Mrs. Stewart's Class
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World History 9: Daily Agenda

Summative Vlog: Conceptual Understanding

3/21/2019

 

Craft your 2-minute vlog SPeech...

Helpful Links for Today's Class:
  • Conceptual Understanding Summative Assessment Task Document
  • Conceptual Understanding Rubric
How to videos & Exemplars:
  • How to make a vlog (short video)
  • How to make a video using Google Slides + Voicethread (tutorial video)
  • Sample History Vlog: French Revolution
  • Sample History Vlog: American Revolution
  • Sample History Vlog: WWII
  • Student Exemplar: Revolution vlog*
  • ​Student Exemplar: Revolution vlog*
    • *note: the two student revolution vlogs were not developed for this specific assessment--they were Semester 1 summative “Explanation of Revolutions” vlogs--your vlog should be much simpler and shorter than this).
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Record a 2-minute vlog post...

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Find a quiet spot somewhere in the high school building (do not disturb other classes) and find a place to record your video...

FAQs for this Summative:
​
How long can my video be?
You should aim for 2 minutes (+/- 10% rule)
Where/how will I turn this in?
You will post your video to SeeSaw
Can I use a visual or slide?
You may hold up an image, concept map while recording your video-- or-- screencast record a slide if you are doing more of a screencast video rather than recording yourself on screen.
Do I have to be visibly in the video?
You can either record yourself talking --or-- you can do screencasting. Screencasting will require words, at least one image (could be your concept map) and audio narration. Your audience playing the video needs something to look at.
Are there any exemplars I can look at for this?
There are not any exemplars for this specific assignment, but there are a couple of exemplars you can look at for what a “vlog” looks like. See the “Helpful Resources” listed above.
Can I pretend to be a YouTuber?
Absolutely! If you want to do a parody of John Green or any other Youtuber that's fine as long as you ensure your speech demonstrates your conceptual understanding of the concepts and you give supporting examples with evidence and talk about why this matters historically and/or is relevant today.  Your classmates will see your video and so will your parents. Just be sure you've met the requirements as stated in the rubric.

Exit Ticket -- add your video to seesaw

Be sure you add your video to SeeSaw before you leave!

Summative Conceptual Understanding of conflict

3/19/2019

 
But first, we will finish up the debate...
  • Debate Speech Google Form to vote for winning team(s) and MVPs from each debate.​
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Today you will begin to pull together all the "Big Ideas" from what you have studied about conflict through examining 20th Century Conflicts. 

Task: 
Choosing two or more of the following concepts, create an argument that details the relationship between the concepts within the context of our investigation of Twentieth Century conflicts.


*Macro Concepts: Values/Beliefs, Power, Conflict, Change
*Micro Concepts: nationalism, imperialism, militarism, alliances, communism, nazism, fascism, authoritarianism
Develop a claim statement based off of one of the following prompts:

  • How does ___(macro or micro concept*) influence/impact/affect ___(macro or micro concept*) in society?
    • ​Example: How does authoritarianism affect power in society?
    • Example: How does imperialism influence conflict in society?

  • How do the forces of __(macro concept*) and ___ (micro concept*) interact among/within societies?
    • Example: How do the forces of power and alliances interact among societies?
    • Example: How do the forces of conflict and nationalism interact among societies?

On A3 paper, create a concept map on one side; plan your response:
  • What is your claim?
  • Find two pieces of evidence from historical documents that support this argument
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Helpful Links for Today's Class:
  • Conceptual Understanding Summative Assessment Task Document
  • Conceptual Understanding Rubric
How to videos & Exemplars:
  • How to make a vlog (short video)
  • How to make a video using Google Slides + Voicethread (tutorial video)
  • Sample History Vlog: French Revolution
  • Sample History Vlog: American Revolution
  • Sample History Vlog: WWII
  • Student Exemplar: Revolution vlog*
  • ​Student Exemplar: Revolution vlog*
    • *note: the two student revolution vlogs were not developed for this specific assessment--they were Semester 1 summative “Explanation of Revolutions” vlogs--your vlog should be much simpler and shorter than this).

HW: ​Complete an outline/plan of your response. 

PRINT YOUR OUTLINE BEFORE CLASS NEXT PERIOD-- Bring it to class!!!

FAQs for this Summative:
​
How long can my video be?
You should aim for 2 minutes (+/- 10% rule)
Where/how will I turn this in?
You will post your video to SeeSaw
Can I use a visual or slide?
You may hold up an image, concept map while recording your video-- or-- screencast record a slide if you are doing more of a screencast video rather than recording yourself on screen.
Do I have to be visibly in the video?
You can either record yourself talking --or-- you can do screencasting. Screencasting will require words, at least one image (could be your concept map) and audio narration. Your audience playing the video needs something to look at.
Are there any exemplars I can look at for this?
There are not any exemplars for this specific assignment, but there are a couple of exemplars you can look at for what a “vlog” looks like. See the “Helpful Resources” listed above.

Summative Debate: Authoritarianism

3/15/2019

 
Helpful Resources for Today:
  • Google Form to submit link to group's summative debate slide deck​
  • Debate Speech Google Form to vote for winning team(s) and MVPs from each debate.

HW: None! Yay!

Mar 13/14: Course Selection + prep for summative debate

3/13/2019

 
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Prep for Summative Debates...

Helpful Resources for Today's Class and for Preparing for Debate:

  • Link to Debate Slide Template (1 group member makes a copy & shares)
  • Google Form to submit link to group's summative debate slide deck (slides are optional)
  • Link to exemplars for argumentative claims and counterclaims exemplars
  • Link to Persuasive/Debate Speech Rubric
Sample Debate Speeches (Videos):
  • Sample Debate: SAS Debate  (2013) - Introducing the Proposition (Speaker #1)
  • Sample Debate: SAS Debate (2013) - Opposition Speaker #1
  • Tutorial for Role of First Affirmative (Proposition) Speaker (Speaker #1)
  • Sample Debate: Oppoosition Speaker #1
  • Sample Debate Affirmative (Proposition) Rebuttal (Proposition Speaker #2)
  • Sample Debate Negative (Opposition) Rebuttal (Opposition Speaker #2)
  • Debating Rebuttals Tutorial​
  • Sample Debate: Television is a bad influence
  • Sample Debate: School Uniforms
  • Debate Tips
  • Why Debate is Important: “Debating Can Change Your Life” TEDTalk​
Topic-Specific Videos to Learn the Topic:
  • TEDEd: How Did Hitler Rise to Power? (TED Ed)
  • Dictators, Tyrants, Authoritarian Government: Despotism (1946 Encyclopedia Britannica Films)
  • Stalin: Inside the Terror  (BBC)
  • The World Wars: Mini Bio Joseph Stalin (History Channel)
  • What is Fascism? (NowThisWorld video)
  • History Brief: The Rise of Imperial Japan (Reading Through History)
  • Crash Course World History: WWII (Crash Course w/ John Green)
  • Crash Course WWII: A War for Resources (Crash Course w/ John Green)
DBQ Packets for your Team’s Research:
  • Authoritarian Regimes: Communist Russia (DBQ)
  • Authoritarian Regimes: Nazi Germany (DBQ)
  • Authoritarian Regims: Fascist Japan (DBQ)
​
​
Tips for preparation:
  • Focus on ensuring you have strong evidence to back up your argument (claim and reason(s) you are presenting and/or defending.  
  • Know thy enemy!!! Anticipate what your opposing team will say and have prepared counterclaim statements, and evidence/analysis you can use against them in your debate.
  • Prepare a speech for up to 2 minutes (not the entire 3 minutes)--this gives you some cushion so that your speech doesn't go over, and allows you to be able to pause for emphasis (...dramatic pause...), allows time to make more eye contact, reference an image on a slide, and/or add to your speech last minute if a new idea or strategic statement occurs to you.
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​Course Selection for your Sophomore Year:

While there may be some additional non-AP/AT courses added to the course menu starting your Junior year, the current Course Program Planning Guide (PPG) will provide you with all courses currently scheduled and offered next year and the list of AP/AT courses available to you through graduation.  It is important that you plan out which courses you plan to take for the remaining 3 years so that you are intentionally seeking the appropriate level of challenging coursework and balance to your course load. 

Some topics we will discuss today include:
  • Social Studies course on offer at each grade level
  • Deciding on U.S. History, APUSH or American Studies (for those required to take a U.S. History credit)
  • The AT/AP courses on offer to Sophomores (AT History, APUSH)
  • The differences between the AP and AT courses (specifically AP/AT World History, AP/AT Geography, AT Entrepreneurship)
  • Other non-AP/AT courses on offer other than U.S. History:
    • Economics (semester)
    • Behavioral Economics & Game Theory (semester)
    • History of Malaysia/Singapore (semester)
    • Business (Semester) note: it is a Social Studies "elective"--does not meet Social Studies requirement for graduation)
  • Process for requesting overrides to prerequisites (overrides will only considered for students who earned a B+ Semester 1 and earn an A Semester 2).

​Helpful resources for you to refer to in planning and selecting the appropriate courses for you:
  • Program Planning Guide (Course Descriptions) for 2019-2020 (Social Studies begins on page 14)
  • Social Studies Course Offerings for 2019-2020 (presentation slides)
  • Advice on Selecting Courses for Next Year (Yale University article)
  • Advanced Study FAQs

March 11/12: Assign debate roles

3/8/2019

 
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Helpful Resources for Today's Class and for Preparing for Debate:

  • Link to exemplars for argumentative claims and counterclaims exemplars
Sample Debate Speeches (Videos):
  • Sample Debate: SAS Debate  (2013) - Introducing the Proposition (Speaker #1)
  • Sample Debate: SAS Debate (2013) - Opposition Speaker #1
  • Tutorial for Role of First Affirmative (Proposition) Speaker (Speaker #1)
  • Sample Debate: Oppoosition Speaker #1
  • Sample Debate Affirmative (Proposition) Rebuttal (Proposition Speaker #2)
  • Sample Debate Negative (Opposition) Rebuttal (Opposition Speaker #2)
  • Debating Rebuttals Tutorial​
  • Sample Debate: Television is a bad influence
  • Sample Debate: School Uniforms
  • Debate Tips
  • Why Debate is Important: “Debating Can Change Your Life” TEDTalk​
Topic-Specific Videos to Learn the Topic:

  • TEDEd: How Did Hitler Rise to Power? (TED Ed)
  • Dictators, Tyrants, Authoritarian Government: Despotism (1946 Encyclopedia Britannica Films)
  • Stalin: Inside the Terror  (BBC)
  • The World Wars: Mini Bio Joseph Stalin (History Channel)
  • What is Fascism? (NowThisWorld video)
  • History Brief: The Rise of Imperial Japan (Reading Through History)
  • Crash Course World History: WWII (Crash Course w/ John Green)
  • Crash Course WWII: A War for Resources (Crash Course w/ John Green)
DBQ Packets for your Team’s Research:
  • Authoritarian Regimes: Communist Russia (DBQ)
  • Authoritarian Regimes: Nazi Germany (DBQ)
  • Authoritarian Regims: Fascist Japan (DBQ)
​Tips for preparation:
  • Focus on ensuring you have strong evidence to back up your argument (claim and reason(s) you are presenting and/or defending.  
  • Know thy enemy!!! Anticipate what your opposing team will say and have prepared counterclaim statements, and evidence/analysis you can use against them in your debate.
  • Prepare a speech for up to 2 minutes (not the entire 3 minutes)--this gives you some cushion so that your speech doesn't go over, and allows you to be able to pause for emphasis (...dramatic pause...), allows time to make more eye contact, reference an image on a slide, and/or add to your speech last minute if a new idea or strategic statement occurs to you.
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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
  • Free Time & Games
  • Current Events & Global Issues
  • About
  • Contact