: By annotating the prologue to Jared Diamonds novel, students will be introduced to and will grapple with the basic concepts of the book

____________________________________________________________________

Students please access the link below and make a copy for yourself and begin the Headlines and Highlights of Guns Germs and Steel Prologue
Here is the Prologue you will use for this assignment.
There are three questions posed at the top of the reading. Please make sure you include these answers a the end of the reading.
When you finish (if you do) upload it to the Classroom folder I made.
If time permits, use any time on your Africa Maps

African Countries

African Cities

Africa Physical Features

Africa Political Map Game

Wednesday & Thursday March 15th & 16th Days 41 & 42

Imperialism

OBJECTIVE:

By the end of this particular lesson, the students will begin their inquiry of the basic concepts of Guns, Germs, and Steel, and see how these ideas line up to what we have learned thus far in the course. The learning task for this lesson with be the article, “A Talk by Jared,” with a corresponding worksheet to complete, which will set up with basic premises of the focus of the unit. The students will be shown a lecture on the basic outline of the unit and the concepts we will be learning over the next few weeks. By listening to the lecture and taking notes, and then reading the introductory article by Diamond and completing a worksheet, they will begin to interpret the ideas relayed by the novel into a more complete understanding of how the world has globalized and humanity has progressed.

RATIONALE: Students need to understand the key key factors which allowed for certain civilizations to develop faster and more robustly than others

EVIDENCE: By annotating the prologue to Jared Diamonds novel, students will be introduced to and will grapple with the basic concepts of the book

____________________________________________________________________

Students please access the link below and make a copy for yourself and begin the Headlines and Highlights of Guns Germs and Steel Prologue
Here is the Prologue you will use for this assignment.
There are three questions posed at the top of the reading. Please make sure you include these answers a the end of the reading.
When you finish (if you do) upload it to the Classroom folder I made.
If time permits, use any time on your Africa Maps

Africa Political Map Game

Monday & Tuesday March 13th & 14th Days 39 & 40

Current Events Mapping Monday's

Current event #7 is Due

You will be provided approx 15mins to upload your current events before we select three students to present their stories.

Next, you will be evaluating/grading/opinionating your classmate's infographics

Once that step is finished we will begin the Guns Germs and Steel Prologue

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.

__________________________________________________________________________________________________________

Thursday & Friday March 9th & 10th Days 37 & 38

Population

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Demographic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Demographic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located. 

____________________________________________________________________

Population Test

Tuesday & Wednesday March 7th & 8th Days 35 & 36

Population

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Demographic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Demographic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located. 

____________________________________________________________________

Work on your Infographic

DTM Presentation

The remainder of the block will be for infographic work time.

Infographic Directions Sheet

Website for population Data

____________________________________________________________________

Monday March 6th Day 34

Current Events Mapping Monday's

Current event #6 is Due
Mapping Unit  is Africa

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.

__________________________________________________________________________________________________________

Thursday & Friday March 2nd & 3rd Days 32 & 33

Population

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Democratic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Democratic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located. 

____________________________________________________________________

Today we will finish with the Demographic Transition Model Presentation (stage 5). As I present the information, fill-in your DTM chart.

Students should be aware of the main ideas presented in this article
A Brief History of Population

The remainder of the block will be for infographic work time.

Infographic Directions Sheet

Website for population Data

____________________________________________________________________