Thursday, May 28, 2020

Thursday & Friday May 28th & 29th Days 92 & 93

Immigration- Last Day

OBJECTIVE:

  1. Students will demonstrate the ability to recall various facts about the following:
    1. Various waves of immigration to the U.S.
    2. Why the immigrants left their homelands
    3. Why they chose to come to the U.S.
    4. Where they settled when they came

  2. Students will demonstrate an understanding of the many difficulties that the immigrants faced when they arrived in America, and how these problems would be dealt with through charitable organizations and demands that the American government legislates reform.
  3. Students will demonstrate an understanding of the problems that exist today in America because of contemporary immigration policies, and define some possible solutions to these problems.
  4. Students will demonstrate an understanding of the many roles that immigrants have played in the development of the U.S. through the production of personal autobiography, family genealogy, biography, oral histories, and group research on a specific immigrant group.
  5. Students will demonstrate an ability to recall various facts concerning labor in the U.S.
  6. Students will demonstrate an ability to recall various facts concerning urbanization and industrialization of the U.S.
RATIONALE:
Understanding the past trials and tribulations of immigrants to the USA, will better equip students to address issues associated with immigration that continue to be a focal point in society and political decisions.

EVIDENCE: Making an informational population distribution map of immigrant history will provide students a better understanding of the regional characteristics of the current American political landscape


Immigration

Your work today will be to begin working on the Immigration history chart and fill-in the table provided with the information from the 4 Immigration summary articles below. As you fill-in the chart, you will also use the map of the USA to identify where immigrants relocated within the USA.

Pre-Wave Intro (posted on Google Classroom)

USA Relocation of Immigrants Activity (Posted on Google Classroom)
ELLIS ISLAND FOTONOVELA PROJECT - (Posted on Google Classroom)


Ellis Island Interactive Tour Site 
This site is the location where you will get the information for your fotonovela. The site takes you on a virtual tour of each stop along the journey to and through Ellis Island. You will use Google Slides, and make an 8.5 X 11 slide (portrait OR landscape) and make a visual tour with labeling on each of the images you use, reflecting what is occurring within the picture, as well as participant commentary. The link below will take you to the website where each step is described and explained. 

*Goal is to make an informational brochure that explains to prospective immigrants what they will encounter while arriving and proceeding through Ellis Island.


Which state saw the great increase in immigration into its borders of the 5 you selected? And what was the increase?
USA Population Distribution Map 1903
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Tuesday, May 26, 2020

Tuesday & Wednesday May 26th & 27th Days 90 &91

Immigration- Day 3

OBJECTIVE:

  1. Students will demonstrate the ability to recall various facts about the following:
    1. Various waves of immigration to the U.S.
    2. Why the immigrants left their homelands
    3. Why they chose to come to the U.S.
    4. Where they settled when they came

  2. Students will demonstrate an understanding of the many difficulties that the immigrants faced when they arrived in America, and how these problems would be dealt with through charitable organizations and demands that the American government legislates reform.
  3. Students will demonstrate an understanding of the problems that exist today in America because of contemporary immigration policies, and define some possible solutions to these problems.
  4. Students will demonstrate an understanding of the many roles that immigrants have played in the development of the U.S. through the production of personal autobiography, family genealogy, biography, oral histories, and group research on a specific immigrant group.
  5. Students will demonstrate an ability to recall various facts concerning labor in the U.S.
  6. Students will demonstrate an ability to recall various facts concerning urbanization and industrialization of the U.S.
RATIONALE:
Understanding the past trials and tribulations of immigrants to the USA, will better equip students to address issues associated with immigration that continue to be a focal point in society and political decisions.

EVIDENCE: Making an informational population distribution map of immigrant history will provide students a better understanding of the regional characteristics of the current American political landscape


Immigration

Your work today will be to begin working on the Immigration history chart and fill-in the table provided with the information from the 4 Immigration summary articles below. As you fill-in the chart, you will also use the map of the USA to identify where immigrants relocated within the USA.

Pre-Wave Intro (posted on Google Classroom)

USA Relocation of Immigrants Activity (Posted on Google Classroom)
ELLIS ISLAND FOTONOVELA PROJECT - (Posted on Google Classroom)


Ellis Island Interactive Tour Site 
This site is the location where you will get the information for your fotonovela. The site takes you on a virtual tour of each stop along the journey to and through Ellis Island. You will use Google Slides, and make an 8.5 X 11 slide (portrait OR landscape) and make a visual tour with labeling on each of the images you use, reflecting what is occurring within the picture, as well as participant commentary. The link below will take you to the website where each step is described and explained. 

*Goal is to make an informational brochure that explains to prospective immigrants what they will encounter while arriving and proceeding through Ellis Island.


Which state saw the great increase in immigration into its borders of the 5 you selected? And what was the increase?
USA Population Distribution Map 1903
Posted by at

Thursday, May 21, 2020

Thursday & Friday May 20th & 21st Days 88 & 89

Immigration- Day 2

OBJECTIVE:

  1. Students will demonstrate the ability to recall various facts about the following:
    1. Various waves of immigration to the U.S.
    2. Why the immigrants left their homelands
    3. Why they chose to come to the U.S.
    4. Where they settled when they came

  2. Students will demonstrate an understanding of the many difficulties that the immigrants faced when they arrived in America, and how these problems would be dealt with through charitable organizations and demands that the American government legislates reform.
  3. Students will demonstrate an understanding of the problems that exist today in America because of contemporary immigration policies, and define some possible solutions to these problems.
  4. Students will demonstrate an understanding of the many roles that immigrants have played in the development of the U.S. through the production of personal autobiography, family genealogy, biography, oral histories, and group research on a specific immigrant group.
  5. Students will demonstrate an ability to recall various facts concerning labor in the U.S.
  6. Students will demonstrate an ability to recall various facts concerning urbanization and industrialization of the U.S.
RATIONALE:
Understanding the past trials and tribulations of immigrants to the USA, will better equip students to address issues associated with immigration that continue to be a focal point in society and political decisions.

EVIDENCE: Making an informational population distribution map of immigrant history will provide students a better understanding of the regional characteristics of the current American political landscape


Immigration

Your work today will be to begin working on the Immigration history chart and fill-in the table provided with the information from the 4 Immigration summary articles below. As you fill-in the chart, you will also use the map of the USA to identify where immigrants relocated within the USA.

Pre-Wave Intro (posted on Google Classroom)

USA Relocation of Immigrants Activity (Posted on Google Classroom)
ELLIS ISLAND FOTONOVELA PROJECT - (Posted on Google Classroom)


Ellis Island Interactive Tour Site 
This site is the location where you will get the information for your fotonovela. The site takes you on a virtual tour of each stop along the journey to and through Ellis Island. You will use Google Slides, and make an 8.5 X 11 slide (portrait OR landscape) and make a visual tour with labeling on each of the images you use, reflecting what is occurring within the picture, as well as participant commentary. The link below will take you to the website where each step is described and explained. 

*Goal is to make an informational brochure that explains to prospective immigrants what they will encounter while arriving and proceeding through Ellis Island.


Which state saw the great increase in immigration into its borders of the 5 you selected? And what was the increase?
USA Population Distribution Map 1903
Posted by at

Tuesday, May 19, 2020

Tuesday & Wednesday May 19th & 20th Days 86 & 87

Immigration

OBJECTIVE:

  1. Students will demonstrate the ability to recall various facts about the following:
    1. Various waves of immigration to the U.S.
    2. Why the immigrants left their homelands
    3. Why they chose to come to the U.S.
    4. Where they settled when they came

  2. Students will demonstrate an understanding of the many difficulties that the immigrants faced when they arrived in America, and how these problems would be dealt with through charitable organizations and demands that the American government legislates reform.
  3. Students will demonstrate an understanding of the problems that exist today in America because of contemporary immigration policies, and define some possible solutions to these problems.
  4. Students will demonstrate an understanding of the many roles that immigrants have played in the development of the U.S. through the production of personal autobiography, family genealogy, biography, oral histories, and group research on a specific immigrant group.
  5. Students will demonstrate an ability to recall various facts concerning labor in the U.S.
  6. Students will demonstrate an ability to recall various facts concerning urbanization and industrialization of the U.S.
RATIONALE:
Understanding the past trials and tribulations of immigrants to the USA, will better equip students to address issues associated with immigration that continue to be a focal point in society and political decisions.

EVIDENCE: Making an informational population distribution map of immigrant history will provide students a better understanding of the regional characteristics of the current American political landscape


Immigration

Your work today will be to begin working on the Immigration history chart and fill-in the table provided with the information from the 4 Immigration summary articles below. As you fill-in the chart, you will also use the map of the USA to identify where immigrants relocated within the USA.

Pre-Wave Intro (posted on Google Classroom)

USA Relocation of Immigrants Activity (Posted on Google Classroom)
ELLIS ISLAND FOTONOVELA PROJECT - (Posted on Google Classroom)


Ellis Island Interactive Tour Site 
This site is the location where you will get the information for your fotonovela. The site takes you on a virtual tour of each stop along the journey to and through Ellis Island. You will use Google Slides, and make an 8.5 X 11 slide (portrait OR landscape) and make a visual tour with labeling on each of the images you use, reflecting what is occurring within the picture, as well as participant commentary. The link below will take you to the website where each step is described and explained. 

*Goal is to make an informational brochure that explains to prospective immigrants what they will encounter while arriving and proceeding through Ellis Island.

Immigration Map of the USA in 1903 
Select 5 states to research, 1 from the northeast, 1 from the southeast, 1 from the midwest, 1 from the southern states, and one from the west.

Which 2 states had the largest difference in population change from 1892 to 1903, and explain the difference?
Which state had the largest % of an individual occupation, and what occupation was it?
What country “sent” the most people for the 5 states you compared? And what was the number?
Which state saw the great increase in immigration into its borders of the 5 you selected? And what was the increase?
USA Population Distribution Map 1903
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Monday, May 18, 2020

Monday May 18th Day 85

Current Events Monday 

Today would have been spent on Current Events and Mapping time for the Europe 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, May 14, 2020

Thursday & Friday May 14th & 15th Days 83 & 84

Comparative Religion Project

 Today's schedule-
Review Test Results
Work on Interactive Religion Mapping Activity (Google Classroom)
Start the Presentation about "The Arab Spring"
Start "the Square" documentary about "The Arab Spring"
Assign "The Arab Spring" Activity (Google Classroom)

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Tuesday, May 12, 2020

Tuesday & Wednesday Days 81 & 82

(normally, students would finsih presentations)

Comparative Religion Project

 Today's schedule-
TAKE THE TEST

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Monday, May 11, 2020

Monday May 11th Day 80

Current Events Monday - Middle East (last one on ME)

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



Current Event Monday...the last one on the Middle East. From today til the end of the semester, your Current Events will be from either Asia (because we are doing  short unit on Communism and are using Asia (Specifically China) as an example, OR your current events can be from Europe, because that is the last Geography Unit we are doing. The Europe Maps are available on the Geo Resources page on the class website. Use two different political maps for Europe because the cities and countries are so close, I prefer for you to make one Cities map of Europe and one Countries map of Europe and one Physical Map of Europe.

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, May 7, 2020

Thursday & Friday May 6th & 7th, Days 78 & 79

(normally, students would be starting presentations)

Comparative Religion Project

 Today's schedule-Presentations

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Tuesday, May 5, 2020

Tuesday & Wednesday May 5th and 6th Days 76 & 77




The Middle East Maps would be turned-in today, (per 1,3) and Wed (per 2,4,6)
I would them administer the Middle East Map Test
(below are links to the review games)
Middle East Counties
Middle East Cities
Middle East Physical

Chapter 23 Would also be tested tomorrow-(per 1,3 and Wed (per 2,4,6)

Comparative Religion Projects would have been submitted Wednesday-(per 1,3) and Thursday Night (per 2,4,6), and we would normally start group presentations on Thursday/Friday

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Monday, May 4, 2020

Monday May 4th Day 75

Current Events Monday - Middle East

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


The Maps would be turned-in on Test Day, which would be tomorrow (per 1,3 and Wed (per 2,4,6)

 Chapter 23 Would also be tested tomorrow-(per 1,3 and Wed (per 2,4,6)

 Comparative Religion Projects would have been submitted tomorrow-(per 1,3 and Wed (per 2,4,6), and we would normally start group presentations on Thursday/Friday


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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