6th Period Social Studies-22-23 Assignments

On Monday we will watch Telenovelas.  Mr. Kaeffer, Ms. Appleton, and I have picked one example of each episode to watch a complete "season" of As the World Restructures.  There will even be a special surprise at the end ;-)

You're welcome to bring special snacks, but make sure you bring any utensils, napkins, etc. necessary.  NO MESSES ALLOWED!  You must clean up every little crumb you drop.

I hope this last week is a nice celebration of what you've accomplished and how much you've grown.  Good luck in 8th grade, know that my door is always open, and try to make the world a better place!

Have a fantastic summer!

It is time to use the Panorama platform to gather end-of-year student feedback for students in grades 3-5 and 6-8.  Complete this survey during Flex.

The survey should not take long--approximately 15 minutes.  I can read items to you if necessary and clarify any vocabulary if needed.  

If you have any questions, please check in with your principal or let me know.

All students will use the same main site link and their individual sign-in is done by their unique student id.  The student ID number is next to your name and picture in Powerschool.

If you got below 80% (12/15) on the quiz you can complete these quiz corrections to get up to 80%.  Look for your quiz results in your email.

Make sure you are thorough in the last column (purple).  
I will only check your corrections once!  
If it's not well explained about what you learned & why your answer was wrong/why the other answer is correct, you won't get credit.


Look back at the assignments, readings, and videos listed in the Quiz Review assignment to learn about what you missed.

Was there ever a "Dark Age?"
What does our modern world owe the various societies of the past?

Explore what societies around the world have contributed to our modern-day lives.

For the remainder of the year we will be working in new groups for our Sustainable Societies simulation.  You can have influence on one partner to be in your group.  The rest of your group will be random and I won't hear any complaints.  Part of this experience is to see how it can be very difficult to manage a society with different points of view.

We will "display" our work with WeVideo during Open House on Thursday.
Please fill out the attached form.

You will need to copy/paste BOTH your Wevideo recordings (documentary & telenovela)
In order to copy the link, please make sure that you have 'finalized your video' and that it has been exported.
Click on the 'export' tab in your student account
Click on the video you want to share the link for
Copy the link in the URL
Paste the link in the appropriate spot on the Google Form.


You can also create links to any other digital work you would like to share, like your Worldview Room from the beginning of the year, or the World Contributions slide you made.  From your doc/slide, click "share", then select "copy link."  Then paste it into the form.

How do societies and systems restructure and reorganize following a disaster?

We have looked at the rise of Islam, the Middle Ages in Europe, and the Crusades as examples of how systems & societies restructure.  Now YOU will tell this story!  

Instead of taking a test on this, we will record a telenovela.  A telenovela is like a Spanish soap opera.  It's filled with drama and cliffhangers, and each episode leads to the next.  

Each group will take one piece of the story, write a script, create characters, and record your scenes using WeVideo.  Each groups "episode" will lead to the next, and together our "season" will tell the whole story for the effects of the rise of Islam, the Middle Ages in Europe, and the Crusades.

Our studies have been to see the different ways that the systems and societies around the Mediterranean have restructured after the fall of Rome in the west, and with the growth of a new political-religious power (Islam).  We've already taken a quiz about the effects of Islam on these systems & societies.  The quiz for the Middle Ages, Feudalism & Crusades will take place in class on Wednesday.

Use the materials attached here to help you prepare.  You can also review the following assignments that we did:
Perspectives on the Crusades
(Newsela) Crusades: Consequences and effects
Norman Sicily: A site of Encounter
Crusades Restructure Europe
Middle Ages through Visuals
Feudalism Restructures Western Europe
These parts of the textbook can also help:
Pages 161-168 in TCI (Crusades)
Pages 87-93 in TCI (Decline of Feudalism)
Pages 53-63 in TCI (Development of Feudalism in Western Europe)

Follow the presentation in class and complete the questions in the slides.

If you got 6/8 or less on the quiz, you can complete this to earn up to 80%.  Look for your quiz results in your email.

After the Fall of Rome, Western Europe experiences hundreds of years of restrucuturing.  This leads to the development of a system called "feudalism."  What is feudalism?  How does it work?  How did it develop and restructure Europe?  

With your table group, you will create a short comic (4-6 cells) using Storyboard That which tells the story of feudalism.  You can have fun with it and make it funny if you want, but it must clearly show:
What feudalism is; define it
What the various roles of people in the feudal system were; what their relationship to each other was
How it developed & restructured Europe; a before and after of what Western Europe was like
Use the resources attached to learn about the feudal system.  You can also check out p. 53, Lesson 4: The Development of Feudalism in Western Europe from TCI. (Log in through Clever.)


When you're finished, read the Christendom article attached.

When you finish, begin looking at the materials for Feudalism in the next post.

Hello Class!
I hate to be out again, but it is what it is, and sometimes things are just out of your control.  I want the expectations today to be clear to all of you:
You are to listen to the subs instructions and follow them
You are to be respectful to the sub, to each other, and to the classroom
You are to be on task and complete the work thoroughly with the goal of learning important new ideas that will be on the quiz and help you understand the complexities of the world
I'm watching GoGuardian and will email home and take process points if you're off task
This will be 5 process points for completion and detail of your responses
If you accomplish this, you can earn a big chunk of Classcraft XP, and maybe even candy.  If you don't, there will be emails home, loss of process points, and maybe referrals.  The choice is yours!


How did Islam restructure systems as it spread? 
Open the set of Slides with a primary or secondary source on each one.
Stay in your table groups and read through each one, discussing what system was being “restructured” and how.  
Your groups should work together to read through and analyze this for each slide.  
You are not to move ahead of your team.  You should discuss your ideas and what you found with your partners.  Do not wander off to other groups.  If you do, the sub will leave me a list of names and you will lose process points.
One source is a video source.  You will need headphones to watch it.
If you finish this whole assignment, then make sure you've finished the: 
CER at the end (not homework)
TCI Online Lesson 9 Origins & Spread of Islam
Caliphate article
Edpuzzle: Emergence of Islam
Blooket is posted as a review for the quiz.  Only work on this if you're done with today’s assignment.
The quiz is based on these assignments including today’s lesson.
Example for Source 5 (video):
Evidence:

Conquered people were fed up with their previous rulers, and were allowed to keep their administrative systems (local governments), and Jews and Christians were allowed to continue their religious practices.
Reasoning:

We can see that there is political restructuring in that people supported the new Muslim rulers and helped take down the old empires.  There was also freedom for Jews and Christians that wasn’t typical for a new religious empire to allow, which shows a restructuring of socio-cultural systems.

How did the rise of Muslim Empires and the Caliphate restructure systems/societies?

If you finish early, complete the Edpuzzle: Emergence of Islam

If you earned 14/18 or less, you can complete this retake assignment for up to 80% on the test.  Your answers must be thorough and show real learning about what you missed and why.  

Alternatively, if you can successfully argue why some of your answers could be correct, you can earn those points back.

Leave a comment on this post when you're done, otherwise I won't know that you did it!

Hello Class!
I'm out today to plan with the other teachers.  Please follow the instructions below.  I will be checking the notes you take for part 1 when I return.  If I get a good sub report AND see that everyone did their work and wasn't off task, you can get 1000 XP!

We've now seen how societies rise and fall, but what happens next?  The big question is: 
How do systems/societies recover from collapse and reorganize/restructure?
This completes a "cycle" of sorts for the "life" of societies/systems.  They rise, decline, then restructure/reorganize in a pattern that repeats throughout history.
1) Discuss at your table groups what it could mean to “restructure” or “reorganize” and what we mean by “systems” or “societies”.  Take notes on a piece of paper and write down these ideas.  I will check your notes when I return on Friday.

2) Next, go to a website called “Geacron”, which is like a map timeline.  There’s a spot to enter a date, and start at 300.  Use the "triple arrows" to the right to skip 100 years at a time, up to the year 600.  Then use the double arrows to go one decade at a time up to 730.  

Focus your attention on the changes across Western Europe & Eastern Europe (Rome/Byzantine Empire), West Asia (blue = Persians), and the Arabian Peninsula.  You should see the tiny city of Mecca as a green spot. You will notice that area suddenly burst across the Arabian Peninsula, which signals that the divided tribes of Arabia have been united by Muhammad under the political-religious system of Islam.  As you continue, you will see this power grow to twice the size the Roman Empire ever got, from Spain to India, in just about 100 years.

This new Empire (and the Muslim Empires that follow) help Islam become the second largest religion in the world and will have enormous impacts on the political, economic, and socio-cultural systems of Afroeurasia.  It will also reconnect with our studies of Europe and Asia in the coming weeks when we see how they restructure/reorganize. 

3) Begin to learn more about Islam; its origins and spread.  Log in to TCI Online through Clever, then find “Assignments” and look for “Lesson 9, The Origens and Spread of Islam.” (finish as homework)


4) If you finish early, make sure you've completed the Edpuzzles!
- Era 4 Overview
- Frames in Era 4
- Collapse! Era 4.1

5) Next, work on "The Caliphate" article. (not homework)

Good luck today!  Remember that we prepared last week for this.  You're ready!  Here are some tips:
Take deep breaths  
Read everything closely 
Skip difficult questions and come back to them later
Use your logic and intuition (instinctive feeling about what makes sense)
If you finish early:
Update your "Sustainable Societies" doc to include the challenges and problems you've learned about that you want to prepare for or avoid for your society to overcome
Read a book
It must remain SILENT

We will take a test on Thursday/Friday about how societies collapse.  It will be 20 multiple-choice questions for 20 Product Points.  Some questions will be about the Han Dynasty & Roman Empire, and some questions will be about other societies with passages for you to read & select the best answer.

Today we will review some key ideas that will help us understand the patterns of history.  We will compare Rome & the Han.

The resources attached & linked below will help you prepare for the test.  You should also watch the Edpuzzle videos:
Era 4 Overview
Frames in Era 4
Collapse! Era 4.1 (most helpful of the three)
In class, unless school is canceled: 
Read the "Empires Fall" article and write 5 "test questions" on a piece of paper.  Then exchange your questions with your table group and try to answer each other's questions.  We will review the most important ideas from this article together afterward.
 
Then you will read the "Fall of Rome" & the "Fall of the Han" articles to use for a compare & contrast of the two with a Venn Diagram in the slides.

Also use your "Autopsy" of the Han to help.  Finally, we will play a Kahoot that you can also play on your own time.

On Monday during class, you will write an Obituary for the Han Dynasty.  You can use any handwritten notes, including the:
Crossword Puzzle; you are allowed to add notes clarifying words, descriptions, events, etc
Timelines; these will be visible in the room, but you must show clear understanding of the events and their significance if you include them in your Obituary; Don't just copy from a timeline
Autopsy worksheet; the causes of decline you examined in as much detail as you'd like
It will be worth 5 Product Points.  You can see the prompt and instructions here, but will write your obituary in a Google Form on Monday.

Han Dynasty: 202 BCE - 220 CE
Write a two-three paragraph obituary for your empire. Be sure to include in your obituary: 
 Internal and external causes of decline
Obituaries are written in ways to remember someone in a flattering, positive way, while discussing their life, achievements
Include 2-3 highlights/accomplishments & 2-3 reasons for their decline
5 Product Points are based on:
Historically accurate facts, evidence, examples, and details to clearly support the “story of the life of the Han” 3 points
Creative writing, giving the impression of an obituary that memorializes the life of the Han Dynasty 2 points


You may use handwritten notes on your Crossword Puzzle and Autopsy.




When finished:
Edpuzzles: Era 4 Overview, Frames in Era 4, Collapse! Era 4.1
Review Rome Political Cartoons for test on Thursday/Friday

Now that we have familiarized ourselves with the Han Dynasty of China, we will focus on the causes of its decline.

Use Clever to log in to Newsela.  
Click "Assignments"
Then find the Fall of the Han article

Follow the instructions in the doc to create a timeline about the history of the Han Dynasty in China.
In class Monday: 
Find as many events as you can.  Don't worry about how important they are.
Homework: Find two more events before class on Wednesday.

Wednesday:
Complete Steps 2 & 3.  Timelines are due at the end of the period.

Why would half of an empire collapse while the other half survive another thousand years?
Using what you've learned about the problems & decline of the western portion of the Roman Empire, compared to the eastern side, you will create a brochure to advertise the Byzantine Empire to visitors.  You get to choose who your "target audience" is, that is, who you are trying to convince to come to the Eastern Roman Empire.

Follow all the steps and instructions in the attached docs.

1) Complete the Byzantine Empire: Note Taking Guide (previous post on Google Classroom);
due by start of class 2/17
2) Open the "Byzantine Empire Pamphlet" doc
Use the Graphic Organizer (page 5 of the Byzantine Empire Pamphlet doc) to plan your brochure
Use the attached doc "Byzantine Empire/Constantinople Pamphlet Resources" to do additional research to find the evidence you need (page 6 of the Graphic Organizer) to support your claim
^ due end of class 2/17
We will make the physical brochure the week after break once you've planned everything out

1) China's Han Dynasty crossword puzzle
We just finished looking at the Roman Empire and its rise & fall, but we also saw that the eastern portion was able to survive much longer.  Now we look to East Asia and the Han Empire of China.  What happened there?  What were the accomplishments of the Han Empire?  Eventually, we'll look at the causes of their decline as well.
Log in to Newsela through Clever
Look in "Assignments"
Use the Newsela article "Cultural Heights of China's Han Dyanasty" to find the information for the crossword
Complete the Quiz for the article under "Activities" (button on the right)
 2) Edpuzzles - these are the same three Edpuzzles from before:
Era 4 Overview
Frames in Era 4
Collapse! Era 4.1

In your Classcraft groups, grab the political cartoon placards from the table.  Complete the notes on the doc for each one.  When you're done, complete the Google Form.

When we learned about the rise of societies in West Africa and the empire of Ghana, we focused mostly on the way the geography & environment and economy (trade) contributed to the development of larger, wealthier, more powerful and complex societies.

Now we will look to India and the Gupta Empire to see how politics and culture affected their rise.

You have two tasks to complete.  What you don't finish in class becomes homework due Sunday night.  Don't worry, both assignments are shorter than the Ghana ones!

There will be a quiz next week about how societies rise.  Your quiz can use specific ideas about Ghana or the Gupta, and general ways that societies rise that we learned from these two societies.

Step 1:
Complete the TCI Online Lesson 13: The Achievements of the Gupta Empire.
Log in with Clever!
Start at the Introduction
Complete Section 1: Rise of the Gupta
Choose ONE section between 2-8 to learn about one achievement of the Gupta
Complete the Summary


Step 2:
When you're finished with TCI, then complete the doc attached to analyze the text about the Gupta.  This is the same process as what you just did for Ghana.

Step 3: (If you finish early)
Log in to Newsela through Clever and complete read the assigned article "Mongol Empire gifted with climate changes"
This is not homework, and is only if you finish early in class.  After reading the article, answer the two questions below in a private comment on this post.  You will get 500 xp for completing this.
1) Why does this matter?
2) What does this teach you about the relationship between the GEPS and the rise of societies?

Step 4:
In Newsela, read the article "Written in the Stars: Secrets of the Mongol Empire".  This will be used for part of our quiz, so you might like to preview the whole article ahead of time.  There's nothing required for you to do with this article.  It's just a preview of some ideas.  Think about the GEPS, and the signs of a rising society.

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 the end of the 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.

Newsela class code: CVPX3S

Following our Lego Adventure, we're going to look at how societies rose in West Africa as an example of how societies rose around the world.  Read the online text or use a textbook in class.  Complete all of the activities that go with the reading.  We will have a quiz on these ideas next week.

Understanding how societies rose will help us see what happened to them when they decline, and what happened next.  At the end of the year, you will be creating your own society based on what you learn about real historical societies, including their successes and challenges.

Try to Log in with Clever.  Then find the "Assignments" on the left.

In class we will do this activity.  If you're absent, look at the instructions and find out from a friend or meet with me in flex to discuss what the activity was about.

At the end of the activity, complete the Google Form. This is homework!

It's time to record your documentary!  

*Please record as much of your narration as possible at home!* 
The classroom & outside are too loud and uncontrollable to create a quiet environment.  You can try sitting in a car at home if you need a quiet space.  Class time will be best used to add visuals, music/sound, and edit.

1. Log on to WeVideo CLASSIC MODE
*VERY IMPORTANT: Make sure you are signed in with your SCHOOL ACCOUNT. You may have to completely LOG OUT of WeVideo and then SIGN IN using Google*
If you're still having problems logging in, please email Mr. Fanderl.

2. Go to Projects (found in list on left side of screen) 
3. Click on "Shared With Me" Tab
4. Click "+" to create a new Edit. 
*If you edit someone else's project you will get a 0 on yours.*


5. Name your project with this format: "P# - Last Name - Society" ex. "P3 - Marden - Inca"
6. Click on "My Media" 
7. Find "Narrate" to record your script
8. Record your script. Make sure to speak CLEARLY & AT A STEADY PACE (not too fast or too slow)
If you need help navigating WeVideo, check out the video attached below

9. Visuals:
When adding visuals, use movement (zooming in/out, panning, etc.)  
Each image should linger for around 5 seconds  
Avoid clipart, grainy images or those with poor resolution  
Find images that look authentic to your society & time period  
Avoid images of modern things, unless you're talking about modern things!
10. Ask for someone to watch your video and get feedback:
Can we clearly hear your voice
Do your visuals match and support your story
Is your narrative well supported with evidence and does the story make sense
Are any key terms defined/explained


When You're Done
11. Click "Finish" on WeVideo12. Select "Drive" as a destination
13. After it's downloaded to Drive, "Add" it to this post

Review Mr. Bruza's presentation & documentary for ideas.
If you're done by Thursday then you will be excused to movie day!

With your first draft of your script completed, follow the instructions on the doc to conduct Peer Review.

After you've finished the "Organizing Research" assignment, you can move on to this.  Start with the "Documentary Card Sort" to really focus your narrative.  Then you can begin the "Script Organizer."

When your script is done, build a "Shotlist" to find your visuals that will be used in your documentary.  Use the instructions in the "Documentary Script Shotlist" slides.  Another option is to leave "comments" on your script and annotate it with ideas for visuals.

We will need our script to be done by Thursday so we can do review, get feedback, and make edits for improvement.  Hopefully you can even start recording!

This is something we were supposed to do on Wednesday but couldn't because of the assembly.  Please find time to try it out so you can get familiar with the program and the tools before we make our documentary.  We won't have class time, unfortunately, but watch the instructional videos and talk to friends who know how it works to troubleshoot any problems.

Make a 30 second to 1 minute video thanking Mr. Bruzo for taking the time to help us with our documentary.  This is also an opportunity to practice using WeVideo before we make our documentary.  Find the Google Form from last week "Documentary Presentation Debfrief" and use your responses to assist you with your video.
Include the following: 

1. Text - Something you learned from the speaker's presentation, or a fun fact about your society
2. Voice Over - Record an audio "Thank You" statement for Mr. Bruza coming to speak to you.
3. Image - Incorporate one(s) that matches your content.
4. Video Clip or GIF - Incorporate one(s) that matches your content.
5. Special Effect - Incorporate one(s) that matches your content.
6. Music - Adds an additional and matched mood to the video

1) If you still have research to do, continue doing it.  It needs to be done this week so we can prepare the script next week.  Use the feedback from me and your peers to be as thorough as you can.  Ask each other questions to make sure you're doing things correctly.

2) Complete the "Summarize GEPS Categories" doc attached to this post.

3) If you have sufficient evidence and have finished your summaries, you can begin to search for your "nugget."  Remember that the "nugget" is that topic or question that YOU are most interested in.  For whatever reason, it catches your attention or makes you very curious.  It's something you need plenty of evidence to support.  Finding your nugget will be crucial for building your narrative and telling your story.  If you're not passionate or interested in it, it will be difficult for you to get your audience interested or care.  

Look through the evidence you've gathered, especially the "deep dive" you took into one column for L2-4 questions.  What stands out to you?  


*If you have someone you're working with on the same society, you will want to discuss this together to decide the nugget.  You can't have a confusing & divided narrative in your documentary, otherwise you should each just make your own!*

Complete the "'Nugget' Research Summary Worksheet" attached (individually if working by yourself, with your partner(s) if you're making a documentary together.)
*If you don't have enough evidence, you can't work in a group.  Everyone must contribute a fair portion.  I need to approve of these partnerships for you to move on to making a script next week.  If you're short on evidence, keep researching!*

Use the attached docs to begin your research for your society.  You'll see a blank chart where you write your questions, do your research, and write down what you learn.

Notes must be in your own words!  No copy/pasting from the website.  Bullet points and paraphrasing are ok. 
Be careful what sources you’re using!  We must know who we’re getting the information from.  
No “homework” or “study” sites.
Wikipedia is ok if you let me show you how to use it.
Save your sources in the box at the bottom (URL & today’s date)
Be sure you are researching the historical society and not the modern one.  Our studies focus on the years ~500-1500 CE.
Use the GEPS Research Guiding Questions doc to help think of questions if you get stuck.
Leave a “comment” on any notes that you find especially interesting or have bigger questions about that could become “nuggets” for you to explore with your documentary
There is a new doc for everyone to use, if they'd like.  It has a list of sources that others have used for each society.  If you'd like to add to it you can, but you must BE RESPONSIBLE when using it.  I will check the revision history if anyone does something disruptive to this doc.  It's called the GEPS Shared Resource Doc.
The other docs provide examples of questions and what it can look like to find evidence for them.

If you were absent, please review the slides to begin understanding the GEPS.  Please see me with any questions, or come to flex so we can review them together.

Good Morning.  On Monday, you will have 15 minutes to complete this activity.    Please make sure you make a copy of the google slide.  Directions for the FlipGrid are on the Flipgrid link.

Good Morning.   By the end of class on Monday, you will need to have completed the sourcing document for 4 societies from around the world. You will get 2 product points for each sourcing document that is complete and handed in. There will be 20 minutes of class time to do this on Monday!    If you plan to be absent on Monday, make sure you do this over the weekend.

We will work on this in class next week after the quizzes. You will turn in the document (significant event) and the timeline.

Please turn in when finished.

We will discuss Part One today in class and you will need to finish PART ONE for homework.    I will check to see if it is done for Periods 1&3 (Tuesday) and Periods 2,4,6 (Wednesday).   We will discuss PART TWO on Tuesday/Wednesday. There will be sometime for Part 3 in class on Thursday (periods 1&3) and Friday (period 2, 4, 6).  Whatever is NOT done in class is to be completed as HOMEWORK.    I will only be grading the FlipGrid.  

This will be done in class this week. Whatever is not finished in class will be due as HOMEWORK.

Each group will add their information to this slide show. You will NOT make a copy for your group.

Good Morning.  This week you will have the opportunity to look at your classmates' Worldview spaces.    Please look at a minimum of 5 slides and fill out the "Who am I?" form. 

We will do this in class today.  This will be turned in on Friday   This will be part of your process points for the week,

We will do this in class together.   On Friday you will turn in one sources document (per group),  and either your Flipgrid, digital timeline (Storyboardthat) or a drawing.

Please be silent while you are taking the quiz.  You may only use your pink note.

Monday - We will talk about the components of your Worldview space and look at some examples.  You will work on the Worldview planning sheet.  You should have the values and identity done on Monday with 4 visuals. If not, please do it as homework.   

Tuesday/Wednesday - Finish the planning sheet and show it to Mrs. G BEFORE working on your space. You will start working on your Worldview Space.   

Thursday/Friday - Finish Worldview Space.   Review the rubric with a partner.    Complete the rubric on your space and hand it in.  

You need to turn in - Worldview planning sheet, My Worldview Space slide, and Worldview Space Rubric. This is due Friday, September 23 by 5:00 PM.  



Google Form - you must make a copy for your Worldview space BEFORE you make changes to the form.  

Example - Worldview Space - the links will ONLY work if you look at it in SLIDESHOW MODE.  

QUESTIONS?  Please ask before, during or after class or come to Flex.  You can also email me!  I look forward to seeing what you create.  Mrs. G

We will be doing this today in class in preparation for a quiz on  Thursday (Period 1, 3) and Friday (Period 2,4,6).    You will need to turn this in via Google classroom no later than WEDNESDAY!

Please fill this out at the END of class on Tuesday (Period 1,3) and Wednesday (Period 2,4,6).   Please be fair and honest as I will be the only person who sees this.

We will be doing this in class on Thursday (Periods 1&3) and Friday (Periods 2,4&6). For the planning sheet and the slide show, you only need to hand in ONE PER GROUP.  Depending on timing, we may finish this on Monday.  You will fill out the Google form LAST, when we are done with the assignment.

This week we will be working on how to do an effective slide presentation!  Do not start on this until we have discussed the assignment in class.  This is intended to be classwork (CW) unless you do not finish in class.  We will be working on this throughout the week. This will be graded based on the attached rubric.

Please take a few moments to fill out this google form to show me that you did read the syllabus. Yes, this will be graded.

Please take a few moments to fill out this form.   Thank you!   Mrs. Gruetter

https://docs.google.com/forms/d/e/1FAIpQLSdxtdA9hYxSZqiYNB05o-9YM1yjZUOhqa_mRl8sqxbeYA-W0g/viewform?usp=sf_link

This assignment is to be done in class and will be the first assignment that I grade!   Please fill out this form AFTER we review as a class and after you meet as a group.     If you have questions -- let me know!  Mrs. Gruetter