Global I - A schedule

  Today we took notes about the early Roman Republic. We used our definition diagrams to explain & interpret key vocabulary from this section's notes. These diagrams should be kept in your binder for next binder check.
  Then we discussed the form of republic set up by early Romans. We used whiteboards in class & worked with our table partner to graph the flow of power in the republic.
  We compared the Roman Republic with the U.S. Republic by looking up the similar attributes in the US Constitution. Then we took a citizenship test to test common American history knowledge.
  Homework: complete worksheet pg. 26 "The Roman Republic"

  *Remember your map quiz will be on Wednesday, March 2.

Freshman Seminar

We continued work on Our World: An InfoGraphic Project in class. Please follow your project instructions and make sure you have your poster for Wednesday. We will be sketching an outline of our poster & starting to see proof of our research & infographic design.
Remember, your projects should be ready for presentation on Monday, March 7.

Global I - A schedule

After DEAR & our binder checks we looked at two articles about Early Rome. We read them in class, paraphrased, & then shared them with our table partner. Then we discussed both articles in class & used the information to add to our notes.

Homework: Use a definition diagram to explain & interpret the 8 vocabulary terms from this section's notes (pgs. 156-157). We will look at these diagrams in class on Monday.

Freshman Seminar

  We reviewed our introdruction to InfoGraphics & discussed the rules of designing your own infographic. The My World Project was assigned in class. For this assignment you will write & present information about yourself graphically. You must include text & infographics in a format that mirrors the structure of The World: The Decade in Numbers by TIME Magazine.
The following components are required:
• Presented on large paper/poster paper with a title & dominant image that anchors the project thematically. Must be at least 14x22. Please have no later than Wednesday.
• At least 6 different types of infographics are utilized. Bar graph, distribution map, chart, diagram, thought bubble, pie chart, + any other 4…
• Correct corresponding text explanations are provided for each infographic.
• Consistent headings
• Information is provided on at least 10 dimensions of your world
• Attractive, purposeful, & interesting use of color and visuals.
• Source information & creator is cited at the bottom right hand corner.
• A rough draft for each text component is reviewed/corrected by the instructor. Due by end of class on Monday.
• A sketch of how you plan to present your final draft.


Here are the links for the websites we looked at in class as well as a few more for ideas:
http://creately.com/
http://www.tagxedo.com/
http://sixrevisions.com/graphics-design/40-useful-and-creative-infographics/
http://dailyinfographic.com/
http://www.makeuseof.com/tag/awesome-free-tools-infographics/
http://www.visual-literacy.org/periodic_table/periodic_table.html
http://www.smallmeans.com/new-york-times-infographics/

Global I - B schedule

  Today we took notes about the early Roman Republic. We used a definition diagram to explain & interpret key vocabulary from this section's notes. These diagrams should be kept in your binder for next binder check.
  Then we discussed the form of republic set up by early Romans. We  used whiteboards in class & worked with our table partner to graph the flow of power in the republic.
  We compared the Roman Republic with the U.S. Republic by looking up the similar attributes in the US Constitution. Then we took a citizenship test to test common American history knowledge.
  Homework: complete worksheet pg. 26 "The Roman Republic"

*Remember your map quiz will be on Tuesday, March 1.

Sociology

  Today we had our Generational Social Norm presentations. After the presentations we filled out a self-assessment tool in class. We essentially graded ourselves & then answered a few reflective questions on the process and what we could strive for next time.
  Then we reviewed our knowledge of a group or "tribe" as Seth Godin refers to them as. We watched a lecture he gave that explains his ideas of tribes & their purpose. http://www.ted.com/talks/lang/eng/seth_godin_on_the_tribes_we_lead.html
  Throughout the next several days, I want you to track the tribes you are involved in. Name the tribe, explain what time of group it is, whether its formal or informal, & what the purpose or function of that group is. After you've tracked at least 5 tribes....look at your graph to develop a continuum of importance - ranking your tribes from informal to formal. Bring your chart in written format for class on Tuesday, March 1. We will be using them for a discussion in class.
  Remember we will be reviewing on Tuesday for our test over Unit 1 on Thursday, March 3.

Global I - A schedule

  Today we read recent news articles from Rome &  we completed a chart to graph the articles' information in class. Then, we used this information for a Writing History assignment....Use your Investigating Rome chart to write a description of Ancient Rome. Pretend that you are an archaeologist piecing together the finds mentioned in the articles. What can you determine about Ancient Rome?

  In class, we received our new maps & vaults. Time was given in class to label maps appropriately & create a pocket for the unit's vault. A map quiz over the Mediterranean Region will be given on Wednesday, March 2.

Homework: Complete worksheet pgs. 55-56.

Global I - B schedule

  Today we reviewed the articles we read on Friday & the chart we completed in class. We used this information for a Writing History assignment....Use your Investigating Rome chart to write a description of Ancient Rome. Pretend that you are an archaeologist piecing together the finds mentioned in the articles. What can you determine about Ancient Rome?
  In class, we received our new maps & vaults. Time was given in class to label maps appropriately & create a pocket for the unit's vault. A map quiz over the Mediterranean Region will be given on Tuesday, March 1.
  Then we began our discussion about the origins Rome & the early republic. We looked at 2 different articles in class. We read the article silently, paraphrased the reading, & then taught the information to our neighbor. At the end of class we discussed the articles together. Your paraphrases need to stay in your binder for the next binder check.

Homework: Complete worksheet pgs. 55-56.

Sociology

We created a collaborative survey on Google Docs to collect data for our Generational Social Norm projects. We are analyzing the data, making inferences, & determining this generation's most important values.
Feel free to survey your peers to add to our data results. https://spreadsheets.google.com/viewform?formkey=dFRYelJablRlUk1Kb0JPZGpRTkhBS3c6MQ.
Remember your projects should clearly present the inferences you make from the data. Please be creative & cite your sources!
Please be ready to present on Thursday, February 24.

Global I - B schedule

How did the growth of Alexander's empire spread Greek culture?

  We briefly reviewed before we took our test over ancient & classical Greece.
  After the test we completed a Greek crossword & then your homework was assigned: Read & outline pgs. 152-159 in your textbooks and answer #2 on pg. 159. This will be turned into the tray on Tuesday, February 22.

Sociology

  Today we discussed social norms & values for the current generation.
  We are creating a collaborative survey on Google Docs to collect data for our Generational Social Norm projects. In class, we compiled a series of questions to ask our peers. We will analyze the data, make inferences, & determine this generation's most important values. For tomorrow, please complete the survey that was sent to your gmail account or go to https://spreadsheets.google.com/viewform?formkey=dFRYelJablRlUk1Kb0JPZGpRTkhBS3c6MQ.
  Tomorrow, we will work in partners to analyze the data & start making inferences.

Global I - A schedule

How did the growth of Alexander's empire spread Greek culture?

We briefly reviewed before we took our test over ancient & classical Greece.
After the test we completed a Greek crossword & then your homework was assigned: Read & outline pgs. 152-159 in your textbooks and answer #2 on pg. 159.

Freshman Seminar

Today we spent the class in the Media Center with Ms. Belt doing virtual job shadowing.
We will be in the computer lab on Wednesday, February 23 too.

Don't forget your Graph is Worth 50 Words handout is also due next Wednesday.

Global I - B schedule

  We completed our mask activity in class & a worksheet about Plato's Republic. Whatever you did not complete in class should be finished as homework.
  Then we took notes along with a powerpoint about Alexander the Great & his lasting contributions to the Greek culture.
  A study guide was handed out for your benefit to help prepare you for the test on Thursday.

Sociology

What is the difference between an ascribed status & an achieved status? Provide 2 examples of each.

  Today we finished our notes on social structure by defining groups & roles within groups.
  Then we discussed inferences & various types of arguments & reasoning skills.
  We watched a video produced by students & analyzed the messages in the video. In class, a handout was given as homework to use to analyze the video. On Thursday, we will use this video as the foundation for our own research & analysis of the current generation's accepted norms & values.
http://www.youtube.com/watch?v=dGCJ46vyR9o

Please have your gmail account created & your homework completed!!

Global I - A schedule

  We completed our mask activity in class & a worksheet about Plato's Republic.
  Then we took notes along with a powerpoint about Alexander the Great & his lasting contributions to the Greek culture. We answered questions in our book with our table partner & discussed them in class.
  A study guide was handed out for your benefit to help prepare you for the test on Wednesday.

Freshman Seminar

To begin class we reflected on our google survey projects. What did you do well? What could you have done better? What did you learn throughout the process? Responses should have been turned in during class.

  Then we discussed a new topic & tool for research: Infographics. We took notes along with a powerpoint & watched a video about data visualization. In class we analyzed a quote from the film... "Data is the new oil...or soil," or "Let the dataset change your mindset." Interpret the quote & explain your response.
  We judged a few examples of infographics & discussed whether or not they were good or bad.
  Then we received a handout to be completed by next Wednesday, February 23. Choose an infographic from any magazine, newspaper, printout, etc... attach it to the worksheet. Then use the infographic to draw out an inference. Describe the attributes of the infographic. What makes it a good or bad example? What message is conveyed?

Freshman Seminar

  Today we presented our A Vision of Brashier projects.
  We discussed the quality of the presentations in class and each partner set refined their inferences in class.
  The new inferences were turned in before the end of class.

Global I - A schedule

What is Plato's main goal in "The Republic?"

We summarized the plot & symbolism used in Antigone. We paired up and compared each Antigone mask to a character in Plato's society.

• Which role of The Republic would your character fall into & why? (farmers/artisans, warriors, or rulers)
• What is a virtue or value your character would appeal to?
• Imagine a conversation about government between Socrates and your character. What would be the topics & ideas of the discussion?
• In a CSE, argue for the system of government Plato described or the ideas of justice described in Antigone. (Use 5-7-5 format for the CSE.)

  After you discuss your character's role, add any words or symbols that would identify them with The Republic.
  If you did not finish the worksheet in class it needs to be completed as homework.
  Remember, we will be testing over our Greece unit on Wednesday, February16.

Sociology

Today we shared the results from our Social Norm Experiments. We took notes along with a powerpoint about Social Structure. What components is it comprised of? Why is it necessary?
We studied the use of roles & status...what roles do we play? What roles do others play? How do roles affect us? We described significant role models in our journals & shared in class.
Then we divided into 3 teams & played a game which emphasized the roles people have in any given group.

For Tuesday, try out another norm breaking exercise. What are the results this time?
Also, please make sure you have a gmail account for our upcoming research on Social Values & Norms.

Global I - B schedule

Why would philosophers start questioning traditional beliefsat this particular time in Athenian history?

In class we briefly reviewed our notes of philosophy, Plato, & The Republic. Then we watched a few video clips about Plato's Republic. We continued our discussion of The Republic by taking notes along with a powerpoint & reading an excerpt in class. We used this primary source to classify qualities of a good leader. Then we asked, "What is Justice?" We discovered that the questions can only be answered by more questions.

We summarized the plot & symbolism used in Antigone. We paired up and compared each Antigone mask to a character in Plato's society.

• Which role of The Republic would your character fall into & why? (farmers/artisans, warriors, or rulers)
• What is a virtue or value your character would appeal to?
• Imagine a conversation about government between Socrates and your character. What would be the topics & ideas of the discussion?
• In a CSE, argue for the system of government Plato described or the ideas of justice described in Antigone. (Use 5-7-5 format for the CSE.)

We will continue our examination of The Republic vs Antigone on Tuesday. Please continue work on your handout. Remember, we will be testing over our Greece unit on Thursday, February17.

Global I - A schedule

Use the space provided on the vault handout to interpret a famous quote by Socrates. Do you agree with his statment? Why or why Not?

"The unexamined life is not worth living." -Socrates

  In class we briefly reviewed our notes of the Golden Age and philosophy. Then we watched a few video clips about Plato's Republic. We continued our discussion of The Republic by taking notes along with a powerpoint & reading an excerpt in class. We used this excerpt to classify qualities of a good leader. Then we asked, "What is Justice?" We discovered that the questions can only be answered by more questions.

  We will continue our examination of The Republic on Friday. Please bring your Antigone Masks so we can do our comparison activity! Don't forget!

Exitwork: Why would philosophers start questioning traditional beliefsat this particular time in Athenian history?

Freshman Seminar

  We worked in class on our Google Survey project: A Student at Brashier.
  You and your partner were assigned at least 2 pieces of data to cover in your presentation, you may choose any other 3 pieces you wish. Projects must be in digital form (video or powerpoint). Please refer to your project instructions & rubric! We will present our findings in class on Friday, February 11 so be ready!!

Global I - B schedule

What were Pericles' main goals in leading Athens?

  Today we briefly reviewed our notes of the Golden Age in Greece. We introduced the development of philosophy & significant philophers. We examined Plato's Crito together in class & described a day in Athen in our Writing History.
  We began to examine "The Republic" by Plato. We took a few notes and watched a few short video clips about who he was, what he believed, & how his legacy lives on. Thursday we will dig deeper into The Republic and compare its ideas with those of the play, Antigone. Please bring your masks you created in English to class for this activity.

Exit Work: Interpret & respond to the quote by Socrates on your vault.

Sociology

What are the 2 main methods of enforcing social norms?

  Today we reviewed our discussion regarding values, norms, & social change. We finished watching a video about social movements & their effects. We wrote a reflection of the videos in our journals.
  Then we read an article, "Are Social Norms Unraveling?" about the changing of norms throughout generations of young people. We used the handout to write a response to the article & discussed with a partner some common social norms used in today's society. We turned this in at the end of class.
  Remember: Thursday your paper on the Social Norm Experiment is due & we will share our experiments in class. Also, if you do not have a google account, please create one to be used in our project next week.

Global I - A schedule

  Today we took a quiz over the 1st two sections of our Greece unit. We graded & discussed them in class.
  We reviewed the events of the Peloponnesian War & raced to put the events in order!
  Then we began taking notes on Greece's Golden Age. For Friday, please have your completed Writing History assignment in your binder.

Exit Work: What were Pericles' main goals as a leader in Athens?
We will focus on Plato's work The Republic on Wednesday.
* We will be using your Antigone Masks in class this week so don't forget to bring them with you!

Freshman Seminar

We worked in class on our Google Survey project: A Student at Brashier.
You and your partner were assigned at least 2 pieces of data to cover in your presentation, you may choose any other 3 pieces you wish. Projects must be in digital form (video or powerpoint). We will present our findings in class on Friday, February 11.

Global I - B schedule

We began class with DEAR & binder checks.
We took a quiz over the 1st two sections of our Greece unit. We graded & discussed them in class.
Then we began taking notes on Greece's Golden Age.
We will continue our notes on Tuesday.

* We will be using your Antigone Masks in class next week so don't forget to bring them with you!

Sociology

To begin class we had DEAR and binder checks.
Then we took a quiz over the sociological point of view & cultural diversity. We graded & discussed them in class.
For the remainder of class, we watched a film about social movements in the US including the Civil Rights Movement.

Homework: Conduct & document your social norm experiment. Be prepared to share your experiences & turn in your paper on Thursday, Feb. 10.

Global I - B schedule

   We briefly reviewed the key contributors & consequences of the Persian Wars.
Then we took notes about a different war in Greece - the Peloponnesian War. We created timelines in our notes & discussed questions with our partners. Then we read Thucydides' account of the plague in Athens & discussed it in class. We watched a powerpoint about various plagues that have altered history and we created health bulletins about the Athenian Plague with our partners.

Homework: complete worksheet pg.8 (geography application)
 
*We will have a quiz tomorrow!

Sociology

What is the connection between the larger world and you personal life referred to as?

  Today we discussed cultural conformity by identifying the values that shape & change within a society.
We took notes along with a powerpoint  & discussed the dynamics of values and social norms.
We wrote a paragraph in our Journals describing how values might change in future generations.
Then we examined 3 different cultures by studying the underlying values & ideals they appealed to.
We discussed social control and the means by which norms are enforced.

  We will begin work on a colloborative effort to research & examine the affects of social norms on our society. What happens when social norms are broken? To demonstrate this, try breaking one of the norms!    
   In class, you were given an instruction sheet with several options for norm-breaking-experiments you can try. Choose only a norm experiment that has an informal negative sanction. Document the experiment. Then, write about it & share your experience with the class. Your 1 pg paper should be double-spaced in 12pt Times New Roman font. We will turn in papers & share our experiments with the class on Thursday, February 10.

*Remember, tomorrow we will have DEAR & binder checks. We will also take a quiz over the Sociological Point of View and Cultural Diversity.

Global I - A schedule

  We briefly reviewed the key contributors & consequences of the Persian Wars.
  Then we took notes about a different war in Greece - the Peloponnesian War. We created timelines in our notes & discussed questions with our partners. Then we read Thucydides' account of the plague in Athens & discussed it in class. We watched a powerpoint about various plagues that have altered history. Then we created health bulletins about the Athenian Plague with our partners.
Homework: complete worksheet pg.8 (geography application)

Freshman Seminar

  Today we experimented with Google Docs. We practiced creating several types of forms together in class. Then we came up with questions for a survey - A Vision of Brashier. I have created the survey we came up with & emailed the form to you. Please check your gmail account & complete the survey. I will share the results with you for use on the assignment. Do not make any changes to the spreadsheet when you view it - simply click on FORM & then select SHOW SUMMARY RESULTS.
  You & your partner will  use the data generated by the class google docs survey to create a digital presentation that defines a Brashier student. Your presentation must be in digital format, using either PowerPoint or MediaPlayer. Assignment instructions and rubric were handed out in class today.
  For Monday, you should fill out the survey, observe survey results, brainstorm ideas for the assignment with your partner!

Global I - B schedule

How does Athenian democracy compare to American democracy?

Use the Venn diagram provided in your vault to chart your findings.

  We briefly reviewed our notes & Writing History assignment from Thursday and then divided into groups to discuss different types of government and how they would judge a dispute. Each group discussed possible judgments, illustrated their ideas, & presented their judgment to the class. Then we each decided which form of government we agreed with the most.
  Next, we looked at the impact of the Persian Wars upon the city-states of Athens & Sparta. We briefly took notes & viewed a film in class.

Homework: Complete "Warring City States" worksheet pg. 2

Sociology

Why do cultural universals exist?
  Today we presented our Rites of Passage projects. This project highlighted cultural universals & variations. Each group should have turned in their proof of research, citation page, & powerpoint.
  Next, we studied the Arapesh & Mundugamor cultures that were observed in Mead's case study of emotional dispositions. We highlighted each culture's values & norms and then attempted to answer why there were variations despite close proximity & similar societies.
  Then we used a worksheet to test our ability to distinguish ethnocentrism from cultural relativism. We answered & discussed this in class.
  For the remainder of class, we worked on Set 2 of vocabulary.

*Be prepared for a quiz on Friday along with binder checks.