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?

Human Environment Interaction

  Today we took notes along with a presentation describing how and why we interact with our environment.
  We watched The Lorax - adapted from the Dr. Seuss book - to get a visualization of how we affect the world around us everyday. After watching we completed a worksheet in which we analyzed the positive and negative effects of that interaction. We also discussed the daily activities we take part in and if those activities are more helpful or harmful to our environments.

*Please remember that tomorrow we will take our first quiz.
*We will also present 4 pages from our ABC Books of South Carolina to the class before turning them in.

Global 1 - B schedule

We began class by updating our vaults. We described the three main migration factors & then discussed push & pull factors for each.
  Then we finished a film that depicts the environmental interaction that takes place in Mozambique, Africa. Before we watched we developed a purpose question. While we watched we took notes. After we watched we wrote a 7-10 sentence response. This is homework if you did not finish in class.
  We took an open-note quiz over our unit on Africa.

  Lastly, we received our new vault on the Americas. You need to define the 7 terms in the Key Vocabulary box & create a foldable for the VIP section.

Global 1 - A schedule

  We began class by updating our vaults. We described the three main migration factors & then discussed push & pull factors for each.
  Then we watched a film that depicts the environmental interaction that takes place in Africa, more specifically in Mozambique. Before we watched we developed a purpose question. While we watched we took notes. After we watched we wrote a 7-10 sentence response. This is homework if you did not finish in class.
  Lastly, we took an open-note quiz over our unit on Africa.

Sociology

  Today we finished watching The Truman Show for our analysis of the individual in society. During the movie you were expected to complete the worksheet to aid in our analysis. These were collected during class.
  Then we took a quick quiz on the material we've discussed from chapter 5.
  We will follow up with our notes on Truman after spring break! Have a great vacation!!

Global I - A schedule

What were the six significant reforms Caesar accomplished while in control of Rome?

  We briefly reviewed our lesson on Julius Caesar & then we used a worksheet to answer questions along with a film about his rise & fall of power.
  In small groups, we read a scene out of Shakespeare's play, Julius Caesar. We discussed the tone & the intent of the scene.
  Then, a group project was assigned to create a historical skit about an issue/event in Roman history. Each member of the group must play a role and speak a minimum of 5 lines. The skit should be 2-5 minutes in length & needs to accurately portray an issue/event we discussed in class.
  Your group picked topics in class. You must provide evidence to ensure the accuracy of your dramatization. Please be creative with your presentations, costumes, & props! This will count in place of an Essay portion on our upcoming test on Rome.

Presentations will be on Wednesday, March 30.
Test will be on Monday, April 4.

Global I - B schedule

What were the six significant reforms Caesar accomplished while in control of Rome?

  We briefly reviewed our lesson on Julius Caesar & then we used a worksheet to answer questions along with a film about his rise & fall of power.
  In small groups, we read a scene out of Shakespeare's play, Julius Caesar. We discussed the tone & the intent of the scene.
  Then, a group project was assigned to create a historical skit about an issue/event in Roman history. Each member of the group must play a role and speak a minimum of 5 lines. The skit should be 2-5 minutes in length & needs to accurately portray an issue/event we discussed in class.
  Your group picked topics in class. You must provide evidence to ensure the accuracy of your dramatization. Please be creative with your presentations, costumes, & props! This will count in place of an Essay portion on our upcoming test on Rome.
Presentations will be on Tuesday, March 29.
Test will be on Thursday, March 31.

Global I - A schedule

  We briefly reviewed our knowledge of the Punic Wars by filling in the timeline on our Rome Vault.

  Then we watched a film on the Barbarian Wars & went over the video notes in class together.
  We discussed the environment in Rome after the wars as the republic was losing ground & took notes along with a powerpoint presentation.
  We will talk about the empire & dictators that emerge in Rome on Wednesday.

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"

Global I - B schedule

  We began class by examining a map of the Punic Wars. We briefly reviewed our notes about the events of the 1st & 2nd Wars and then added to them by discussing the events of the 3rd War. In class, you were given a timeline of the Punic Wars to fill out with your table partner.
  Then we discussed another significant war campaign, the Barbarian Wars. We watched a fillm in class & answered questions on  a worksheet as we watched. We will finish the film tomorrow in class.
  Please come prepared for DEAR & binder checks tomorrow.

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.

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!!

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

What is the difference between an explicit & implicit argument?

Today we finished our discussion & examination of different types of reasoning & arguments one can use when drawing out inferences from an article, media piece, etc. We looked at a video about children in India & the technology and collaboration they use to teach themselves. http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html

We used computers to login & create gmail accounts so that we can begin to use various research tools including Google Docs. We will continue with this on Wednesday.

Global I - B schedule

Today we used post-it notes to produce feedback about the Judaism project. We put our post-its on the issue bin & discussed them in class. We also wrote in our Writing History about the advantages of monotheism.

In order to explore Buddhism more in depth, we watched a film about The Buddha. You needed to follow along & take notes on any significant/interesting facts.
 
Homework: complete Origins of Judaism worksheet.

Global I - A schedule

Who was the founder of Buddhism?

Today we reviewed our knowledge thus far of the religions spread by the IndoEuropeans.
To further our knowledge of Buddhism we viewed a film about The Buddha. While watching we jotted down interesting facts in our notes section in our binders. These will be checked during our next binder check.

Psychology

Is stress necessary for survival?

Today's discussion was on stress & its affects on the human psyche. We started off by taking notes along with a powerpoint & discussion. Then we watched a film entitled, Stress: Portrait of a Killer. We took notes along with the video & then summarized our thoughts on stress & its affects.

Global Studies 1 - B schedule

Today we finished a film from the History Channel called, Egypt: Engineering an Empire. We took notes as we watched & summarized our notes at the end of the video. This was turned in during class.

Then we read & took notes from our textbooks about the geography & environmental challenges of the Indus River Valley Civilization.

Assigned homework: Complete worksheet "Planned Cities on the Indus" (pgs. 17-18) for Wednesday, October 6.

Global Studies 1 - A schedule

Homework was due at the beginning of class today (Pyramids on the Nile, pg. 41).

Today we watched a film from the History Channel called, Egypt: Engineering an Empire. We took notes as we watched & summarized our notes at the end of the video. This was turned in during class.

Then we read & took notes from our textbooks about the geography & environmental challenges of the Indus River Valley Civilization.

Assigned homework: Complete worksheet "Planned Cities on the Indus" (pgs. 17-18) for Wednesday, October 6.