Terra Australis Incognita

We've enjoyed a brief tour through the land down under - taking notes, participating in debates, and more. Yesterday we discussed Australia & New Zealand's unique physical geographies and today we highlighted the history and European colonization of these lands.

Tomorrow we will take a test over our unit on Europe. In class, a review guide was handed out to aid you in studying and preparing for the exam.

a geographer's tools...

What are the two types of location we discussed in yesterday's lecture?

  Today we practiced our latitude and longitude skills! We started with a handout which we completed in class and then we used our iPads to scan a code that took us to an interactive quiz. We then used the handout to find the absolute locations for 11 major cities. (This needs to be turned in for credit.)
  Later, we took notes along with a presentation about some of the tools and technologies used in geography today.
  Tomorrow we will discuss map projections! Remember to bring your grapefruit! :)

Europe's Physical Geography

Bellwork: What are five major mountain ranges in Europe?

To prepare for the upcoming map quiz on Europe, we completed a "european flight" worksheet in class.

We used our daily logs to define five key terms and then we took notes along with a powerpoint presentation about the significant physical features throughout Europe. After taking notes, we completed a handout on Climate & Vegetation and turned it in.

Today we also began work on our Postcard Activity. You were assigned a city of Europe to research. You will complete a City information handout to help with completing this assignment. Your postcard will picture a major landmark/landform from your city on the front. This must be drawn. On the back you will write a letter to a friend or family member back home telling of your time in the city. We began research using https://www.cia.gov/library/publications/the-world-factbook/ . Your complete Postcard Activity is due at the beginning of class on Tuesday, December 6.

Global 1 - B schedule

How did the Nazca & the Moche develop rich farmlands?

  We began class with bellwork and updating the foldable on our current vault. Thus far, our study of the Americas had led us to examine the Olmec, Zapotec, Chavin, Nazca, & Moche.
  Today we continued with our study by examining the Maya, Aztec, & Inca Empires that rose up in Central & South America. We took notes along with a powerpoint & discussed the various accomplishments and beliefs of each culture.

  In class we completed a handout that outlined the unique irrigation techniques of the Maya.

Homework: Complete the handout,Aztecs Control Central Mexico. Read the source article on Machu Picchu (on the back of the handout).

* Please remember that we will have a quiz over our unit on the Americas on Tuesday, May 17.

Global 1 - B schedule

What factors made the Oaxaca Valley a likely place for civilization to develop?

  To review last week's MesoAmerican civilizations we updated the foldable on our current vault unit. Then we took a closer look at the impressive city of Monte Alban. We spent time in class creating a travel brochure for this important Zapotec city. Each brochure should have a persuasive title, 5 accurate facts, & color! These were turned in during class. If you did not finish, however, they should be turned in first thing on Thursday.
  We took notes on the South American civilizations: Chavin, Nazca, & Moche. We took a gallery walk around the room to discover the mysterious Nazca lines. We evaluated each image & tried to figure out why they were created. Then we completed a handout in class to help us determine the validity of a historical document about the Nazca culture.

Homework: Complete the Building Vocabulary handout, The Americas: A Separate World.

Sociology

  Today we presented the Group Minority Projects that we've been working on in class. Each group presented a different minority group that has a prominence in the U.S. They illustrated a timeline of their immigration & determined their cultural significance. After all of the presentations, we completed a self evaluation using the project rubrics. Then we finished a handout with follow-up questions from the project.
  To end class, we defined vocabulary for our last unit (set 7).
  Thursday we will discuss collective behavior. We will also have a book check, so be prepared!

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.

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.

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?

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.

Freshman Seminar

Monday we discussed the article, "Managing Oneself" and completed a handout that was taken up at the end of class. We created a poster to monitor our goals & began a lesson on Maintaining an Agenda.
Wednesday we met in the Media Lab with Ms. Belt to continue our KUDER assessments.