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World History 9: Daily Agenda

Nov 29/30: prep for summative shared inquiry

11/29/2016

 

Class time: review & prep for shared inquiry

In today's class, we will begin by reviewing the feedback received for both your Shared Inquiry Prep Notes and your participation in formative Shared Inquiries

Helpful Links for Today's Class:
  • Peer Feedback from Shared Inquiry Formative #2 (Google Form Observations/Feedback - Spreadsheet)
  • Shared Inquiry Prep Rubric
  • Shared Inquiry (Socratic Discussion) Participation Rubric
  • Sample completed QCI Table
  • Unit 2 Socratic Discussions Presentation (Mrs. Stewart’s slides)
You will be given a document, referred to as a "QCI Table" that you will use to prep for the upcoming Summative Shared Inquiry (Summative is Thursday for A Blocks and Friday for B Blocks). This document has already been placed in your WH Drop Folder. 

We will go over the QCI Table and what you need to add to this table. This table will be summatively assessed for your Shared Inquiry Prep. It is important that you complete it with detail and print it out prior to arriving to class on Thursday (A Blocks) or Friday (B Blocks). 

About the use of the QCI table during the Summative Shared Inquiry:
You will be allowed to use the printed QCI Table during your Summative Shared Inquiry. All information on the QCI table must be relevant to the Shared Inquiry Discussion questions.  You will turn these in at the end of class. You MAY NOT ADD to them during the Shared Inqiry-- you will be given a separate scratch piece of paper for recording ideas and thoughts you have during the Summative Shared Inquiry.  You will be allowed to access your computer for looking something up or checking your "power" notes, but be careful as too much time on the laptop during the Shared Inquiry will waste time you could use in the discussion (it becomes a distraction). 

Nov 22 (A Blocks) & Nov 28 (B Blocks): formative compare/contrast essay: french & russian revolutions 

11/23/2016

 
In today's class, you will be writing your essay (formative) on the similarity(ies) and difference(s) of the French and Russian Revolution.

In the first 10 minutes of class, you will conduct a brief peer review of someone else's outline. Afterwards, you will upload your outline to Schoology.
You will have most of the class time to write your essay. Here is the breakdown of the class time today:

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Nov. 21/22: Compare/contrast: the French & Russian revolutions

11/21/2016

 
In today's class, we will focus on comparing/contrasting the French and Russian Revolutions. 
Questions we will ask in small group discussions as we explore how these two revolutions were similar and different...
Helpful Links for today's class:
  • French Revolution Presentation
  • Russian Revolution Presentation 
  • Compare/Contrast Table of French & Russian Revolution (1 member of your group makes a copy of this to share)

Causes of the revolutions:
  • In what ways were the causes similar?
  • In what ways were they different?

Process of carrying out the revolutions:
  • In what ways was the process of the two revolutions similar?
  • And what were the primary differences in how the revolutions were carried out?
(consider length of time for revolutionary changes, people involved and their motives, the methods used for revolutionary change, other events that occurred that influenced the revolution, the level of support the revolutions received, the type of demands the revolutionists demanded, etc.)

Consequences (impacts) of the revolutions:
  • In what ways were the consequences (changes, impacts) of the revolutions similar?
  • In what ways were the consequences different?
  • Which revolution resulted in sustained (longer-lasting) changes?
  • Which revolution resulted in more dramatic changes to how people lived before the revolution compared to after? 
  • Were there any similarities in the types of consequences seen at the end of the revolution?
  • Did both revolutions experience unintended consequences (changes that were not what they had aimed to achieve-- a different or unexpected outcome from when the revolution began)?

Based on your group's responses (and your individual response) to these questions, develop a venn diagram (you will do this individually but with group input via small group discussion).
​
After you have discussed this in your small group, we will discuss the two revolutions as a class.


HW/Prep:  Create an outline for a compare/contrast essay (formative) on the french and russian revolution.  

​Outline due at the beginning of next class, Wed. 11/23 (a blocks); mon. 11/28 (b blocks)

Your homework, in preparation for writing a formative compare/contrast essay on the French and Russian Revolutions, is to develop an outline for your formative essay. The following document has been dropped in your WH Drop Folder.
You will type your formative essay outline on this document: (have this ready at the beginning of next class)
  • Formative Revolutions Essay Outline - Student Template  (already in your WH Drop folder)
Helpful tips and helpful links to resources are provided within this template document
​

Nov. 17/18: The Russian Revolution(s)

11/17/2016

 
Today, you will do similar work within your group as you did for the French Revolution, but this time for the Russian Revolution. This will allow us to be able to do a compare/contrast of the two revolutions and their leaders next week.

Link to Today's Helpful Resources:
​Model of Russian Revolution (1 group member make a copy and share with rest of group)
Russian Revolution Presentation -- additional links on last slide

HW: Create a revolution poster -- choose either french or russian;
Due Mon. 11/21 (A Blocks) & Tues 11/22 (B Blocks)

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Nov. 15/16: French Revolution (cont.)

11/15/2016

 
Class Reflection Discussion:
  • How do the causes and consequences of the French Revolution compare to other revolutions that occurred during this time period?
  • Do you think the changes France underwent during the revolution was inevitable? (Why/Why not?)
Today, you will continue working on the table of the 6 Stages of Revolution within your group.
Afterwards, you will create a diagram of the causes, process and consequences of the French Revolution (a mind map). Your diagram needs to be digital and shared among your group. Finally, you will identify the key figures in the French Revolution and what role they played in the Revolution.

Steps for today:
  1. Finish 6 Stages of Revolution table (group work)
  2. Diagram French Revolution (causes, process and consequences--intended & unintended)
  3. Identify key figures (& their role) in the French Revolution
Helpful Link for today's class:
  • French Revolution Presentation (Google Slides)

HW/Prep: Read Chapter 30, Sections 1 & 2 "Revolutions in Russia" (pages 866-881) --Take notes; answer questions

Use the above sections (1 & 2) of Chapter 30 in the textbook to help answer the questions below. Be sure you take notes and add the source (textbook) as your source of information. If you use any additional sources (videos, articles, websites) be sure to list those other sources with your notes.  
Questions to research and answer in your notes:
  1. Why did those in the revolutionary movement resort to the use violence and terror as a means to try to achieve their goals of the revolution?
  2. How is the form of government Russia ended up with similar to and/or different from their initial ideals at the start of the revolution? (remember their are intended and unintended consequences in revolutions)
Note: I will be checking on Thursday/Friday for all of the notes you have so far on "Revolutions" (this past week's homework assignments).
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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
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  • Contact