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.

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Tuesday and Wednesday Jan 31st and Feb 1st Days 15 & 16

Population

 Today's schedule

With the spread of the Industrial Revolution in the 18th century, dramatic changes began to occur in the populations of industrializing countries. But do the changes that occurred in Western Europe and the United States have relevance for modern countries just entering the industrial age? Students should be able to evaluate and apply models to explain changes in global demographic patterns, and use their assessments to predict future needs.

Objectives:

To understand the classic demographic transition (DT) model

To explain assumptions and limitations of the classic DT model

To construct graphs of contemporary demographic change

To explain contemporary demographic patterns in the context of the classic DT model
To view population growth from a Malthusian perspective
To calculate crude death rates, birth rates, rates of natural increase, and population doubling times
To comprehend the concept of the Demographic Transition

After working through the Demographic Transition Model assignment you should be able to:

• Describe current population trends, in terms of fertility, mortality and population growth.
• Understand the consequences of current population trends for future well being.
• Describe how the population issues facing the world today differ by region.
• Understand the basic concept of the demographic transition.
• Describe some of the differences between historical transitions and contemporary transitions.

Rationale - Students current understanding of the global population growth and its effects on available resources is very limited. This unit will allow students to acquire information to help understand the challenges countries face when it comes to population controls

Evidence - By correctly listing the challenges countries have the different solutions offered to solve those challenges, will allow students to demonstrate evidence that their know the challenges facing their future.

Agenda: 

Update Folders and Assignment sheet

General questions about the population of the world

On a separate piece of paper make your best guess on the questions in the linked doc below.

Once you have written down your guesses, check the world distribution diagram for the accurate numbers. Upon completion of comparing your guesses to the actual numbers, select two categories that surprise you the most, and explain why.

Prediction questions for World Population

Intro to Population Unit with Video - 7 Billion and Beyond (teacher only during class)

Once we finish the video, you will be annotating and writing a summary paragraph on the Article below
Should there be restrictions? - Article & Questions
The annotations, questions and summary paragraph are due tonight

World of 7 Billion Article  read and annotate in the margin (submit into google classroom by the next block day (Thursday/Friday)

















X

Monday Jan 30th Day 14

Assignments due Today 

 Current Events #3 - 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 Jan 26th & 27th Days 12 & 13

Calif/USA Week

 Today's schedule

Chapter 6, Chapter 7 and USA Expansion History Test

Due today:
Ch 6 and Ch 7 HW as well as USA Expansion Map

Due Monday 

Current Event #3 Latin America

Next Map Unit - Latin America

Go to mapping tab to get the list and maps for Latin America

Next Unit of Study - Population

Tuesday & Wednesday Jan 24th & 25th Days 10 & 11

Calif/USA Week

 Today's schedule

 USA Political and Physical Tests

Due today:
USA Political and Physical Maps

Due Thursday/Friday when you arrive in class

-Chapter 6 Questions

-Chapter 7 Questions

-USA Expansion Chart
-USA Expansion Map

USA Practice quiz game

Another on-line webpage for practicing

*the textbook questions can be answered on a Google doc (and placed in Google classroom folder) or can be answered on binder paper and handed in on the day of the test.

Monday Jan 23rd Day 9

Calif/USA Week

 Today's schedule

Objective - Given a blank map with USA expansion territories identified, as well as resources of the historical expansion, students will be able to list and identify the westward expansion of the USA and the various treaties,wars, and or purchases that led to the modern borders of the USA (including Alaska and Hawaii)

Rationale - Most students know the various states within the USA, but are unfamiliar with how the USA acquired the land. Having a historical reference of how the USA went from 13 colonies to where we are today is basic knowledge everyone should know.

Evidence - By correctly listing and labeling the various land acquisitions of the USA, students will demonstrate the ability to articulate our countries historical growth

Here is what this week looks like...

Monday (today) 

-work on the USA Expansion History Map

-Chapter 6 Questions

-Chapter 7 Questions

-USA Political and Physical Maps 

Tuesday/Wednesday

-USA Political and Physical Test - your will turn-in your maps on this day.

Thursday/Friday

Test on Chapter 6, and Chapter 7, and the USA Expansion History

Thursday & Friday Jan 19th and 20th Days 7 & 8

USA

 Today's schedule

Objective - Given a blank map with USA expansion territories identified, as well as resources of the historical expansion, students will be able to list and identify the westward expansion of the USA and the various treaties,wars, and or purchases that led to the modern borders of the USA (including Alaska and Hawaii)

Rationale - Most students know the various states within the USA, but are unfamiliar with how the USA acquired the land. Having a historical reference of how the USA went from 13 colonies to where we are today is basic knowledge everyone should know.

Evidence - By correctly listing and labeling the various land acquisitions of the USA, students will demonstrate the ability to articulate our countries historical growth

USA Expansion

_________________________________________________________________________________________________________________________

Due this week:

How the States Got Their Names-(tues/wed)
Current Event 1 (for USA) due now (Make a new MyMaps to place it)
Single Story Current Event Form

California's Regions Map (tues/wed night)

California's Gold WKsheet (thursday/friday night)
USA Expansion Chart - (thursday/friday night)

USA Expansion Map -(thursday/friday night)

Due next week:
Current Event #2
Chapter 6 Textbook - p147 Q's 1-5,  p152 Q's 1-5 (thursday/fri)

Chapter 7 Textbook - p160 Q's 1-5, p166 Q's 1-5, p170 Q's 1-5, p 175 Q's 1-5 (thursday/friday day of  Ch6, Ch7, History Test)

_________________________________________________________________________________________________________________________

For Thursday/Friday

During this period you will be completing the USA Expansion Map and Google Doc assignment. Use the link below to read about how the USA went from 13 colonies to where we are today. Make a copy of the Expansion Summary Chart to record the various stages of our expansion.
You should have also brought the USA expansion map. Color in the map and label the various section by their name (how the USA got them) and the year when they were acquired.

USA Expansion Activity Map - USA Expansion Map History
USA Expansion Detailed Info pdf - Here
USA Expansion Summary Chart -Here


In class video - California

California Regions Activity - California Regions Activity example (this is the example I will use in class, students shouldn't use this form. Use the one right below)

California Regions Student Worksheet - Student Worksheet (Yep, use this one for the assignment)


Textbook Chapter 6 - this is a short chapter with only 2 sets of questions (p147 and p152) both sets should be finished and turned-in by Tuesday/Wednesday the day of the USA Pol/Phy Test

Part 2 - Textbook Chapter 7 Regions of the United States - 

When you finish the California Regions Activity, use one of the textbooks in class to start Chapter 7 on USA Regions. Read the chapter and answer the questions on the following pages - Questions #1-5 on Page 160, Questions #1-5 On page 166, Questions 1-5 on Page 170, and Questions 1-5 on Page 175.  You do not need to re-write the questions, but make sure you clearly label which answers go with which set of questions.
Your USA Political and Physical Map Test will be on Tues/Wed of next week
Your USA Chapter 6 & 7 & History Test will be on Thursday/Friday of next week

_________________________________________________________________________________________________________________________
This is a detailed animation video that explains the expansion of the USA in far more detail that you need for the chart activity. IF you want to watch it in class, you have to use headphones. This shouldn't be used for the chart. The chart is specifically developed with the reading provided on the link above.

USA Animated Atlas (Expansion of the USA)  - here
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This is a site you can use to test yourself on the USA Political and Physical - Mr Nussbaum's site
Tuesday/Wed the 24th/25th
USA - 

Blank Maps - Blank Maps

List of Pol/Phy items for maps - List

Tuesday & Wednesday Jan 17th & 18th Days 5 & 6

California

Today's schedule

Objective - Given blank maps, and a reading about California regions, students will be able to describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and use maps, charts, and pictures to describe how regions [communities] in California vary in land use, vegetation, wildlife, climate…

Given a blank map of the USA and historical resources, students will be able to identify the historical reasoning surrounding naming the various (USA) states.

Rationale - Students current geographical awareness of California (the state where they live) is sorely lacking. Getting to know your own state is step one in remedying this problem.

State Names - from this activity students will gain a greater understanding of the early influences of Native Americans and the impact they had on the newly forming nation of America.

Evidence - By correctly listing and labeling the various geographical regions of California on a map, students will demonstrate their understanding of where items are located.

By correctly identifying state names to their history, students will be able to articulate where modern day state names came from.

California Regions Assignment

_________________________________________________________________________________________________________________________

California Regions Activity

Print out and bring this map with you for Thursday/Friday -USA Expansion Map

Due this week:

How the States Got Their Names-(tues/wed)

Current Event 1 (for USA) due now (Make a new MyMaps to place it)

Single Story Current Event Form

California's Regions Map (tues/wed night)

California's Gold WKsheet (thursday/friday night)

USA Expansion Chart - (thursday/friday night)

USA Expansion Map -(thursday/friday night)

Due next week:

Current Event #2

Chapter 6 Textbook - p147 Q's 1-5,  p152 Q's 1-5 (tues/wed)

Chapter 7 Textbook - p160 Q's 1-5, p166 Q's 1-5, p170 Q's 1-5, p 175 Q's 1-5 (thursday/friday day of  Ch6, Ch7, History Test)

________________________________________________________________________________________________________________________

For Tuesday/Wednesday

California Regions and How the States got their names

Work on the USA Map Activity to understand the history behind naming the States

How the States got their names - (naming of states resource info)

Part 1 - California Regions Map

Start the activity by reading the California Regions Reading ( see link below). Once finished, use the California Regions Map and question sheet (provided) to follow directions by filling-in the map and answer the questions.

*You will be turning in your Calif Map and answers before the block is over today.

California Regions Reading         California Regions Map

California Regions Resource pdf

Textbook Chapter 6 - this is a short chapter with only 2 sets of questions (p147 and p152) both sets should be finished and turned-in by Monday the day of the USA Pol/Phy Test

________________________________________________________________________________________________________________________

This is a site you can use to test yourself on the USA Political and Physical - Mr Nussbaum's site

Test ON USA Political & Physical  is on Monday the 23rd

USA -

Blank Maps - Blank Maps

List of Pol/Phy items for maps - List

_________________________________________________________________________________________________________________________

For Thursday/Friday

During this period you will be completing the USA Expansion Map and Google Doc with a Table assignment. Use the link below to read about how the USA went from 13 colonies to where we are today. Make a copy of the Expansion Summary Chart to record the various stages of our expansion.

You should have also brought the USA expansion map. Color in the map and label the various section by their name (how the USA got them) and the year when they were acquired.

USA Expansion Activity Map - USA Expansion Map History

USA Expansion Detailed Info pdf - Here

USA Expansion Summary Chart -Here

(This is the chart and questions you should have filled-in) - California's Gold

_________________________________________________________________________________________________________________________

This is a detailed animation video that explains the expansion in far more detail that you need for the chart activity. IF you want to watch it in class, you have to use headphones. The shouldn't be used for the chart. The chart is specifically developed with the reading provided on the link above.

USA Animated Atlas (Expansion of the USA)  - here

_________________________________________________________________________________________________________________________

Test ON USA Political & Physical  is on Monday the 23rd

USA -

Blank Maps - Blank Maps

List of Pol/Phy items for maps - List

_________________________________________________________________________________________________________________________

Thursday and Friday Jan 12th & 13th Days 3 & 4

Cultural Collage Presentations

Collage Reflection

Student Grading Doc

_________________________________________________________________________________________________________________________

 Today's schedule

Culture Collage and Fandango Presentations

Print out and bring these maps with you for next Week

USA Expansion Map

____________________________________________________________________________________________________________

What is a reflection? (Metacognition)
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Tuesday & Wednesday Jan 10th & 11th Days 1 & 2

Start of 2nd semester

Housekeeping issues for today -
New seating chart
Update the assignment sheet - Start a new one
Mapping Mondays - what does it mean, what are the expectations, etc

_________________________________________________________________________________________________________________________

 Today's schedule

Mapping Directions -
 Directions for labeling political and physical maps

____________________________________________________________________________________________________________

Start the ppt for today...here

What is a reflection? (vid on ppt)
____________________________________________________

Wed, Thursday, Friday Dec 21st, 22nd, 23rd Days 82, 83, & 84

FINALS

Wed 

Final Per 1 - 7:55 - 9:43 

     Brunch - 9:43 - 9:53 

Final Per 2 - 7:55 - 9:43 

Thurs

Final Per 3 - 7:55 - 9:43 

     Brunch - 9:43 - 9:53 

Final Per 4 - 7:55 - 9:43 

Fri

Final Per 5 - 7:55 - 9:43 

     Brunch - 9:43 - 9:53 

Final Per 6 - 7:55 - 9:43