Thursday & Friday June 1st & 2nd Days 91 & 92

BRING YOUR ASSIGNMENT SHEET ON MONDAY

EUROPE MAP TEST

Immigration

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.

Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system

EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Immigration

Your work today will be to download the Immigration history chart, make a copy then 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.
The categories of the chart are:
1. List the country name that "sent" immigrants to America
2. List if the reason they left was a Push or Pull (push = immigrants forced out of their country, Pull = immigrants chose to leave)
3. Describe the Push Pull reason
4. List where they relocated in the US
5. List the types of jobs they had in America
Directions for Relocation Map

Waves of Immigration Student Chart
Pre-Wave Immigration Summary
1st Wave Immigration Summary

2nd Wave Immigration Summary

3rd Wave Immigration Summary

Tuesday & Wednesday May 30th & 31st Days 89 & 90

Immigration

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.

Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system

EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Finish the Cap,Soc,Comm Unit by doing the two articles below

Once this is finished we will switch gears and look at how Socialism and Capitalism (at least features of those systems) are affecting what happens in America today, There are two articles to read and annotate. Each provides a very subject as it relates to the theme of the unit.
Remedial Programs being eliminated
Trump's Budget and the role of Gov't

Immigration

Your work today will be to download the Immigration history chart, make a copy then 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.
The categories of the chart are:
1. List the country name that "sent" immigrants to America
2. List if the reason they left was a Push or Pull (push = immigrants forced out of their country, Pull = immigrants chose to leave)
3. Describe the Push Pull reason
4. List where they relocated in the US
5. List the types of jobs they had in America
Directions for Relocation Map

Waves of Immigration Student Chart
Pre-Wave Immigration Summary
1st Wave Immigration Summary

2nd Wave Immigration Summary

3rd Wave Immigration Summary

Thursday & Friday May 25th & 26th Days 85 & 86

Capitalism/Socialism/Communism

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.

Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system

EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

I will present the Chinese Revolution Presentation. You will use the form (see link below) to fill-in information while I am presenting. You will need to make a copy of your completed form and submit it to the google classroom folder assigned for it.

China Revolution Presentation form

At the conclusion of the presentation, we will work on Income Inequality, and watch two videos that take opposite sides of the topic.

The first assignment associated with this idea will ask your opinion regarding the subject of inequality. On this assignment, you will distribute wealth for the 5 separate wealth groups in the USA. (Bottom 20%, Lower Middle 20%, Middle 20%, Upper Middle 20%, Top 20%) based on what you feel would be the "Ideal Distribution of Wealth" you will then do another distribution of the same group but this one is based on what you think is "The actual Distribution of Wealth."

Wealth/Income Distribution Form

After the form, we will watch the two short videos.

You will be asked a question about Income Inequality on the Final

Once this is finished we will switch gears and look at how Socialism and Capitalism (at least features of those systems) are affecting what happens in America today, There are two articles to read and annotate. Each provides a very subject as it relates to the theme of the unit.
Remedial Programs being eliminated
Trump's Budget and the role of Gov't

HOMEWORK

For homework over the weekend, watch the documentary about Tiananmen Square (link below)

Tiananmen Square

There will be a question about "Tank Man" on the Final.

Tuesday & Wednesday May 23rd & 24th Days 83 & 84

 Asia Test Day

Types of Economic Systems Presentation - Here is the Presentation

Adam Smith vs Karl Marx presentation - Here is the presentation

Watch the Socialism vs Capitalism Video -Smith Vs Marx
Here are the questions you need to fill-out while watching the videos

Comm vs Soc Worksheet #3

Finish Chapter 31 from the textbook, remember we are only doing Section #1 from Chapter 31. You will answers textbook questions on page 658 Q's 1-6, and the Section #1 Quiz

Chapter 31 Textbook - Section #1

Chapter 31 Section #1 Quiz

You will need to tune-in your completed Asia Maps when you take the test

Start the Europe Maps

Monday May 22nd Day 82

Mapping Monday - Asia

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.
Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system


EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Types of Economic Systems Presentation - Here is the Presentation

Watch the Socialism vs Capitalism Video -

Comm vs Soc Worksheet #3

Finish Chapter 31 from the textbook, remember we are only doing Section #1 from Chapter 31. You will answers textbook questions on page 658 Q's 1-6, and the Section #1 Quiz

Chapter 31 Textbook - Section #1

Chapter 31 Section #1 Quiz

Universal Basic Income...is it a good idea????
article here

ASIA MAP TEST TUESDAY/WEDNESDAY

You will need to tune-in your completed Asia Maps when you take the test

Start the Europe Maps

Friday May 19th Day 81

Capitalism/Socialism/Communism

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.
Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system


EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Types of Economic Systems Presentation - Here is the Presentation
Watch the Socialism vs Capitalism Video -

Comm vs Soc Worksheet #3

Start on Chapter 31 from the textbook, remember we are only doing Section #1 from Chapter 31. You will answers textbook questions on page 658 Q's 1-6, and the Section #1 Quiz

Chapter 31 Textbook - Section #1
Chapter 31 Section #1 Quiz

Wednesday & Thursday May 17th & 18th Days 79 & 80

Capitalism/Socialism/Communism

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.
Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system


EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Per 2, 4, 6
We will watch the What is Capitalism Video as well as the Karl Marx Video
Form for Videos
History of Capitalism
Karl Marx

Types of Economic Systems Presentation
Watch the Socialism vs Capitalism Video

Comm vs Soc Worksheet #3

Start on Chapter 31 from the textbook, remember we are only doing Section #1 from Chapter 31. You will answers textbook questions on page 658 Q's 1-6, and the Section #1 Quiz

Chapter 31 Textbook - Section #1
Chapter 31 Section #1 Quiz

Monday and Tuesday May 15th & 16th Days 77 & 78

Capitalism/Socialism/Communism

OBJECTIVE: Students will examine the various philosophies surrounding economic and social relationships between the state and the individual, with particular focus on Adam Smith and Karl Marx.
Economic philosophes of each of these two men will be analyzed to determine their strengths and weaknesses

RATIONALE: Students need to understand the factors that impact the economic opportunities or limits that are presented to them as a member  of the American Economic system
EVIDENCE: By listing the various components of Capitalism, Socialism and Communism, students will gain a true understanding of the current economic system we live under and will become informed voters to either modify the system or reinforce its principles.

Economic System Survey

From the Depths Cartoon

Adam Smith DBQ

Karl Marx DBQ

We will watch the What is Capitalism Video as well as the Karl Marx Video
Form for Videos
History of Capitalism
Karl Marx

Start on Chapter 31 from the textbook, remember we are only doing Section #1 from Chapter 31. You will answers textbook questions on page 658 Q's 1-6, and the Section #1 Quiz

Chapter 31 Textbook - Section #1
Chapter 31 Section #1 Quiz

Thursday & Friday May 11th & 12th Days 75 & 76

Comparative Religion & Chapter 23  Test

_________________________________________________________________________________________________

Chapter 31 Assignments 

We will only work on Section #1 within Chapter 31 (it's the only part of the chapter that deals with Communism)

This will start on Monday.....remember Monday is a 2-4-6 day

Tuesday & Wednesday May 9th & 10th Days 73 & 74

Comparative Religion Projects

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.
8. Evaluate historical events that have shaped current conflicts involving the Israeli Palestinian disputes.

________________________________________________________________________________________________

Chapter 31 Assignments 

We will only work on Section #1 within Chapter 31 (it's the only part of the chapter that deals with Communism)

This will start this after the presentations and the Religion/Chapter 23 Test Thursday/Friday this week.

Monday May 8th Day 72

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Agenda - Present current events stories, finish Religion Projects Tomorrow and Wed.

Comparative Religion and Chapter 23 Test
Thursday/Friday 


Chapter 31 Assignments 

We will only work on Section #1 within chapter 31 (it's the only part of the chapter that deals with Communism)

This will start on Tuesday/Wed of next week.

Tuesday, Wednesday, Thursday, & Friday, May 2nd-5th, Days 68-71

Comparative Religion Projects

OBJECTIVE: Students will present their projects to the class, while student audience members will record information into their Comarative Religion Spreadsheet

_________________________________________________________________________________________________

Chapter 31 Assignments 

We will only work on Section #1 within Chapter 31 (it's the only part of the chapter that deals with Communism)

This will start this after the presentations and the Religion/Chapter 23 Test next week.

Monday May 1st Day 67

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Agenda - Present current events stories, review for presentations starting tomorrow

Chapter 31 Assignments 

We will only work on Section #1 within chapter 31 (it's the only part of the chapter that deals with Communism)

This will start this after the presentations and the Religion/Chapter 23 Test next week.

Thursday & Friday April 27th & 28th Days 65 & 66

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Agenda - Practice presentation within your group, fill-in your comparison spreadsheet, add transitions to your presentations, final changes to infographic

Chapter 23 Assignments 

(go to class website to see assignments and dates for this Unit)

Thursday/Friday - 

Turn-in your completed presentations

Turn-in your individual Religion Assignments

Turn-In your group Infographic

Due Thurs/Fri:
Chapter 23 Section #5 (P 499 Q's 1-4)
Chapter 23 Quiz #5

Tuesday & Wednesday April 25th & 26th Days 63 & 64

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Agenda - Middle East Map Test, History of Middle East Video, Sykes-Picot and Balfour Declaration Video, work on Religion Project

Chapter 23 Assignments 

(go to class website to see assignments and dates for this Unit)

Tuesday/Wednesday - MIDDLE EAST MAPPING TEST

Turn-in your completed maps

Go to the Class website (to the Geo Resources page) and play the 3 Middle East Mapping Games

Due Tuesday/Wed Night - 

Chapter 23 Section #4 (P 492 Q's 1-5)

Chapter 23 Quiz #4

Thursday/Friday - COMPARATIVE RELIGION PROJECT PRESENTATIONS

Turn-in your completed presentations

Turn-in your individual Religion Assignments

Turn-In your group Infographic

Due Thurs/Fri:
Chapter 23 Section #5 (P 499 Q's 1-4)
Chapter 23 Quiz #5

Monday April 24 Day 62

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Agenda - Present current events stories, study for Middle East Mapping Test, continue to work on Chapter 23 Sections

Chapter 23 Assignments 

(go to class website to see assignments and dates for this Unit)

Due Monday Night - 

Chapter 23 Section #3 (P 487 Q's 1-5)

Chapter 23 Quiz #3

Tuesday/Wednesday - MIDDLE EAST MAPPING TEST

Turn-in your completed maps

Go to the Class website (to the Geo Resources page) and play the 3 Middle East Mapping Games

Due Tuesday/Wed Night - 

Chapter 23 Section #4 (P 492 Q's 1-5)

Chapter 23 Quiz #4

Thursday/Friday - COMPARATIVE RELIGION PROJECT PRESENTATIONS

Turn-in your completed presentations

Turn-in your individual Religion Assignments

Turn-In your group Infographic

Due Thurs/Fri:
Chapter 23 Section #5 (P 499 Q's 1-4)
Chapter 23 Quiz #5

Thursday & Friday April 20th & 21st Days 60 & 61

Comparative Religion Project

 Today's schedule

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: 
We will start with a short historical video about the birth of one of the Abrahamic Religions  (Judaism) and the current issues surrounding Israel and the surrounding  Arab states (the link to the video is on the resources website)
1. Finish Chapter 23 Section 2 questions on Page 481 Q's 1-5
2. Complete the Chapter 23 Section #2 Quiz
4. Work on the Religion Project Categories assigned to you

Chapter 23 Resources

Textbook Chapter 23 Section #2

Chapter 23 Section #2 quiz

Tuesday and Wednesday April 18th & 19th Days 58 & 59

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

Chapter 23 Resources

Textbook Chapter 23 Section #1

Chapter 23 Section #1 quiz

Monday April 17th Day 57

CHAPTER 23 MIDDLE EAST

OBJECTIVE: Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region. Students will examine the variety of groups that populate the Middle East. Students will learn how the story of Near East antiquity has been influenced by the outsiders who, peering in, tell it through the soft bias of their own culture and cultural perceptions of the Middle East. Modern students are subject to the same soft influences that affected the historical record and this lesson seeks to help students develop greater savvy in identifying biased sources.

RATIONALE: Students need to understand all the factors that developed the modern day Middle East we know today

EVIDENCE: By listing and understanding  factors which led to Modern Day Middle East Political climate,  students will demonstrate an enlightened knowledge about race, ethnicity, culture, ingenuity, and luck.

_________________________________________________________________________________________________

Today will be a period where students will look-up and fill-in their current events template on a story in the  Middle East

Chapter 23 Assignments 

(go to class website to see assignments and dates for this Unit)

Due Tuesday/Wed:
Textbook Page 474 Q's 1-5

Introduction Activity - Interactive map activity

Due Thurs/Fri:
Textbook Page 481 Q's 1-5

Tuesday and Wednesday April 4th & 5th Days 55 & 56

Imperialism TEST

We will start the film when everyone is finished with the test