5° Social Studies-Marden 24-25 Assignments

What historical forces shaped modern West Africa since the Middle Ages?

Key terms:
- Cause & Consequence (cause and effect)
- Continuity & Change (things that have stayed the same over time, and things that have changed)
- Colonialism

Background:
During the Middle Ages, West African kingdoms & empires were some of the wealthiest and most powerful in the world.  Today, this region is ranked as low, to lower-middle income compared to other nations world-wide, according to the World Bank.  How did this resource rich region end up this way?

For the rest of the year, you can bring a snack to nibble on for Mindful Eating!  There are 2 main rules:
1) No sharing.  If you bring something, great.  If you forgot, try to remember for next time.  There will be no sharing allowed.
2) No messes.  It can't be sticky or leave a mess on you, the tables, or the floor.  I won't let you go wash your hands afterwards.

Enjoy the process!

In your notebook, label the last page of your notes 101. YLQ, and answer the following question:

How can we make the most sustainable society possible?
Remember our definition of sustainability: 
Effectively meeting the current and  future needs for the environment, social equity, and economic & political stability.

Try to think about the entire of year of study and come up with your best ideas using things we learned:
Worldview
Sourcing
Historical Significance & Constructing a Narrative
GEPS
Cause & Consequence, Continuity & Change: Rise, Decline & Restructuring of Societies
Half to full page of writing required.  10 process points

You've worked so hard this year and learned so much!  This final exam of the year is NOT GRADED!  It is meant to help us teachers see where we need to improve our curriculum and what we did well this year.  Please do your best for us :)

When you're finished, you can complete the YLQ, do quiz corrections, read, work on assignments for other classes, etc.  When everyone's done, we can work on our Sustainable Societies!

This is the last quiz of the year.  It's open note-book :)  Good luck!

Log in to Formative to access the quiz.

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 Monday 5/26.

You can use your notebook on the quiz!

The Learning Goals of this period of study have been:
How did Europe restructure following the fall of Rome?
How did the Crusades change the direction Europe was heading and lead towards future colonization around the world?
Use the materials attached here to help you prepare.  You can also review the following assignments that we did:
#99. Perspectives on the Crusades
(Newsela) Crusades: Consequences and effects (Log in through Clever)
#98. Crusades
#95. Middle Ages through Visuals
#94. Feudalism Restructures 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)
SPECIAL NOTE:
While Blooket is more fun, it produces less learning.  The questions are out of context and don't have a narrative for you to understand.  DO NOT SPEND ALL YOUR TIME PLAYING BLOOKET!

READ ALL THE INSTRUCTIONS!!!
You have 4 Learning Goals today:What were the Crusades?

Why did they start? 
What was the POLITICAL problem, and what was the SOCIO-CULTURAL problem?
How did they change the direction of history?
How did the Crusades restructure Europe?
First, read pages 161-163, stopping at the First Crusade.  You can read through page 165, but don’t go beyond that.
Then follow the Google Slides for the Crusades from Google Classroom.
Look in the “Speaker Notes” below each slide for additional information and context.
Ask yourself if you’re understanding the Learning Goals
We will have time on Wednesday to complete this if needed.
If you finish early: 
Watch videos and read articles posted to the Intro to Feudalism post.  
Create your own quiz questions based on these videos & articles.
Quiz corrections to product assignments under 80%.

Focus Question:
How did feudalism restructure Western Europe after the fall of Rome in the Middle Ages (Medieval Period)?
Read "Life After the Fall of Roman Empire" article
Watch the video: "Ch. 13 Textbook Talkie"
Log on to TCI Online through Clever, or use the textbook page 53
Complete Lesson 4 Development of Feudalism
Use the paper worksheets to take notes in your notebook.  DO NOT WRITE ON THE WORKSHEETS! Use them to complete notes IN your notebook.
Watch the other videos to help you learn more about how feudalism.

Muslim states and the spread of Islam grew for many reasons, and everywhere this occurred, there was restructuring and reorganization of systems and societies.  Use the following sources to see how this happened.

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.

Take the quiz on Formative.  If you're absent, please come asap to Flex on Thursday/Friday.  You can use assignments #88 & 89 (Emergence of Islam & Spread of Islam) worksheets on the quiz.  If you get below 80% you can do Quiz Corrections to get up to 80%.  Quiz results won't be posted until my absent people have made up the quiz.

Use your Graphic Organizer to begin your final draft.  Make sure you have had your work peer reviewed before you start the final draft.  You only get one paper from me, so take your time!

As you saw on the GeoCron map, from 300 to 720, Central & Western Afroeurasia see significant changes, especially with the fall of Western Rome & the rise of Muslim empires.

1) Watch the Edpuzzle video "Emergence of Islam"
2) Open the doc and complete the first tables with what you learned
3) Use the textbook to complete the bottom half of the doc
textbook pages 115-125
or log on to TCI Online through Clever where you can listen to the text while you read

Using your packet of notes about the progress of the Eastern Roman Empire and the decline of the Western Roman Empire, begin to draft your ideas and arguments to try and persuade someone to move to the East in the year 555 CE when they are at their height.  Who might your evidence appeal to that you could try to convince to move their?  What persuasive arguments can you come up with to motivate them to visit?  These ideas will be made into a travel brochure about the Byzantine Empire.

How do human systems restructure themselves after catastrophes?

The collapse of empires such as the Roman Empire and Han Dynasty
China, marked pivotal shifts in the Eurasian trading network. European
historians once called the period after the fall of Rome a "dark age."
Yet, a global perspective reveals a more complicated story. While Europe
faced widespread societal disruption for a time, societies across the
Americas and Afro-Eurasia didn’t collapse—they restructured. After the
decline and collapse of major political powers like the Roman and Han
empires, the societies they once ruled began rebuilding. These periods
of restructuring after collapse were transformative—in some cases
leading to a new “golden age.” This lesson challenges the notion of a
universal decline, highlighting diverse responses to challenges and the
resilient spirit of people living in many different societies during
this period.


Complete the white worksheet by following the instructions below in order.

1. Complete the tables on the "Byzantine Brochure Note-Taking Guide" - Organize annotation notes from Newsela Articles in GEPS categories AND from the additional resources for the Byzantine Empire posted in Google Classroom. 

Use the following sources to get information to complete the tables on the worksheet. 
     * TCI textbook (pages 42-43 for Western Roman Empire)
     * TCI textbook (pages 99 -109 for Byzantine Empire)
     * Newsela Articles ("The Byzantine Empire" assignment)

2. Add/ Edit Information
Use A DIFFERENT COLOR PEN/PENCIL to ADD/EDIT information you missed or is inaccurate.

3. Highlight- 3-4 bullet notes that would convince someone to move to Constantinople.

4. Target Group- At the bottom on the back side of the worksheet, CHOOSE 3 POSSIBLE TARGET GROUPS FOR YOUR PAMPHLET. 
      * Who could you most easily convince to move east to Constantinople?

Check the rubric to see the order that your notes should go in.  You can glue/tape printouts in for those assignments that we did on paper.  For double sided pages, or if you need to reorganize things, you can tape pages in along their margins to add them in the right place (they will turn like a normal page in your notebook).

In your notebook, add the heading "81. Rise & Decline of Societies YLQ".  This should be the last set of notes in your notebook!

Our Year Long Question is: How can we make the most sustainable society?
Remember
our definition of sustainability: 
Effectively meeting the current and
future needs for the environment, social equity, and economic &
political stability.

Answer this in your notebook:
How does learning about the way societies grow & develop and how they decline & collapse help us make the most sustainable society?
To help you answer this, consider the following ideas:
What are the causes and consequences of growth or decline?
Why is it important for us to know about or understand?
How does it help us look at and think about things in the world?
How can knowing about them and understanding them help us make the most sustainable society and help the world?

Hi everyone!  I know, I’m out again :( Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Leave class knowing more than you did when you came in.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!
Stay in your assigned seats 
FIRST, work on #79 Decline of Societies Quiz Prep
Remember that we are not just trying to memorize things about the societies we studied.  We are trying to understand  the causes & effects of these past peoples so we can be better at recognizing the long-term impacts of our own choices today.
Read the articles!
**The articles attached have some very helpful concepts that will be on the quiz.**
Watch the videos! Start with the Edpuzzle. 
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".
Review assignments #75-78
Complete the Sustainability Scorecards:
One for the Mayans 
One for the Romans
THIS CAN BE AN EBS ON THE QUIZ!  It will get turned in when you finish the quiz.
If you finish that, find #68 Current Events.  Pick a news source about current events happening today and find an article that has some connection to something we’ve studied.  Using that article, complete the Google Form.

Topics to expect on the quiz:
Internal vs External causes of decline
Problems with: unity/cohesion, cost/economic stability, environmental health, demographic/population change
Problems the Mayans faced
Problems the Romans faced
Reading comprehension questions about other societies (read a passage and answer a question)

Good luck!  Remember you can use your Sustainability Scorecard for the Mayans & Romans as an EBS.  Turn it in when you're done, and I'll give it back next week.

If you don't get 80%, you can do revisions to get up to 80%.

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.

Complete the Google Form to submit your guess about who the MAK society really was from assignment #76!

Let's use Political Cartoons to learn about how they tell a story about what's happening in a society, and look for the causes of decline in the Roman Empire. 

Absent? You can print out the doc or get a printed copy from class.  This will get added to your notebook.

Glue these into your notebook after #65.

If/when you finish #71, begin this assignment.  Complete the printed chart looking for things from the history of these groups that you can identify were sustainable choices or not.  Use TCI textbook pages 215-231 (West Africa), and 383-399 (Aztec) for evidence.  You can talk to your table mates to share ideas.  Fill out separate Sustainability Score cards for each society (one for West Africa and one for the Aztec).  These will go into your notebook.Remember that evidence means specific historical examples that show something happening.  For example, I could look at the Aztec human sacrifice and say that they thought it was sustainable for socio-cultural reasons, believing that it was needed to make the sun continue to rise each day, but that it wasn’t socio-culturally or politically sustainable because it killed lots of people which angered them and made them want to rebel against the Aztec.If you finish that, find #68 Current Events.  Pick a news source and find an article that has some connection to something we’ve studied.  Using that article, complete the Google Form.

At the end of class on Thursday we will take a quiz about how societies rise, grow, and develop.  That will include ideas about how West African Aztec communities grew, but there will also be a third society that we haven't learned about included.  By understanding causes & consequences from West Africa & the Aztec, you should be able to recognize the forces in a new society that help it develop.  That demonstrates true learning.

You can play the Blookets to help you review.  I would also look back at assignments: 
#60 Intro to the Rise of Societies
#62 Rise of West African Societies
#64 Ghana: West African Trading Empire
#71 Rise of the Aztec

Hi everyone!  I know, I’m out again :( Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Leave class knowing more than you did when you came in.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!
Stay in your assigned seats 
FIRST, open #71 Rise of the Aztecs.  Read through the article:
Identify any vocabulary words you need to understand, especially those in bold.  
Look at the titles, headings & pictures to get a sense of what the article is about.  
Think about the main ideas and what evidence & examples are used to prove that the story is true.
Next, answer the questions on your worksheet.

SECOND, if/when you finish the questions, find #72 Sustainability Scorecard: West Africa & Aztec.  
Complete the printed charts looking for things from the history of these groups that you can identify were sustainable choices or not.  
Use TCI textbook pages 215-231 (West Africa), and 383-399 (Aztec) for evidence.  
You can talk to your table mates to share ideas.  
Fill out separate Sustainability Score cards for each society (one for West Africa and one for the Aztec).  
These will go into your notebook.
Remember that evidence means specific historical examples that show something happening.  For example, I could look at the Aztec human sacrifice and say that they thought it was sustainable for socio-cultural reasons, believing that it was needed to make the sun continue to rise each day, but that it wasn’t socio-culturally or politically sustainable because it killed lots of people which angered them and made them want to rebel against the Aztec.
IGNORE the sustainability tab.

THIRD, if you finish that, find #68 Current Events.  Pick a news source and find an article that has some connection to something we’ve studied.  Using that article, complete the Google Form.

Make sure you complete the form like the one attached after attending the Service Fair from Friday.  I will collect this on Wednesday. 

**If you were absent, complete the Reflection only**
**If you hosted a table on behalf of  an organization, you are excused from this assignment.  Thank you!**

Talk to your family at home about the assembly & Service Fair and get a parent/guardian to sign your sheet.
Sheets with a signature will get raffle tickets!

Hi everyone!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!
Stay in your assigned seats 
FIRST, open #65 and complete the rest of the notes in your notebook using the slides.  I’ll review these when I’m back with you, so write down any questions you have.  Be curious!  If you don’t understand something, think about how you can find out!
When you’re done, complete #67.  Log in to TCI Online through Clever.  Find the Reading Lesson for Lesson 18 - The Cultural Legacy of West Africa. 
If you complete that, do the Video Activity, then the 2 Lesson Games.
If you somehow finish everything, read or work on things for other classes, but don’t disturb other people.

1. Log in to Clever
2. Find TCI Online
3. Find in Assignments: Lesson #15 Rise of West African Societies
- View the slides and take notes for the items in red boxes
4. Next, complete the Video Activity
- Make the journal entries and drawings in your notebook

How did Ghana become a powerful kingdom?  What caused it to fall?

Use the GEPS to determine what helped the kingdom of Ghana become and remain powerful.

Meet Mustapha, our friend from Ghana, West Africa who will be speaking to us LIVE on Thursday.  Please fill out this Google Form if you have any questions you would like to ask him.  We will review these questions and if yours is chosen, you could ask Mustapha live during the assembly!  Please be curious, kind, and respectful :)

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

First, we'll learn the ways that societies grew or 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, then think about how it applies to our world and what we can do to be more sustainable. 

We'll look at the causes & consequences of the circumstances, events & choices in their history.  We'll also see what changes and 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."Start a new page of notes in your notebook and write the title of these notes; 
REMEMBER TO SKIP PAGES ACCORDING TO STEP 2!

First, write down your guess.  How do you think small groups of people living together can grow or develop into large scale societies?When you're done, read the article attached below and answer the questions in the 3 Close Reads doc.   Complete these notes in your notebook.
Now watch the video attached here and answer these questions in your notebook: 
1. Describe the social status of Adin Zin and how it affected his life.
2. What were some of the benefits and drawbacks of living in cities during Adin Zin's time?
3. How did the Agricultural Revolution change human societies according to the video?
4. Explain the role of trade in the development of cities and societies in Mesopotamia.
5. What impact did writing have on society, as mentioned in the video?
6. How did the rise of states relate to the growth of populations in ancient civilizations?
7. What similarities and differences did the narrator identify between Adin Zin's world and our own?
8. Reflect on what future historians might learn from the letters and writings of people today. What do you think they would find most significant?



If you finish this, you can make sure your GEPS Unit Cover & YLQ are done, and be ready to turn in your GEPS notes by the end of the week.  After that, read or work on assignments for other classes.

Please fill out the Google Form below IF you are CURRENTLY AN ACTIVE VOLUNTEER or MEMBER of a COMMUNITY SERVICE GROUP that you believe is an organization other students could really benefit from learning more about.

Please check the rubric and make sure you have all of your notes thoroughly and thoughtfully complete and organized.  Remember that prioritizing your learning is your goal!  Help yourself learn the best you can about these concepts.  Attention to organization, personal notes, drawings, etc help you learn in your own way.

Hi everyone!  My kids are sick, and I’m really sorry to be out today and tomorrow!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!
Stay in your assigned seats 
Start with assignment #59. Documentary Compare & Contrast
Read all the instructions and complete the slides - This is all quiet/independent work

Prep your notebook for the next unit:
#54 YLQ should be the last notes you take for the GEPS unit
Label 1 page right after the YLQ for the Rubric (I will give you those later this week)
Label the next 2 pages for the next Unit Cover & ELQ

Now find #60. Rise of Societies

In your notebook, add the heading "54. YLQ & GEPS".  This should be the last set of notes in your notebook!

Our Year Long Question is: How can we make the most sustainable society?
Remember our definition of sustainability:Effectively meeting the current and future needs for the environment, social equity, and economic & political stability.

Answer this in your notebook:
How does learning about the GEPS help us make the most sustainable society?
To help you answer this, consider the following ideas:
What are the GEPS?
Why are they important for us to know about or understand?
How do they help us look at and think about things in the world?
How can knowing about them and understanding them help us make the most sustainable society and help the world?

There is no ELQ for this notebook check!

Review your notes and you can look at the materials attached here to help you feel stronger about the GEPS.  The learning goal is that you can recognize how anything in the world can fit into the different GEPS categories.  Some questions on the quiz will be very straightforward.  Others will make you read a passage and think about which GEPS is most obviously being described.

A GREAT study strategy would be to come up with your own quiz questions and test your friends.  Think about why something is political vs economic vs socio-cultural or geo-environmental?

I'm not grading any of the study materials posted here.  This is for your own practice.  You decide how to prepare and see what results you get afterwards!

There is no ELQ for this notebook check!

Take a deep breath and do your best!  It's 10 multiple choice questions.  If you don't get at least 80%, you can do quiz corrections to get up to 80%!

Please give your honest feedback about the documentary project.

Here is a rough outline of how to pace your work.  What do you need to do outside of class to stay on schedule?
Complete all research (Phase 1 & 2): Friday 12/15
Finished script: Monday 12/16 - Tuesday 12/17
Record narration at home by Wednesday 12/18 - (Too much noise at school to record)
Documentary final due date: Friday 12/20 - (Thursday 12/19 & Friday 12/20 are non-block)
Do not hesitate to ask for help!  That's my job! 
The whole point of school is to find out things you didn't know before.  That's what learning is.  Those who ask the most questions get the most answers.  Embrace the process and you will succeed!  You will know things you didn't know before!

Instructions:
1. After your script is completely done and has been peer reviewed, record yourself reading your script for the narration of your documentary. 

***YOU MUST CREATE YOUR DOCUMENTARY IN THE ASSIGNMENT!  
DO NOT CREATE A NEW PROJECT OUTSIDE OF THE ASSIGNMENT!!!***

2. Add visuals that compliment what you're saying

Use "Canva" to find more visuals if it's helpful
Search "Creative Commons" licensed photos from Google and you don't need to cite them! (search images, click "tools" under the search bar on the right, change "usage rights" to "creative commons"
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 - 42l9wjo <-- lower case "L", not 1
3rd period - r91lym0 <-- lower case "L", not 1
4th period - r57p3jk
5th period -  ry57vkk
6th period - 4p1j6k3

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.

Use the script organizer to take all your research and format it into your narration.  As you fill in each box, write it exactly how you want to say it.  That way you can simply read your script when it's time to record.  To help you complete each section, refer to the slides attached for further explanations.

You can also watch this example documentary to help inspire how you might want to say things.

The Peardeck has information to help you refine your Google search while you research your deeper dive 'nugget'. AND there is an example & template for the deeper dive (attached below)

Complete the GEPS Phase 2 Research Doc and don't forget to SAVE YOUR SOURCES!

To begin learning about your society, start to do research using the GEPS, beginning with G.  After we learn about each letter from the GEPS, come back to this doc to continue your research for that field.

BE CAUTIOUS ABOUT YOUR SOURCES!  Make sure you pay attention to who the information is coming from.  Some sites look like they're for education or information, but could be for entertainment, and a little less credible (History Channel).  Try to use encyclopedias, museums, universities, etc.  ".org" could be ok but it doesn't automatically mean they are reliable.  ".edu" and ".gov" are better.  "Study" sites/apps shouldn't be used as we don't know where they get their information.  You can also look at articles through Newsela or Khan Academy.

All your research must focus on the Middle Ages!  That should be between the years 300-1700 CE.  If you find something that is modern, but they say that it was practiced "traditionally", that could still be ok as it means that they used to do it that way for a long time.

Don't click "Turn In" on this!  We will keep using it for our research.

If you find good sources, email them to me!  I can add them to the "Shared Research" doc.

Hi everyone!  I hope you had a wonderful break!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning.  Notice if you become distracted, confused, or need a break.  Catch yourself if you get off topic or are socializing.  Practice good habits!

Start a new page of notes in your notebook.  Watch the videos below to understand what Politics are and what Socio-Cultural things are.  "Socio" refers to the "social" part of our societies, and is connected to the cultures we develop.  See: socio, social, society.

1. First, write down what you THINK politics and socio-cultural mean.

2. Write down notes that help you understand and learn what these are!  These are notes that I will see that you take for yourself to learn from without me telling you what to write.  It's your chance to practice helping yourself think about what you understand, what you don't, and how you can find out more.  It could be definitions, descriptions, questions, drawings or diagrams, etc.  Use the videos and articles to help you understand these topics.

3. Now for an activity.  Pick a topic, any topic.  Pick something you know a lot about and are interested in.  Art, music, sports, tv/movies, books, video games, fashion, a special place you love, whatever!  Now make a chart with 4 columns, one for each GEPS.  Try to identify 3-5 characteristics of your topic for each category of the GEPS.  For example:
Topic: San Jose Sharks
Geo-Env: 
- they are located in San Jose, CA, USA
- San Jose is in the Bay Area, which has hills and low mountains around a large bay
- Ice won't stay frozen in this environment, so the Sharks built indoor ice rinks (Human-Environment Interaction; they modified their environment)
Econ:
- the Sharks charge for admission to games, merchandise, etc.
- the Sharks pay their players a salary (roughly between $900,000 - $8 million)
- the Sharks pay taxes (which is also political!)
Poli:
- the Sharks players sign legally binding contracts that are enforced by law
- the Sharks have to follow laws, like making sure their buildings are safe and their employees are allowed to take lunch breaks
- the Sharks are governed by laws in the city of San Jose, the County of Santa Clara, the State of California, the US federal government, and are affected by laws when they travel to other cities, states, and countries (like Canada)
Soc-Cult:
- the Sharks play hockey, a sport that people love
- there is sort of a unique language to hockey, like "celly" (celebration), "deke" or "dangle" (to fake someone out), and "clapper" (a big slap shot)
- there's a whole world of art related to the Sharks, like their logo, design of the jersey, light shows and music at the games, face paint, tattoos, etc.

4. What have you learned today about the Politics & Socio-Cultural parts of society?  What is something new that you didn't know before.

5.  Go back to assignment #46 GEPS Documentary - General Research.  Continue taking notes about your society.  You must have ALL your notes completed this week.  As you learn more about your society, start to think about what you find especially interested about your society.  What might you want to focus on with your narrative?  Your documentary will be 4-5 minutes long.  1-2 minutes will be a general introduction to help your audience have a basic background about who they are.  You will use the GEPS to help give this brief introduction.  The remainder of your documentary will go deeper onto the topic you choose to focus on.  Next week we will need to start recording your documentary, and edit it the week after that (due Friday 12/20).

*Tip for Research*
Try not to hunt for the specific answers to each question one at a time.  Instead, find a reliable source, and scan through it.  Let yourself learn about who your people are, and take notes when you find information that fits into the different GEPS sections.  Remember that question #6 of each category is anything you find useful that doesn't fit into one of the questions.  This could be extra useful if you find things that you think you want to save related to the focus of your documentary and the story you want to tell about this society.  Some of the questions 1-5 are much harder to find than others.  That's ok!  Research is slow and frustrating, but focus on what you can discover as you learn about them.  Don't stay stuck on a question for a long time.  Move on to something else.  Just keep learning!

Review the assignments posted to Google Classroom that have the 📕 symbol and are listed in this rubric.  Check to make sure your notes are thorough and complete for each assignment.  Remember that your learning is the priority, so anything "extra" you do to help yourself learn from your notes will help you earn the most points.

I will provide a printed rubric and we will glue this into your notes right after 39. YLQ.  

Save 2 blank pages right after the rubric for the Unit Cover & ELQ for the next unit.

The Essential Learning Qquestion is the question for this unit, not to be confused with the YLQ (Yearlong Question).  When you're finished with your test, complete the ELQ & Unit Cover.  This is worth a total of 10 Product Points (5 points each).  It needs to be treated like a test, so no talking and you can only use your notebook as a resource.

In your notebook, add the heading "39. YLQ & Historical Thinking"

*YLQ is different than ELQ!  ELQ is the Essential Learning Question, the driving question for each unit.*

Our Year Long Qestuion is: How can we make the most sustainable society? (check your notebook for our definition of sustainability)

Answer this in your notebook: How does learning about how to think like an historian help us make the most sustainable society?
To help you answer this, consider the follow ideas:
What is history?
How do historians study it?
What challenges or problems do historians face when studying history?
What skills or tools do they use to overcome these challenges?
How do these skills or tools help us build a more sustainable society?

Watch the video below, and answer the questions as you go.

The test is scheduled to be on Wednesday 11/6.  It is NOT open note.  It is 21 multiple choice questions, and one open ended question for 15 product points.

Follow the steps below to prepare for the test.  Prioritize your learning!  Ask questions, get a Flex pass, or email me for any help.
1. Review your notes!
2. Look back at the assignments we've done in Google Classroom.
3. Look at the study guide
4. Play the Blooket*
*The question that says, "________ is defined as the study of historical events" is a little confusing, but I can't edit it. 
 What I think it should say is, "_______ is defined as how historical events are studied."


There will be a notebook check after we take the test.  It will include assignments 28-39.  We will add our Unit Cover and answer the Essential Learning Question (Unit Question) after the test.  You will also add one more note about how this unit helps us understand the Yearlong Question (YLQ) better.  I will post a separate assignment for that question.  The YLQ will always be the final assignment in a unit for the notebook check.

Finish as homework!

Use this rubric to check that your notebook is complete.  I will provide printed rubrics to be pasted into your notebook, and you will give yourself a grade.  This notebook check will be the first assignment for Q2.  It will have 30 Process Points and 10 Product Points.

*Assignment #24 was "Worldview Test Corrections".  If you don't see it posted, then it didn't apply to you.

Follow the instructions in the doc.  Anything you create must get attached to this assignment.  In the upper right hand corner of this post, click "add or create", then select the doc, slides, or files from your Google Drive.  If you make something in a different program, attach the link to this post.

As we transition from our unit on Worldview to one about Historiography, understanding how our memory works is important.  We rely on the memory of those that came before us as they created records for us to look back at.  How strong is your memory?

An "account" is someone's story of what happened.  In this Google Form you will record your own accounts whenever you have time, whether in class, at home, or during flex.  But don't wait too long!

Take a deep breath, do your best, remember that this is only one test in your whole life and everything will be ok no matter what!

If you get less than 80%, you can do Test Corrections to get up to 80%.

Check the whiteboards for what to do when you're done.

NO TALKING! 
Talking = Automatic 50% off your test

The test on Thursday is based mainly on Cognitive Biases.  Complete this

Use this Kahoot to practice for the test!  The test is 20 multiple choice questions.

This is an in-class Product Point assignment.  Follow the instructions from the slides attached.  It is open note.

Your answer to the ELQ and the drawing for the Unit Cover are each worth 5 Product Points, 10 points total

This is our first notebook check.  I will be looking for the following assignments in your notebook:
4. Mindfulness (5 points)
Slides 2, 6, 7, 17

5. How Learning Works (5 points)
Slides 5 & 11 (check the "speaker notes" box below the slide)

7. Yearlong Question (10 points)
Slides 2, 3, 5, 8, 10, 12, 16, 17

You can find these all posted in GC.  When you open the slides, look for the RED BOXES or TEXT that indicate you should have taken notes, responded to a prompt or question, or drawn something.  Sometimes there are instructions or extra information in the "speaker notes" box below the slide.

This notebook check will be for 20 process points. 

Being absent does not excuse your work.  You need to communicate with me and/or come to flex if you need help making up work.

We first spent time talking about our yearlong question which will connect our different units to one main focal point.  To begin to understand that question, we talked about "sustainability" and what that means.  Ultimately, we have one common definition that is on slide #6.

Then we watched my "special guest" make an argument as to why this class is so important.  He made three main points and we took time to think about each one.

On Wednesday, we will finish this presentation by talking about "Doomsday" and why that is also relevant to this class.

There's no homework for this assignment.  Just make sure you have all the notes from class.  When you see a red box and a notebook icon on a slide, that's when you need to copy something down or answer/respond to a question/prompt.  You can sometimes look in the "Speaker Notes" below a slide to see more information or directions for that slide.

Please review this syllabus WITH AN ADULT AT HOME.  On the last slide you'll find a link to a Google Form for you and your grown up to "sign" to show you're understanding.