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Wednesday 1/8/14

Wednesday 1/8/14. Please get out the following: ½ Sheet of paper Binder Full sheet of binder paper. Welcome Back Class of 2017!. Semester Reminders… We have 3 units of study this semester – replace your binder dividers for units 4, 5 and 6. Grading starts all over again

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Wednesday 1/8/14

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  1. Wednesday 1/8/14 Please get out the following: • ½ Sheet of paper • Binder • Full sheet of binder paper

  2. Welcome Back Class of 2017! • Semester Reminders… • We have 3 units of study this semester – replace your binder dividers for units 4, 5 and 6. • Grading starts all over again • We will have a major project at the end as your final • Pay close attention to your grades online • Take advantage of the revising policy for tests and other work – you will 1 month from the time of assessments to reassess! • We have content and skills objectives over there EVERY day! • On a ½ sheet of paper write a few sentences explaining your personal goal for the semester. What do you want to accomplish. Consider things like… academics, family, sports, time management etc.

  3. Stand Up, Sit Down… • If you know the following prompts, stand up and be prepared to share with the class.

  4. Nacirema Normal Strange 1. On your paper: As we read Nacirema, write down any practices of the people that you find to be normal or strange in your eyes. 2. Choose two items in the “strange” category and explain why you placed them there.

  5. Thursday 1/9/14 • Get out the following: • Write homework in your planner • Handout from yesterday. • 2 blank KTMs

  6. Nacirema Normal Strange 1. On your paper: As we read Nacirema, write down any practices of the people that you find to be normal or strange in your eyes. 2. Choose two items in the “strange” category and explain why you placed them there.

  7. Let's Discuss… • Read the title backwards  • Now, share with your table partners what you thought was “strange” about us. • What about the reading made these things strange? • How does it make you feel about our own culture?

  8. At the bottom of the handout copy today’s objective: • Objective: Understand how SocialDarwinism led to NewImperialism around the world by mostly European nations. (Hint: remember the term Eurocentric?) • Complete the reading and blue questions for “Interact with History” on pg. 338.

  9. HAPPY Friday 1/10/14 Please get out the following: • Handout from last 2 days • 2 KTMs from yesterday • New piece of binder paper • Ch. 11.1 CN

  10. Now, let’s fill this out as a class.

  11. Fill out a KTM for the following term:

  12. Now Swap with a table partner and do a Comp Check!

  13. Darwin and Social Darwinism Social Darwinism is the application of Charles Darwin’s Theory of Evolution to Human Societies. Essentially it says that those societies that are the most successful are the ones that come from humans with superior genetic stock. In the 1800’s, Europeans felt this meant that they were the most successful (To them that meant having the best technology, the most scientific learning and the ability to conquer others) because they were more advanced humans. They also thought that people with less technology, scientific learning and so on were naturally going to die out eventually, like the dinosaurs and Neanderthals because they were genetically unfit to survive. To the Europeans who considered Social Darwinism scientific fact, they, personally, were examples of Darwin’s idea of Survival of the Fittest. Social Darwinism became a powerful motive in Imperialism. Many Europeans felt it gave them the right to take over other regions of the world.

  14. Simulation! Please count off by “fives” to find your team members Take your stuff with you. Get a folder with sticky notes, blank class map, pen, and directions Read your directions and do exactly as they say. EXACTLY or this simulation won’t work. Write all plans on one sheet of paper for your group.

  15. Monday 1/13/14 • Please get out the following: • Binder paper work from Friday’s simulation • Ch. 11.1 CN • 2 new sheets of binder paper • Remember, all work goes into your Unit 4 section of your binder now.

  16. Opener 1/13/14 What is Social Darwinism? What factors affected each groups’ success in the simulation on Friday? Why do you think some people were inclined to cheat? How does the simulation mirror what you read in Ch. 11.1?

  17. The Scramble for Africa The simulation represents the European Scramble/Rush for Africa. What Happened?: Europeans became interested in Africa and discovered they needed raw materials (like cotton) for their factories at the same time they began to seriously compete with each other. Each country wanted to win as much land in Africa as possible to improve their international reputation and private wealth. They made a deal in an international meeting called the Berlin Conference to divide Africa (no Africans were consulted). At this meeting, they took a map of Africa and drew lines all over it. Each country then claimed land.

  18. Berlin Conference 1884: Cutting Up Africa

  19. Imperialism in Africa – Territories controlled by Europeans by 1914

  20. Ch. 11.1 Book Marks • Swap Cornell Notes with a partner at your table. (if you didn’t do them, grab a text book and start answering the questions on the book mark from the text) • Glue/tape the book mark to a new sheet of binder paper • Using your partner’s CN, answer the questions from the book mark to the right of each question, only based on your partners CN. • Make comments on your partners CN as to what they should fix/add. • Swap back and use your own notes to help you completely finish the questions.

  21. Tuesday 1/15/14 Please get out the following: • Ch. 11.1 CN • Binder paper notes from yesterday (with opener) • Planner – write homework

  22. Racism - Glossary Definition: beliefs that a particular race is superior to another Intro. to Imperial Motives: Discuss with your small groups and add to your notes - based on your knowledge and observations in life, how would you create a thorough definition of the term “racism”? If you were to create a word map for “racism”, what things would you put under “examples” and “related words”?

  23. Cultural Terms: • Race - • Based on physical appearance (skin color, eyes, hair, shape) • Nationality – • Based on national origin, what nation you were born in. • Ethnicity – • Based on blood makeup/heritage/ parents/family background • Religion – • Belief system, customs based on a specific religions. Ex: Judaism, Christianity, Islam etc.

  24. Imperial Motives DBQ • Motive- The reason that someone does something • Read the directions carefully. The packet is a class set, but the printed questions are yours. • Alternate who reads aloud the source in your group. • Discuss each primary and secondary source and the best answers to the questions. • Finally, create your best definition for each of the motives. • Assessment: Collaboration • *I may or may not collect this for Critical Thinking as well.*

  25. Block 1/15-16 • Please get out the following: • Unit 4 Content Rubric • DBQ Packet • White questions and answers sheet • Ch. 11.1 CN

  26. Imperial Motives DBQ • Motive- The reason that someone does something • Read the directions carefully. The packet is a class set, but the printed questions are yours. • Alternate who reads aloud the source in your group. • Discuss each primary and secondary source and the best answers to the questions. • Finally, create your best definition for each of the motives. • Assessment: Collaboration • *I may or may not collect this for Critical Thinking as well.*

  27. Check your definitions:

  28. Imperial Motives DBQ Poster • Prepare a POSTER and PRESENTATION explaining what factors drove Imperialism. This can be a: • MUSEUM EXHIBIT, a MOVIE POSTER FOR A DOCUMENTARY, a PROPAGANDA POSTER, or an option of your choosing. • Assessment: Collaboration • Poster and presentation demonstrates clear understanding of ALL SIX of the KEY FACTORS that drove Imperialism. • Poster includes information from all SIX documents, and includes at least TWO CITED QUOTATIONS in total from the primary sources • Each group member must be ready to be assigned as the presenterin a gallery walk. • *I may or may not collect this for Critical Thinking as well.*

  29. 1. Gallery walk with post-its • Justify Motives • "White Man's Burden" reading and analysis • Bob Marley lyrics • 4. Prep check 11.2 CN HW: • 1. ch. 11.3 CN due next Friday • 2. No school Monday and Tuesday

  30. Friday 1/17 • Please get out the following: • Unit 4 Content Rubric • Ch. 11.2 CN • New sheet of binder paper for notes

  31. Gallery Walk: 30 Minutes • One person (I will choose) stands at your poster to explain: • Why you chose the specific format of your poster • How your evidence and facts support the 6 motives for New imperialism • Answer any questions. • Everyone else: • Evaluate each poster based on the criteria on your packet (not the art). 2 min. per stop. • On the Post-It, leave a score (A-F) and constructive or positive comment based on the criteria.

  32. Justifying Imperial Motives Notes 1/17:At the top of your new notes write your definition of the term Justify. • Give solid, specific reasons to prove that decisions, actions, or conclusions are right or just.

  33. Justify Imperial Motives: 1. In your notes draw this line and it’s labels. Not Justified Very Justified 2. Use the “Imperial Motives DBQs” packet and answers to decide and place each of the motives on the line. Decide why you placed each one where you did. 3. Finally, compare two of the motives, explaining why you placed them where you did. Make sure to include a moral component to your argument.

  34. Block 1/22-23 • Please get out the following: • Unit 4 Content Rubric • Ch. 11.1 and 11.2 CN • Class notes from last week: “White Man’s Burden” • Agenda/calendar *Friday is a G schedule. And, other dates…*

  35. Upcoming Dates: • Block days, Jan. 29-30 = advisory days for 9th, 10th and 11th graders. • All next week is winter spirit week – dress up! • Thur. Jan. 30th during 7th period is possibly Holocaust survivor speaking, location TBA – interested? • Feb. 17-21 = Mid-Winter break • March 14th = End of 3rd Quarter • April 7th-11th = Spring Break

  36. MVHS Olympiad 2013-2014 Yearbooks are on Sale… Don’t miss out on this opportunity to cherish this school year’s memories! When: Daily 8am-4pm Price: *$80.00, prices will increase soon Where: MVHS Finance Office (*Payable by cash, check or credit card) or Online at MVHS Spartan Webstore (Payable by credit card) http://webstores.activenetwork.com/school-software/mountain_view_high_s/index.php?l=product_list&c=73 Yearbooks will be distributed in May

  37. “6 Degrees of Connection”After we read “White Man’s Burden”, discuss with your small groups and fill in the 6 areas below the poem. • Text Title: (the title given to you before reading) • My Title: (a creative, more in-depth, “below the surface”, summarizing title) • Key Quote: (most important part of the text) • Why the key quote is so critical: (Describe it’s importance and impact) • Brief Summary: (important “who”, “what”, “when”, “where” and “why” • Analogy: (connect this story with any other in history or an experience of your own. What is it like?)

  38. “The White Man's Burden”Now that we have read the poem, answer the questions written on the handout. • How is this poem related to Social Darwinism? • Sarcasm- to say something in such a way as to mean something else, usually the opposite. • 2. How does Kipling use Sarcasm in this • 3. Do you think Kipling believes in Social Darwinism? Defend your answer! • 4. What is Kipling trying to say with this poem?

  39. Bob Marley - Songs of Anti-imperialism Bob Marley (1945-1981) from Jamaica was and is considered to be a catalyst for change in Jamaica and around the world through his reggae music. He brought awareness to his people about their history and encouraged others to fight against oppression and to honor individuals. Jamaica did not become independent from Britain until 1962.

  40. Review:1. Why (motives) did the Europeans want to control Africa?2. Why were the Europeans able to take over Africa so easily?

  41. 4 Types of Imperial Control and Problem Solving: • Activity 1: As a table group, be ready to share • For each box: • Write a definition in your own words • Write an advantage and disadvantage • Give one example • Create a symbol to represent this form of imperialism

  42. Friday 1/24 • Please get out the following: • 4 Types of Imperialism handout • ½ sheet for formative: “Unit 4.1 Imperial Motives” *Today is a G schedule.*

  43. Upcoming Dates: • Block days, Jan. 29-30 = advisory days for 9th, 10th and 11th graders. • All next week is winter spirit week – dress up! • Thur. Jan. 30th during 7th period is possibly Holocaust survivor speaking, location TBA – interested? • Feb. 17-21 = Mid-Winter break • March 14th = End of 3rd Quarter • April 7th-11th = Spring Break

  44. MVHS Olympiad 2013-2014 Yearbooks are on Sale… Don’t miss out on this opportunity to cherish this school year’s memories! When: Daily 8am-4pm Price: *$80.00, prices will increase soon Where: MVHS Finance Office (*Payable by cash, check or credit card) or Online at MVHS Spartan Webstore (Payable by credit card) http://webstores.activenetwork.com/school-software/mountain_view_high_s/index.php?l=product_list&c=73 Yearbooks will be distributed in May

  45. Unit 4.1, Imperial Motives Formative Assessment: • # 1-9 on your ½ sheet • ONLY write on your ½ sheet • Cover your answers as you work • Flip over ½ sheet when you are finished • Do not write on the questions sheet.

  46. Unit 4.1, Imperial Motives Formative Assessment:

  47. 4 Types of Imperial Control and Problem Solving: • Activity 2:Colonial Rule in Action • Alternate reading paragraphs aloud in your group. • Discuss as a group to understand the reading and directions. • Write your OWN response – this could be collected for Critical Thinking.

  48. Using terms we have discussed in class, talk to your partners and explain what is happening in this image and how the people portrayed in the image feel. school house U.S.

  49. Monday 1/27/14 • Please get out the following: • Unit 4 Content Rubric • Calendar/ • Planner • Highlighter, pen, pencil

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