Monday April 3rd Day 54

Current Events Mapping Monday's

Current event #10 is Due (MIddle East)
Mapping Unit  is 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.

__________________________________________________________________________________________________________

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

____________________________________________________________________

Tuesday & Wednesday Feb 28th & March 1st, Day 30 & 31

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 (stages 3-5). As I present the information, fill-in your DTM chart.

Hans Rosling - The Magic Washing Machine
Magic Washing Machine


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

____________________________________________________________________

Monday Feb 27th Day 29

Current Events Mapping Monday's

The next Mapping Unit we are doing 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 Feb 16th & 17th Days 27 & 28

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 (stages 3-5). As I present the information, fill-in your DTM chart you made last week.

Thomas Malthus theory of Population - CrashCourse

Each student will select a country to create their population pyramid and infographic.

Infographic Directions Sheet

Website for population Data

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

____________________________________________________________________

Tuesday & Wednesday Feb 14th & 15th Days 25 & 26

Baby Dino presentation

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 start with the Demographic Transition Model Presentation (stages 1-5). As I present the information, fill-in your DTM chart you made last week.

Population Pyramids (after Stage 2 has been filled-in on the table)

Population Pyramids Video

Each student will select a country to create their population pyramid and infographic.

Infographic Directions Sheet

Website for population Data

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

____________________________________________________________________

Monday Feb 13th Day 24

Assignments due Today 

Latin America Political & Physical Maps
Current Events #5 - South America

Current Events Mapping Monday's

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 Feb 9th & 10th Days 22 & 23

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.

The below assignments will be due During the Next class block (Thursday/Friday). The block Thursday and Friday will be dedicated to completing the Digital version of the Infographic.

________________________________________________________________________

One Child Policy Video -  DTM and the One Child Policy

Students should re-watch the video above and take notes regarding the details of the Policy. Within the video, the narrator shows several presentation slides with information each student should know for the population test.

Step 1: As a table group, share the answers to the doc(s) you were assigned. Once that is been completed, take a look at step 2.

Step 2: Students will group the documents based on a common theme into sections of the grouping chart  - This is the Grouping Chart. This activity will allow students to group similar ideas addressing the One Child Policy. One student should submit the grouping chart (with the answered included). Save the doc using the last names of the students in the group, listing them alphabetically.

Step 3: 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)

Demographic Transition Presentation and Notes Chart

DTM chart (this is the DTM picture) this graphic will be placed onto a new Google Doc.
Population Pyramids Graphic - this graphic will be placed onto the same Google Doc. Place this graphic below the DTM chart.

Below the two graphics students will insert a table that is 7 rows by 6 columns
Format the table just like the example below
This is what your doc should look like when finished

Tuesday & Wednesday Feb 7th & 8th Days 20 & 21

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.

The below assignments will be due During the Next class block (Thursday/Friday). The block Thursday and Friday will be dedicated to completing the Digital version of the Infographic.

________________________________________________________________________

Procedure:

Today's work will be turned-in as 1 Google document
- Answers to the 4 assigned "letter" articles
-Grouping Chart
-Additional Information Article

Student sample of Population Growth paragraph (these are 2 examples of they type of response I was hoping to see)

Population Background Video

Population Growth Video Timeline - use this one for class

History and Projected future of population growth through Time Video -  

One Child Pro Con

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.

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 required to take notes regarding the details of the Policy. Within the video, the narrator shows several presentation slides with information each student should copy down in their Population notes.

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)

Monday Feb 6th Day 19

Assignments due Today 

 Current Events #4 - South America

Assignments  

Latin America

South America Blank Maps - Here  

Central America Maps -  Here  

List of Political and Physical features - Here

Current Events Mapping Monday's

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 Feb 2nd & 3rd, Days 17 & 18

Population Control

To start today, you will use the World Data Packet to find statistics to answer the questions listed in the doc below.

Short video on growing population (I will show this in class, please do not click it)

World Data Sheet Questions
World Population Resource Packet

Once you have finished finding the answers and placing them in the doc, submit your answers to the google Classroom folder.

Video about the various stages of demographic transition ( I will show this in class, please do not click it)

I will present the 1st part of the Demographic Transition Model presentation, and if time permits we will start the One Child Policy of China.

________________________________________________________________________