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World History 9: Daily Agenda

Jan 31/Feb 1: Prep for wwi Debate speech

1/31/2019

 
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Group check-in: Review each other's argument outlines...

  1. Take a look at one team member's argument outline. Complete the Peer Feedback form. Turn it in.
  2. Then read all other team members' argument outlines. Give feedback (comments) to each other on the strengths and areas for improvement. Be sure each team member has looked over all other team member's outlines-- this will help you decide on team roles based on who may have stronger arguments for different parts of the debate speech.
  3. Decide on Team Speech Roles. This needs to be a team decision. 
  4. Once decided, document this in your team document.
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Independent work today: develop 2-minute speech

You will work independently to develop your 2-minute argument for your assigned role within the team.  You can get feedback from team members and from Mrs. Stewart but please try to work quietly as to not disturb other groups (or give away details about your argument).

Exit Ticket: Peer Feedback (again!)

Get someone else within your team to look at what you have developed for your 2-minute speech.  Get feedback and give feedback to someone within your team. Use the comments function.

HW: Finish your 2-minute speech + rehearse

Finish writing your speech. 

Rehearse.

Be sure you are not speaking too fast that your audience cannot follow your argument.  If it is too fast, you'll need to revise and shorten your speech.  Don't try to use every piece of evidence or every point you could make-- use your STRONGEST evidence, strongest ideas, strongest analysis and insights.

Practice speaking so that you are able to look up from your speech and make eye contact. 

Print your speech out or write it on note cards so that you have it with you in case you get nervous.  You want to avoid reading it word-for-word the whole time (because then you have no engagement with your audience) but be sure you have it with you in case you get nervous.  

This will be timed and you will be cut off from speaking at the 2-minute time limit.

The Formative Debate will begin at the start of next class.
(Thurs. Feb. 7th for A3; Friday, Feb. 8th for B1)

Jan 29/30: Prep for debate: draft Parts of argument/Speech

1/28/2019

 

Check-in Task:

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Today you will be working within your team. Using the argumentative writing/speech rubric, you and your team will evaluate a few samples of claims and counterclaims (file is in your WH Drop folder).  This will help you become more familiar with the assessment rubric, as well as see various ways to effectively write claims and counterclaims and see how the 2 are linked together to support the claim while also providing a more neutral tone in an argument as this will appeal to an audience or reader's logos.

​
Afterwards, you will begin working on drafting a claim and a counterclaim -- as well as other main parts of a potential argumentative speech in preparation for your team's upcoming debate.


Helpful Resources for Today's Class
  • Sample claims & counterclaims
  • Argumentative Speech/Debate Rubric 
  • ​Formative Debate: WWI Presentation
  • MAIN Causes of WWI Presentation​

HW: Finish drafting your argument outline; outline due @ beginning of next class

Be sure you have completed the outline that was dropped in your WH Drop folder. This is needed at the beginning of class as you will be reading/reviewing the outline of your team mates and deciding on which role each member of your team will play in the debate after Chinese New Year.

Please come to class prepared with your outlined argument.

Debate: Causes of WWI

1/25/2019

 
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 team will have assigned a cause you will be arguing is the most "significant"; your team will also be assigned on another cause that you will be opposing/refuting 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:
  • Famous Misquotes -- this is why we pay close attention to sourcing of primary documents
  • WWI Formative Debate Group Planning Doc (1 group member makes a copy then shares with the rest of the group)
  • ​Formative Debate: WWI Presentation
  • Argumentative Speech/Debate Rubric (2018)
  • MAIN Causes of WWI Presentation​

HW: Read, research & take notes to help Prep for debate. 

You will need to take notes and find evidence to support your team's cause. Prior to the debate you will be writing a formative essay so it is important that you develop a claim and counterclaim on your own.   Later on, your team will read each other's argumentative essays and decide on which team member has a stronger introduction and claim, who has a stronger counter claim and who has a stronger conclusion-- this will help teams decide on who serves which speaking role.  

But first, you must research!  

Use the following resources for research:
  • Mr. Bisset’s WWI Presentation
  • WWI BBC Documentary (video)
  • BBC World - WWI: http://www.bbc.com/ww1
  • 37 Days - “The countdown to WWI”: http://www.bbc.co.uk/timelines/zgy334j#z99887h
  • How close did the world come to peace in 1914?”: http://www.bbc.co.uk/guides/z26bjxs
  • 100 Inventions of WWI: http://online.wsj.com/ww1/
Reading resources:
  • Human Story CH. 17: "We Wage War to End War" by James C. Davis
  • Mini-DBQ Packet of documents (PDF)
  • WWI - Short and Long-term Causes (PDF Doc)
  • WWI: “The war that changed everything” - Google Doc
  • WWI Map Comparison
  • “Crisis and Conflict” Reading Packet - PDF (pgs. 4-13 are most relevant)
  • “Europe at the Beginning of WWI” - Google Doc
  • The Origins of WWI, MIT Press (PDF)
  • “The New History of WWI and What it Means for International Relations Theory” (MIT Press)
  • “Colonial Folly, European Suicide: Why World War One Was Such a Bloodbath” - NYTimes article
  • Historians Opinions - Causes of WWI (compiled by Doug Behse)
  • Explosive Material for WWI (PDF graphic)
  • Causes of WWI Assessment Prep (PDF with primary sources) Note: Ignore the “assessment” instructions --this is taken from an IB assessment. This is shared for the purpose of providing sources for evidence.
  • Chapter 29 “The Great War” (World History textbook pages 838-861)

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DBQ: Main causes of wwi

1/23/2019

 
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 source prompt (political cartoon, photo, 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​
  • Citing Sources:
    • Difference between Works Cited List vs. Bibliography
    • Purdue University OWL - MLA In-text Citations Style Guidelines
    • Sample Essay with Sources + Works Cited list
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Be sure you know vocab terms of wwi 

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

The MAIN Causes of WWI

1/21/2019

 
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​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
​

HW: Find a Source for "Document G"; Complete OPVL

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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
    • Daily Agenda-APHG
    • APHG Unit 1: Geography: Nature & Perspectives
    • APHG Unit 2: Population & Migration
    • APHG Unit 3: Culture
    • APHG Unit 4: Political Geography
    • APHG Unit 5: Agriculture & Rural Land Use
    • APHG Unit 6: Industrialization & Economic Development
    • APHG Unit 7: Cities & Urban Land Use
    • APHG Exam Review
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