2nd Period Social Studies-Marden 23-24 Assignments

If you got below 80%, you can complete these quiz corrections to get up to 80%.  You must correct all the questions you got wrong in order to get credit. 

Your corrections must show true understanding of what you missed or you won't get credit!  When you make your corrections, ask yourself, "Do I feel confident in this?"  If the answer is no, then you should do something to learn more about it.

Check your email for the quiz results.

If you got below 80%, you can complete these quiz corrections to get up to 80%.  You must correct all the questions you got wrong in order to get credit. 

Your corrections must show true understanding of what you missed or you won't get credit!  When you make your corrections, ask yourself, "Do I feel confident in this?"  If the answer is no, then you should do something to learn more about it.

Check your email for the quiz results.

If you got below 80%, you can complete these quiz corrections to get up to 80%.  You must correct all the questions you got wrong in order to get credit. 

Your corrections must show true understanding of what you missed or you won't get credit!  When you make your corrections, ask yourself, "Do I feel confident in this?"  If the answer is no, then you should do something to learn more about it.

Check your email for the quiz results.

Hi everyone!  Let’s set goals for the day.  What do you already know about this topic?  What can you learn?  At the end of class, reflect on what new understandings you have.  Prioritize the learning and understanding, and that will pay off when we have a quiz/test/project.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!

READ ALL THE INSTRUCTIONS!!!
You have 2 Learning Goals today:
Understand the continuity & changes in the evolution of European life from the Early to High Middle Ages in each of the GEPS
Understand the cause for the development of feudalism in JapanContinue working on the assignment from last class: “Middle Ages in Europe”.  
You must finish describing Europe from the Early & High Middle Ages using the images from the slides.  Make sure you think about how Europe is changing or what’s staying the same from the Early to High Middle Ages.  Don’t move on to the Late Middle Ages!  We need to study the Crusades first. (20-30 min max)
Next, move on to look at Japanese feudalism.  Look through the slides (including the video) to see why and how feudalism developed in Japan.  Read the speaker notes under each slide! 
Then read the article that gives a specific historical example of the feud and rivalry between Daimyo, to help illustrate the competition for power in Japan.  The original article is posted, but it is longer and more complex.  You can read the “Modified” version, which includes a summary of the whole article as well.  There are 9 questions to answer at the bottom of the article. 
If you finish early: Finish your Storyboard That about feudalism.
Watch videos and read articles posted to the Intro to Feudalism post.  We will eventually have a quiz about the Middle Ages & Feudalism, so it will help you understand this.  Create your own quiz questions based on these videos & articles.
Quiz corrections to product assignments under 80%.
Update your “Notes: Rise, Decline & Restructuring” Brainstorm your “most sustainable society possible”.  Use the history we’ve learned so far about the various societies that we’ve seen rise, fall & restructure.  Look at the slides we reviewed when we defined “sustainability”.  Use the GEPS to think about what would make your society the most sustainable.  Remember what helped societies succeed, and what helped bring them down.  Consider that your society WILL experience challenges in many forms, so how can you design it to be resilient and sustainable?Read, work on assignments from other classes, or read Newsela articles & complete the quiz for XP.  
DO NOT DISTURB PEOPLE WHO ARE STILL WORKING OR I WILL DOCK 3 PROCESS POINTS.

Hi everyone!  Let’s set goals for the day.  What do you already know about this topic?  What can you learn?  At the end of class, reflect on what new understandings you have.  Prioritize the learning and understanding, and that will pay off when we have a quiz/test/project.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!

READ ALL THE INSTRUCTIONS!!!
You have 2 Learning Goals today:
Understand the continuity & changes in the evolution of European life from the Early to High Middle Ages in each of the GEPS
Understand the cause for the development of feudalism in JapanContinue working on the assignment from last class: “Middle Ages in Europe”.  
You must finish describing Europe from the Early & High Middle Ages using the images from the slides.  Make sure you think about how Europe is changing or what’s staying the same from the Early to High Middle Ages.  Don’t move on to the Late Middle Ages!  We need to study the Crusades first. (20-30 min max)
Next, move on to look at Japanese feudalism.  Look through the slides (including the video) to see why and how feudalism developed in Japan.  Read the speaker notes under each slide! 
Then read the article that gives a specific historical example of the feud and rivalry between Daimyo, to help illustrate the competition for power in Japan.  The original article is posted, but it is longer and more complex.  You can read the “Modified” version, which includes a summary of the whole article as well.  There are 9 questions to answer at the bottom of the article. 
If you finish early: Finish your Storyboard That about feudalism.
Watch videos and read articles posted to the Intro to Feudalism post.  We will eventually have a quiz about the Middle Ages & Feudalism, so it will help you understand this.  Create your own quiz questions based on these videos & articles.
Quiz corrections to product assignments under 80%.
Update your “Notes: Rise, Decline & Restructuring” Brainstorm your “most sustainable society possible”.  Use the history we’ve learned so far about the various societies that we’ve seen rise, fall & restructure.  Look at the slides we reviewed when we defined “sustainability”.  Use the GEPS to think about what would make your society the most sustainable.  Remember what helped societies succeed, and what helped bring them down.  Consider that your society WILL experience challenges in many forms, so how can you design it to be resilient and sustainable?Read, work on assignments from other classes, or read Newsela articles & complete the quiz for XP.  
DO NOT DISTURB PEOPLE WHO ARE STILL WORKING OR I WILL DOCK 3 PROCESS POINTS.

Hi everyone!  Let’s set goals for the day.  What do you already know about this topic?  What can you learn?  At the end of class, reflect on what new understandings you have.  Prioritize the learning and understanding, and that will pay off when we have a quiz/test/project.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!

READ ALL THE INSTRUCTIONS!!!
You have 2 Learning Goals today:
Understand the continuity & changes in the evolution of European life from the Early to High Middle Ages in each of the GEPS
Understand the cause for the development of feudalism in JapanContinue working on the assignment from last class: “Middle Ages in Europe”.  
You must finish describing Europe from the Early & High Middle Ages using the images from the slides.  Make sure you think about how Europe is changing or what’s staying the same from the Early to High Middle Ages.  Don’t move on to the Late Middle Ages!  We need to study the Crusades first. (20-30 min max)
Next, move on to look at Japanese feudalism.  Look through the slides (including the video) to see why and how feudalism developed in Japan.  Read the speaker notes under each slide! 
Then read the article that gives a specific historical example of the feud and rivalry between Daimyo, to help illustrate the competition for power in Japan.  The original article is posted, but it is longer and more complex.  You can read the “Modified” version, which includes a summary of the whole article as well.  There are 9 questions to answer at the bottom of the article. 
If you finish early: Finish your Storyboard That about feudalism.
Watch videos and read articles posted to the Intro to Feudalism post.  We will eventually have a quiz about the Middle Ages & Feudalism, so it will help you understand this.  Create your own quiz questions based on these videos & articles.
Quiz corrections to product assignments under 80%.
Update your “Notes: Rise, Decline & Restructuring” Brainstorm your “most sustainable society possible”.  Use the history we’ve learned so far about the various societies that we’ve seen rise, fall & restructure.  Look at the slides we reviewed when we defined “sustainability”.  Use the GEPS to think about what would make your society the most sustainable.  Remember what helped societies succeed, and what helped bring them down.  Consider that your society WILL experience challenges in many forms, so how can you design it to be resilient and sustainable?Read, work on assignments from other classes, or read Newsela articles & complete the quiz for XP.  
DO NOT DISTURB PEOPLE WHO ARE STILL WORKING OR I WILL DOCK 3 PROCESS POINTS.

Hi everyone!  Let’s set goals for the day.  What do you already know about this topic?  What can you learn?  At the end of class, reflect on what new understandings you have.  Prioritize the learning and understanding, and that will pay off when we have a quiz/test/project.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!

READ ALL THE INSTRUCTIONS!!!
You have 2 Learning Goals today:
Understand the continuity & changes in the evolution of European life from the Early to High Middle Ages in each of the GEPS
Understand the cause for the development of feudalism in JapanContinue working on the assignment from last class: “Middle Ages in Europe”.  
You must finish describing Europe from the Early & High Middle Ages using the images from the slides.  Make sure you think about how Europe is changing or what’s staying the same from the Early to High Middle Ages.  Don’t move on to the Late Middle Ages!  We need to study the Crusades first. (20-30 min max)
Next, move on to look at Japanese feudalism.  Look through the slides (including the video) to see why and how feudalism developed in Japan.  Read the speaker notes under each slide! 
Then read the article that gives a specific historical example of the feud and rivalry between Daimyo, to help illustrate the competition for power in Japan.  The original article is posted, but it is longer and more complex.  You can read the “Modified” version, which includes a summary of the whole article as well.  There are 9 questions to answer at the bottom of the article. 
If you finish early: Finish your Storyboard That about feudalism.
Watch videos and read articles posted to the Intro to Feudalism post.  We will eventually have a quiz about the Middle Ages & Feudalism, so it will help you understand this.  Create your own quiz questions based on these videos & articles.
Quiz corrections to product assignments under 80%.
Update your “Notes: Rise, Decline & Restructuring” Brainstorm your “most sustainable society possible”.  Use the history we’ve learned so far about the various societies that we’ve seen rise, fall & restructure.  Look at the slides we reviewed when we defined “sustainability”.  Use the GEPS to think about what would make your society the most sustainable.  Remember what helped societies succeed, and what helped bring them down.  Consider that your society WILL experience challenges in many forms, so how can you design it to be resilient and sustainable?Read, work on assignments from other classes, or read Newsela articles & complete the quiz for XP.  
DO NOT DISTURB PEOPLE WHO ARE STILL WORKING OR I WILL DOCK 3 PROCESS POINTS.

1. SIGN IN TO NEWSELA THROUGH CLEVER.  Then click "Assignments" 
2. Read the assigned article in Newsela called "Feudalism Restructures Systems & Societies" and TAKE THE QUIZ. 
3. Complete the tasks assigned in the attached Google Slide Deck called "What is Feudalism?"
4. Log in to Storyboard That through Clever.  With your table group, create a realistic story about how the feudal system works and what people's experiences were like.
Class Code: 26d6a8

1. SIGN IN TO NEWSELA THROUGH CLEVER.  Then click "Assignments" 
2. Read the assigned article in Newsela called "Feudalism Restructures Systems & Societies" and TAKE THE QUIZ. 
3. Complete the tasks assigned in the attached Google Slide Deck called "What is Feudalism?"
4. Log in to Storyboard That through Clever.  With your table group, create a realistic story about how the feudal system works and what people's experiences were like.
Class Code: 26d6a8

1. SIGN IN TO NEWSELA THROUGH CLEVER.  Then click "Assignments" 
2. Read the assigned article in Newsela called "Feudalism Restructures Systems & Societies" and TAKE THE QUIZ. 
3. Complete the tasks assigned in the attached Google Slide Deck called "What is Feudalism?"
4. Log in to Storyboard That through Clever.  With your table group, create a realistic story about how the feudal system works and what people's experiences were like.
Class Code: 26d6a8

1. SIGN IN TO NEWSELA THROUGH CLEVER.  Then click "Assignments" 
2. Read the assigned article in Newsela called "Feudalism Restructures Systems & Societies" and TAKE THE QUIZ. 
3. Complete the tasks assigned in the attached Google Slide Deck called "What is Feudalism?"
4. Log in to Storyboard That through Clever.  With your table group, create a realistic story about how the feudal system works and what people's experiences were like.
Class Code: 26d6a8

Our quiz about Islam's role in the restructuring of systems & societies will take place on Wednesday.  Review the previous assignments on Google Classroom.  

You can see additional notes attached to this post, but don't forget about the Emergence of Islam Edpuzzle video and the Caliphate article on Newsela!

The practice quiz is not the same as the quiz, but does help prepare for it.

Our quiz about Islam's role in the restructuring of systems & societies will take place on Wednesday.  Review the previous assignments on Google Classroom.  

You can see additional notes attached to this post, but don't forget about the Emergence of Islam Edpuzzle video and the Caliphate article on Newsela!

The practice quiz is not the same as the quiz, but does help prepare for it.

Pacing Guide: A day-by-day guide to completing your Byzantine Brochure.


Monday/Tuesday: 
Complete annotations for assigned Newsela Articles (Make sure to write academic annotations that support the task of this assignment - see slide below)
Complete Byzantine Brochure Note-Taking Guide - Organize annotation notes from Newsela Articles in GEPS categories
For additional information to add to your Note-Taking Guide - Review the following pages in your TCI book. (pages 42-43 for Western Rome & pages 99 -104 for Byzantine Empire)
ASK TEACHER FOR THE TEACHER KEY- Note-Taking Guide - ONLY AFTER YOU HAVE ORGANIZED YOUR NOTES and have information in EVERY CATEGORY
CHOOSE A TARGET GROUP FOR YOUR BROCHURE. Who do you think would prosper in the East? 
Begin working on your Byzantine Empire Graphic Organizer. (See example organizer below)
Remember that you're trying to highlight the advantages of the Eastern Roman Empire over the Western side.  How could you convince someone to move from the West to the East?

Pacing Guide: A day-by-day guide to completing your Byzantine Brochure.


Monday/Tuesday: 
Complete annotations for assigned Newsela Articles (Make sure to write academic annotations that support the task of this assignment - see slide below)
Complete Byzantine Brochure Note-Taking Guide - Organize annotation notes from Newsela Articles in GEPS categories
For additional information to add to your Note-Taking Guide - Review the following pages in your TCI book. (pages 42-43 for Western Rome & pages 99 -104 for Byzantine Empire)
ASK TEACHER FOR THE TEACHER KEY- Note-Taking Guide - ONLY AFTER YOU HAVE ORGANIZED YOUR NOTES and have information in EVERY CATEGORY
CHOOSE A TARGET GROUP FOR YOUR BROCHURE. Who do you think would prosper in the East? 
Begin working on your Byzantine Empire Graphic Organizer. (See example organizer below)
Remember that you're trying to highlight the advantages of the Eastern Roman Empire over the Western side.  How could you convince someone to move from the West to the East?

Pacing Guide: A day-by-day guide to completing your Byzantine Brochure.


Monday/Tuesday: 
Complete annotations for assigned Newsela Articles (Make sure to write academic annotations that support the task of this assignment - see slide below)
Complete Byzantine Brochure Note-Taking Guide - Organize annotation notes from Newsela Articles in GEPS categories
For additional information to add to your Note-Taking Guide - Review the following pages in your TCI book. (pages 42-43 for Western Rome & pages 99 -104 for Byzantine Empire)
ASK TEACHER FOR THE TEACHER KEY- Note-Taking Guide - ONLY AFTER YOU HAVE ORGANIZED YOUR NOTES and have information in EVERY CATEGORY
CHOOSE A TARGET GROUP FOR YOUR BROCHURE. Who do you think would prosper in the East? 
Begin working on your Byzantine Empire Graphic Organizer. (See example organizer below)
Remember that you're trying to highlight the advantages of the Eastern Roman Empire over the Western side.  How could you convince someone to move from the West to the East?

Review our work on the Mayans & Romans to prepare for a 15 question multiple choice quiz on Friday.  We will do review before the quiz in class on Friday.

Review
our work on the Mayans & Romans to prepare for a 15 question
multiple choice quiz on Friday.  We will do review before the quiz in
class on Friday.

The article attached has some very helpful concepts that will be on the quiz.

The
Edpuzzle also has ideas that will support your understanding of this. 
Use the link to log in, and click the button to log in with your Google
account.  Look for the assignment "Collapse! Era 4.1".

What happened to this mystery society?  You will try to try to make sense of how this society declined.  And if you can, try to guess who they really were...

Your final answer will be worth 5 Product Points.  If you get below 4/5 you can revise your answer to get up to 80%.  Think deeply about recognizing strong evidence and reasoning to support your answer to the focus question.

Check your email for your quiz results.  If you got below 8/10, complete this assignment to get up to 80%. 

Make sure you prioritize learning about what you didn't know before!
If I can't see evidence that you learned something new, you won't get credit for these corrections.  Don't do this assignment just to say you did it and expect credit.  Add new knowledge and show me what you now understand!

Check your email for your quiz results.  If you got below 8/10, complete this assignment to get up to 80%. 

Make sure you prioritize learning about what you didn't know before!
If I can't see evidence that you learned something new, you won't get credit for these corrections.  Don't do this assignment just to say you did it and expect credit.  Add new knowledge and show me what you now understand!

Check your email for your quiz results.  If you got below 8/10, complete this assignment to get up to 80%. 

Make sure you prioritize learning about what you didn't know before!
If I can't see evidence that you learned something new, you won't get credit for these corrections.  Don't do this assignment just to say you did it and expect credit.  Add new knowledge and show me what you now understand!

Check your email for your quiz results.  If you got below 8/10, complete this assignment to get up to 80%. 

Make sure you prioritize learning about what you didn't know before!
If I can't see evidence that you learned something new, you won't get credit for these corrections.  Don't do this assignment just to say you did it and expect credit.  Add new knowledge and show me what you now understand!

Leave a private comment on the assignment when you're done.

The quiz will be Wednesday 1/31 with 10 multiple choice questions for 10 product points.  The docs attached will help you focus on important concepts about how societies grow from small communities into large kingdoms & empires.  Think about the G-E-P-S factors we identified playing a key part.

There are a few questions at the end of the quiz where you will read a passage about a new/different society.  You'll have to identify what factors were supporting their growth & development based on that passage.  

If you score below 8/10, you can do quiz corrections after everyone has taken the quiz.

The quiz will be Wednesday 1/31 with 10 multiple choice questions for 10 product points.  The docs attached will help you focus on important concepts about how societies grow from small communities into large kingdoms & empires.  Think about the G-E-P-S factors we identified playing a key part.

There are a few questions at the end of the quiz where you will read a passage about a new/different society.  You'll have to identify what factors were supporting their growth & development based on that passage.  

If you score below 8/10, you can do quiz corrections after everyone has taken the quiz.

The quiz will be Wednesday 1/31 with 10 multiple choice questions for 10 product points.  The docs attached will help you focus on important concepts about how societies grow from small communities into large kingdoms & empires.  Think about the G-E-P-S factors we identified playing a key part.

There are a few questions at the end of the quiz where you will read a passage about a new/different society.  You'll have to identify what factors were supporting their growth & development based on that passage.  

If you score below 8/10, you can do quiz corrections after everyone has taken the quiz.

How did the Gupta rise to form an empire?

How did the Gupta rise to form an empire?

How did the Gupta rise to form an empire?

Part 1)
How do kingdoms and empires rise?  How does the geography and environment contribute to this?  

Use the Newsela article in the attached doc and follow the instructions to help you answer those questions.

There will be a quiz at next week about how societies rise, so make sure you're challenging yourself to form deeper and more complex
understandings about how this happens.
Homework if not finished in class.

Part 2)
If you finish early, log in to Newsela using Clever.  Then read the article "Africa's rich human geography."  After reading the article,
answer this question by leaving a comment on this doc: 
Why does this matter?
Use evidence from the doc to support your reasoning.  You'll get 500 XP for completing this part, but it is NOT homework.

Or log on through Clever to TCI online and complete the assigned reading & activities for the Early Societies of West Africa.

Part 1)
How do kingdoms and empires rise?  How does the geography and environment contribute to this?  

Use the Newsela article in the attached doc and follow the instructions to help you answer those questions.

There will be a quiz at next week about how societies rise, so make sure you're challenging yourself to form deeper and more complex
understandings about how this happens.
Homework if not finished in class.

Part 2)
If you finish early, log in to Newsela using Clever.  Then read the article "Africa's rich human geography."  After reading the article,
answer this question by leaving a comment on this doc: 
Why does this matter?
Use evidence from the doc to support your reasoning.  You'll get 500 XP for completing this part, but it is NOT homework.

Or log on through Clever to TCI online and complete the assigned reading & activities for the Early Societies of West Africa.

Part 1)
How do kingdoms and empires rise?  How does the geography and environment contribute to this?  

Use the Newsela article in the attached doc and follow the instructions to help you answer those questions.

There will be a quiz at next week about how societies rise, so make sure you're challenging yourself to form deeper and more complex
understandings about how this happens.
Homework if not finished in class.

Part 2)
If you finish early, log in to Newsela using Clever.  Then read the article "Africa's rich human geography."  After reading the article,
answer this question by leaving a comment on this doc: 
Why does this matter?
Use evidence from the doc to support your reasoning.  You'll get 500 XP for completing this part, but it is NOT homework.

Or log on through Clever to TCI online and complete the assigned reading & activities for the Early Societies of West Africa.

Part 1)
How do kingdoms and empires rise?  How does the geography and environment contribute to this?  

Use the Newsela article in the attached doc and follow the instructions to help you answer those questions.

There will be a quiz at next week about how societies rise, so make sure you're challenging yourself to form deeper and more complex
understandings about how this happens.
Homework if not finished in class.

Part 2)
If you finish early, log in to Newsela using Clever.  Then read the article "Africa's rich human geography."  After reading the article,
answer this question by leaving a comment on this doc: 
Why does this matter?
Use evidence from the doc to support your reasoning.  You'll get 500 XP for completing this part, but it is NOT homework.

Or log on through Clever to TCI online and complete the assigned reading & activities for the Early Societies of West Africa.

This semester we will be learning about how WE can make the most sustainable society possible in our world today.  We will discuss what "sustainable" means later on, but we will get ideas about how to accomplish this by looking at historical examples, or "case studies".  

First, we'll review from 6th grade the ways that societies grew, developed, and follow their rise.  Then we'll see what causes them to decline, weaken, or collapse.  Next, we'll look at how they respond to these challenges and restructure or reorganize. For each stage of the "lifecycle" of a society, we'll have at least one real society that we examine. 

We'll look at the causes & consequences of the circumstances, events & choices in their history.  We'll also see what changes what stays the same through this time, and who benefits and who is harmed along the way.

Today, we begin by starting to remember how societies rise with some big picture ideas.  Later this week we'll start to look at specific places with our first "case study."

First, use the link attached to watch the EdPuzzle video: Rise of Cities, Societies & Empires.  Log in with Google, not Clever.

When you're done, read the article attached below and answer the questions in the 3 Close Reads doc.  There will be quizzes on what we learn, and an assignment for you to summarize what you learn from all of this, so working hard now will make those parts much easier!

This semester we will be learning about how WE can make the most sustainable society possible in our world today.  We will discuss what "sustainable" means later on, but we will get ideas about how to accomplish this by looking at historical examples, or "case studies".  

First, we'll review from 6th grade the ways that societies grew, developed, and follow their rise.  Then we'll see what causes them to decline, weaken, or collapse.  Next, we'll look at how they respond to these challenges and restructure or reorganize. For each stage of the "lifecycle" of a society, we'll have at least one real society that we examine. 

We'll look at the causes & consequences of the circumstances, events & choices in their history.  We'll also see what changes what stays the same through this time, and who benefits and who is harmed along the way.

Today, we begin by starting to remember how societies rise with some big picture ideas.  Later this week we'll start to look at specific places with our first "case study."

First, use the link attached to watch the EdPuzzle video: Rise of Cities, Societies & Empires.  Log in with Google, not Clever.

When you're done, read the article attached below and answer the questions in the 3 Close Reads doc.  There will be quizzes on what we learn, and an assignment for you to summarize what you learn from all of this, so working hard now will make those parts much easier!

This semester we will be learning about how WE can make the most sustainable society possible in our world today.  We will discuss what "sustainable" means later on, but we will get ideas about how to accomplish this by looking at historical examples, or "case studies".  

First, we'll review from 6th grade the ways that societies grew, developed, and follow their rise.  Then we'll see what causes them to decline, weaken, or collapse.  Next, we'll look at how they respond to these challenges and restructure or reorganize. For each stage of the "lifecycle" of a society, we'll have at least one real society that we examine. 

We'll look at the causes & consequences of the circumstances, events & choices in their history.  We'll also see what changes what stays the same through this time, and who benefits and who is harmed along the way.

Today, we begin by starting to remember how societies rise with some big picture ideas.  Later this week we'll start to look at specific places with our first "case study."

First, use the link attached to watch the EdPuzzle video: Rise of Cities, Societies & Empires.  Log in with Google, not Clever.

When you're done, read the article attached below and answer the questions in the 3 Close Reads doc.  There will be quizzes on what we learn, and an assignment for you to summarize what you learn from all of this, so working hard now will make those parts much easier!

This semester we will be learning about how WE can make the most sustainable society possible in our world today.  We will discuss what "sustainable" means later on, but we will get ideas about how to accomplish this by looking at historical examples, or "case studies".  

First, we'll review from 6th grade the ways that societies grew, developed, and follow their rise.  Then we'll see what causes them to decline, weaken, or collapse.  Next, we'll look at how they respond to these challenges and restructure or reorganize. For each stage of the "lifecycle" of a society, we'll have at least one real society that we examine. 

We'll look at the causes & consequences of the circumstances, events & choices in their history.  We'll also see what changes what stays the same through this time, and who benefits and who is harmed along the way.

Today, we begin by starting to remember how societies rise with some big picture ideas.  Later this week we'll start to look at specific places with our first "case study."

First, use the link attached to watch the EdPuzzle video: Rise of Cities, Societies & Empires.  Log in with Google, not Clever.

When you're done, read the article attached below and answer the questions in the 3 Close Reads doc.  There will be quizzes on what we learn, and an assignment for you to summarize what you learn from all of this, so working hard now will make those parts much easier!

*Special Offer*
Be excused from class and go to the movies instead!
If you finish your whole documentary by Wednesday night 12/20, and turn in a rubric where you have graded yourself, you will be excused to Mr. Kaefer & Ms. Appleton's classes for Thursday and Friday to watch a movie.

Instructions:
1. After your script is completely done and has been peer reviewed, record yourself reading your script for the narration of your documentary.
2. Add visuals that compliment what you're saying
    - Use the "Shotlist" slides to gather images if it's helpful
    - Use "Canva" to find more visuals if it's helpful
3. Add music
4. Make sure you have a title scene at the beginning and credits for your citations at the end
5. Create transitions between visuals/segments
6. Check the volume of your sound/music & narration

*Practice saying unfamiliar words or names before you record your narration!  Find a pronunciation guide/video.  Don't stumble on words or mispronounce them in your video.*

WeVideo Class Code:
1st period - rw3x3xn
2nd period - 42l0l06   <-- Those are lower case "L's", not 1's
3rd period - r6ememk
4th period - 43l8l8j   <-- Those are lower case "L's", not 1's
6th period - r7dxdxw

*Special Offer*
Be excused from class and go to the movies instead!
If you finish your whole documentary by Wednesday night 12/20, and turn in a rubric where you have graded yourself, you will be excused to Mr. Kaefer & Ms. Appleton's classes for Thursday and Friday to watch a movie.

Instructions:
1. After your script is completely done and has been peer reviewed, record yourself reading your script for the narration of your documentary.
2. Add visuals that compliment what you're saying
    - Use the "Shotlist" slides to gather images if it's helpful
    - Use "Canva" to find more visuals if it's helpful
3. Add music
4. Make sure you have a title scene at the beginning and credits for your citations at the end
5. Create transitions between visuals/segments
6. Check the volume of your sound/music & narration

Tips for using Canva & making credits:
Go to Canva
search for "Credits"
pick one of the options and click "customize"
double click in boxes and edit the text
when finished, click "share" and "download"
then upload that file into WeVideo
*Practice saying unfamiliar words or names before you record your narration!  Find a pronunciation guide/video.  Don't stumble on words or mispronounce them in your video.*

WeVideo Class Code:
1st period - rw3x3xn
2nd period - 42l0l06   <-- Those are lower case "L's", not 1's
3rd period - r6ememk
4th period - 43l8l8j   <-- Those are lower case "L's", not 1's
6th period - r7dxdxw

Your results from the GEPS Quiz have been released.  You can find them in your email.  If you don't see them, try searching for "forms".

If you got below 8/10, you can correct what you got wrong and get up to 8/10.  Please take the time to understand why you got things wrong and explain that in the doc so I can see what you've learned.  If you're not sure, ask!

Your results from the GEPS Quiz have been released.  You can find them in your email.  If you don't see them, try searching for "forms".

If you got below 8/10, you can correct what you got wrong and get up to 8/10.  Please take the time to understand why you got things wrong and explain that in the doc so I can see what you've learned.  If you're not sure, ask!

Your results from the GEPS Quiz have been released.  You can find them in your email.  If you don't see them, try searching for "forms".

If you got below 8/10, you can correct what you got wrong and get up to 8/10.  Please take the time to understand why you got things wrong and explain that in the doc so I can see what you've learned.  If you're not sure, ask!

Your results from the GEPS Quiz have been released.  You can find them in your email.  If you don't see them, try searching for "forms".

If you got below 8/10, you can correct what you got wrong and get up to 8/10.  Please take the time to understand why you got things wrong and explain that in the doc so I can see what you've learned.  If you're not sure, ask!

Once you've completed all of your research for Phase 1 & Phase 2 (Deep Dive), you can begin to write your script.  Use the outline attached to build it.

Once you've completed all of your research for Phase 1 & Phase 2 (Deep Dive), you can begin to write your script.  Use the outline attached to build it.

Once you've completed all of your research for Phase 1 & Phase 2 (Deep Dive), you can begin to write your script.  Use the outline attached to build it.

YOU MUST HAVE AT LEAST ONE PERSON PEER REVIEW YOUR SCRIPT BEFORE YOU CAN RECORD.

This step is so important that it can make or break your whole documentary.  If someone can't understand the narrative of your documentary, what your nugget is, and what story you're trying to tell about your society, then you need to find the evidence and organize your script in a way that makes more sense for the audience.

Remember that histories are the stories we tell about the past.  Historical Significance means that we don't have time to focus on all of history.  You've chosen what story you want to tell and are making that significant.  If that story doesn't make sense or have enough facts to support it, then we haven't accomplished our goal.

YOU MUST HAVE AT LEAST ONE PERSON PEER REVIEW YOUR SCRIPT BEFORE YOU CAN RECORD.

This step is so important that it can make or break your whole documentary.  If someone can't understand the narrative of your documentary, what your nugget is, and what story you're trying to tell about your society, then you need to find the evidence and organize your script in a way that makes more sense for the audience.

Remember that histories are the stories we tell about the past.  Historical Significance means that we don't have time to focus on all of history.  You've chosen what story you want to tell and are making that significant.  If that story doesn't make sense or have enough facts to support it, then we haven't accomplished our goal.

YOU MUST HAVE AT LEAST ONE PERSON PEER REVIEW YOUR SCRIPT BEFORE YOU CAN RECORD.

This step is so important that it can make or break your whole documentary.  If someone can't understand the narrative of your documentary, what your nugget is, and what story you're trying to tell about your society, then you need to find the evidence and organize your script in a way that makes more sense for the audience.

Remember that histories are the stories we tell about the past.  Historical Significance means that we don't have time to focus on all of history.  You've chosen what story you want to tell and are making that significant.  If that story doesn't make sense or have enough facts to support it, then we haven't accomplished our goal.

Sorry for any confusion, but I felt some updates/adjustments needed to be made to help you be more successful in the "deeper dive" of your research.  If you've already started working on the other "Phase 2" doc, you can continue with that, or copy what you've done so far into this doc.

Now that you have your general knowledge of your society, you want to decide what it is that you want to know more about and what story you want to tell.  Use the following docs to help you with that.

Sorry for any confusion, but I felt some updates/adjustments needed to be made to help you be more successful in the "deeper dive" of your research.  If you've already started working on the other "Phase 2" doc, you can continue with that, or copy what you've done so far into this doc.

Now that you have your general knowledge of your society, you want to decide what it is that you want to know more about and what story you want to tell.  Use the following docs to help you with that.

Now that you have your general knowledge of your society, you want to decide what it is that you want to know more about and what story you want to tell.  Use the following docs to help you with that.

New research tool!
If you want to find books that you can read online, follow the link to Epic!
Then enter the class code: tgz6666
You can use this site to search for books on your society.  
Example: Search for "Polynesia"

You can also try using Newsela!

Now
that you have your society assigned, the first step is to begin
researching them.  You need to get a general, overall knowledge of them
using the GEPS before you can decide what deeper story you want to
tell.  Your audience must understand the basic context of this group of
people with the GEPS before they can hear your narrative about what you
found most interesting about them.

Use the Inquiry slides to
help you with research tips and complete notes in the Documentary
Research - Inquiry L1 doc by answering the questions for each part of
the GEPS.

All research must focus on your societies during the
Middle Ages, or Medieval Period from about 300-1700 CE.  No earlier, no
later.
Roman Empire (not the Republic) - Europe
Mali Empire (not modern country) - West Africa
Mayans - Central America
Aztec - Central America/Southern Mexico
Southwest Pueblo (Hopi, Navajo) - America
Northeast Native Americans (Haudenosaunee, Iroquois) - America
Northern Native Americans (Alaska Natives, Inuit, Inupiat, Arctic peoples) - America/Canada
Vikings - Europe
Gupta Empire - South Asia/India
China (Tang 618-907 AD OR Song 960-1279 AD OR Ming 1369-1644) - East Asia
Mongols - Central Asia
Islamic Empires (Rashidun, Umayyad, Abbasid, Fatimid) - Southwest Asia & Northern Africa
Polynesia (Oceanic peoples, Maori, Hawaiians, etc) - Pacific
Japan (Heian Period 794-1185 AD OR Era of the Samurai/Feudalism 1185- 1867) - East Asia

Now
that you have your society assigned, the first step is to begin
researching them.  You need to get a general, overall knowledge of them
using the GEPS before you can decide what deeper story you want to
tell.  Your audience must understand the basic context of this group of
people with the GEPS before they can hear your narrative about what you
found most interesting about them.

Use the Inquiry slides to
help you with research tips and complete notes in the Documentary
Research - Inquiry L1 doc by answering the questions for each part of
the GEPS.

All research must focus on your societies during the
Middle Ages, or Medieval Period from about 300-1700 CE.  No earlier, no
later.
Roman Empire (not the Republic) - Europe
Mali Empire (not modern country) - West Africa
Mayans - Central America
Aztec - Central America/Southern Mexico
Southwest Pueblo (Hopi, Navajo) - America
Northeast Native Americans (Haudenosaunee, Iroquois) - America
Northern Native Americans (Alaska Natives, Inuit, Inupiat, Arctic peoples) - America/Canada
Vikings - Europe
Gupta Empire - South Asia/India
China (Tang 618-907 AD OR Song 960-1279 AD OR Ming 1369-1644) - East Asia
Mongols - Central Asia
Islamic Empires (Rashidun, Umayyad, Abbasid, Fatimid) - Southwest Asia & Northern Africa
Polynesia (Oceanic peoples, Maori, Hawaiians, etc) - Pacific
Japan (Heian Period 794-1185 AD OR Era of the Samurai/Feudalism 1185- 1867) - East Asia

Now
that you have your society assigned, the first step is to begin
researching them.  You need to get a general, overall knowledge of them
using the GEPS before you can decide what deeper story you want to
tell.  Your audience must understand the basic context of this group of
people with the GEPS before they can hear your narrative about what you
found most interesting about them.

Use the Inquiry slides to
help you with research tips and complete notes in the Documentary
Research - Inquiry L1 doc by answering the questions for each part of
the GEPS.

All research must focus on your societies during the
Middle Ages, or Medieval Period from about 300-1700 CE.  No earlier, no
later.
Roman Empire (not the Republic) - Europe
Mali Empire (not modern country) - West Africa
Mayans - Central America
Aztec - Central America/Southern Mexico
Southwest Pueblo (Hopi, Navajo) - America
Northeast Native Americans (Haudenosaunee, Iroquois) - America
Northern Native Americans (Alaska Natives, Inuit, Inupiat, Arctic peoples) - America/Canada
Vikings - Europe
Gupta Empire - South Asia/India
China (Tang 618-907 AD OR Song 960-1279 AD OR Ming 1369-1644) - East Asia
Mongols - Central Asia
Islamic Empires (Rashidun, Umayyad, Abbasid, Fatimid) - Southwest Asia & Northern Africa
Polynesia (Oceanic peoples, Maori, Hawaiians, etc) - Pacific
Japan (Heian Period 794-1185 AD OR Era of the Samurai/Feudalism 1185- 1867) - East Asia

Now
that you have your society assigned, the first step is to begin
researching them.  You need to get a general, overall knowledge of them
using the GEPS before you can decide what deeper story you want to
tell.  Your audience must understand the basic context of this group of
people with the GEPS before they can hear your narrative about what you
found most interesting about them.

Use the Inquiry slides to
help you with research tips and complete notes in the Documentary
Research - Inquiry L1 doc by answering the questions for each part of
the GEPS.

All research must focus on your societies during the
Middle Ages, or Medieval Period from about 300-1700 CE.  No earlier, no
later.
Roman Empire (not the Republic) - Europe
Mali Empire (not modern country) - West Africa
Mayans - Central America
Aztec - Central America/Southern Mexico
Southwest Pueblo (Hopi, Navajo) - America
Northeast Native Americans (Haudenosaunee, Iroquois) - America
Northern Native Americans (Alaska Natives, Inuit, Inupiat, Arctic peoples) - America/Canada
Vikings - Europe
Gupta Empire - South Asia/India
China (Tang 618-907 AD OR Song 960-1279 AD OR Ming 1369-1644) - East Asia
Mongols - Central Asia
Islamic Empires (Rashidun, Umayyad, Abbasid, Fatimid) - Southwest Asia & Northern Africa
Polynesia (Oceanic peoples, Maori, Hawaiians, etc) - Pacific
Japan (Heian Period 794-1185 AD OR Era of the Samurai/Feudalism 1185- 1867) - East Asia

Review the GEPS assignments from the previous posts on Classroom to review for a multiple choice quiz worth 10 Product Points.

Review the GEPS assignments from the previous posts on Classroom to review for a multiple choice quiz worth 10 Product Points.

Review the GEPS assignments from the previous posts on Classroom to review for a multiple choice quiz worth 10 Product Points.

Now that we've completed the World Tour, hopefully you feel like some of these historical societies interest you enough to make a whole documentary about one of them.  In order to assign a society to you, I need to know who is interested in which ones.  I need to have balance between societies, so there's no guarantee you get your first pick, but I can almost guarantee you'll get one that you list in this form.  Give me your top choices and explain why.  This will help me divide up the societies for the project.

Now that we've completed the World Tour, hopefully you feel like some of these historical societies interest you enough to make a whole documentary about one of them.  In order to assign a society to you, I need to know who is interested in which ones.  I need to have balance between societies, so there's no guarantee you get your first pick, but I can almost guarantee you'll get one that you list in this form.  Give me your top choices and explain why.  This will help me divide up the societies for the project.

Now that we've completed the World Tour, hopefully you feel like some of these historical societies interest you enough to make a whole documentary about one of them.  In order to assign a society to you, I need to know who is interested in which ones.  I need to have balance between societies, so there's no guarantee you get your first pick, but I can almost guarantee you'll get one that you list in this form.  Give me your top choices and explain why.  This will help me divide up the societies for the project.

One of your six sheets will be graded as a Product assignment to see how well you sourced it. 
All six will be graded for Process, based on being turned in on time and complete.

The sources found in the room can now be found in the Doc: "World Tour Sources" attached to this post.

Source by Region:
Asia
The Eagle Huntress
The Story of the Musical King

Europe
National Geographic (Viking Website) 

North America
Sacred Origin Stories 
Whale Hunting Video (no words)

Central/South America
How This Mayan Legend Inspired a Deadly Ballgame

Oceania
How did Polynesian Wayfinders Navigate the Pacific Ocean
Hula is More Than a Dance

Africa/Middle East
Mansa Musa

Check your email for the results from the test.  If you got below 80% (32/40), you can complete the test corrections from Google Classroom and get up to 80%. 

Make sure you actually go through a process to learn what you didn't know before! 
You can submit corrections ONCE by leaving a Private Comment on the assignment. 
If you don't actually review the materials and learn from your mistakes, it's a waste of your and my time.

Let me know if you have any questions or if you want a Flex pass.

Check your email for the results from the test.  If you got below 80% (32/40), you can complete the test corrections from Google Classroom and get up to 80%. 

Make sure you actually go through a process to learn what you didn't know before! 
You can submit corrections ONCE by leaving a Private Comment on the assignment. 
If you don't actually review the materials and learn from your mistakes, it's a waste of your and my time.

Let me know if you have any questions or if you want a Flex pass.

Your class will try to "research" what happened for another class on our "Wacky Wednesday" 9/27 class using evidence that they created.

Your class will try to "research" what happened for another class on our "Wacky Wednesday" 9/27 class using evidence that they created.

We still have a bit more to learn, but I wanted to make the study guide available to you sooner than later.

Use the attached Study Guide and study materials to prepare for the next test.  Reflect on how you did last time, and what you did to prepare.  What can you do this time to improve or meet your goal?

Test will be Friday 10/27

*READ ALL INSTRUCTIONS!*
Hi folks!  I'm sorry I can't be with you.  Ms. Avina is your sub and I expect nothing but the utmost kindness respect for her, each other, and the classroom while I'm away.

Today is your main day to study & prep for the test.  The study guide is most important, but use these additional resources to deepen your conceptual understandings and practice your skills.  As long as you are doing something from this list or the Study Guide, you will earn your process points.


Work through this list and pick 3 of these options.  Do at least one Edpuzzle, at least one article for sourcing practice, and the Study Guide/Blooket.

3 new Edpuzzle videos about "thinking like an historian" and "historiography" - Pick (at least) one
History of Halloween sourcing practice (in Intro to Sourcing post)
PBS Newshour video & sourcing questions 
Other materials from the Study Guide post (Saturday School sourcing practices, the actual Study Guide, slides, and Blooket)
History as a Mystery (Headless Romans) doc & Edpuzzle video  (do this last if you choose it, it's the least helpful for the test)
You can play the Blooket from the study guide for 20 min max.  If you hit 30 min I will take off process points.  I will review GoGuardian to see how much time you spend on it.  Study in multiple ways.  You cannot move around to work with other people.


Remember, set a goal for yourself about how well you want to do on the test, and go through the steps to reach your goal.

If you are truly done with everything and have more to do for creating evidence (Week 7 post on GC), you can finish making that. 
No new filming!

If I get a good report, everyone gets 1000 XP! 
A poor report = loss of 3 process points, Classcraft damage and an email home

Email me if you have any questions!

*READ ALL INSTRUCTIONS!*
Hi folks!  I'm sorry I can't be with you.  Ms. Avina is your sub and I expect nothing but the utmost kindness respect for her, each other, and the classroom while I'm away.

Today is your main day to study & prep for the test.  The study guide is most important, but use these additional resources to deepen your conceptual understandings and practice your skills.  As long as you are doing something from this list or the Study Guide, you will earn your process points.


Work through this list and pick 3 of these options.  Do at least one Edpuzzle, at least one article for sourcing practice, and the Study Guide/Blooket.

3 new Edpuzzle videos about "thinking like an historian" and "historiography" - Pick (at least) one
History of Halloween sourcing practice (in Intro to Sourcing post)
PBS Newshour video & sourcing questions 
Other materials from the Study Guide post (Saturday School sourcing practices, the actual Study Guide, slides, and Blooket)
History as a Mystery (Headless Romans) doc & Edpuzzle video  (do this last if you choose it, it's the least helpful for the test)
You can play the Blooket from the study guide for 20 min max.  If you hit 30 min I will take off process points.  I will review GoGuardian to see how much time you spend on it.  Study in multiple ways.  You cannot move around to work with other people.


Remember, set a goal for yourself about how well you want to do on the test, and go through the steps to reach your goal.

If you are truly done with everything and have more to do for creating evidence (Week 7 post on GC), you can finish making that. 
No new filming!

If I get a good report, everyone gets 1000 XP! 
A poor report = loss of 3 process points, Classcraft damage and an email home

Email me if you have any questions!

First, look at the Historical Perspective slides.

Then watch the Danger of a Single Story (worth 10 Process Points)
Then watch the Brain Games Edpuzzle

First, look at the Historical Perspective slides.

Then watch the Danger of a Single Story (worth 10 Process Points)
Then watch the Brain Games Edpuzzle

First, look at the Historical Perspective slides.

Then watch the Danger of a Single Story (worth 10 Process Points)
Then watch the Brain Games Edpuzzle

First, look at the Historical Perspective slides.

Then watch the Danger of a Single Story (worth 10 Process Points)
Then watch the Brain Games Edpuzzle

If you got below 80% on the test (below 16/20), you can complete this assignment to get up to 80%.  
You must "correct" each question you missed.  CHECK YOUR EMAIL AT FLEX TO FIND YOUR RESULTS.

I will only check your corrections once.  If you submit them and they are not satisfactory, I will not check them a second time, so make sure you have been thorough and truly spent time learning about the ideas you missed before.  You're welcome to ask for a flex pass to come talk about the ideas as well.

When you're done, LEAVE A PRIVATE COMMENT on the assignment so I know to check it.  Without that comment, I won't know you did it.

I won't provide time in class for this, so you must manage your own time to complete it by the end of the quarter.

If you got below 80% on the test (below 16/20), you can complete this assignment to get up to 80%.  
You must "correct" each question you missed.  CHECK YOUR EMAIL AT FLEX TO FIND YOUR RESULTS.

I will only check your corrections once.  If you submit them and they are not satisfactory, I will not check them a second time, so make sure you have been thorough and truly spent time learning about the ideas you missed before.  You're welcome to ask for a flex pass to come talk about the ideas as well.

When you're done, LEAVE A PRIVATE COMMENT on the assignment so I know to check it.  Without that comment, I won't know you did it.

I won't provide time in class for this, so you must manage your own time to complete it by the end of the quarter.

If you got below 80% on the test (below 16/20), you can complete this assignment to get up to 80%.  
You must "correct" each question you missed.  CHECK YOUR EMAIL AT FLEX TO FIND YOUR RESULTS.

I will only check your corrections once.  If you submit them and they are not satisfactory, I will not check them a second time, so make sure you have been thorough and truly spent time learning about the ideas you missed before.  You're welcome to ask for a flex pass to come talk about the ideas as well.

When you're done, LEAVE A PRIVATE COMMENT on the assignment so I know to check it.  Without that comment, I won't know you did it.

I won't provide time in class for this, so you must manage your own time to complete it by the end of the quarter.

If you got below 80% on the test (below 16/20), you can complete this assignment to get up to 80%.  
You must "correct" each question you missed.  CHECK YOUR EMAIL AT FLEX TO FIND YOUR RESULTS.

I will only check your corrections once.  If you submit them and they are not satisfactory, I will not check them a second time, so make sure you have been thorough and truly spent time learning about the ideas you missed before.  You're welcome to ask for a flex pass to come talk about the ideas as well.

When you're done, LEAVE A PRIVATE COMMENT on the assignment so I know to check it.  Without that comment, I won't know you did it.

I won't provide time in class for this, so you must manage your own time to complete it by the end of the quarter.

After learning about historical significance, see how you do with this skill. 
This is worth 5 Product Points, so it could tip the scales for grades before the end of Q1.

Use the following materials and look back through the assignments we used to learn about Worldview to prep for the upcoming test.

The test will be 20 multiple-choice questions for 20 Product Points.

The study guide has everything you should be prepared to know.  The article "What is a Worldview" will help you understand the bigger concepts and purpose of worldview and why it's important to think about while studying history, and for living in our world.  The Blooket has questions that will help you prepare as well.

Remember, what you practice grows stronger!  If you work to understand these concepts vs just memorizing the answers, you will do better on the test and in life.

Pick any 3 slides (aside from your own) and complete the Google Form to try to analyze and "unpack" that person's values & identity using the evidence they provided in their room.  You are NOT trying to figure out who they are.

Pick any 3 slides (aside from your own) and complete the Google Form to try to analyze and "unpack" that person's values & identity using the evidence they provided in their room.  You are NOT trying to figure out who they are.

Pick any 3 slides (aside from your own) and complete the Google Form to try to analyze and "unpack" that person's values & identity using the evidence they provided in their room.  You are NOT trying to figure out who they are.

Pick any 3 slides (aside from your own) and complete the Google Form to try to analyze and "unpack" that person's values & identity using the evidence they provided in their room.  You are NOT trying to figure out who they are.

Use your Worldview Prep Sheet found in the "Worldview: Identity" post to build a "room" that represents your values & identity. 

Create your own room by clicking "add" in the upper right-hand corner where it says "Your Work".  Then "create" a slide.

Keep it anonymous for now, so hold off on including personal pictures, and don't write your name on it.

When everyone's done, I will share a set of slides with everyone's rooms, and you will try to discover things about their values & identity from the evidence they provided.

Make a copy of the Worldview Space Justification Sheet and "add" it to your work (upper right-hand corner).  Use this to explain why you included these things in your room.  Example:
Object: Peace symbol
Value: World peace is an important value of mine.  I want all people to see each other not as enemies, but as fellow humans whose differences are beautiful parts of the whole human experience.  Violence should be the last option to resolve differences between people, and I believe it should only be used to defend and protect against someone who is using violence against you.  If we all commit to peace, and rely on peaceful systems & processes for working through problems, people around the world will be healthier and happier.
Link: A video of John Lenon singing "Give Peace a Chance" represents a desire for love to be the driving force between people around the world, and to spread that message through music.

Object: Ice Hockey
Social Identity: Hockey is part of my identity because it's a sport that I love to watch and play.  I'm part of a community of hockey players and fans, and that environment shapes who I am through my friendships, conversations, and the activities I participate in.
Link: This is linked to the intro scene from the video game NHL '99 on Playstation, which has the song "Heroes" by David Bowie playing alongside exciting and inspirational scenes from actual hockey games.  This intro left a big impression on me as a kid and still reinforces my love for the game.

The link to "Photopea" below will help you edit images, if you'd like.  For example, if there's a wall you want to put an image on, but you want the image to follow the depth of the wall & have more perspective, follow these instructions:
1. Upload an image
2. Press edit in the top corner
3. Find "Free Transfer" and click on it
4. Hold the ctrl key down while you drag the side of an image

Use your Worldview Prep Sheet found in the "Worldview: Identity" post to build a "room" that represents your values & identity. 

Create your own room by clicking "add" in the upper right-hand corner where it says "Your Work".  Then "create" a slide.

Keep it anonymous for now, so hold off on including personal pictures, and don't write your name on it.

When everyone's done, I will share a set of slides with everyone's rooms, and you will try to discover things about their values & identity from the evidence they provided.

Make a copy of the Worldview Space Justification Sheet and "add" it to your work (upper right-hand corner).  Use this to explain why you included these things in your room.  Example:
Object: Peace symbol
Value: World peace is an important value of mine.  I want all people to see each other not as enemies, but as fellow humans whose differences are beautiful parts of the whole human experience.  Violence should be the last option to resolve differences between people, and I believe it should only be used to defend and protect against someone who is using violence against you.  If we all commit to peace, and rely on peaceful systems & processes for working through problems, people around the world will be healthier and happier.
Link: A video of John Lenon singing "Give Peace a Chance" represents a desire for love to be the driving force between people around the world, and to spread that message through music.

Object: Ice Hockey
Social Identity: Hockey is part of my identity because it's a sport that I love to watch and play.  I'm part of a community of hockey players and fans, and that environment shapes who I am through my friendships, conversations, and the activities I participate in.
Link: This is linked to the intro scene from the video game NHL '99 on Playstation, which has the song "Heroes" by David Bowie playing alongside exciting and inspirational scenes from actual hockey games.  This intro left a big impression on me as a kid and still reinforces my love for the game.

The link to "Photopea" below will help you edit images, if you'd like.  For example, if there's a wall you want to put an image on, but you want the image to follow the depth of the wall & have more perspective, follow these instructions:
1. Upload an image
2. Press edit in the top corner
3. Find "Free Transfer" and click on it
4. Hold the ctrl key down while you drag the side of an image

Use your Worldview Prep Sheet found in the "Worldview: Identity" post to build a "room" that represents your values & identity. 

Create your own room by clicking "add" in the upper right-hand corner where it says "Your Work".  Then "create" a slide.

Keep it anonymous for now, so hold off on including personal pictures, and don't write your name on it.

When everyone's done, I will share a set of slides with everyone's rooms, and you will try to discover things about their values & identity from the evidence they provided.

Make a copy of the Worldview Space Justification Sheet and "add" it to your work (upper right-hand corner).  Use this to explain why you included these things in your room.  Example:
Object: Peace symbol
Value: World peace is an important value of mine.  I want all people to see each other not as enemies, but as fellow humans whose differences are beautiful parts of the whole human experience.  Violence should be the last option to resolve differences between people, and I believe it should only be used to defend and protect against someone who is using violence against you.  If we all commit to peace, and rely on peaceful systems & processes for working through problems, people around the world will be healthier and happier.
Link: A video of John Lenon singing "Give Peace a Chance" represents a desire for love to be the driving force between people around the world, and to spread that message through music.

Object: Ice Hockey
Social Identity: Hockey is part of my identity because it's a sport that I love to watch and play.  I'm part of a community of hockey players and fans, and that environment shapes who I am through my friendships, conversations, and the activities I participate in.
Link: This is linked to the intro scene from the video game NHL '99 on Playstation, which has the song "Heroes" by David Bowie playing alongside exciting and inspirational scenes from actual hockey games.  This intro left a big impression on me as a kid and still reinforces my love for the game.

The link to "Photopea" below will help you edit images, if you'd like.  For example, if there's a wall you want to put an image on, but you want the image to follow the depth of the wall & have more perspective, follow these instructions:
1. Upload an image
2. Press edit in the top corner
3. Find "Free Transfer" and click on it
4. Hold the ctrl key down while you drag the side of an image

Use your Worldview Prep Sheet found in the "Worldview: Identity" post to build a "room" that represents your values & identity. 

Create your own room by clicking "add" in the upper right-hand corner where it says "Your Work".  Then "create" a slide.

Keep it anonymous for now, so hold off on including personal pictures, and don't write your name on it.

When everyone's done, I will share a set of slides with everyone's rooms, and you will try to discover things about their values & identity from the evidence they provided.

Make a copy of the Worldview Space Justification Sheet and "add" it to your work (upper right-hand corner).  Use this to explain why you included these things in your room.  Example:
Object: Peace symbol
Value: World peace is an important value of mine.  I want all people to see each other not as enemies, but as fellow humans whose differences are beautiful parts of the whole human experience.  Violence should be the last option to resolve differences between people, and I believe it should only be used to defend and protect against someone who is using violence against you.  If we all commit to peace, and rely on peaceful systems & processes for working through problems, people around the world will be healthier and happier.
Link: A video of John Lenon singing "Give Peace a Chance" represents a desire for love to be the driving force between people around the world, and to spread that message through music.

Object: Ice Hockey
Social Identity: Hockey is part of my identity because it's a sport that I love to watch and play.  I'm part of a community of hockey players and fans, and that environment shapes who I am through my friendships, conversations, and the activities I participate in.
Link: This is linked to the intro scene from the video game NHL '99 on Playstation, which has the song "Heroes" by David Bowie playing alongside exciting and inspirational scenes from actual hockey games.  This intro left a big impression on me as a kid and still reinforces my love for the game.

The link to "Photopea" below will help you edit images, if you'd like.  For example, if there's a wall you want to put an image on, but you want the image to follow the depth of the wall & have more perspective, follow these instructions:
1. Upload an image
2. Press edit in the top corner
3. Find "Free Transfer" and click on it
4. Hold the ctrl key down while you drag the side of an image

Check out the presentation about making effective slides.  Then, use those skills to make a digital profile about yourself.

Please review the syllabus with your adults at home.  At the end of the presentation, look for the "Google Form" link to sign your understanding.