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World History 9: Daily Agenda

Oct. 30/31: Age of Exploration

10/29/2017

 
Today you will be exploring the Age of Exploration... 
You will work in a small group/partnership to learn more about one of the explorers and create a profile of your explorer. You will be given the resources necessary to do this. You will participate in a Gallery Walk to take a look at the other explorers other groups researched.
Helpful Resources & Links:
  • Warm-up: Read "The Body Rituals among the Nacirema" (PDF)
  • Historical FaceBook Template (make a copy & share with partner)
  • Age of Exploration & Columbian Exchange (Google Slides Presentation)

Halloween PSA on Cultural Appropriation

Cultural Appropriation at Halloween: Teen Vogue "My Culture is Not a Costume" (video & article)

HW: Read The Human Story "The New World Falls to the Old World"

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Oct. 26/27: The 4 major regions converge: Globalization begins...

10/26/2017

 
Today we will discuss what you learned about connections over land and connections over water. We will then take a look at "Era Six" (Global Convergence).  To have a bit better of an understanding about what the experience may have been like with the world's cultures first began to converge, you will participate in a simulation called "The Hokies and the Heelots"-- you will be assigned to one of these 2 cultures today.
Helpful Resources for today:
  • Read Big Era Six: Global Convergence (World History For Us All, UCLA)
  • Big Six Era Presentation (Google Slides)

HW: Read The Human Story CH. 9 "We Find Each Other"; Take Notes

Read The Human Story, Chapter 9 "We Find Each Other" (pgs. 147-167); take notes in your Unit 2 Notes document (you will need to add another row in the the first table. Take any notes that are relevant to helping you answer the driving question "How did the world become interconnected". You can also include any details that help you understand what the consequences of those interactions were as the world became interconnected and different regions of the world began to interact (think about how this connects to the Hokies & Helots simulation from class).

Oct 23/24: intro to unit 2: globalization

10/23/2017

 
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Today we will begin class with an Immersive Gallery Walk to expose you to some of the topics we will be exploring in Unit 2: Globalization.

...Get ready...
​this will be a study of fast-paced revolutionary changes in human history in a short spanse of time-- less than 600 years. 
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Afterwards, you will work within a group of 4 to learn more about the four world zones where ancient trade set the stage for globalization--all that was needed for globalization to accelerate was a few revolutionary changes. After that, the world has since been rapidly accelerating towards greater interconnection and greater complexity. This is what we will be studying about in this unit.
Helpful links for today's class:
  • Group Document (1 group member makes a copy)
  • Ancient Regional Trade (Four World Zones) Presentation (Google Slides)
  • How Ancient Trade Changed the World (livescience.com article)

HW: Watch videos segments & take notes to answer the questions for each video; Due next class

Independent Study of Regional Trade (Trade Across Land; Trade Across Water) - Assignment Slides

Oct 10/11: Begin developing 1-page outline

10/11/2017

 
Today you will begin developing your claim (responding to the research prompt/question):

"What role did collective learning play in the advancement of civilizations?"

You will write your claim and then based on your claim, develop a 1-page outline.
The template for this is in your WH Drop folder.

Helpful Resources:
  • Unit 1 Summative: Collective Learning Along the Silk Road (Google Slides)
  • MLA Citations - Quick Reference (Google Doc)
  • Types of Claims - writing claims (Google Doc)
  • Historical Writing: How to write an effective Historical Essay (Youtube)
  • English vs. History Thesis (Youtube)
  • Avoiding common mistakes in historical essay writing (Khan Academy)
  • How to make an MLA Works Cited page (Youtube tutorial)
  • Difference between Works Cited List vs. Bibliography
  • Purdue University OWL - MLA In-text Citations Style Guidelines
  • Samples/Exemplars:
  • WWI Argumentative Essay Outline with quotes page & Works Cited page
  • Belief Systems Explanatory Essay Outlines
  • Exemplar Paragraph: Early Empires
  • Sample “Meets” Essay with Sources + Works Cited list

Oct. 6: continue research...

10/6/2017

 
Today you will be asked to spend the first 5-10 minutes looking at the Inquiry/Research Rubric and be sure you understand what components of your research portfolio is assessed and how it is assessed.

So.... your first task today: look at the rubric. No really, LOOK AT THE RUBRIC.

You will be given most of today's class time to continue your research. 

In the last 10 minutes of class, partner with someone that you feel comfortable giving feedback to and receiving feedback from.
  • You will spend 5 minutes looking at their research portfolio and giving constructive feedback (both positive feedback and helpful feedback on things you suggest they consider to improve on). Be sure the feedback is both helpful and kind. 
  • Your partner will spend 5 minutes doing the same for your research. 
  • Do not electronically share your documents with each other--you never want to share individual formative or summative assessment documents with another student (you don't want to risk issues for potential plagiarism).  Instead, exchange laptops while you sit next to them. 

HW: Finalize Your research.  Due next class!

Finalize your research on the question "What role does collective learning play in the advancement of societies?"
You will know you are ready to finalize your research if you are able to answer some of your supporting questions (and have done so in your QCI table), and feel that you have enough information and evidence to confidently respond to the research question with supporting evidence.  Until you reach that point, you'll need to keep researching.
Reminders for your research:
  • Be sure to use the supporting questions you developed to guide your research.
  • Any notes you take should be there to help you answer the research and supporting questions; if it doesn't its not relevant and shouldn't be in your notes.
  • You need to be sure you use a minimum of 4 sources provided to you in the Research Packet (this is linked within your Research Portfolio)
  • You need to find a minimum of 2 additional sources not provided to you (these are sources you find on your own-- scholarly journals, articles, databases, videos and/or websites)
  • The minimum requirement for "meets" in your research portfolio is 6 sources (4 provided; 2 you find on your own).
  • Be sure to record a variety of text evidence (dates, facts, examples, definitions, quoted passages, etc.)
  • Be sure to provide detailed information that are YOUR OWN IDEAS in the QCI column. This is your thoughts and ideas about the evidence you are collecting, or about the sources (their usefulness, credibility) and you record your own insights and understandings or further questions this raises for you about the topic you are researching. You should also begin attempting to answer some of your supporting questions in the QCI column.
  • Be sure to further organize your notes (both columns) with appropriate subheadings or use bold, underline, color, etc. to organize more effectively.
  • See the exemplars (linked in your research portfolio) for examples on type of information to include in in the Text Evidence and QCI columns.
  • You may also use any sources and notes you may have already recorded in previous research (civilizations research, Unit 1 notes, etc.)
  • Your notes do not have to be exclusively about the Silk Road, although at least 4 of your sources SHOULD contain evidence about collective learning along the Silk Road. 
  • Use the research rubric (linked in your portfolio) to also help guide your research. There is a link to this in your research portfolio.

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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