Let's learn a little bit about this strange pop culture holiday and about the historic roots it has in religion and rituals from Paganism to Christianity in Western Europe. Afterwards, you will be quizzed on how much you know (Kahoot! quiz)

Halloween is a great example of the outcome of globalization. Cultural practices spread from one region of the world to another through a process called "diffusion". As people moved from Western Europe (through the Irish) and brought their Celtic traditions with them. And then it morphed and changed over time. 

For the remainder of class, you will pick one of the following explorers to research and create a profile of... you will "explore the explorers" to have a better understanding of WHERE they traveled to, WHY they traveled there (what motivated them to explore to these areas), and HOW their contact with these newly discovered (to the Western world, that is) places were changed as a result of their contact.

NOT JUST A VASE
Archaeologists discover a 2,400-year-old shipwreck, perfectly preserved By Ephrat Livni. October 23, 2018
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Watch the following Crash Course video (no, its NOT John Green this time). And take a few notes (Unit 2, Table 2 notes) on any ideas and information that helps answer any of your supporting questions for Table 2 -- and record any additional questions this may raise for you.
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Today in class we will take a look at some samples of research portfolios and sample essays (claims, body paragraphs, etc.) and practice evaluating these samples.

Then students will take a look at their own summative work submitted for the summative research portfolio and summative essay in Unit 1. Students will reflect on the strengths of their research and writing skills and whether they met the goal they had set for themselves in Unit 1. Students will also identify an area for improvement and set a new goal for both research and for historical explanations/writing they want to focus on improvement during Unit 2.

These reflections will count towards the semester grade. Reflections are worth 10% of the semester grade.

Helpful links for today's class:

• Exemplars for Research Portfolio Notes
• Inquiry/Research Rubric
• Examples of Compelling Claims (on collective learning)
• Group Task: Evaluate Sample Essay Excerpts (1 group member make a copy/share with group)
• Explanatory Rubric

Take a look at your progress for your research skills/note-taking.  Here is what each of the columns represent for the research progress (slip of paper given to you):

Now you will complete the research section for Research Reflection and Research Goal-Setting...

Take a look at your progress for your historical explanations.  Here is what each of the columns represent for the writing progress in unit 1 (slip of paper given to you):

You will now work on the reflection of your summative essay and historical writing goal-setting...

Continue working on your summative reflection of Unit 1 and goal-setting for Unit 2. Be sure that the goal you set for Unit 2 research is focusing on one specific strand of the rubric (you can also narrow it down more specifically within that strand if you feel that it is one specific skill you need to improve on. Same is true for goal-setting for your historical explanations (writing)-- focus on one specific strand you want to improve on and consider why you think this skill is the one that should be your targeted skill for Unit 2 to improve.

This is due at the beginning of next class.

UNIT 1 FEEDBACK SURVEY
Afterwards, please complete the following Unit 1 course survey to provide constructive feedback to the World History teachers on how your experience with Unit 1 went --this helps us reflect and improve the course.