4th Period History-21-22 Assignments

This is the final project of the year.  THOROUGHLY read the instructions, rubric, and materials attached to this post & write down any questions you have.  We will work on this every week till the end of school.  First, we will study something, then your group will work together to build what you've learned into the game.  This will be due the week of 5/23.

There are two main product point categories.  Each is worth 10 points: Collaboration & Critical Thinking


There are also 20 process points.  There will be a self & peer reflection you complete at the end of the project, as well as daily reflections you complete in the Group Work Journal attached here.  Your table group is your group.


*IMPORTANT*
AT THE END OF THE PROJECT, when your group has finished the all the slides, every member must make a copy and add it to this post so I can grade each one individually.  

Last but not least, don't forget to have fun with this!  Whether you're an artist, gamer, story teller, whatever, there are lots of ways to be creative and enjoy this project.

This doc acts just like the Dark or Not doc.  After reading/watching sources, find at least one piece of evidence that can be used to answer the unit question:
How do human systems restructure after a catastrophe?

When we say "human systems" you can think about communities, networks, and production & distribution.

We have done "The Caliphate," "Networks and Exchange in the Islamic World," the Edpuzzle "The Emergence of Islam," "States & Empires of West Africa," and the Edpuzzle "Mansa Musa and Islam in West Africa."  These should all have at least one piece of evidence in your bank about how they show systems restructuring.

From the remaining sources, including the Edpuzzle video "Rebuilding the Silk Road," pick two more sources to find evidence from.  You can divide these up with your group mates to decide who gets what.  That way, you have more evidence that can be used in your game.

Find the email with your quiz score.  If you did not earn 16+/20, you can complete these corrections for full credit.

**NOTE**
If your corrections are not satisfactory, you will not get credit.  Just doing this isn't enough, I need to see evidence that you've learned from your mistakes.  
If you finish early, leave a comment on this assignment and I'll try to check it early.

Follow along with during class and complete the doc as instructed.

Complete the Edpuzzle about Mansa Musa & Islam in Africa after completing the other readings & questions.

READ THESE INSTRUCTIONS BEFORE WORKING
The sub will report how class went and is aware of the process points.  I'll owe big time Classcraft points when I return for good reports.


1. **Renaming the Period Project Note**

Many have emailed asking questions about the project that was due yesterday.  Here are some answers to common questions:
If you made the project on paper, just put your name on it and turn it in.
If you were absent when we worked on it or when we introduced it, you can have extra time to turn it in.  You can even wait for me to get back to answer your specific questions.
MLA citations are difficult with Edpuzzle Videos & PDF articles.  For the videos, try to use the URL from Youtube by searching the title of the video.  For the articles follow this format:
Author Last Name, First Name, "Title of Article", Title of Journal (World History Project), page #
I can answer more questions when I return.  Don't panic about the due date.  These are special circumstances.


2. Your first priority is to make sure your projects are finished. 

Review the Slides on the post for examples, templates, & instructions.
Review the Rubric attached to the GC post.  Notice the 2 big categories to focus on.  This will become 10 product points in Classroom.
Peer review each other's comics.  Make sure:
a) the narrative makes sense (evidence clearly proves why the name of the period fits)

b) the rubric is at least being met, if not exceeded

3. Read the Intro & Learning Objectives attached

4. Read the instructions for the final project of the year where you will build a board game that demonstrates what you learn from our studies.  We will focus most of our time studying Islamic Empires and West African kingdoms to show how human systems can restructure after collapse.  During/after reading the instructions and rubric, you should write down one question to ask me when I return.  Please no emailed questions.  Wait till I get back.


5. Watch an Edpuzzle video “The Emergence of Islam” (use “Log in with Google”)


6. Read TCI Online “Islam in Medieval Times” & do activities (log in with Clever)


7. Read TCI Online "The Origins and Spread of Islam" & do activities


8. 3 Close Reads: The Caliphate

We will work on this project in class the whole week.  Anything you're not able to complete with class time becomes homework.

Start by completing 1-3 in the doc using your Dark or Not doc for evidence.  If your "Dark or Not" doc is complete, you should be able to finish this by the end of Monday.  Then look at the Slides & the example of a Graphic Biography attached to this post and begin to draft & develop your comic.

The name of your period should be 1-4 words long.  See the examples below:
Age of Exploration
First Industrial Revolution
Stone Age
Bronze Age
Great Depression
Age of Information
Agricultural Revolution

This doc will be one you come back to throughout our study of the Dark Ages to record evidence from the sources we look at.  You need at least one piece of evidence from each source.  For example, you need one piece of evidence from the Dark Ages Debate article, one from Was there ever a Dark Age?, one from the Shoguns Edpuzzle, etc.  This doc will be very important for your final project on this subject, so gather as much evidence as you can now to make the project much easier.


Sources include: (at least one piece of evidence from each)
Dark Age Debate 
Was there ever a dark age?
Shogun (Japan) Edpuzzle
China under the Tang & Ming Dynasties
Imperial Edict Restraining Officials from Evil
Indian Ocean Edpuzzle
Crusades Edpuzzle
Women in Medieval Europe & Song China 
Optional: South Asia (TCI Online/History Alive!)

Due the Monday when we get back from Spring Break: 4/18 (beginning of the day).  


Thoroughly answer the questions, especially #3.  If #3 is not answered in detail, then you will not get credit.

Corrections turned in after that will not be accepted.

First, follow along with the Slides presentation.  When instructed, begin practicing with the Lateral Reading Practice doc.


We will complete the Slides & Part 1 of the doc in class Friday.  Parts 2 & 3 from the doc will be done in class on Monday.

On Wednesday next week we will have a quiz to check your sourcing skills.  It's worth 3 product points, and you will need to score 16/20 or better to get 3/3.  I will give you a source, and you will need to demonstrate your skills of lateral reading & sourcing with it.  The questions you will be asked are below:
What's the context of this situation?  Where does this topic fit into the historical narrative?

Use Lateral Reading:  Who is this source (person or organization)?  Do they have any expertise or qualifications to speak about this topic?  How do they know what they know?  Who are their sources?  Why is this important?

What type of source is this and who is the intended audience?  How do you know?  Why does this matter?

What argument or claim does this source make?  What evidence do they give to support it?

What is the motivation, purpose, or goal for this source?  What might they gain or how do they benefit by creating this?  Why is this important?

Use the doc attached to prepare for the quiz.  If you've earned 2/3 on past quizzes, think about what you can do differently this time to be more successful on your first try.


There's an error in #1.  It should read:
Who was the first person to describe the period after the fall of Rome in the west as being dark or backwards?

Please complete this survey when you don't have anything to do, or during flex.

This video will show you what Japan was like during the time in the world that was called the "Dark Ages."  From this video, think about what the evidence shows us about this time period and whether it was dark or not.  When you're finished, add at least one piece of evidence from this video to the "Dark or Not" doc.


Preview the questions below so you know what to listen for.  If Edpuzzle doesn't work, use the youtube link.


1. 0:35 Beginning around the late twelfth century, what class became increasingly powerful? Who lost power?


2. 0:45 What new political system emerged around this time?


3. 1:27 This period is often called ____?


4. 1:55 The warriors were known as the ___________.


5. 2:03 Was power centralized under the shogunate or bakufu system? Who held power under this system?


6. 2:13 What are some similarities between the bakufu system in Japan and feudalism in Europe?


7. 2:17 Bushido was the samurai's ____________.


8. 3:14 When did the Kamakura period end?


9. 4:25 Who introduced guns to Japan?


10. 5:00 What did guns have to do with Japanese reunification?

Read the article below and answer the questions.  The questions in the doc in part 2 will be used to play a Quizizz.  Winner gets to pick from the prize drawer!


Record at least one piece of evidence from this article in the "Dark or Not" doc that shows this time period was dark or not.

We've studied the many common causes for societies and systems to decline, fall, collapse, or choose your own adjective.  So what happened next?  What was the period following the fall of the Han & Roman Empires like?  In the past, historians called this a "Dark Age."  But was it really?  What was life like back then in the wake of those two superpowers?  What happened to communities, networks, and production & distribution?

Use the doc attached to prepare notes for a final discussion about whether there are any signs of collapse in our own world today.  Take as many notes as you can!  Print them or write them by hand, and you can use them during the discussion.


You can use the extra articles attached to strengthen your historical examples to use in the discussion.

Don't forget that you need to print or handwrite your notes for the discussion!  No computers will be allowed.


Remember that in this discussion, you are making an argument about what the greatest threats to the US are.  Format your ideas like a CER.



Please let me know asap if you will be absent for the discussion so I can share the Flipgrid link with you.


Special Note:
Many people are struggling with the external factors that could contribute to the decline of the US.  Think about what other countries are doing that could have a negative impact on us.  Look at political issues like the Russia/Ukraine conflict.  How could that hurt the US?  What about the rise of China as a superpower?  Will the US stay the richest & strongest country in the world?  What happens if China passes us?  What about economic problems?  Look at the 2008 Great Recession for ideas about how that could weaken the US (there's also a lot of internal issues about this).  What about tech & cyber problems like hacking, cyber warfare, etc?  How about the global supply chain problems that affect our businesses and the cost of goods?


There are more environmental problems than just climate change.  What about the health of oceans?  Coral reefs?  Overfishing?  Natural disasters like fires?  Diseases worse than Covid?  Deforestation & habitat destruction?  Mass extinction?  


Look at the historical examples from Rome, the Han, and the others for ideas about what has already happened to past societies so you can make comparisons to what's happening today, or what could happen.  We've seen common problems with money, unity, & changing populations lead to the decline of many empires.

Because I've been out all week, I'm extending the due date one more week so you all have a chance to ask me questions.


Check your email for your results on the quiz.

Complete the doc attached to raise your quiz grade from 2/3 to 3/3.


You must correct all questions that you missed.  If you only missed part, correct only the part you got wrong.

Learn about and practice the historical thinking skill of Continuity & Change, looking in the articles for Eras 3 & 4 for things that seem to stay the same over time between these two periods, and what changes.


This is NOT homework, it is an in class assignment.  There will be work to be done with your table partner.  Doing this independently or at home will lost process points.


Absent students:
Please look for my email and try to do parts 1 & 2 at home if you're absent on Tuesday/Wednesday.  If you'll also be gone Thursday/Friday, please try to finish the assignment.  Let me know if you have any questions!

We will take a quiz about the Frames & Overview of Era 4, and the Continuity & Change from Era 3 to Era 4.  We will learn about the Continuities & Changes next week.  Use the Study Guide, your previous assignments, and the resources linked here to prepare.


You will be allowed to use the Study Guide during the quiz, but not on the computer.  You can write your notes on a separate piece of paper or print the Study Guide.  If you'd like me to print copies for you, please let me know asap.  


There will not be special time set aside to work on the Study Guide next week, so work on this at home, during flex, or whenever you have extra time in class.

Due to so many absences and higher Covid rates, please adjust the instructions so that you work independently instead of in groups.


Absent Students:
Please label your map according to the instructions.  Then complete part 3 with your answers in the table.

Welcome back & Happy New Year!We will be starting a new unit for 3rd quarter that looks at how societies respond & react to different challenges.  Today we begin the overview of all of this.  


The Inquiry Question driving our studies is:  How do societies respond to catastrophe?


Follow the steps in order:

1) Review Learning Objectives: 
- Understand how historians create narratives to explain how societies rise and fall.
- Evaluate and analyze the historical narrative of this rise and fall of societies. 
- Use the historical thinking practice of continuity and change over time to evaluate how communities and networks expanded and contracted in this era.

This era reminds us that stories do not always move in the direction we expect them to. The nature of history is irregular and unpredictable, looking less like a straight-flying crow and more like a hummingbird darting from one flower to another. Regional webs, or networks, started showing humans how far humanity could go, without really clarifying what the limits were. Exploring continuity and change over time will be essential as we think about this era’s darting pathways from prosperity to collapse to reconstruction. Using comparison and causation skills, our understanding from Era 3 will help us contextualize Era 4.




2) Complete the Edpuzzle: Era 4 Overview

Early in Era 4, the two pillars of the Eurasian trading network, the Roman Empire and Han Dynasty China, collapsed. These weren’t the only societies to go into decline or break down during this era. As a result, European historians in particular have labelled much of this era a “dark age”. But was this true everywhere, or anywhere? Looking at Era 4 on a global scale, we see restructuring and rebuilding, often in the aftermath of crisis, both in the Americas and in Afro-Eurasia.


Preview the questions:
- What does this video say happened to the Eurasian system early in this era?
- What kind of quantitative (data shown by numbers or graphs) evidence does the video present that suggests decline in the Roman Empire in this era?
- What evidence from Tintagel points to a dark age in this community? What evidence suggests there was a recovery?
- What evidence does the video present that suggests there was not a dark age across Eurasia during this period?
- How does the video characterize the period after a large-scale collapse?
1. How can studying what happens after collapse in history help us today?
2. What kinds of evidence would you need to investigate what happened after Han Dynasty China collapsed?



3) Complete the Edpuzzle: Frame Concept Introduction, then discuss & clarify these concepts.
The past is vast. How can we organize the massive amount of events and sources in a way that makes it understandable and usable? Frames are a tool that historians use to sort through, group, and think about long term historical trends. In this course, we use three frames—communities, networks, and production and distribution. These frames help us connect events, people, and trends across era and enable us to create frame stories that make the past meaningful.


Preview the questions:
- According to the video, what is the typical view of human history through the three frames?
- What changes happened after collapse, according to the video, through each of the three frames?
- What is significant about Ireland and the Islamic world? What are they examples of?
- What is the purpose of investigating both decline and recovery in the context of the three frames?
- This video mentions places where recovery happened quickly and others where recovery was slow. Using one of the three frames, what types of factors would make recovery faster or slower? 


4) Complete the Edpuzzle: Story of Stuff
This focuses on how our global economy works today using the "Materials Economy."  While it has greatly changed due to the Industrial Revolution (when machines & factories began making products at a much faster rate than in the past), other elements of this economic system have continued on from the past.  Understanding these continuities & changes will help us see patterns in history, recognize problems in these systems, and make better choices in our present day.


Preview the questions:
- Based on the video, what can you infer that "finite" means? 
- Based on the video, what can you infer the word "linear" means?
- According to the video, what is the "system" missing?
- What does the video mean when they say the "corporations are bigger than the government"?
- How much of our natural resources have been trashed in the last few decades?
- If everybody consumed resources at the same rate as the US, how many planets would we need?
- Why do you think companies would do this?  What motivation would they have to use dangerous chemicals in the products they sell?
- What do you think the correct definition of "toxic" is?
- What does "distribution" mean in this system?
- Define and explain "Externalized Costs"
- What percentage of our stuff is trashed after 6 months of being in the system? 
- Define and explain "Planned Obsolescence" 
- Explain your understanding about what "perceived obsolescence" means.  How does it work?
- According to the video, what is happening to the national happiness level?
- Why is burning trash really bad? (choose all that apply)
- What is the main reason recycling will never be enough to help our garbage problem?
- In 2-3 sentences, describe how this film made you feel. Were you already aware about any issues discussed in the film? Were you shocked or surprised by anything?

After watching the "Frames in Era 4" Edpuzzle, use the Slides attached for instructions.  For more information about each frame, the researcher & facilitator can watch the additional videos found in the links attached to this post.

Follow the instructions in the slides to compare & contrast 3 different groups.  You may do this on scratch paper if you prefer.

Background
This project will be ongoing throughout our unit.  Each week we will learn about one part of the GEPS and how to analyze our indigenous group with those categories.  The first week will focus on the G, the second week on E, and so on.  

This is an individual project, but there will be at least 2 people working on the same group, so some communication about your RESEARCH is allowed.  However, the slides you make must be your own, which means what you write in your slides must be your own ideas and interpretations.

Use the resources attached to help with your project.  There is a template you can use to fill in the information in each section.  There is a doc full of reliable sources for your research.  There is a doc for you to gather and organize your research so you can use it in your project.

CITE ALL SOURCES FOR YOUR RESEARCH AND IMAGES
Every time you find a good piece of evidence or an image, copy the link from where you found it immediately.  You can do the proper MLA citations later, but it will be very hard to go back and find your sources if you don't save them right away.

Grading
40 Product points will become x/10 in Powerschool.  10 Process points will also be in Powerschool.  Check the Rubric for how points will be scored.


Process
1. Learn about "G" of the GEPS & see examples for the Maya, Aztec, & Inca
2. Do research & take notes about the "G" for your group
3. Check with Mr. Marden that you've found quality information to include in your project
4. Learn about the "E" & see examples for the Maya, Aztec, & Inca
5. Do research & take notes about the "E" for your group
6. Check with Mr. Marden that you've found quality information to include in your project
7. Repeat this process for "P" & "S"
8. SAVE ALL SOURCES FOR IMAGES & INFORMATION
9. Make your "Featured Slide" for an artifact that is "revealing" about your group
10. Make your "Works Cited" page
11. Proofread your work & check that all requirements are met; check the rubric
12. Make a 30 sec "TikTok" on Flipgrid about your group (to be discussed later)


Tips
Wait to make your slides until all your research is done for each part
Wait till after your research & notes to find images
Make your summary statement after you've done enough research so you actually have information to summarize!
Make sure images are relevant to your people and accurately represent them; don't use images that show a different group just because they're also Native Americans; source your images!
Don't focus on Europeans or the US; focus on your people before those interactions & influences
Don't use information about the modern group; try to research them before contact with Europeans
The "E" & "P" will be the hardest parts to research for most groups; ask for help!
Save all sources!
Have Mr. Marden check your work regularly & ask questions
Check that you're using reliable, credible, trustworthy sources, and look at multiple sources to ensure it's accurate
When using Wikipedia, go to their sources for your research

1. Begin by researching the socio-cultural characteristics of your group  

2. Then enter notes into the doc of any info you find & save the URLs for your works cited page
3. After your research is complete, begin to write the info onto your slides in your own words
4. Write a summary statement after you've entered all of your facts & info
5. Find images to support your slides & save the URLs in the "speaker notes"


When you're draft slides are done:
1. Check the draft slides for your geo-env, econ, & poli slides & fix anything I left comments about
2. Proofread all slides
3. Copy them into your final draft slides
4. Work on the "featured slides"
5. Create your works cited page
6. Double check the rubric that your project meets all requirements


All work in the final draft must be in your own words.  Copy/pasted info will result in a Zero on the project.

1) Do research on your group about their political characteristics
2) Take notes in the IPP Political Notes doc
3) Use those notes to form your Draft Slides
4) Look for feedback to fix/revise your slides before they go into the Final Draft

If you're absent, what should you do?  Let's see if you know with this quiz.  


It WON'T affect your grade!


This is to be done in flex or at home and NOT during class.

Sub Expectations (See today's classwork instructions below)As you know, I like to have clear expectations with no misunderstandings.  You are all great individuals, and know how our class runs.  You know how to treat people with respect and listen to instructions.  This does not change when I'm gone.  There are two possible outcomes from having a sub, and you have a choice in that:
1) You choose to be respectful and follow instructions as usual.  A good report results in full Process Points for this day and 500 XP & 300 Gold in Classcraft.

2) You choose to take advantage of the sub, disrespect them, ignore our normal rules & protocols, and don't follow instructions.  This results in emails home to your family, losing 3 Process Points for the day, and taking Classcraft damage and losing 200 Gold. 

I believe everyone will choose option 1, because I know how great you all are and believe you respect everyone, not just me.  Remember that the sub doesn't know how our class typically runs, so be kind and help them out if they have any questions.  They might do things differently than me, and that's ok.  





Instructions:
You can work on one of three things today.
1) Finish your Geo-Env Draft Slides found in the post "CW: IPP Geo-Environmental Research, Notes & Slides"
- These are due at the end of the day today.
- Remember to look at the examples for what your slides can look like from the Maya, Aztec & Inca GEPS Lessons and the Indigenous Peoples Project posts
- Make sure any images you find accurately portray your people, and not a different group


2) Finish the Econ GEPS Lesson notes for the Maya, Aztec & Inca.
- You can work with your table partner on that


3) If you finish 1 & 2, you can begin to research & take notes for your group using the docs below.
- The draft slides for the Econ section are due Monday 11/29.
- We will have more time in class to work on these notes & slides this week.

Your draft slides are due by the end of the day Monday.


This week you will focus on researching the Geography & Environment of your group.  
1. Use the Shared Resource Doc for your research, or make sure you have reliable sources if you search on your own.
2. Answer 5 or more questions in the IPP Geo-Environmental Notes
3. Take the notes you gathered and organize them into your IPP Geo-Environmental Slides
4. You CAN NOT move onto the next section of the GEPS without following these steps.
5. Look for my feedback on your slides and make any necessary fixes/revisions before the final project is done.  Copy these slides into your master doc "IPP Layout" when they are worthy of being in your final draft.

Learn about the Year Long Inquiry Question, what "GEPS" are, and what we'll study in this unit.


If you're absent, use the slides instead of the Peardeck link.

Complete the doc to earn 3/3 on the quiz.  Make sure you are detailed and thorough with your thoughts and answers.  This is not an automatic 3/3, I need to see what you've learned to earn the credit.

Our work on this unit about Historiography & Thinking Like an Historian is coming to a close, and it's time for the final assessment.  We will still use these skills throughout the year, but our introduction to them is over and it's time to see what you've learned.  

Use the study guide attached to prepare for our assessment, which will be next Wednesday 10/27.

Thursday's class will be to review and ask questions.  Take advantage of this time, ask questions, and practice your skills.  Let me know how I can help!

Good luck!!

Complete the Google Form.  When you're done, you can read or do work for other classes.


MAKE SURE YOU WRITE A SUFFICIENT AMOUNT FOR THE LAST THREE QUESTIONS.  ONE SENTENCE IS NOT ENOUGH.  SHOW ME HOW YOU THOUGHT ABOUT THE IDEAS LIKE YOU'RE SHOWING YOUR WORK IN MATH.

Create your own slides about what you think is significant from your life.

Follow the presentation to learn about Historical Significance.

After you finish the Sourcing quiz, you can start this Edpuzzle.  This relates to the historical thinking skills of Historical Perspective.


How can we better understand the people of the past?
Diverse Worldviews
Inferences based on Evidence 
Trying to understand different perspectives
Preview the questions in the video:
1. How were African books different from the British and American books that Ms. Adichie read?
2. What was she surprised to learn about Fide, the houseboy, and his family? How was this different from the single story she had of Fide and his family?
3. What was Ms. Adichie's college roommate's single story of African culture?
4. Before you hear what she says, why do you think that her American professor would tell her that her novel is not "authentically African"?
5. If having power allows people to be able to tell and control the story, what do you think happens to the stories of those who have no power?
6. What does Ms. Adichie say is the problem with stereotypes?
7. Describe one example that Ms. Adichie gives that challenges the stereotypes people have of Nigeria.
8. We have been studying the concept of worldview and how it connects to historical thinking. How does the message of this video support the belief that "exploring different perspectives is a key to understanding historical events"?

Use the Google Form to complete a quiz on Sourcing.


NOTE: Source "TYPE" means, what kind of source is it?  Is it a newspaper article?  Is it a photograph?  Is it an email?  This affects who the audience is.


For all questions, explain HOW YOU KNOW by explaining what you saw in the source that led you to your conclusions.

HOMEWORK Part 1: Watch one video and read one article as homework due before our next class.  Do not move on to Part 2 until our next class.

CLASSWORK Part 2: Complete the rest of the work in class.


CLASSWORK Part 3: (Copy these questions into your doc & answer them)
1. Greet your audience
2. Briefly explain the situation about the controversy about Columbus Day
3. Make your claim about whether you support it, support Indigenous Peoples Day instead, or have another idea to propose
4. Provide supporting evidence and reasoning for your position; your evidence should refer to ideas and facts from the sources you read/watched
5. Close your speech by summarizing your proposal and thanking your constituents for their support

HOMEWORK Part 4: Use the Flipgrid link below to record the speech you've prepared.

10 Process Points

This is just a placeholder for your calendar that Q1 ends 10/8.  No work will be accepted after that date.  Any unexcused assignments that are missing will become a "0" in the gradebook.  If you have any questions, email me or get a flex pass to meet with me.  Don't wait until the last week to finish your missing work!

Dun, dun, DUN!  Guess what.  We are not "dun" with the day of the "Incidents."  You experienced a day in class, tried to remember what happened, created a timeline of what you thought happened, made artifacts for the future to find as evidence about what happened, and now we are the future.  It's time to analyze the evidence left by another class and see if we can figure out what happened that day for them.  Read the instructions in the doc and use the Slides for the period your class gets assigned to try and figure out what transpired.

DO NOT DO THIS AT HOME. (Unless you're absent.)
Use the Doc attached and the Edpuzzle to complete this assignment in the order you are instructed to.


In this assignment, you will see how complicated the study of history truly is.  It will help you understand some of the problems, challenges, techniques, and mystery of the field of history.  You might see how difficult it would be for someone in the future to make sense of the evidence you left behind from the artifacts from our past class.

Follow the instructions in the doc to recount the events from the last class from last week.

Due to the power outage, this assignment has been postponed.  We will review this on Monday.


This assignment is the end of unit project for our study of worldview.  It has two parts.  
1) Create a "space" or room using Google Slides that represents your Worldview.  Check the slides for the requirements and instructions on how to construct this space.
2) After these spaces are all created, you will "tour" the spaces of your classmates and try to understand their worldview by examining the clues in their space.  Each space will have a "quiz" to complete for you to try to learn about the values, identity, and worldview of the creator.  


2 Product categories will be worth 5 Product Points in Powerschool.  1 Process category worth 10 Process Points.

If you got 2/3 Product Points (scored under 8/10 on the quiz), use this make-up assignment to learn more about the parts you missed.  Be THOROUGH and DETAILED in your ideas in questions 3, 4 & 5.  I can't guess what you know or understand.  I can only see what you show me!  Explore your ideas deeply in your response.

Cognitive Biases are another part that forms our worldview.  Learn about what they are in the presentation.  Then begin working with your partner to create something to represent one Cognitive Bias.  We will have time to work on this in class.  The creation is due by Monday 9/6.  On Monday 9/6 we will observe each other's creations and fill out the doc attached.

This is a closed note quiz based on what we've learned so far about worldview, values, and identity.  Take a breath, do your best, and overcome obstacles!

First, listen to the presentation from the slides and participate in partner & whole group conversations.  
Then complete the doc attached: Identity Questionaire.  If you don't finish in class, finish as homework.

Please review this at home with your family.  It is OPTIONAL to watch the Edpuzzle for my explanations.  On the last slide of the presentation, follow the link to "sign" to show your acknowledgment of the expectations, or email me any questions.

We will start this in class, and finish as homework.

THIS IS AN IN-CLASS ASSIGNMENT.


You can click "turn in" if you were in class and watched the presentation.  You DO NOT need to watch it all again at home.

This lesson will help us learn how to take care of our materials so they last.  First, we will follow an interactive Peardeck presentation.  


At the end, there is a quiz that's worth 2 Product points.  You can earn 1/2 or 2/2.  If you don't earn 2/2, you can try again after learning from your mistakes.