Tuesday & Wednesday Nov 15th & 16th Days 58 & 59

COLUMBIAN EXCHANGE TEST WILL BE MONDAY/TUESDAY (Per2.4.6 Mon, 1.5 Tuesday)

Assignments due Today 

 Everything assigned yesterday needs to be submitted by today...even though it may be late

Assignments due Thursday/Friday 

 Columbian Exchange Effects, 

Assignments due Monday/Tues 

Plants animals and Diseases

Postponed til after break

Biomes Chapter 16

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Colombian Exchange Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze the various food products, diseases, and human cargo transferred between the Old World, Africa and the New World, and explain with detail the effects, both positive and negative experienced by each participant.

Rationale: Understanding first impressions of groups who had never seen or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule/Tuesday/Wednesday

Part 1 - Columbian Exchange Effects Article  

Assigned questions to each table member. When finished, each student will "teach" the other students about the sections they were assigned, and have them fill-in the document answers. DO NOT SHARE THE DOC AND SIMPLY FILL - IN EACH OTHERS SECTIONS

Part 2 - Plants_Animals_Diseases

Read the article and answer the 3 questions at the end. This is an example of what your current events stories should look like starting next week.

Part 3  -Chapter 16 reading on Biomes
Answer each of the section reviews. On this assignment, assign each table member a section of the Biomes Chapter (there are 4 sections). The section 1 students will  all gather at a single table and confer on the answers for their section, and when finished will take their agreed upon answers back to their original table. The other 3 sections will follow the same process. When the original members return, they will share out their answers for each section.

Monday Nov 14th Day 57

Assignments due Today 

 Current Events 19 & 20, Food Origins Assignment, Columbian Exchange DBQ, Columbian Exchange Article w/questions

Assignments due Tuesday/Wed by end of block

 Columbian Exchange Effects Article, Chapter 16 Biomes

Current Events #21 & 22 due Monday Nov 21st

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.

__________________________________________________________________________________________________________

Colombian Exchange Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze the various food products, diseases, and human cargo transferred between the Old World, Africa and the New World, and explain with detail the effects, both positive and negative experienced by each participant.

Rationale: Understanding first impressions of groups who had never seen or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule/Tuesday/Wednesday

Part 1 - Columbian Exchange Effects Article  

Assigned questions to each table member. When finished, each student will "teach" the other students about the sections they were assigned, and have them fill-in the document answers. DO NOT SHARE THE DOC AND SIMPLY FILL - IN EACH OTHERS SECTIONS

Part 2 - Plants_Animals_Diseases

Read the article and answer the 3 questions at the end. This is an example of what your current events stories should look like starting next week.

Part 3  -Chapter 16 reading on Biomes
Answer each of the section reviews. On this assignment, assign each table member a section of the Biomes Chapter (there are 4 sections). The section 1 students will  all gather at a single table and confer on the answers for their section, and when finished will take their agreed upon answers back to their original table. The other 3 sections will follow the same process. When the original members return, they will share out their answers for each section.

Wednesday & Thursday Nov 9th & 10th days 55 & 56

Assignments due today 

Per 2,4,6 Wednesday, Per 1,5 Thursday

By the end of the Block - Columbian Exchange Mapping, Columbian Exchange Annotation Summary -

Assignments due Mon 

 Current Events 19 & 20, Food Origins Assignment, Columbian Exchange DBQ, Columbian Exchange Article w/questions

Colombian Exchange Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze the various food products, diseases, and human cargo transferred between the Old World, Africa and the New World, and explain with detail the effects, both positive and negative experienced by each participant.

Rationale: Understanding first impressions of groups who had never seen or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.
Directions for the Food Origins Assignment

Part 3 - Columbian Exchange Reading - questions at the end

Part 4 - Columbian Exchange DBQ

Monday & Tuesday Nov 7th & 8th Days 53 & 54

Assignments due today 

Per 2,4,6 Monday, Per 1,5 Tuesday

Current Events # 17 & 18, Court Cartographer Project -

Assignments due Wed/Thurs 

Nothing Due, but progress on Columbian Exchange Assignment Foor Origins Assignment and Colombian Exchange Annotation Article 

Colombian Exchange Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze the various food products, diseases, and human cargo transferred between the Old World, Africa and the New World, and explain with detail the effects, both positive and negative experienced by each participant.

Rationale: Understanding first impressions of groups who had never seen or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.

Part 1 - Get the modified world map - ( here ) Using Google Slides, copy this map onto 3 separate slides. Make a 4th blank slide for answers to questions.

Get the directions to the activity - Colombian Exchange Mapping Directions

Colombian Exchange Writing Assignment

Part 2 - Intro to annotate the Columbian Exchange - ( here )

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.
Directions for the Food Origins Assignment

For Wed/Thursday

Part 3 - Columbian Exchange Reading - ( here )

Part 4 - Columbian Exchange DBQ - ( here )

Thursday & Friday Nov 3rd & 4th Days 51 & 52

Assignments due today 

( Thursday per 1, 5 -  Friday per 2, 4, 6) 

Assignment Sheet check -

Assignments due Monday 

Current Events 17 & 18, Court Cartographer Project 

Colombian Exchange Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

Today's schedule

The first step in the Unit is to look at the results of the Voyage, where a new map needed to be created...this is where we do the Court Cartographer Project - Directions for the Project

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.

Part 1 - Get the modified world map - ( here ) Using Google Slides, copy this map onto 3 separate slides. Make a 4th blank slide for answers to questions.

Get the directions to the activity - ( here )

Part 2 - Intro to annotate the Columbian Exchange - ( here )

Part 3 - Columbian Exchange Reading - ( here )

Part 4 - Columbian Exchange DBQ - ( here )

_________________________________________________________________________________________________________________________

Tuesday & Wednesday Nov 1st and 2nd Days 49 & 50

Mapping Test Day

Colombian Exchange Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

_________________________________________________________________________________________________________________________

 

Today's schedule

The first step in the Unit is to look at the results of the Voyage, where a new map needed to be created...this is where we do the Court Cartographer Project - Directions for the Project

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.
Part 1 - Get the modified world map - ( here ) Using Google Slides, copy this map onto 3 separate slides. Make a 4th blank slide for answers to questions.
Get the directions to the activity - ( here )

Part 2 - Intro to annotate the Columbian Exchange - ( here )

Part 3 - Columbian Exchange Reading - ( here )

Part 4 - Columbian Exchange DBQ - ( here )
_________________________________________________________________________________________________________________________

Monday October 31st Day 48

Mapping Monday's & Current Events

history-of-halloween

Current Events #15 & 16

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

__________________________________________________________________________________________________________

Friday Oct 28th Day 47

Assignments due today 

Nothing...but you should be making progress on your timeline

Timeline resource- 
Navigational Tools Article
Navigational Tools Website
Nice website with an actual map timeline

Timeline Project 

Timeline Project Directions
Time Line Example

Make sure you add your explorer to the timeline of your class

History of Map Making presentation

Here is a pdf of the Mapping History Presentation

3D mapping of the Universe - coming Monday

Wednesday & Thursday Oct 26th & 27th Days 45 & 46

Assignments due today 

(Wed per 2,4,6 /Thursday per 1,5) 

Navigation & Tools Article and Questions -- Navigational Tools

Assignments due Friday 

Nothing due, but you should have quite a bit of your timeline finished 

Here is another resource that can be used on the timeline project - Timeline resource
- Navigational Tools Website
Nice website with an actual map timeline - Check this out

Timeline Project 

Timeline Project Directions

Timeline Example

Mapping and Explorers

Objective(s):

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

Therefore, the student is able to:

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

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

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

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

________________________________________________________________________________

History of Map Making presentation

Here is a pdf of the Mapping History Presentation

Monday & Tuesday Oct 24th & 25th Days 43 & 44

Assignments due today 

(Monday per 2,4,6 /Tuesday per 1,5) 

Current Events #13 & #14
Explorers Project -Submit into Google Classroom

Modern Map Making Article Questions -Submit into Google Classroom 

Future of  Map Making Article Questions -Submit into Google Classroom -

Assignments due Wed/Thursday 

Navigation Tools Article and Questions - Navigational Tools

Here is another resource that can be used on the timeline project - Timeline resource
- Navigational Tools Website

Timeline Project 

Timeline Project Directions

Mapping and Explorers

Objective(s):

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

Therefore, the student is able to:

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

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

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

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

________________________________________________________________________________

History of Map Making presentation

Presentation  - you will have access to a pdf copy of this presentation when it has been presented
Your timeline should contain information from the presentation, the 3 articles about Hist of Map Making and the Navigational Tools Article

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Thursday and Friday Oct 20th & 21st Days 41 & 42

Assignments due today 

Early Map Making Article Summary and Questions

Assignments due NEXT week Tuesday/Wednesday 

Explorers Project should be ready to display Monday/Tuesday
Modern Map Making Article Questions - Here is the Article and questions

Future of  Map Making Article Questions - Here is the Article and questions

Mapping and Explorers

Objective(s):

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

Therefore, the student is able to:

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

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

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

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

________________________________________________________________________________

History of Map Making presentation

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

________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )
Mr Donn's Site: (Link)

When you finish with your Explorer Project submit it into Google Classroom Folder.
Then Start
___________________________________________________________________________________
Modern Map Making Article - ( here )
Future Map Making Article - ( here )
_____________________________________________

Tuesday and Wednesday Oct 18th & 19th Days 39 & 40

Assignments due this week-

Early Map Making Article Annotation and Summary

Long/Latitude Worksheet packets

Time Zone Project

Mapping and Explorers

Objective(s):

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

Therefore, the student is able to:

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

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

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

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

________________________________________________________________________________

Early Mapmaking article - How to Annotate

Early Mapmaking Article - Here is the article

Early Mapmaking Template - Here is the template

History of Map Making presentation

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

Explorers Project

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

Monday Oct 17th Day 38

Longitude and Latitude Assignmnets

Make sure you upload the 4 diff worksheets from Thurs/Friday
Make sure you turn-in the Time Zone assignment
Make sure you have turned-in the Scavenger Hunt assignment

Don't do the EdPuzzle video assignment

Make sure you upload your Current Events 10 & 11 stories

Mapping Monday's & Current Events

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

__________________________________________________________________________________________________________

Thursday & Friday Oct 13th & 14th Days 36 & 37

Latitude and Longitude Section

Objective(s): Presented with a presentation covering the basic elements of Latitude and Longitude, students will be bale to identify various locations around the world based on their latitude and longitude coordinates.
-The student, when requested, will identify at least 10 places on the world map using the given latitude and longitude points to the nearest whole degree with 90% accuracy.

- The student, when requested, will identify the latitude and longitude points of at least 10 places on the world map to the nearest whole degree with 90% accuracy.

Rationale: Understanding how places are positioned and identified on a world map, allows students to better grasp the various characteristics on locations, such as climate, vegetation, animal life etc.

Evidence: Being able to use and understand Latitude and Longitude on a world map, allows students to locate just about anything.

_________________________________________________________________________________

Finish Longitude and Latitude Presentation
Latitude and Longitude Review video -( here )

Timed Quiz/Contest -Latitude/Longitude - ( here )

TimeZone

TimeZone vid ( here )
TimeZone Activity/Project - I will provide a blank piece of Printer Paper for this assignment

Daylight Savings Video - Why is this still a thing Video

EdPuzzle Video Questions

Go to Google Classroom to get the link

Classwork/Homework for Monday

All of the activities below can be placed on a google Doc and uploaded into Google Classroom into 1 assignment
Longitude and Latitude Worksheet   
Measuring Longitude and Latitude
Mapping Locations in Calif activity
Mapping Locations in the USA activity