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World History 9: Daily Agenda

jan. 26/29: prep for formative debate: causes of wwi

1/26/2018

 
After today's formative vocabulary quiz on WWI you will work with your group to begin preparing for your role in next class' formative debate on the most significant cause of WWI.
Your group has been assigned a cause you will be arguing is the most "significant"; your group is also assigned to another cause that you will be refuting in your rebuttal in the debate and will need to develop a counterclaim and provide evidence to strengthen your argument that the other cause is less significant--and evidence to support your claim why your cause is the most significant cause of the war.  This debate isn't about winning (tho. that can be fun) but about learning how to develop strong arguments you can support and how to develop strong counterclaims that serve the purpose of both refuting other claims and further strengthening your own claim/argument.

Helpful Links for today's class:
  • WWI Formative Debate Group Planning Doc (1 group member makes a copy then shares with the rest of the group)
  • ​Formative Debate: WWI Presentation
  • MAIN Causes of WWI Presentation​

Picture

Jan. 24/25: formative dbq: wwi

1/24/2018

 
Today, students will work on developing the missing "Document G: Nationalism" for the DBQ packet. 
To be ready to work on the DBQ, students should have completed the homework, having found a primary or secondary source prompt (political cartoon, letter, speech, map, graph, etc.) representing Nationalism prior to 1914. Students should have completed the OPVL for this source prior to coming to today's class.
In class today, you will work with a group to give and receive feedback on the source used. You will then complete steps #2-4 during class today.  

Helpful Links for today's tasks:
  • Mini DBQ Presentation
  • MAIN Causes of WWI Presentation

HW: Read “We wage war to end war”, CH. 17, The Human Story. 

Read "We Wage War to End War", CH. 17 in The Human Story.
Take notes in Unit 3 notes document. Notes should focus on the MAIN Causes + the Spark (Assassination of Archduke Franz Ferdinand) of WWI.

Short formative Vocab Quiz on WWI Next class! Use this Quizlet Flashcard set to study.

Jan 22/23: MAIN Causes of WWI: DBQ

1/22/2018

 
The DBQ Task document has been dropped in your WH Drop folder.
Helpful Links for this week's tasks:
  • Mini DBQ Presentation
  • MAIN Causes of WWI Presentation

Jan. 17/18: War or Peace?

1/17/2018

 
Picture
​In today's class we will be discussing human nature, the history of human behavior with regards to whether we behave more warlike or more peaceful. 
​​ Helpful Links for Today's Class:
  • ​War or Peace? Class Presentation (Google Slides)
Today's tasks:
  • You will be reading an article "War or Peace" and discussing the article.
  • You will discuss within your small group after you've had a chance to form your own ideas.
  • You will use text evidence from the article to form a an argumentative position (viewpoint) about human nature and whether we tend to be more warlike or peaceful.
  • You will conduct a brief Google search for any articles, quotes or sources that help support your viewpoint
  • You will spend 15 minutes in a writing exercise to explain your viewpoint and use text evidence to support your ideas. This will be typed in Schoology.

EXIT TICKET SCHOOLOGY DISCUSSION: 
"ARE WE MORE WARLIKE OR MORE PEACEFUL"? 
"Everyone has an opinion about whether we are peaceful or warlike. It matters." - David Barash
  • After reading and discussing the article "War or Peace" by David Barash, and after a brief search for any further examples that support your own viewpoint on this topic, please spend 10 minutes summarizing your view on whether we (humans) are indeed more warlike -- or more peaceful.  Use text evidence from the article (and any other information you find in your brief search) to support your views. You may also use any other examples (personal, current events, historical) to support your views as well.
    Afterwards, take 5 minutes to read through other students' responses and respond to at least 2 other student's responses:
  • 1 follow up response to a student that has a similar viewpoint to yours
  • 1 follow up response to a student that has an either an opposing viewpoint to your own views--or a different degree of opinion (think of the spectrum/line activity in class).  
    • Remember, we learn both from those who share our viewpoints as well as learn from others with different viewpoints

HW: Read "Peace & Conflict"; take notes

Read "Peace and Conflict" chapter (PDF) and take notes in your Unit 3 Notes Document. Notes should be specific evidence to help you answer the following 2 questions (these are the 2 guiding questions of the text you will read for HW):
  • What causes conflict and why do conflicts persist around the globe?
  • How can we be involved in efforts to decrease conflict and increase peace?
Be prepared to discuss these 2 questions at the beginning of next class. Due Jan. 22nd. (A Blocks) Jan. 23 (B Block)

HW Source: Jacob, Sheeba, et. al., Chapter 15 “Peace and Conflict”, Exploring Global Issues: Social, Economic and Environmental Interconnections, Facing the Future, 2013, pp. 267 - 283.

jan. 15/16: intro to wwi

1/15/2018

 

Welcome back!

We will kick off unit 3: 20th century conflicts with a challenge... get ready & pay attention!

For today's class you will need the following link:
Article: mother with 5 sons who died in WWI

HW: Take Notes on MAIN CAUSES of WWI

There is a document placed in your WH Drop folder for taking notes on the MAIN causes of WWI. This is to help you prepare for the next class. Use the link to the presentation on MAIN Causes of WWI for sources to gather information for taking notes. You do NOT need to watch all of the videos or read through all of the sources provided--pick & choose from the presentation which sources you want to use for note-taking. 
Due at the beginning of next class.

    Mrs. Stewart's Course

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  • Home
  • AT Geography & Field Research
    • AT Geo: Daily Agenda
    • Geography 101: Intro to Geography
    • Unit 1: Inequalities
    • Unit 2: Demographics
    • Unit 3: Agriculture, Food & Health >
      • Community Health Webquest >
        • Water-borne pathogens
        • Vector-Borne Diseases
        • Pandemics
    • Unit 4: Urban Realm
    • Fieldwork
    • Country Portfolios
    • Geography Careers & Programs
  • World History 9
    • Daily Agenda - WH9
    • Unit 0: Thinking Like a Historian
    • Unit 1: Foundations of Civilizations
    • Unit 2: Revolution
    • Unit 3: Conflict
    • Unit 4: Globalization & Global Issues >
      • World History Voices Project - Students Digital Products
  • Social Studies/History Resources
  • AP Human Geography
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