4º Marden-25-26 Social Studies Assignments

After Spring Break we will have an open-note quiz on the Decline of Societies.  You will want to review the assignments & articles attached to this post.

This is found on Formative.  You won't see your results until all quizzes have been completed by absent people.

If you get below 80% you can do a retake to get up to 80%.  Good luck!

After Spring Break we will have an open-note quiz on the Decline of Societies.  You will want to review the assignments & articles attached to this post.

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...

Think deeply about recognizing strong evidence and reasoning to support your answer to the focus question.

Now that we've looked at ways that societies grew and developed, we will look at what happens to cause their decline.  Start with brief notes in your notebook, then we will look at some examples societies to learn about.

Follow the instructions on the Doc to complete this activity.

On Thursday we attended the Ghana assembly and heard Mustapha share his story and his work with all of us.  Now it's time to attend the Service Fair where you can learn more about this project, plus other organizations that you can get involved in.  This world needs each and every one of us to make a difference in our own ways.

During the Service Fair, you must attend 3 different tables and complete the chart attached.  Afterwards, complete the reflection on the back.  

You must show this to your grown-ups at home and have them sign off that you discussed these experiences!  You will not get credit without this signature!  I will inform all families through ParentSquare about this expectation.

On the document you will see a QR code in case your family is interested in donating to the Ghana project.  You can also share this with others to help gather more support!

An added bonus!  The 7th grade teachers will donate $1 for every student that donates!

We really hope that these experiences inspire you to help save the world!

At one time, the Kingdoms of West Africa were some of the wealthiest places in all of world history.  Today, parts of Africa experience some of the highest levels of poverty.  How did that happen?

Today we will begin to see the early growth of these societies.  Later this week we will see what happened to change their circumstances so dramatically.  

Please submit any questions you would like to ask Mustapha about his life, his country of Ghana, his school, or how we can help.
1. Log on to TCI Online through Clever
2. Find Lesson 15 "Early Societies in West Africa"
3. Complete the Video Activity
4. Complete the Google Form attached here to submit questions for our friend Mustapha on Thursday
5. Your question could be chosen and you could actually speak with Mustapha at the assembly!

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?

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.  

Start a new page of notes in your notebook and write the title of these notes: 40. Rise of Societies 
Remember to skip two pages after the GEPS rubric for your Unit Cover & YLQ!

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 on the handout and answer the questions in the 3 Close Reads doc.   Complete these notes on the pink worksheet.  The articles are class copies that must be returned at the end of the period.

A "3 Close Read" is a process of reading in 3 different phases.  
The first phase is a quick scan to predict what the article will be about.  
The second phase is a deep read, trying to understand the ideas and find evidence in the article
The third phase is a reflection on what you've learned from the article
I don't think anyone will finish this today, so we will continue to work on it next class as well.

If you do somehow 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.  You can watch the video attached but we will answer questions about it next time.

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. DO THIS AT HOME IN A QUIET PLACE! Listen to yourself to make sure you're clearly audible.

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

Record your INDIVIDUAL nugget in the INDIVIDUAL WeVideo assignment.  
When it's completely finished, add it to the GROUP WeVideo assignment.  
As a group, create the hook, claim, introduction & conclusion in the GROUP 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; Drop the volume of music >20%, make Voiceover volume <200%
4. Make sure you have a title scene at the beginning and credits for your citations at the end
5. Add captions for important names, dates, vocab, locations, etc
6. Create transitions between visuals/segments
7. Watch your documentary to make sure it's solid!

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:
4th period - rm3gm9x
5th period -  42ml715
6th period - r7vd08e

Hi everyone!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Remember how that works: What you practice grows stronger, so practice good habits and work hard!  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.  If you have any questions email me or write them down so you remember to ask when I’m back.

Continue your script writing!

If you finish your script, find someone from a different group that can complete the Peer Review for you.  This can also be done at home by a parent, sibling or someone else that could provide meaningful feedback.  The more eyes on your script, the better!

Remember, you want to have a finished script before you go to break.  You want your script to be understandable to an audience who knows nothing about your society.  The Peer Review is an essential step to clarify any misunderstandings, or realize you need more information to tell your story.   Your script is not done until it has been peer reviewed!

1) Share out with your group what you've learned about your society so that everyone has a general knowledge.
2) After establishing your foundation of understanding your society with basic background information, think about what stood out to you as especially interesting or important.  Discuss as a group what ideas you have, but each person can decide for themselves according to their part of the GEPS.  It's possible that the whole group agrees on one "nugget" together, but each person can have their own.  

If the group chooses one together, each person will research that topic according to their part of the GEPS.  For example, if my whole group wants to focus on a particular university where lots of research & scholarly work took place, one person would look at the Geo-Environmental aspects of that university, another would focus on the economics, another the politics, and finally the socio-cultural elements.


3) Once you've chosen this "nugget", begin digging deeper onto that subject to learn more about it.

4) One person share their slides with everyone else.  

5) Each person find their part of the slides and begin to develop what you need to know and add your findings to your slide.  
SAVE YOUR SOURCES IN THE SPEAKER NOTES UNDER YOUR SLIDE!

Divide the GEPS within your group and assign each person one part.  
Open the Documentary Research doc and have one person in the group share it with everyone else.  
Find the tab for your part of the GEPS.  
Begin doing your Phase 1, basic research to get familiar with your society.  
While you're researching, try to notice if you find something extra interesting that you might want to do deeper research into later.

AS A GROUP, fill out ONE form where your group decides which societies you are most interested in, and explain why.

Directions:
Part 1:
1. Watch each of the videos assigned below.
2. For each video, fill out one of the charts on your Around the World Video Preview

Part 2:
1. Choose an article that represents a society you are interested in knowing more about. Find the article on Newsela. 
Adjust the reading level to fit your needs.

2 Read the article one time for understanding. Complete the "Check for Understanding" questions as you read the text.
Maya or Azetec Empire
Japan: Heian or Kamakura Dynasty
Mongol Empire
China: Tang
Vikings
Mughal Empire
Islamic Empire
Mali Empire
Polynessian
Haudenosaunee

3. Complete the Step 2 Sourcing Guide on the doc (2nd tab on the left). 

Source 1-3 of the articles (copy & paste the chart to add more). 
Those who source up to 3 articles may have higher priority for their picks for the documentary.

The YLQ can only be done IN CLASS.  If you're absent or need to finish, ask for a Flex Pass.

The Unit Cover can be done any time, at home, in Flex, or during class when we have time.

I will provide these in class.  The rubric should follow the last set of notes you took from this unit.  The rubric will always be the last page of a unit.

After the rubric, save a page for the GEPS Unit Cover and another page for the YLQ before starting the notes for #30.

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.

*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!

This is a group Process quiz found on Formative.  Good luck!

These are the first notes for our next unit about the GEPS.  

At the end of your Historiography notes, save a page for the rubric for the notebook check.  Then save a page for your next Unit Cover, and another page for the YLQ.

Title the page after the YLQ "#30 Intro to GEPS: G & E."  Then complete these notes in your notebook.

It is closed note and on formative.  Scores below 80% can complete Test Corrections.  Good luck!

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


There will be a notebook check after we take the test.  We will add our Unit Cover and answer the Yearlong Question before the test.  I will post a separate assignment for that.

Let's practice sourcing while learning about Halloween.  First, check out the video.  Then read the article and complete the questions.

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

After the inquiry activity, take these notes in your notebook.

Hi everyone!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Remember how that works: What you practice grows stronger, so practice good habits and work hard!  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.  If you have any questions email me or write them down so you remember to ask when I’m back.

1. Take notes in your notebook using the "Historical Significance" slides.  Remember, red means write.  Try to write things down in a way that makes sense to you so that you actually understand.  And if you don't understand something, write down any questions you have about these concepts and ideas.  It's a new way of thinking so it's ok to feel a little lost.  ASK QUESTIONS!
2. Begin "Personal Timeline Preparations" in your notebook
3. When finished, then start "Most Significant Timeline of My Life"

If you're absent, please complete this on your own.  This is an in-class assignment but whatever you don't finish becomes homework.

1. CHOOSE ONLY ONE PERSON IN YOUR GROUP TO MAKE A COPY THE SCRIPT ORGANIZER GOOGLE DOCUMENT
2. SHARE THE COPY WITH EVERY GROUP MEMBER
3. TURN IN THE COMPLETED GOOGLE DOCUMENT TO THIS ASSIGNMENT

WeVideo Class Code: rm3gm9x

MAKE SURE YOU FOLLOW INSTRUCTIONS!

These are both worth Product Points.  

This is IN CLASS ONLY.  If you complete this at home, I will make you tear it out and start over in a Flex period.  Don't do it at home!!!

Hi everyone!  I’m home sick today.  Make sure you wash your hands with soap, and don’t touch your eyes, nose or mouth.  That’s how germs get in and out of our body.  If you’re sick, stay home!  Wear a mask if you feel sick in class, or if others appear to be sick.

Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Remember how that works: What you practice grows stronger, so practice good habits and work hard!  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.  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!

First, complete your Unit Cover according to the instructions in assignment #16.  If you need to add a blank page to fit it, tape one in.  Paper is in the front right corner of the classroom.  It needs to go right next to the YLQ you wrote this week at the front of your Worldview notes.  The most important thing I’m looking for is symbols that represent values, identity & biases.   Label them so I can see what’s what.
Next, look at #17 rubric for the notebook check.  Make sure you have all the assignments in order and complete.  If you were absent, you still need to make up assignments!
Since the quarter ends in one week, look to see if you have any product assignments that can be revised to get up to 80%.  If you’re below 80%, see if there are comments on your assignment to help you.  Also double check the instructions in case you just missed something.
If you’re truly all done, you can read or work on assignments for other classes, but you CANNOT distract others or play computer games.
Stay on task and help those around you focus too.  The sub will leave me notes about how things go and you are still earning weekly Process Points.  If you’re too loud or distracting others, you will lose points.  You all have what it takes to succeed!

Please log on to Formative to take the test.  If you get below 80% you can do test corrections to get up to 80%.  Good luck!

Our Worldview Test will be on Wednesday 10/1.  It's worth 25 Product Points and will be on Formative.  It will be multiple choice, matching, or select all that apply types of questions.

Review your notes and past assignments about values, identity and cognitive biases.  You will need to know what the difference between explicit, implicit, and cognitive biases are.  You will also need to recognize different worldviews/philosophies that were described in the articles from assignment #11.

There will be 12 specific cognitive biases you need to recognize:
bystander effect, confirmation bias, anchoring bias, dunning-kruger effect, groupthink, halo effect, backfire effect, in-group bias, self-serving bias, barnum effect, placebo effect & declinism

You can make a one page EBS that stays in your notebook.  It must be handwritten only!

Don't forget, prioritize learning!  Do whatever you need to to help yourself understand what a worldview is, how it's formed, and why it's important.  If you're confused or stuck on anything ask questions!

The rubric attached shows what you should have in your notebook heading into the first notebook check.  Notebooks should always be in the order of assignments as they are listed on the rubric.

This rubric will be handed out to you in class.  You will glue/tape it at the end of your Worldview unit notes.  It will be the last page of your Worldview notes.

Save 2 blank pages following your rubric for the Unit Cover & YLQ for the next unit.

MAKE SURE YOU READ & FOLLOW ALL INSTRUCTIONS!
Take what you've learned about VALUES + IDENTITY in how they help form your Worldview.
20 Product Points
20 Process Points

The next part of our Worldview to understand is our identity.

Working in groups, unpack the following paragraphs.  Then teach your table group about what a worldview is according to your article.

Follow the slides and use your notebook to learn about this important historical thinking skill.  We will go through all the slides together in class, but if you're absent or miss any, go back and add to your notebook.

Review the techniques for making Effective Slides.  Then look at the "This is Me" slides for instructions on making your own set of slides.

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.

This will be our first set of notes in the notebook for the year!

Create a title/heading for your notes that reads "6. Yearlong Question".  

When we have notebook checks, I will give you a rubric so you can see if you have everything you need to have.  If you have all the required elements, you can get up to 90%.  If you want to get 90+%, I need to see that you really invested in learning & understanding the topics we studied by personalizing your notes and adding elements that help you deeply grasp the concepts & skills.

Here's what that could look like:
- adding your own "extra" notes, thoughts, definitions or questions that you think of or feel like you want to remember
- adding drawings or symbols that help you make sense of the notes
- color coding, highlighting, labeling, boxing or other strategies of drawing your own attention to different ideas
- a well organized, clear structure that make it easy for you to navigate and find information later

Review the syllabus with your adults at home.  Let me know if you have any questions about anything.

Students and their adults must complete the Google Form (linked in the last slide of the syllabus) by Friday 8/29.

It's not worth points!  Just see how well you know what to do when you're absent.

Hi everyone!  Let’s set goals for the day.  Commit to the success of yourself, and your classmates.  Prioritize learning!  Remember how that works: What you practice grows stronger, so practice good habits and work hard!  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.  If you have any questions email me or write them down so you remember to ask when I’m back.

READ ALL THE INSTRUCTIONS!!!
Reminder: Only about half of you have reviewed & signed the Syllabus Google Form (last slide) with your adults at home and they are due this Friday.

If you didn’t finish the Social Studies Benchmark Exam from last week, please do that first today.

Second, find assignment #7 Absence Quiz on Google Classroom.  This is NOT graded, but I want you to really grasp your responsibilities when you’re absent.  If you don’t get 100%, you should take it again.  This is due today.

Next, find assignment #8 “Making Effective Slides: All About You!” on Google Classroom.  This has two goals.  First, you should learn how to make clear, understandable, and clean slides presentations.  Many students make slides where we can’t clearly read their information, and the purpose of the slides gets lost in the mess.  We will learn the different elements of making effective slides so you can communicate your ideas with your audience.  The second goal is for me to learn more about you!  I want to get to know you better and this is your first chance to share some things about yourself. 🙂. 

Start with the slides called “Effective Slides Presentation”.  Try to learn what each slide is showing you about making strong slides.  When you’re done, open the “This is Me: Profile” slides.  Follow these slides to begin making your own slides about yourself.  This is graded and due next Wednesday 9/3.  You have the rest of the class today to work on it.  Get as much done so you don't have to do it for homework!

This should take you the whole period.  If you’ve finished early, did you put your best effort into it?  Did you practice all the different elements of making effective presentations?  Are there added touches you can make to improve your slides?  If you’re truly all done, you can read or work on assignments for other classes, but you CANNOT distract others or play computer games.

Stay on task and help those around you focus too.  The sub will leave me notes about how things go and you are still earning weekly Process Points.  You all have what it takes to succeed!

This is NOT GRADED!  

Every year the Social Studies department gives this exam at the beginning and end of each grade.  The purpose is to see how we are doing as teachers with the historical thinking skills we want you to learn.  No one sees the results except social studies teachers, and we don't look at individual scores.  We want to know what we can improve on!

Do your best but don't stress.  There are some questions YOU ARE NOT EXPECTED TO KNOW THE ANSWERS TO until later! (Later in the year, or even in a higher grade).  You don't have to have historical knowledge to answer the questions.  It's the historical thinking skills we want you to exercise.

Thank you for your effort and good luck!