the European Union & other issues

BW: Which European sub-region do you think has the most cultural diversity? Why?

    Today we began class with a discussion on modern issues throughout Europe. We focused on the creation and development of the European Union and its results. After taking notes we watched a film by Discovery Education on European immigration issues. We used video notes to then analyze and interpret the film.
    Assigned homework: complete worksheet "Case Study: The European Union"

Remember, your postcard activity is due tomorrow and we will have our unit test over Europe on Thursday.


EQ: How can EU expansion pose potential problems?

Climate & Extreme Weather

How would you describe the type of weather you experience living in the Lexington area? 
   After finishing our ABC Book presentations, we began a new section on Climate and Weather. We completed a handout in class on the various types of landforms and then took notes along with a presentation about what causes climate patterns and extreme circumstance weather. We used our daily work logs to respond to a writing prompt.

   A research handout was distributed to be completed and turned in at the beginning of class on Wednesday. You will need to research a world current event about extreme weather and analyze it with our themes of geography.

   *Remember, we will take our test over Unit 1 (Basic Geography Skills and Mapping) on Wednesday, February 1.

Movement

  Today we discussed our 4th theme of Geography. We began class with a film of the different places and regions of America. We used the film to aid our understanding of how people, products, and ideas move through our world.
  After taking some notes along with a lecture, a worksheet was handed out as a homework assignment. You are to use this to log the products in your home that represent movement.
  For the remainder of class we worked on our projects - the ABC Book of South Carolina.

it's grapefruit day!!

  Today we started class by selecting a current world news article. Sites were provided to look up on your iPad or magazines can be found in the classroom. After reading, we discussed our articles and tied it into the 5 Themes we've been discussing in class.
  Then we completed a map skills handout on projections. On the back of this handout is some more latitude/longitude practice. This needs to be completed as homework to turn in on Monday.
  After a brief presentation on the major types of map projections, we used our grapefruit for a group activity. The goal was to create a globe on each grapefruit and then try to produce a map projection. Each group member received a handout to complete by Monday.

Enjoy your weekend!

*Tissues for the classroom would be appreciated!

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 - A 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).

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.

Global 1 - A 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! This were turned in during class. If you did not finish, however, they should be turned in first thing on Wednesday.
  Then 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.

Global 1 - A schedule

  We briefly reviewed Friday's lesson about environmental concerns in Africa & how the people adapt to those environments. We discussed & completed the "Diverse Societies" worksheet with a partner in class.
  Then we took notes on the migrations of the Bantu-speaking peoples & the effects of migration. We discussed potential reason for migration....push-pull factors. Then we worked through a handout in class which covered adaptations the Bantu had to make & the effects on others.
  We used a map to geographically & culturally map several rising empires in Africa. We discussed the Efe, the Almoravid, Ghana, Mali, & Songhai civilizations. Then we looked at an example of storytelling by reading from Sundiata: An Epic of Old Mali. We will finish reading & discuss on Wednesday.

Homework: Complete "Identifying Problems" worksheet. Study for map quiz!!

Global 1 - B schedule

  Today we started our new unit on African Societies. We received our new vaults & took time in class to create the foldable for it & define the first 6 terms in the vocabulary box.
  We took notes along with a powerpoint on the various geographical features & environmental concerns in Africa. We discussed 3 of the earliest African civilizations. We wrote a letter describing a journey through Africa & put it in our Unit 7 vault.
  Then we completed a worksheet (Diverse Societies in Africa) with a table partner.

Homework: Complete "Identifying Problems" worksheet.

Global 1 - B schedule

  The Hagia Sophia Research is due today!

  After bellwork, we took our map quiz over our Eurasian features.

  We took notes along with a powerpoint about the Mongol Empire. We completed a Writing History assignment and then broke into groups to read & discuss the Mongol Empire. We will continue with our groupwork for class on Thursday.

  Homework: Complete Mongol Conquest fill-in-the-blank worksheet.

Sociology

  Today we took notes along with a powerpoint about the nature & social implications of 'deviant behavior.' We added to our vocabulary with Set 5 which needs to be in your binder for Friday's binder check.
  We created a chart illustrating the Merton's Strain Theory & discussed the hikikomori of Japan.
  Homework: Collect at least 1 news article that mentions a deviant behavior of some sort. Highlight the behavior & briefly explain why you believe the act was commited.

Global I - B schedule

  We began class as usual on Fridays with DEAR & binder checks. Then we briefly reviewed our knowledge of the Punic Wars by filling in the timeline on our Rome Vault.
  We finished our video on the Barbarian Wars & went over the video notes in class together.
  Then we discussed the environment in Rome after the wars as the republic was losing ground.
  We will talk about the empire & dictators that emerge in Rome on Tuesday.
Homework: Complete worksheet pgs. 57-58 "The Roman Empire"

Sociology

  After DEAR & binder checks we discussed the article we read yesterday on the McDonaldization of Society. We answered a few critical thinking questions about the 4 components of McDonaldization and turned it in during class.
  Then we applied our knowledge of social change & control to a current world issue. We looked at an article from TIME about the current revolutions in the Middle East. We read the article in class & then discussed a few of the key ideas. We examined the rules of society & how it can affect people.
  On Tuesday, we will take a closer look at the individuals in this society & how they're affected by the social changes going on in the Middle East.

Homework: Read and outline pgs. 98-106.

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 - 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.

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.

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.

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.