Friday Dec 20th Day 86

1st Semester Final 

Final 1 (period 3 class) - 7:55-9:55 

Brunch 9:55-10:13 

Final 2 (period 4 class)  - 10:19-12:19

Done for the day

Thursday Dec 20th Day 85

1st Semester Final (not active yet)

Final 1 (period 3 class) - 7:55-9:55 

Brunch 9:55-10:13 

Final 2 (period 4 class)  - 10:19-12:19

Done for the day

Wednesday Dec 18th Day 84

World Cultures Semester 1 FINAL

Final 1 (period 1 class) - 7:55-9:55 

Brunch 9:55-10:05 

Final 2 (period 2 class)  - 10:11-12:11

Done for the day

Monday and Tuesday Dec 16th & 17th Day 82 & 83

Semester Final Review

Semester Point Totals

51 Total Assignments
906 - 810      A

809 - 720      B

719 - 679      C

678 - 539      D

Magic ## 874 (with No Extra Credit)

Thursday & Friday Dec 12th & 13th Days 80 & 81

Semester Final Review

Semester Point Totals

51 Total Assignments
906 - 810      A

809 - 720      B

719 - 679      C

678 - 539      D

Magic ## 874 (with No Extra Credit)

Tuesday & Wednesday Dec 10th & 11th Days 78 & 79

Biomes Day 5

FINISH on Vegetation Spreadsheet - High Latitude Climates

 FINISH coloring-in the Vegetation Map - passed out in class

Etiquette and Travel Brochure Project - Directions page

Culture Gram 2019

Vegetation Coloring Key

Time to work on Etiquette and Travel Brochure Projects
Submit by Tonight! (Tuesday for Per 1,3 and Wed for Per 2,4,6)

Monday Dec 9th Day 77

Last Two Current Events for the semester
Upload your MyMaps Map when you have finished the Current Events

Volunteers for Current Events #27 & #28

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 Dec 6th & 7th Days 75 & 76

Biomes Day 4

Continue on Vegetation Spreadsheet - Mid Latitude Climates

Continue to color-in the Vegetation Map - passed out in class

Etiquette and Travel Brochure Project - Directions page

Culture Gram 2019

Time to work on Etiquette and Travel Brochure Projects

Tuesday & Wednesday Dec 4th and 5th Days 73 & 74

Biomes Day 4

Continue on Vegetation Spreadsheet - Mid Latitude Climates

Continue to color-in the Vegetation Map - passed out in class

Etiquette and Travel Brochure Project - Directions page

Culture Gram 2019

Time to work on Etiquette and Travel Brochure Projects

Monday Dec 2nd Day 72

Biomes Day 3

Continue on Vegetation Spreadsheet - deserts

Color-in the Vegetation Map - passed out in class

Etiquette and Travel Brochure Project - Directions page

List of Countries - List

Retake

Wednesday Nov 27th Day 71

Minimum Day

Desert Climates added to Biomes Spreadsheet

Monday and Tuesday Nov 25th & 26th Day 69 & 70

BIOMES Chart

Formatting and starting
Columbian Exchange

Volunteers for Current Events #23 & #24

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 21st & 22nd Days 67 & 68

Colombian Exchange Day 6

Columbian Exchange Test 
Classroom assignment "Biomes Chapter"

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.

_________________________________________________________________________________________________________________________

Where did all these varieties of food originate?

Tuesday & Wednesday Nov 19th and 20th Days 65 & 66

Colombian Exchange Day 5

Encomienda System Explained (presentation on the website)
Food Origins Projects due Wed/Thursday
Columbian Exchange Test Thurs/Fri

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.

_________________________________________________________________________________________________________________________

Where did all these varieties of food originate?

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

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Monday Nov 18th Day 64

Food Origins Project Due by Wed/Thurs Night. Test on Columbian Exchange will be Thursday/Friday

Volunteers for Current Events #21 & #22

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 14th & 15th Days 62 & 63

Colombian Exchange Day 4

Columbian Exchange Quiz #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.

_________________________________________________________________________________________________________________________

Where did all these varieties of food originate?

For today...
-Take the Quiz
-Watch the Columbian Exchange Video (Crash Course)
-Intro and start on Food Origins Project.

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 & Wednesday Nov 12th & 13th Days 60 & 61

Colombian Exchange Day 3

Food Origins

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.

_________________________________________________________________________________________________________________________

Where did all these varieties of food originate?

For Thursday...a Quiz on the two articles submitted over the weekend and well as the jigsaw for today
- Columbian Exchange DBQ
- Crops, Weeds, and their Effects
-Jigsaw

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.

Step #1 number yourselfs off at the table #1-#4
Step #2 - each side of the room will have all 4 #1 assemble at a single table. You will be given 10 minutes to read and answer your section, and confirm with your tablemates the answers.
Step #3 - you will go back to your original table and provide answers to the rest of your tablemates on the questions you were assigned.
Step #4 - Each person at the table will fill-in the answers of the docs.

#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

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Monday Nov 11th

Veterans Day 2019

Thursday & Friday Nov 7th & 8th Days 58 & 59

Colombian Exchange Day 2

Columbian Exchange Quiz

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.
(here is a transparent background version)

White Outline map with Black background

Project Directions sheet
Columbian Exchange Directions Sheet

For Today...(On Google Classroom) 
- Columbus Exchange Annotation and Summary

For Sunday...
- Columbian Exchange DBQ
 - Crops, Weeds, and their Effects

_________________________________________________________________________________________________________________________

Tuesday & Wednesday Nov 5th & 6th Days 56 & 57

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.
(here is a transparent background version)

White Outline map with Black background

Project Directions sheet
Columbian Exchange Directions Sheet

Part 2 - (On Google Classroom) - Columbus 1st Encounter article and questions

Part 3 (On Google Classroom)  -Columbian Exchange Reading & Student answer sheet 

_________________________________________________________________________________________________________________________

Monday Nov 4th Day 54

Current Events/Mapping Monday's

150 test takers, top score 58/58

Volunteers for Current Events #19 & #20

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 Oct 31 & Nov 1 Days 52 & 53

Longitude/Latitude/Seasons/Mapping Test

Colombian Exchange Unit is next

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

For Next week...

Part 2 - (On Google Classroom) - Intro to annotate the Columbian Exchange

Part 3 (On Google Classroom)  -Columbian Exchange Reading & Student answer sheet 

Part 4 - (On Google Classroom) Columbian Exchange DBQ  

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Tuesday and Wednesday Oct 29 & 30 Day 50 & 51

Review Game

Mapping and Explorers- Final Day

Longitude/Latitude/Seasons Presentation

Future Mapmaking Article

Longitude and Latitude Scavenger Hunt.

Monday Oct 28th Day 49

Current Events/Mapping Monday's

Volunteers for Current Events #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.

__________________________________________________________________________________________________________

Friday Oct 25th Day 48

EXPLORERS PROJECT DUE Tonight

Mapping and Explorers- Day 6

Presentation on Tools of Navigation
History of Navigation Article and Questions
Modern Map Making Article and Questions

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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History of Map Making presentation

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

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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.

This is the World Map you will use on your Explorers project - ( here )

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: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )

Explorers Information website:( Link )  

All about Explorers:( Link )
Mariners Museum "Age of Exploration" (Link)

Notable Explorers: ( Link )

Conquistadors: ( Link )

Mr Donn's Site: (Link)

Pirate Site: (link)

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