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World History 9: Daily Agenda

Globalization & the age of exploration

10/31/2018

 

Check-in: History of Halloween

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. 

Globalization 101

We will start by looking at one interesting tribe... 

Then we will review your understanding of globalization and this process of exchanging ideas, technology, culture, commodities, flora and fauna and yes, diseases.

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Today, we are going to focus on globalization 1.0: The Age of Exploration

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.
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  • Historical Figure - Fakebook Template  - make a copy & share with partner(s)
  • Here is a sample Fakebook page for Abe Lincoln
  • Here is a Fakebook Tutorial if you need help in creating this

Next class time... you and your partner(s) will participate in a Gallery Walk to take a look at other Fakebook pages of explorers to learn more about the other explorers during this time period.

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  • Explorers by Time period
  • Age of Exploration Maritime Museum
  • Mr. Nussbaum’s History - Explorers
  • History.com - Exploration
  • Crash Course in World History: Age of Discovery
  • Age of Exploration student video  (a student’s video project)
  • Age of Exploration - 1500 as a Turning Point - Reading (PDF)

HW: add some notes to your table 2 notes on your explorer

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Follow up: "We Find Each Other"

10/28/2018

 

Check-in: Read about this ancient shipwreck:

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NOT JUST A VASE
Archaeologists discover a 2,400-year-old shipwreck, perfectly preserved By Ephrat Livni. October 23, 2018
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Today's Activity & Discussion:
What happens when 'we find each other'?

Today you will participate in a simulation that helps you better understand what it may have been like when people from vastly different cultures discovered each other.  

Afterwards... consider how this might have played out after these two cultures (from the simulation) had extended contact with each other...

PSA on Cultural Appropriation...

  • Cultural Appropriate at Halloween: "My Culture is Not a Costume" (TeenVogue)
  • Three Cheers for Cultural Appropriation (NewYorkTimes)
  • Is It OK for a White Kid to Dress Up as Moana for Halloween? And other Cultural Appropriation Questions (USA Today)
  • Chinese Weibo users defend US teen’s cheongsam prom dress as ‘cultural appreciation, not appropriation’ (The Telegraph)

HW: watch Crash Course Video + take notes

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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Prelude to Globalization: How did the world become interconnected?

10/25/2018

 
Today we will take a look at Ancient Trade in 4 World Zones and try to understand better how trade facilitated the early stages of globalization -- with the interactions among diverse groups of people exchanging not just commodities, ideas, technology, beliefs, languages, diseases, etc. and how advancements in technology and our knowledge of the world made it possible to speed up and cover greater distances and discover other areas of the world that had previously been unknown.  The process of globalization is what has led to the world we know and live in today. But how did we get here? And how did we get here so fast (in such a short period of human history?)  You know the short answer to this: collective learning. But let's explore this a bit more in depth and look at WHEN in history this began to happen, by whom, and what consequences (both good and bad) this led to... Let's begin! 

Helpful Links:
BHP: Interconnection Timeline
BHP: The 4 World Zones (PDF)
​Big Era Six: The Great Global Convergence (Presentation)
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HW: Read Human Story ch. 9 "we find each other"; take notes in unit 2 notes doc

For homework, read The Human Story, Chapter 9 "We Find Each Other". Take notes that are relevant to the supporting questions you developed for Table 2: "How did the World Become Interconnected"?  Remember, only take notes that are relevant to your questions.

Summative reflection on unit 1; goal-setting for unit 2

10/22/2018

 
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

Reflecting on research...

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

Reflecting on writing...

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

HW: Finish your summative reflection & goal-setting. Due 10/25 (A block); 10/26 (B Block)

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.

Should we call it the silk road?

10/17/2018

 
Today you will conduct a brief inquiry about the naming of the Silk Road and whether we should call it this or not. You will use the supporting questions you developed (last class) to help guide you to find enough information to make a formed opinion about this. 

Before we get started with the inquiry, let's take a look at mapping some of the commodities traded along the Silk Road:

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Class-Time Inquiry research

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Helpful Resources for Research:
  • Silk Road DBQ Packet
  • Silk Road Research Packet

Hw: Seesaw post about the silk road

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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