Thursday & Friday March 29th & 30th Days 53 & 54

Comparative Religion Project

 Today's schedule

Introduction to the Project

Objective: 

1. Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. 

2. Students will examine the variety of groups that populate the Middle East. 
3. Compare and contrast beliefs of religions and faith traditions;
4. Evaluate similarities and differences in belief systems and rituals;
5. Encourage research and utilize interactive and experiential activities, pair and group work, group presentation and critical comparative activities
6. Develop speaking, writing and critical-thinking skills
7. Construct knowledge and understanding of world religions.

Rationale: Religion affects many aspects of public life. Governmental policies, daily practices, feelings of right and wrong, societal roles for men, women, children, etc, many times have a connection to a particular faith. Understanding the various belief system around the world will help students understand the actions taken by people of other countries as well as inside the USA.

Evidence: By comparing the various foundations, tenets, and beliefs, students will begin to identify the characteristics of a faith and the reasons behind those actions.

Agenda for today: get in your groups and determine what categories are assigned to which members of your group. Use the link below (Comparative Religion Project Sheet) to assign categories to members and have one student in the group upload that doc to Google Classroom.

Once you have completed that, students can work on 1 of 2 things:

1. Start and finish Chapter 23 Section 1 questions on Page 474 (Due Sunday Night)
2. Work on the Religion Project Categories assigned to you

Comparative Religion Project  Resources

Intro activity - 

Comparative Religion Project sheet

Group Distribution Sheet

Tuesday & Wednesday March 27th & 28th Days 51 & 52

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
18 Categories form

Category                                                                      YES/No 1 - 5 PTS

Are all 18 Data Points listed and displayed?
Country flag, coat of arms, world map, and individual country map displayed
Are the 3 required How To graphics present (Pop Pyr, Pop Compar, Pop growth)
PARC principle ( aligned, contrasting colors, clear easily read numbers, etc)
Use of Clipart/graphics - are 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

List at least one country (by name) you found that was at stage 2, 3, 4, and 5.

  

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

Comparative Religion Project

 Today's schedule

Introduction to the Project

Objective: 

1. Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. 

2. Students will examine the variety of groups that populate the Middle East. 
3. Compare and contrast beliefs of religions and faith traditions;
4. Evaluate similarities and differences in belief systems and rituals;
5. Encourage research and utilize interactive and experiential activities, pair and group work, group presentation and critical comparative activities
6. Develop speaking, writing and critical-thinking skills
7. Construct knowledge and understanding of world religions.

Rationale: Religion affects many aspects of public life. Governmental policies, daily practices, feelings of right and wrong, societal roles for men, women, children, etc, many times have a connection to a particular faith. Understanding the various belief system around the world will help students understand the actions taken by people of other countries as well as inside the USA.

Evidence: By comparing the various foundations, tenets, and beliefs, students will begin to identify the characteristics of a faith and the reasons behind those actions.

Agenda for today: get in your groups and determine what categories are assigned to which members of your group. Use the link below (Comparative Religion Project Sheet) to assign categories to members and have one student in the group upload that doc to Google Classroom.
Once you have completed that, students can work on 1 of 4 things:
1. Finish Chapter 23 Section 1 questions on Page 474
2. Complete the Chapter 23 Section #1 Quiz
3. Complete the Introductory Activity (see link below)
4. Work on the Religion Project Categories assigned to you

Comparative Religion Project  Resources

Intro activity - 

Comparative Religion Project sheet

Group Distribution Sheet

Monday March 26th Day 50

Current Events Mapping Monday's

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.

__________________________________________________________________________________________________________

Friday March 23rd day 49

Current Events Mapping Monday's

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.

__________________________________________________________________________________________________________

Wednesday & Thursday March 21st and 22nd Days 47 & 48

Population TEST

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.

Once the test is finished, work on your infographic or Middle East Maps, or Current Event for Sunday Night

Monday & Tuesday March 19th & 20th Days 45 & 46

Population Infographic

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.

Agenda for Today: (this is a rally schedule week)

Correct/Review Africa Mapping Test

Ed-Puzzle Video (just the video)

Student Question Sheet

Quiz challenge

Thomas Malthus Population Presentation

Thursday & Friday March 15th & 16th Days 43 & 44

AFRICA TEST DAY

Population Infographic

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.

Tuesday & Wednesday March 13th & 14th Days 41 & 42

Population Infographic

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.

Monday March 12th day 40

Current Events Mapping Monday's

Last one on 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 8th & 9th Days 38 & 39

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 :
-Discusss the grouping chart from Tuesday/Wed
-DTM Summary Vid
-Population Pyramid Directions

HOMEWORK- Due Thursday/Friday

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



Today (Thursday/Friday):

Thomas Malthus theory of Population - CrashCourse

Each student will select a country to create their population pyramid and infographic.
List of Countries to select from

Infographic Directions Sheet
How to make a Population Pyramid

Website for population Data

Country Total Population for 2017 (website)

Hans Rosling - DTM Stages TED talk

This short is a  TED conference video from Hans Rosling about the Population Growing Box by Box - Population Growth Box by Box

Africa Political and Physical Test Thursday/Friday March 15th/16th

Tuesday & Wednesday March 6th & 7th Days 36 & 37

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 will be turned-in as 1 Google document
- Finsh the DTM presentation
- Take Notes on Thomas Malthus Theory presentation
-Population Pyramids Vid
-DTM Summary Vid
- Grouping Chart
- Answers to the 4 assigned "letter" articles
- 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 policy requiring 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 1: 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 2: 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. Each Student will submit a copy of the finished doc

HOMEWORK- Due Thursday/Friday

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



Step 3:

Thomas Malthus theory of Population - CrashCourse

Each student will select a country to create their population pyramid and infographic.
List of Countries to select from

Infographic Directions Sheet
How to make a Population Pyramid

Website for population Data

Country Total Population for 2017 (website)

Hans Rosling - DTM Stages TED talk
This short is a  TED conference video from Hans Rosling about the Population Growing Box by Box - Population Growth Box by Box

Monday March 5th Day 35

Periods 1,3, 5

I forgot to assign the Intro Article on the One Child Policy. Here is the link

Step 3:

After the video students will then access the One Child Policy Essay and Questions. These questions can be discussed at your table. China One Policy Intro reading -

Intro Article Regarding One Child Policy (read the 1-page summary yourself, but you can collaborate on the answers)

Question and Answer Sheet (this is where you place the answers to each question, and upload the do into Google Classroom folder when finished)

Current Events Mapping Monday's

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 1st and 2nd Days 33 & 34

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 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 1:
You are providing your "Best Guess" as to pro and con on these issues
We will start with the intro chart. Each table (4 people) will answer the chart separately, then will share their answers and combine answers into one doc.
China One Child Policy Introduction Chart - Intro Chart Assignment (each student will fill in a doc)

One the chart has been filled-in, tables will share-out their answers and compare to the rest of the class.

China One Child Video VICE NEWS (1:20)

Step 2:
The next step in the process is to watch the short Video on the One Child Policy
One Child Policy Video -  DTM and the One Child Policy
When watching this video, students will be encouraged to add notes to their own DTM chart

Step 3:
After the video students will then access the One Child Policy Essay and Questions. These questions can be discussed at your table. China One Policy Intro reading -
Intro Article Regarding One Child Policy (read the 1-page summary yourself, but you can collaborate on the answers)
Question and Answer Sheet (this is where you place the answers to each question, and upload the do into Google Classroom folder when finished)

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
Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be the doc you upload to Google Classroom)

DTM

Thomas Malthus Theory