Thursday and Friday Dec 20th & 21st

FINALS

Per 1 7:55 - 9:55

Break

Per 2 10:11 - 12:11

Link to Final  

Monday Dec 10th - Friday Dec 14th Days 75, 76, & 77

Monday, Dec 10th - Friday, Dec 14th

Week before Finals

You will continue to work on your Culture Collage, your Culture Etiquette (both your country and the country you chose to compare it to) and your Travel Brochure (of the country you chose to compare)

All the above assignments will be submitted by Thursday/Friday this week.

Culture Collage - 32 points
Etiquette (both countries) 40 points
Travel Brochure - 20 points

Here is the final semester point breakdown going into the FINAL:

850 - 761 (A)

760 - 676 (B)

675 - 591 (C)

590 - 505 (D)

The magic number is 812

FINAL REVIEW SHEET (final is worth 110 pts)

FINAL GRADE BREAKDOWN INCLUDING THE FINAL

960 - 859 (A)

858 - 763 (B)

762 - 660 (C)

659 - 571 (D)

Thursday & Friday Dec 6th and 7th Days 73 & 74

Culture Collage and Etiquette Day 1 (Thursday/Friday)

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a culture collage poster representing 10 of 13 different culture categories with the use of images acquired through the web.

Rationale: Understanding the various aspects that make-up cultural uniqueness is essential to understanding one's historical cultural identify

Evidence: Being able to identify and explain the various traditional cultural artifacts that represent a culture will bring students a better understanding of their heritage.

Etiquette Directions (you will do this for both your heritage country and the one you selected)
Travel Brochure (you will be making this for the country you selected ONLY)
Culture Collage Directions (you will do this for your country of Heritage ONLY)
Cultural Fandango (puppet) directions

Tuesday and Wednesday Dec 4th & 5th Days 71 & 72

Last Day on Biomes/Fictitious World Map

Culture Collage and Etiquette Day 1 (Thursday/Friday)

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a culture collage poster representing 10 of 13 different culture categories with the use of images acquired through the web.

Rationale: Understanding the various aspects that make-up cultural uniqueness is essential to understanding one's historical cultural identify

Evidence: Being able to identify and explain the various traditional cultural artifacts that represent a culture will bring students a better understanding of their heritage.

Biomes Chapter Section #4 (Due Tuesday/Wed Night)

Fictitious Landmass
3 Maps and Keys on how to label and color them
Rainfall Key
Temperature Key
Vegetation Key

Presentation to finish chart will be available after I get you through the first 3 climates.
Climates Presentation

Monday Dec 3rd Day 70

Current Events/Mapping Monday's

CE #22 & #23
You also need to submit your google maps with "pins" placed for all your stories.

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 and Friday Nov 29th & 30th Days 68 & 69

Biomes Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will begin with a spreadsheet activity of the various climate zones

Columbian Exchange Quiz -CORRECTIONS 

Biomes Chapter Section #1
Biomes Chapter Section #2 (due Sunday Night)
Biomes Chapter Section #3 (due Monday Night)
Biomes Chapter Section #4 (due Tues/WedNight)

Fictitious Landmass
3 Maps and Keys on how to label and color them
Rainfall Key
Temperature Key
Vegetation Key

Presentation to finish chart will be available after I get you through the first 3 climates.
Climates Presentation

Tuesday & Wednesday Nov 27th & 28th Days 66 & 67

Biomes Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will begin with a spreadsheet activity of the various climate zones

Columbian Exchange Quiz - 

Biomes Chapter Section #1 (due Tonight Tuesday)
Biomes Chapter Section #2 (due Sunday Night)

3 Maps and Keys on how to label and color them
Rainfall Key
Temperature Key
Vegetation Key

Presentation to finish chart will be available after I get you through the first 3 climates.
Climates Presentation

Monday Nov 26th Day 65

Biomes Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will begin with a spreadsheet activity of the various climate zones

Columbian Exchange Quiz - Tuesday/Wednesday

Biomes Chapter Section #1
3 Maps and Keys on how to label and color them
Rainfall Map
Rainfall Key
Temperature Map
Temperature Key
Vegetation Map
Vegetation Key

Wednesday Nov 21st Day 64

Period 1 7:55-8:40 

Period 2 8:46-9:31 

Period 3 9:37-10:22 

Brunch: 10:22-10:32 

Period 4 10:38-11:23 

Period 5 11:29-12:14 

Period 6 12:20-1:05

Colombian Exchange Day 5

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule -

20 mins to finalize Columbian Exchange DBQ- Jigsaw (put all answers into one doc -7 pages)

Finish Excomienda presentation - Political and Economic systems in the "New World"

Student Created Prezi of the Columbian Exchange ( a good resource for general information)

The remainder of the period will be on the Food Origins Project (Due Wed Night)

Food Origins Assignment

The Food Origins activity will allow students to see the modern-day effects of the Columbian exchange on the foods they eat. Open the directions and get a preview of our next assignment/project.
Directions for the Food Origins Assignment

 Samples of this project can be seen on the class website under

Semester 1 - Columbian Exchange

Monday and Tuesday Nov 19th and 20th, Days 62 & 63

Current Events #0 & #21

Colombian Exchange Day 5

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule -

20 mins to finalize Columbian Exchange DBQ- Jigsaw (put all answers into one doc -7 pages)

Finish Excomienda presentation - Political and Economic systems in the "New World"

Student Created Prezi of the Columbian Exchange ( a good resource for general information)

The remainder of the period will be on the Food Origins Project (Due Wed Night)

Food Origins Assignment

The Food Origins activity will allow students to see the modern-day effects of the Columbian exchange on the foods they eat. Open the directions and get a preview of our next assignment/project.
Directions for the Food Origins Assignment

 Samples of this project can be seen on the class website under

Semester 1 - Columbian Exchange

Thursday & Friday Nov 15th & 16th Days 60 & 61

Colombian Exchange Day 4

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule - Excomienda presentation - Political and Economic systems in the "New World"

Crash Course Video (Edpuzzle) on the Columbian Exchange

Part 2 - Columbian Exchange jigsaw DBQ - the links below are connected to primary documents in relation to the Columbian Exchange. Each table has 4 members, each member at the table is assigned one section of questions (one of the 4 links below). Once you open your assigned link, make a copy so you can enter the answers in the table provided at the bottom of each document.

#1 & #2 (The Arrival of Europeans and the Impact of Disease)

#3 & #4 (Agricultural Change and A New Economic System)

#5 & #6 (Technology and Religion & Language)

#7 (Balance of Trade)

Student Created Prezi of the Columbian Exchange ( a good resource for general information)

Food Origins Assignment

The Food Origins activity will allow students to see the modern-day effects of the Columbian exchange on the foods they eat. Open the directions and get a preview of our next assignment/project.
Directions for the Food Origins Assignment

 Samples of this project can be seen on the class website under

Semester 1 - Columbian Exchange

Tuesday and Wednesday Nov 13th & 14th Days 58 & 59

Colombian Exchange Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

 

_________________________________________________________________________________________________________________________

Columbian Exchange Section

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.

Part 1 - Crops Weeds and Effects

Read the article and answer the 3 questions at the end. Submit your responses to the Google Classroom folder.

Part 2 - Columbian Exchange jigsaw DBQ - the links below are connected to primary documents in relation to the Columbian Exchange. Each table has 4 members, each member at the table is assigned one section of questions (one of the 4 links below). Once you open your assigned link, make a copy so you can enter the answers in the table provided at the bottom of each document.

#1 & #2 (The Arrival of Europeans and the Impact of Disease)

#3 & #4 (Agricultural Change and A New Economic System)

#5 & #6 (Technology and Religion & Language)

#7 (Balance of Trade)

Student Created Prezi of the Columbian Exchange ( a good resource for general information)

Food Origins Assignment

The Food Origins activity will allow students to see the modern-day effects of the Columbian exchange on the foods they eat. Open the directions and get a preview of our next assignment/project.
Directions for the Food Origins Assignment

 Samples of this project can be seen on the class website under

Semester 1 - Columbian Exchange

Thursday & Friday Nov 8th & 9th days 56 & 57

Colombian Exchange Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

 

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.
Part 1 - Get the Modified World Map Here Using Google Slides, copy this map onto 3 separate slides. Make a 4th blank slide for answers to questions.
Columbian Exchange Directions Sheet



Student sample

Part 2 - Intro to annotate the Columbian Exchange

Part 3 - Columbian Exchange Reading    Columbian Exchange Student Answer Sheet

Part 4 - Columbian Exchange DBQ
_________________________________________________________________________________________________________________________

Tuesday & Wednesday Nov 6th & 7th Days 54 & 55

Colombian Exchange Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

 

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.
Part 1 - Get the Modified World Map Here Using Google Slides, copy this map onto 3 separate slides. Make a 4th blank slide for answers to questions.
Columbian Exchange Directions Sheet



Student sample

Part 2 - Intro to annotate the Columbian Exchange

Part 3 - Columbian Exchange Reading    Columbian Exchange Student Answer Sheet

Part 4 - Columbian Exchange DBQ
_________________________________________________________________________________________________________________________

Monday Nov 5th Day 53

Current Events/Mapping Monday's

CE #15 & #16

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 Nov 1st & 2nd Days 51 & 52

Mapping/Explorers/Seasons/Lat/Long Test 

Mapping and Explorers- Day 6

Longitude/Latitude/Seasons Presentation
History of Explorers Presentation
History of Mapping Final Section

Navigational Tools and Maps Article 
Student Question sheet - Navigational Tools and Maps

Court Cartographer Project Due This week Thursday

TEST on History of Mapping,  Longitude/Latitude/Seasons

Will be this Thursday/Friday

History of Map Making presentation - last part

Presentation  - you will have access to a pdf copy of this presentation when it has been presented

___________________________________________________________________________________________

Court Cartogropher Project

Each student will play the part of a court cartographer and create a map based on an explorers description.

Court Cartographer Directions

Tuesday & Wednesday Oct 30th & 31st Days 49 & 50

Review Game

Mapping and Explorers- Day 6

Longitude/Latitude/Seasons Presentation
History of Explorers Presentation
History of Mapping Final Section

Navigational Tools and Maps Article 
Student Question sheet - Navigational Tools and Maps

Court Cartographer Project Due This week Thursday

TEST on History of Mapping,  Longitude/Latitude/Seasons

Will be this Thursday/Friday

History of Map Making presentation - last part

Presentation  - you will have access to a pdf copy of this presentation when it has been presented

___________________________________________________________________________________________

Court Cartogropher Project

Each student will play the part of a court cartographer and create a map based on an explorers description.

Court Cartographer Directions

Monday Oct 29th Day 48

Current Events/Mapping Monday's

CE #13 & #14

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 Oct 26th Day 47

Mapping and Explorers- Day 5

Longitude/Latitude/Seasons Presentation
History of Explorers Presentation

Explorers Project Due tonight

Court Cartographer Project Due Next week Thursday

TEST on History of Mapping,  Longitude/Latitude/Seasons

Will be Next Week Thursday/Friday

History of Map Making presentation

Presentation  - you will have access to a pdf copy of this presentation when it has been presented

________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that, we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student. The Explorer you are assigned is the explorer with the same number as your current seat.

i.e student sitting at seat 11 gets explorer #11

The directions for the project are listed below

This is the World Map you will use on your Explorers project

This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he, in fact, took more than one voyage)

Explorers Project - Directions Page:

Resources for the Project

Explorers Name and links to informational websites: ( Link )

Explorers Information website:( Link )  

All about Explorers:( Link )

Notable Explorers: ( Link )

Conquistadors: ( Link )

Mr Donn's Site: (Link)

___________________________________________________________________________________________

Court Cartogropher Project

Each student will play the part of a court cartographer and create a map based on an explorers description.

Court Cartographer Directions

Due Wednesday/Thursday Night

Modern Map Making Reading Article Question Sheet
Future of Map Making Reading Article Question Sheet