Monday April 29th Day 69

Current Events/Mapping Monday's

CE #26 for tonight
Asia is our current mapping section

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 April 25 & 26 Days 67 & 68

Comparative Religion Project

 Today's schedule-Presentations

Tuesday & Wednesday April 23rd & 24th Days 65 & 66

Comparative Religion Project

 Today's schedule

Day 4 of the Project - By the end of the Block you should finish and submit - 

infographic

presentation

5 questions

Monday April 22nd Day 64

Current Events/Mapping Monday's

CE #24 for tonight
Middle East is our current mapping section

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 April 18th & 19th Days 62 & 63

Comparative Religion Project

 Today's schedule

Day 3 of the Project - By the end of the Block you should have all the infor for the sections/questions you have been assigned and submitted to the Google Classroom Folder, AND the basic foundations of both Presentation and Infographic

Comparative Religion Project sheet

General Presentation Guidelines

Group Distribution Sheet

Tuesday & Wednesday April 16th & 17th Days 60 & 61

Comparative Religion Project

 Today's schedule

Day 2 of the Project - you should build your spreadsheet, design the layout of your presentation, and create the format and style decisions on your infographic

Comparative Religion Project sheet

General Presentation Guidelines

Group Distribution Sheet

Monday April 15th Day 59

Current Events/Mapping Monday's

CE #22 for tonight
Middle East is our current mapping section

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.

__________________________________________________________________________________________________________

Spring Break April 6th- 14th

First day Back Monday, April 14th

Thursday and Friday April 4th & 5th Days 57 & 58

Comparative Religion Project

 Today's schedule

Textbook - Chapter 23

Both of these assignments should be finished and uploaded as 2 separate documents into Google Classroom by Tonight (Thursday for Per 1, Friday for Per 2,4,6) 

Pages 475 - 481 Q's 1-5

Pages 482 - 487 Q's 1-6

Once these assignments are finished, each Religion Project group needs to fill-in
this document 
and assign responsibilities to each student. Once you have it filled-in upload it to the Google Classroom folder.

Naming process:

Put the name of the Religion, then list the last names of each person in the group...such as.....
I ONLY NEED 1 SHEET PER GROUP

Hinduism_Anderson_Chen_Garcia_Patel

Comparative Religion Project sheet

General Presentation Guidelines

Group Distribution Sheet

Tuesday and Wednesday April 2nd & 3rd Days 55 & 56

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 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 2 things:

1. Start and finish Chapter 23 Section 1 questions on Page 474 
2. Work on the Religion Project Categories assigned to you

Comparative Religion Project  Resources

Interactive Map Activity -  Student answer sheet


Comparative Religion Project sheet

General Presentation Guidelines

Group Distribution Sheet

Monday April 1st Day 54

Current Events/Mapping Monday's

PERIOD 4 YOUR QUIZ WILL BE HERE....
CE #21 for tonight
Middle East is our current mapping section

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 28th & 29th Days 52 & 53

Scramble for Africa Simulation

Motives for Imperialism Readings (each student group selects 2 Motives to do)
Economic Motives
Exploratory Motives
Military Motives
Political Motives
Religious Motives
Ideological Motives


Split into groups and start the simulation:

Scramble for Africa Start Sheet (each student will download and fill-in this form before the game begins)
Once you have selected your country, go to its link below and use that information to fill-in the Start Sheet

Belgium

Britain

France

Germany

Italy

Portugal

Spain

There will be four groups in the class playing the game.

Each group will have a unique code specifically for their group.

Site for Simulation

ONE member of the table group go to the Simulation website, and generate the game code for your table. Each other member enters the game code and selects the country they are representing.

What really Happened Map.......
Pre and Post Imperialism

Scramble for Africa/Berlin Conference 

Summary article about the results of the meeting 

Scramble for Africa Summary - ( here )

Crash Course on Imperialism (overview including non-european countries) - ( here)

Tuesday and Wednesday March 26th & 27th Days 50 &51

Infographic Evaluation

Period 4 Poll





Directions: 1st look at your DTM graph, and get reacquainted with the data that allows you to determine a
country’s  stage (1-5). Then look for infographic projects that exhibit those specific characteristics for the stage
you need to evaluate (the order doesn’t matter but…...find a stage 2 infographic to do your evaluation on, when
finished find a stage 3, then stage 4, then stage 5). *if there are no infographics in the entire class at that stage
(which I doubt) please let me know and I will make one available.

Infographic Form
18 Categories form

Category                                                                      YES/No 1 - 5 PTS

Are all 18 Data Points listed and displayed?
Country flag, coat of arms, world map, and the individual country map displayed
Are the 3 required How To graphics present (Pop Pyr, Pop Compare, Pop growth)
PARC principle ( aligned, contrasting colors, clear easily read numbers, etc)
Use of Clipart/graphics - is the graphics or clipart selected accurately related to the subjects they are associated with?
Theme - does the infographic have a consistent theme in color?
Are there items on the infographic related to the country or region represented
Overall aesthetics - is it nice looking.

You will do this activity 4 times, one for Stage 2, 3, 4 and 5. Your data points/subjects should be very similar, but the data itself will be very different
for a stage 2 vs a stage 5 country

Now that you have identified a stage 2 country, explain what data you used and how these findings prove that it’s a stage 2 country. Your answer should be a paragraph long (5-6 sentences at least)

Monday March 25th Day 49

Current Events/Mapping Monday's

Poll

CE #19 for tonight
Africa Maps Test today
Middle East is our next mapping section

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 21st & 22nd Days 47 &48

POPULATION TEST

Test Link (Click here)

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.

________________________________________________________________________

(For Thursday/Friday)

Last Step: Once this is completed, students will select one student to create a shared doc of the grouping chart- Grouping Chart. 

This activity will allow students to group similar ideas addressing the One Child Policy. Place each students name on the shared chart and upload to Google Classroom folder

POPULATION TEST THURSDAY/FRIDAY LAST 60 MINS OF BLOCK

Tuesday and Wed March 19th & 20th Days 45 & 46

Demographic Transition Model &

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.

________________________________________________________________________

One Child Policy Video

One way of addressing massive population growth is limiting the number of babies being born. China undertook this idea In 1979, the Chinese government introduced a policyrequiring couples from China's ethnic Han majority to limit themselves to one child. The official start of implementation came in 1980, with an open letter issued by the Central Committee of the Communist Party of China.

Today's work will be turned-in as 2 separate Google documents into the designated folder

Step 1:
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 filling-in an outline

Step 2: Students will split up responsibilities at their table with each student being assigned a separate set of DBQ's.  (There are 4 students per table, so 3 of you will have 2 of the DBQ's 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 answer sheet to a Google Classroom folder. 

Delete the "copy of" part to the doc before you upload it. 

Doc A & B
Doc C & D
Doc E & F
Doc G

Step 3: The last step is to read and answer the last "summary" article regarding the One Child Policy - China One Child Conclusions
Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be one of the two docs you upload to Google Classroom)

(For Thursday/Friday)

Once this is completed, students will select one student to create a shared doc of the grouping chart-


Step 4: Hans Rosling Video - Magic Washing Machine
Student question Summary: students will be filling-in an outline
Go to Google Classroom to get the form
b Step 6: Kahoot Review

Step 7: Continue working on your Infographic (time permitting)

(For Thursday/Friday)

Last Step: Once this is completed, students will select one student to create a shared doc of the grouping chart- Grouping Chart. 

This activity will allow students to group similar ideas addressing the One Child Policy. Place each students name on the shared chart and upload to Google Classroom folder

POPULATION TEST THURSDAY/FRIDAY LAST 60 MINS OF BLOCK

Monday March 18th Day 44

Current Events/Mapping Monday's

CE #16
Africa Maps - Your Africa Test will be next Monday

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 15th Day 43

Demographic Transition Model &

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.

Hans Rosling - DTM Stages TED talk

This short is a  TED conference video from Hans Rosling about the Population Growing Box by Box - Population Growth Box by Box

Today :

Thomas Malthus theory of Population - CrashCourse

Wednesday & Thursday March 13th and 14th Days 41 & 42

Demographic Transition Model &

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.

________________________________________________________________________

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

One Child Policy Video

One way of addressing massive population growth is limiting the number of babies being born. China undertook this idea In 1979, the Chinese government introduced a policyrequiring couples from China's ethnic Han majority to limit themselves to one child. The official start of implementation came in 1980, with an open letter issued by the Central Committee of the Communist Party of China.

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.

China One Child Video VICE NEWS (1:20)

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 encouraged to add notes to their own DTM chart

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)
Student answer sheet that goes with the above doc

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)

Thomas Malthus Theory (not for this year)

Monday and Tuesday March 11th & 12th Days 39 & 40

CLASS SELECTION WITH MRS DIATTA WILL BE FIRST TODAY

DTM stage 5 - we will finish the DTM chart today (Stage 5). If time permits, I will give you time for Current Event #15 which is due tonight

Continue to work on your infographic....I am planning on having it due by Friday Night