bos_mwh_sp18.docx |
1/4: Intro and go through syllabus (see above if absent or if you have questions); "What's in your backpack" activity in class
1/5: Begin "Constructing an Argument" (see setup below; if absent, navigate to lfstechhelp.weebly.com/, click "Opposing Viewpoints," and select any topic of your choice to complete this assignment. We will peer review on Monday.
1/5: Begin "Constructing an Argument" (see setup below; if absent, navigate to lfstechhelp.weebly.com/, click "Opposing Viewpoints," and select any topic of your choice to complete this assignment. We will peer review on Monday.
Constructing an Argument |
1/8: Complete and hand in Constructing an Argument; Imperialism preview activity (no makeup required if absent)
1/9: View Parag Khanna TED talk on political borders and complete T/F viewing guide; begin maps of Africa
1/10-12: Finish and hand in maps of Africa (see document below; use page 655 of textbook linked at top of page to complete color-coding of imperial holdings); complete and hand in initial look at motivations and justifications for imperialism using three documents representing German, French, and American viewpoints (see "imperialismlessonplan" below; use documents to complete guided questions); take brief notes (see slides 4 and 6 below in "Imperialism Information" for relevant information); begin reading and responding to Joseph Conrad Heart of Darkness excerpt if time (see below; we will finish and hand it in on block day 1/18).
1/9: View Parag Khanna TED talk on political borders and complete T/F viewing guide; begin maps of Africa
1/10-12: Finish and hand in maps of Africa (see document below; use page 655 of textbook linked at top of page to complete color-coding of imperial holdings); complete and hand in initial look at motivations and justifications for imperialism using three documents representing German, French, and American viewpoints (see "imperialismlessonplan" below; use documents to complete guided questions); take brief notes (see slides 4 and 6 below in "Imperialism Information" for relevant information); begin reading and responding to Joseph Conrad Heart of Darkness excerpt if time (see below; we will finish and hand it in on block day 1/18).
imperialism_in_africa__map_.docx |
imperialismlessonplan.pdf |
imperialism_information.pptx |
heart_of_darkness.docx |
1/18: Finish and hand in Heart of Darkness; complete and hand in Battle of Adwa lesson (see documents and questions below; if absent, complete all and hand in--note that if you were present in class, the final claim was a group discussion instead of a written piece); discussion to intro Guns, Germs, and Steel, Ep. 3
1/19: View GGS (link to YouTube here) and complete video guide (linked here); you may complete a physical copy or type it if you're making this up outside of class (due by block day)
1/19: View GGS (link to YouTube here) and complete video guide (linked here); you may complete a physical copy or type it if you're making this up outside of class (due by block day)
battle_of_adwa_sheg.pdf |
1/22: Finish viewing GGS; complete smallpox and malaria questions (click each term to go to the info page); begin addressing socratic circle question via individual thought and research (see ppt below--begin notes if outside of class)
1/23: Finish prep and run circles (14 points available: 10 for quality and completion of notes, and 4 for meaningful participation (must be verbal!). IF ABSENT: submit a one-page critical analysis of the Soc. Circle question, making sure to address both your arguments and counterarguments. This may be turned in hard copy or emailed. Due by Friday for full credit.
1/25: Announce quiz for Monday 1/29 (review notes and past assignments for study materials); Complete notes over imperialism in China, Japan, and India (see slides 7 and 9 in "Imperialism Information" powerpoint above); complete annotations and jigsaw over China/Japan/India and hand in both (see Boyd if absent)
1/26: WWI Kahoot Pretest (no makeup if absent); Begin "Nationalism Fuels the Calls for War" (see below for sheet and PDF of chapter)
1/23: Finish prep and run circles (14 points available: 10 for quality and completion of notes, and 4 for meaningful participation (must be verbal!). IF ABSENT: submit a one-page critical analysis of the Soc. Circle question, making sure to address both your arguments and counterarguments. This may be turned in hard copy or emailed. Due by Friday for full credit.
1/25: Announce quiz for Monday 1/29 (review notes and past assignments for study materials); Complete notes over imperialism in China, Japan, and India (see slides 7 and 9 in "Imperialism Information" powerpoint above); complete annotations and jigsaw over China/Japan/India and hand in both (see Boyd if absent)
1/26: WWI Kahoot Pretest (no makeup if absent); Begin "Nationalism Fuels the Calls for War" (see below for sheet and PDF of chapter)
socratic_circle_what_role_should_we_play_in_eradicating_disease.pptx |
nationalism_fuels_calls_for_war.docx |
ch_23_sec_1.pdf |
1/29: Review, hand in jigsaws if necessary, and take Imperialism Quiz; Complete and hand in Nationalism Fuels; begin WWI lecture (see slides 1-5 below in "WWI Notes Set One" for content you're responsible for)
1/30: Finish lecture; begin Battle of the Somme documents (see below if absent; use abbreviated documents within lesson plan if completing outside of class)
2/2: Complete and hand in Battle of the Somme; view documentary part II and hand in guide
2/3: View documentary part V and hand in guide
2/7: Finish lecture (See "WWI Notes Set Two," slides 1, 2, 3, 4, 7, 12 below for content you're responsible for); begin Resolution Creating a Lasting Peace
2/8: Finish Resolution Creating a Lasting Peace and hand in; begin WWI Explorations (see document below)
2/9: Continue WWI Explorations
1/30: Finish lecture; begin Battle of the Somme documents (see below if absent; use abbreviated documents within lesson plan if completing outside of class)
2/2: Complete and hand in Battle of the Somme; view documentary part II and hand in guide
2/3: View documentary part V and hand in guide
2/7: Finish lecture (See "WWI Notes Set Two," slides 1, 2, 3, 4, 7, 12 below for content you're responsible for); begin Resolution Creating a Lasting Peace
2/8: Finish Resolution Creating a Lasting Peace and hand in; begin WWI Explorations (see document below)
2/9: Continue WWI Explorations
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2/12: Continue WWI Explorations
2/13: Continue WWI Explorations (be aware that you have only 45 minutes to finish in class on Thursday; if you'll need more than 45 minutes on block day, work on it outside of class!)
2/15: WWI Explorations due at the 45 minute mark; short jigsaw activity in class
2/16: Review and continue with Lenin and the Great Depression (see slides below for content if absent); see study guide below (downloaded individually during class). Make sure you understand each item, its significance, and how it relates to other items in the study guide! Begin "Economic Hardship" in class.
2/19: Finish Lenin and Great Depression; finish Economic Hardship and hand in.
2/20: ***Happy Ice Day! Stay safe!***
2/26: Kahoot to review WWI and Aftermath; take quiz (15 MC and 4 short answer - 25 points); begin buildup to WWII
2/13: Continue WWI Explorations (be aware that you have only 45 minutes to finish in class on Thursday; if you'll need more than 45 minutes on block day, work on it outside of class!)
2/15: WWI Explorations due at the 45 minute mark; short jigsaw activity in class
2/16: Review and continue with Lenin and the Great Depression (see slides below for content if absent); see study guide below (downloaded individually during class). Make sure you understand each item, its significance, and how it relates to other items in the study guide! Begin "Economic Hardship" in class.
2/19: Finish Lenin and Great Depression; finish Economic Hardship and hand in.
2/20: ***Happy Ice Day! Stay safe!***
2/26: Kahoot to review WWI and Aftermath; take quiz (15 MC and 4 short answer - 25 points); begin buildup to WWII
lenin_through_great_depression.pptx |
economic_hardship.doc |
wwi_study_guide_sp18.docx |
2/27: Begin Women's War of 1929 Lesson (see pdf below)
2/29-3/2: Finish and hand in Women's War work; take Rise of Totalitarianism notes on board and keep in notebooks (see picture below); complete Mein Kampf excerpt and hand in (see below); take notes on slide two of "Ch. 26 Sec. 1 and 2" PPT (see below)
3/5: Complete notes on slide two if necessary; begin work with Sec. 2, beginning on slide three in PPT (See Ch. 26 Sec. 2 below, if you want to study outside class for the challenge--come at me! I'm ready!)
3/6: Continue and finish work with Sec. 2 noted on 3/5 (homework if not completed)
3/8: Wrap up Sec. 2 work with peer reviews; WWII Key Terms notes in class (see document below for notes if you missed something during lecture or were absent); begin Holocaust work with Ch. 26, Sec. 3, Sec. Assessment questions 1, 4, 5, and 6 if time
2/29-3/2: Finish and hand in Women's War work; take Rise of Totalitarianism notes on board and keep in notebooks (see picture below); complete Mein Kampf excerpt and hand in (see below); take notes on slide two of "Ch. 26 Sec. 1 and 2" PPT (see below)
3/5: Complete notes on slide two if necessary; begin work with Sec. 2, beginning on slide three in PPT (See Ch. 26 Sec. 2 below, if you want to study outside class for the challenge--come at me! I'm ready!)
3/6: Continue and finish work with Sec. 2 noted on 3/5 (homework if not completed)
3/8: Wrap up Sec. 2 work with peer reviews; WWII Key Terms notes in class (see document below for notes if you missed something during lecture or were absent); begin Holocaust work with Ch. 26, Sec. 3, Sec. Assessment questions 1, 4, 5, and 6 if time
1929_womens_war_student_materials.pdf |
mein_kampf.doc |
wwii_sec_1_and_2.pptx |
ch_26_sec_2_pdf.pdf |
wwii_key_terms_notes_sp18.docx |
3/13: Finish Ch. 26, Sec. 3, Sec. Assessment questions 1, 4, 5, and 6 in notes; save for now. Then, read the excerpt posted below from Elie Wiesel's Night. Answer the following questions in your notes; save for Tuesday.
1) Why were the words “Men to the left! Women to the right!" so significant to the narrator?
2) Why were the father and son encouraged to lie about their age?
3) What was in store for the father and son at Auschwitz, based on the passage and your own background knowledge?
4) Pick out three statements from the story that tell us how the narrator is feeling.
5) How did you feel reading this excerpt? What were your reactions? Explain.
6) Why are stories like this important to consider in the context of history education?
1) Why were the words “Men to the left! Women to the right!" so significant to the narrator?
2) Why were the father and son encouraged to lie about their age?
3) What was in store for the father and son at Auschwitz, based on the passage and your own background knowledge?
4) Pick out three statements from the story that tell us how the narrator is feeling.
5) How did you feel reading this excerpt? What were your reactions? Explain.
6) Why are stories like this important to consider in the context of history education?
elie_wiesel_excerpt.pdf |
***Note: the exam will be AFTER Spring Break.***
3/14: Begin Holocaust Video activity in class. For each clip (noted below), write one discussion question, two emotions (present in the video or what you feel during viewing), and three main ideas.
https://www.youtube.com/watch?v=EMTPAE53PqE
https://www.youtube.com/watch?v=6zZCSch_72U
https://www.youtube.com/watch?v=qhlwy6d8vBk
https://www.youtube.com/watch?v=gdgPAetNY5U
This one is just for further information on Holocaust deniers, notes not req'd: https://www.youtube.com/watch?v=BtfR31PGZVA
>>>If absent, complete this activity and hand in.
3/15: Finish Holocaust Video activity; complete Frayer Model over Rape of Nanking, using resources listed below (on reverse of Frayer Model paper: analyze the similarities and differences between the Holocaust and the Rape of Nanking).
View resources on the Rape of Nanking through links below. (Note that graphic content is present. If this is too disturbing for you to read and work with, please let me know, and I will be happy to work with you on an alternative assignment.) You may also do your own research, making sure to note your sources.
http://www.historyplace.com/worldhistory/genocide/nanking.htm
http://www.abc.net.au/news/2015-08-11/japan-wwii-massacre-survivor-apology/6689610
http://www.crf-usa.org/bill-of-rights-in-action/bria-18-3-b-the-rape-of-nanking
Then, begin preparing for Socratic Circle (described below). Jot down a few thoughts and do any additional research you need to participate fully and effectively. You will earn points for meaningful verbal participation. (If you do not use your voice, you may as well not have one. Harsh, but true. Time for some tough love!)
Socratic Circle Topic: What is the proper punishment for Japanese soldiers and German soldiers who committed war crimes before and during WWII?
Avenues of thought/starting points:
A. Define war crimes
B. Difference (re. responsibility, guilt, etc.) between leaders and soldiers on the ground
> To what extent are an individual’s actions excused if they are just “following orders”?
C. Has this happened anywhere else in history? How were soldiers punished—or not?
D. What differences do we see in the crimes committed between Germany and Japan? What differences are there in awareness and punishment?
E. What would the purpose of any punishment truly be?
IF ABSENT: Submit a one-page critical analysis over the issue covered by the Socratic Circle.
Your analysis should:
See me if you have any questions about these expectations! Remember that it is YOUR responsibility to come see me if you are or will be absent, and we will talk more about the assignment then.
3/14: Begin Holocaust Video activity in class. For each clip (noted below), write one discussion question, two emotions (present in the video or what you feel during viewing), and three main ideas.
https://www.youtube.com/watch?v=EMTPAE53PqE
https://www.youtube.com/watch?v=6zZCSch_72U
https://www.youtube.com/watch?v=qhlwy6d8vBk
https://www.youtube.com/watch?v=gdgPAetNY5U
This one is just for further information on Holocaust deniers, notes not req'd: https://www.youtube.com/watch?v=BtfR31PGZVA
>>>If absent, complete this activity and hand in.
3/15: Finish Holocaust Video activity; complete Frayer Model over Rape of Nanking, using resources listed below (on reverse of Frayer Model paper: analyze the similarities and differences between the Holocaust and the Rape of Nanking).
View resources on the Rape of Nanking through links below. (Note that graphic content is present. If this is too disturbing for you to read and work with, please let me know, and I will be happy to work with you on an alternative assignment.) You may also do your own research, making sure to note your sources.
http://www.historyplace.com/worldhistory/genocide/nanking.htm
http://www.abc.net.au/news/2015-08-11/japan-wwii-massacre-survivor-apology/6689610
http://www.crf-usa.org/bill-of-rights-in-action/bria-18-3-b-the-rape-of-nanking
Then, begin preparing for Socratic Circle (described below). Jot down a few thoughts and do any additional research you need to participate fully and effectively. You will earn points for meaningful verbal participation. (If you do not use your voice, you may as well not have one. Harsh, but true. Time for some tough love!)
Socratic Circle Topic: What is the proper punishment for Japanese soldiers and German soldiers who committed war crimes before and during WWII?
Avenues of thought/starting points:
A. Define war crimes
B. Difference (re. responsibility, guilt, etc.) between leaders and soldiers on the ground
> To what extent are an individual’s actions excused if they are just “following orders”?
C. Has this happened anywhere else in history? How were soldiers punished—or not?
D. What differences do we see in the crimes committed between Germany and Japan? What differences are there in awareness and punishment?
E. What would the purpose of any punishment truly be?
IF ABSENT: Submit a one-page critical analysis over the issue covered by the Socratic Circle.
Your analysis should:
- state a position
- justify that position with evidence from the text(s), as well as logic and background knowledge from your own head
- address counterarguments, stating what those arguments are and why these counterarguments are not enough to change your mind about the subject
See me if you have any questions about these expectations! Remember that it is YOUR responsibility to come see me if you are or will be absent, and we will talk more about the assignment then.
3/26: Finish Soc. Circle (3rd hr only); take Final WWII Notes (see below); begin Code Breakers and Code Makers assignment (see below for packet). Also pass out study guides for exam on MONDAY 4/2.
3/27: Continue CBCM
3/28-29: Finish CBCM; assemble portfolios (see WWII Portfolio and Reflection document below--will be due at time of exam); review with Kahoot in class (use link to practice outside class: kahoot.it/challenge/0721217 or enter PIN into Kahoot app on phone: 0721217)
Suggested sources for CBCM:
http://www.bbc.co.uk/history/people/alan_turing
http://www.bbc.co.uk/history/topics/enigma
http://www.history.com/news/world-war-ii-memo-cracked-by-allies-found
http://www.bbc.co.uk/history/worldwars/wwtwo/enigma_01.shtml
http://www.history.co.uk/history-of-ww2/code-breaking
http://www.bbc.co.uk/news/magazine-12266109?print=true
http://www.texancultures.com/assets/1/15/Teaching%20with%20Primary%20Sources-%20Native%20Words,%20Native%20Warriors.pdf
http://www.archives.gov/education/lessons/code-talkers/images/letter-01.jpg
http://www.archives.gov/education/lessons/code-talkers/images/letter-02.jpg
3/27: Continue CBCM
3/28-29: Finish CBCM; assemble portfolios (see WWII Portfolio and Reflection document below--will be due at time of exam); review with Kahoot in class (use link to practice outside class: kahoot.it/challenge/0721217 or enter PIN into Kahoot app on phone: 0721217)
Suggested sources for CBCM:
http://www.bbc.co.uk/history/people/alan_turing
http://www.bbc.co.uk/history/topics/enigma
http://www.history.com/news/world-war-ii-memo-cracked-by-allies-found
http://www.bbc.co.uk/history/worldwars/wwtwo/enigma_01.shtml
http://www.history.co.uk/history-of-ww2/code-breaking
http://www.bbc.co.uk/news/magazine-12266109?print=true
http://www.texancultures.com/assets/1/15/Teaching%20with%20Primary%20Sources-%20Native%20Words,%20Native%20Warriors.pdf
http://www.archives.gov/education/lessons/code-talkers/images/letter-01.jpg
http://www.archives.gov/education/lessons/code-talkers/images/letter-02.jpg
final_wwii_notes_sp18.docx |
code_breakers_code_makers_assignment.docx |
wwii_study_guide.docx |
wwii_portfolio_and_reflection.docx |
3/30: Go to Skyward and view the two assignments that are set to open at 6:00 a.m. today. They require you to view two TED talks, one from a former Neo-Nazi (click here) and one from an artist who strives to keep art historically honest, diverse, and hopeful (click here). Complete the assignments via Skyward as you view the videos. Feel free to plug in one laptop at the front and view the videos as a class! (The person who volunteers their laptop can keep a note of answers with a partner and enter them after the video is complete.) If absent, note that this is due by April 3 at midnight--no exceptions!
4/2: Exam over WWII; Portfolios due
4/3: Vote and begin WWII film (will be evaluating for historical accuracy and emotional impact)
4/4-5: Finish film and hand in film analysis sheets
4/6: Begin Intro to Cold War notes (see slides below)
4/9: Finish Intro to Cold War notes, if necessary; Begin Cold War documents lesson (see below)
4/10: Take short survey (click here); finish and hand in Cold War documents, if necessary; begin notes and political cartoons (see 4/10 document and political cartoon packet below)
4/2: Exam over WWII; Portfolios due
4/3: Vote and begin WWII film (will be evaluating for historical accuracy and emotional impact)
4/4-5: Finish film and hand in film analysis sheets
4/6: Begin Intro to Cold War notes (see slides below)
4/9: Finish Intro to Cold War notes, if necessary; Begin Cold War documents lesson (see below)
4/10: Take short survey (click here); finish and hand in Cold War documents, if necessary; begin notes and political cartoons (see 4/10 document and political cartoon packet below)
intro_to_cold_war.ppt |
cold_war_documents_lesson |
4.10.18_mwh.docx |
political_cartoon_packet_sp18.ppt |
4/11-12: Continue work from Tuesday; complete and hand in political cartoons and associated book questions
4/13: Mini-lesson on culture and superstitions behind Friday the 13th; begin reading Ch. 27, Sec. 2, with notes page (see Boyd)
4/16: Finish 27.2 if necessary and hand in; Vietnam lecture (see notes below)
4/17: Do annotations part of "Selections from the Little Red Book" (see below) and begin viewing and completing video guide (see below) for Mao Declassified, found here
4/18-19: Finish Mao Declassified; finish video guide and Little Red Book and hand in; finish Vietnam lecture if necessary; take notes and view clips on China after Mao (see below); begin end of USSR/end of Cold War notes, found at end of Vietnam notes above
4/20: Finish notes and study for exam on Monday; potential heavy absences for protest
***See "Cold War study questions" below to review this unit. We will review with these in class Monday before your quiz!***
4/13: Mini-lesson on culture and superstitions behind Friday the 13th; begin reading Ch. 27, Sec. 2, with notes page (see Boyd)
4/16: Finish 27.2 if necessary and hand in; Vietnam lecture (see notes below)
4/17: Do annotations part of "Selections from the Little Red Book" (see below) and begin viewing and completing video guide (see below) for Mao Declassified, found here
4/18-19: Finish Mao Declassified; finish video guide and Little Red Book and hand in; finish Vietnam lecture if necessary; take notes and view clips on China after Mao (see below); begin end of USSR/end of Cold War notes, found at end of Vietnam notes above
4/20: Finish notes and study for exam on Monday; potential heavy absences for protest
***See "Cold War study questions" below to review this unit. We will review with these in class Monday before your quiz!***
vietnam_and_ussr_end_of_cold_war_notes.docx |
selections_from_little_red_book.docx |
mao_declassified_video_guide |
china_after_mao_notes.docx |
cold_war_study_guide.docx |
4/23: Cold War Exam. Please answer both parts: Why did the Cold War develop? What major events tell the story of the Cold War from 1945-1989, and why are they significant—how do they represent change, continuity, or the struggle for international power?
In the space provided on your exam, you will answer this question—in an essay, an illustrated timeline, graphic, or any other way you see fit. Make sure to keep your thinking and analysis at a 10th/almost 11th grade level. (15 pts)
(Outstanding answers will include at least ten total key terms and focus on a variety of ideas.)
4/24: Introduce Five by Five Presentations; divide into groups and begin working (see handout below)
4/25-26: Work day
4/27: Work day (ideally groups will finish today in class with enough time to practice their presentations)
4/30: Presentation Day (If absent for beginning of presentations and completing alternative assignment, see alt. assign. below; if absent just on day of presentations, please submit a one-page write up describing your contributions to the project, including a justification for why your work was invaluable to your group and what part you had planned to present if you would have been here)
In the space provided on your exam, you will answer this question—in an essay, an illustrated timeline, graphic, or any other way you see fit. Make sure to keep your thinking and analysis at a 10th/almost 11th grade level. (15 pts)
(Outstanding answers will include at least ten total key terms and focus on a variety of ideas.)
4/24: Introduce Five by Five Presentations; divide into groups and begin working (see handout below)
4/25-26: Work day
4/27: Work day (ideally groups will finish today in class with enough time to practice their presentations)
4/30: Presentation Day (If absent for beginning of presentations and completing alternative assignment, see alt. assign. below; if absent just on day of presentations, please submit a one-page write up describing your contributions to the project, including a justification for why your work was invaluable to your group and what part you had planned to present if you would have been here)
five_by_five_presentations.docx |
alt._assign._five_by_five_presentations.docx |
5/1: Finish presentations if necessary; begin Modern Africa unit with notes, short reading and annotations from Nelson Mandela, and short video notes from memorial for Mandela (see document below)
5/3: Finish Mandela and begin Green Belt Movement/Kenya (see Boyd for documents and instructions)
5/4: Boyd absent; see assignment on Skyward (must be completed by Tuesday 5/8 at midnight for credit)
5/7: In-class discussion about disagreement without disrespect; continue with GBM
5/8: Continue GBM (hopefully finish!)
5/10: Finish GBM if necessary; introduce West Africa. View part of Africa on the Move (see questions below--link is in document); discuss Soc. Circle topic for Friday (see below); time in class to research/prepare (see resources listed below)
Africa on the Move: www.youtube.com/watch?v=kcp68XGGrhE
Song from 1984: www.youtube.com/watch?v=bjQzJAKxTrE
Lyrics for 2004: www.azlyrics.com/lyrics/bandaid20/dotheyknowitschristmas.html
Song from 2014: www.youtube.com/watch?v=-w7jyVHocTk
5/3: Finish Mandela and begin Green Belt Movement/Kenya (see Boyd for documents and instructions)
5/4: Boyd absent; see assignment on Skyward (must be completed by Tuesday 5/8 at midnight for credit)
5/7: In-class discussion about disagreement without disrespect; continue with GBM
5/8: Continue GBM (hopefully finish!)
5/10: Finish GBM if necessary; introduce West Africa. View part of Africa on the Move (see questions below--link is in document); discuss Soc. Circle topic for Friday (see below); time in class to research/prepare (see resources listed below)
Africa on the Move: www.youtube.com/watch?v=kcp68XGGrhE
Song from 1984: www.youtube.com/watch?v=bjQzJAKxTrE
Lyrics for 2004: www.azlyrics.com/lyrics/bandaid20/dotheyknowitschristmas.html
Song from 2014: www.youtube.com/watch?v=-w7jyVHocTk
africa_on_the_move_questions.docx |
soc_circle_do_they_know_its_christmas_in_africa.docx |
africa_intro_notes.docx |
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"Africa Stop Ebola": www.youtube.com/watch?v=ruYQY6z3mV8
"Africa for Norway": www.youtube.com/watch?v=oJLqyuxm96k
"Africa needs jobs, not aid:" www.youtube.com/watch?v=hXgjGLkdJtk
"Why development in Africa is so difficult": www.youtube.com/watch?v=IpbyDIpIStc
"They know it's Christmas": www.washingtonpost.com/news/monkey-cage/wp/2014/11/17/they-know-its-christmas/?noredirect=on&utm_term=.ee6e9c3213c8
"Which countries are taking off in Africa?": https://www.youtube.com/watch?v=NJ5j6tWPNOg
https://www.ted.com/talks/andrew_mwenda_takes_a_new_look_at_africa
https://www.ted.com/talks/bono_s_call_to_action_for_africa/transcript
5/11: Run Socratic Circle; if absent, please hand in one page critical analysis of the question, making sure to address counterarguments (due by Tuesday, May 15)
"Africa for Norway": www.youtube.com/watch?v=oJLqyuxm96k
"Africa needs jobs, not aid:" www.youtube.com/watch?v=hXgjGLkdJtk
"Why development in Africa is so difficult": www.youtube.com/watch?v=IpbyDIpIStc
"They know it's Christmas": www.washingtonpost.com/news/monkey-cage/wp/2014/11/17/they-know-its-christmas/?noredirect=on&utm_term=.ee6e9c3213c8
"Which countries are taking off in Africa?": https://www.youtube.com/watch?v=NJ5j6tWPNOg
https://www.ted.com/talks/andrew_mwenda_takes_a_new_look_at_africa
https://www.ted.com/talks/bono_s_call_to_action_for_africa/transcript
5/11: Run Socratic Circle; if absent, please hand in one page critical analysis of the question, making sure to address counterarguments (due by Tuesday, May 15)
mwh_final_exam_study_guide_sp18.docx |
5/14: Begin South America with maps (see below--complete and hand in if absent); listen to an excerpt from Trevor Noah's Born a Crime and hand in written reflection (no makeup assignment due if absent)
5/15: Finish maps; complete General Trends in South America notes, incl. reading page 905 and defining magic realism; read 100 Years of Solitude excerpt and write review on back of guided notes
5/17: Write short story in magic realism style (one page minimum); complete South America Travels handout (see below)
5/18: Finish short story and Travels; time to study and prepare for final exam and Socratic Circle
***As you are preparing for your final over the weekend, please reach out and email me if you have any questions or concerns! I am here to help, but I can only help you if I know that you need help.***
5/15: Finish maps; complete General Trends in South America notes, incl. reading page 905 and defining magic realism; read 100 Years of Solitude excerpt and write review on back of guided notes
5/17: Write short story in magic realism style (one page minimum); complete South America Travels handout (see below)
5/18: Finish short story and Travels; time to study and prepare for final exam and Socratic Circle
***As you are preparing for your final over the weekend, please reach out and email me if you have any questions or concerns! I am here to help, but I can only help you if I know that you need help.***
south_america_map.docx |
general trends in south america |
one_hundred_yrs_of_solitude_excerpt.docx |
south_american_travels.docx |
5/21: First hour final; time to study and prepare in other hours
5/22: Third hour final
5/23: Fifth hour final
5/22: Third hour final
5/23: Fifth hour final