Class+Activities

=Wednesday Jun 6= https://www.surveymonkey.com/s/HS_SocStudies = = = = = = = = = = =Thursday May 24=
 * 1) Submit your development papers through Turnitin.com
 * 2) Review Unit "Big Understanding" and relate to Global Citizenship
 * 3) Watch a just-released TED talk!
 * 4) Make Review Games


 * Ethan/Ali** - Chapter 11 Waugh - AID: Figure 11.17; 11.19


 * Tarishi/Grace** - Chapter 11 Waugh - WORLD TRADE: Figure 11.10; Figure 11.12; Figure 11.14


 * Kevin/Siena/Nafiul** - Chapter 11 Waugh - DEVELOPMENT: Figure 11.8; Figure 11.14


 * Johannes/Bhabesh** - Chapter 7 Waugh - FARMING: Figure 7.3; Create a Game Based on Agricultural differences between MEDCs and LEDCs


 * JiHyae/Ayush** - AGRICULTURE: Create a Game Based on Agricultural methods: INTENSIVE vs EXTENSIVE and SUBSISTENCE vs COMMERCIAL. I would recommend a Four-Square style game, with combinations (intensive-subsistence, extensive-subsitence, etc) and descriptions.

Create a
 * Mehreen/Jason**- AGRICULTURE: Create a Game Based on Types of Farming. This should include a map - (e.g. Mediterranean, Cereals Production, nomadic hunting/herding, livestock ranching, etc.). See page 97 in Waugh for this. Your Game should require students to KNOW what each type of farming means.


 * Dwayne/YenThu** - Chapter 20 Waugh: GLOBALIZATION AND MDGs: Figure 20.7; Create a few games where students must create "Cause & Effect" flow diagrams... Such as that shown in Figure 20.12. These should show how individual social/economic/political/environmental problems lead to larger development issues


 * Sol/Aarambh** - COOPERATION AND CONFLICT: Create a game using the vocabulary from this Unit, including the different TYPES of CONFLICT. Might turn out to be 2 games, ONE for general vocabulary, and ONE for the types of conflict and their meanings


 * Grace/Sidd** - COLONIZATION, PARTITION, and the E Pakistan Liberation War: Create a game using vocabulary and key concepts covering these three topics. Can be three (3) different games

=Sunday May 20= Today we will review reading/vocabulary and touch base on the essay! Read the important dates, below!!

Upcoming BIG Da tes:
= = = = = = = = = = = = = = =Wednesday May 16= = = = = = = = = = = = = = = = = = = =Monday May 14= == Outline Writing Lab - you will focus on completing your essay outline.This is "Step Three" in the assignment sheet that was handed out to you. If you no longer have the assignment sheet you can download and view it here:==
 * Unit 6 vocab quiz on **Tuesday May 22th**
 * Essay Due **Thursday May 24th**
 * 1) == Continue with your research and writing for your essay ==
 * 2) == Finish Vocabulary ==
 * 3) ====Complete your ENTIRE vocabulary sheet - you will need to refer to outside resources for some of these terms, as they may not appear in your textbooks====
 * ====Here is a link to a good glossary for development put out by UK's development aid agency, DFID:====
 * ====DFID Glossary====

// This should be about one page in length. //

 * Outline due at the beginning of next class, printed and ready to hand in
 * don't forget your in-text citations using MLA citation format
 * Try Bibme.org for a quick way to format a bibliography in MLA

If you finish EARLY!!!
Please complete your ENTIRE vocabulary sheet - you will need to refer to outside resources for some of these terms, as they may not appear in your textbooks Here is a link to a good glossary for development put out by UK's development aid agency, DFID: DFID Glossary

Upcoming BIG Da tes:
= = = = = = = = = = = = =Thursday May 10=
 * Essay Outline Due **Wednesday May 16th**
 * Unit 6 vocab quiz on **Tuesday May 22th**
 * Essay Due **Thursday May 24th**

Continue with Waugh reading pp186-191

 * Vocab and Question sets due for second half of reading. ALL STUDENTS: should have vocabulary and question sets (2) completed for all of Chapter 11. This is the Whole-Class expectation

Thesis Lab and Determining Development Indicators for your research

 * You will peer edit/advise each other on how to polish your thesis statements, in conjunction with the notes that I have given to you. By the end of class each student will be working with an effective thesis statement. Students will then determine the three (3) best develoment indicators to investigate in their research for the assignment

Upcoming BIG Da tes:
= = = = = = = = =Tuesday May 8= = = = = = =
 * Essay Outline Due **Wednesday May 16th**
 * Unit 6 vocab quiz on **Tuesday May 22th**
 * Essay Due **Thursday May 24th**
 * Thesis statement development for Unit 6 major Assignment
 * See the Perdu Online Writing Lab
 * ====Continue In-class reading of Waugh 186-191, plus guided notes and vocabulary====

= = = = = = = = = = =Sunday May 6= = = = = = = = = = = = = = = = = = = =Wednesday May 2= = = = = = = = = = = = = = = = = = = = = = = = = =Monday April 30=
 * Binder Check/Devel Visual Example for those who did not get it in last class
 * ====Continue In-class reading (plus **guided notes** and **vocabulary**) of Waugh Chapter 11 pp. 180-185====
 * //I will collect your notes and vocabulary at the end of class//
 * Binder Check!
 * ====In-class reading (plus guided notes and vocabulary) of Waugh Chapter 11 pp. 180-185====
 * We'll share your graphics from the previous night/s homework
 * Group exercise on the relevance of development issues, where you will:
 * Use specific examples to answer the following questions in your groups:
 * 1) How does this issue affect you and your family directly or indirectly?
 * 2) How does this issue affect Bangladesh and your immediate local community?
 * 3) How do you think this issue might affect you in your future, as an adult, as you try to make your way in the world?

Test Today on Agriculture Unit
= = = = = = = = = = = = = = = = = = =Sunday April 22=

You should have your business plan ready to go today, as we will be putting together the pieces for your final assignment: Unit 5 Farming Simulation Activity

 * Namely you will:**
 * Consolidate your data and plan into some key points
 * Create a concise and clear 3-minute visual presentation - //not to exceed 3 mins//
 * Prepare a note card or two for your presentation

= //__Farm Sim Due date__//- April 24 =

Your assessment for Unit 5 Agriculture is scheduled for April 30th
= =

= = = = = = = = = = = = = = =Monday April 16=

1) We will review the last quiz and you will complete a reflection for Ms Sharif.
2) You will begin the final assignment for Unit 5 Agriculture: Unit 5 Farming Simulation Activity :( =//__Note Farm Sim Due date change!__// - April 24= Your assessment for Unit 5 Agriculture is scheduled for April 30th = =

= = = = = = = = = = =Monday April 9=

We will continue with the WAA presentations today. You will have a reflection assignment due at the end of the next class. See the Assignments page.
= = = = = = = = = = = = =Sunday March 25=

Ongoing World Agriculture Association simulation exercise (below)
Rubric:

Watch a video on the Green Revolution, which will be followed by discussion
= = = =

= = =Ongoing Simulation Assignment - the BIG Goal!=

Your Mission :
===="You want to be members of the **World Agricultural Association (WAA)** to enhance agribusiness for your country. To do so, each country (you have been assigned these already) will need to give a detailed account of **how, what, when, where it produces its products**. Criteria for membership will take into account // what contributions you can make to towards the goals of the association // which are:====
 * 1) ====To bring good and reasonably priced agricultural products to consumers====
 * 2) ====To help other members of the association in terms of sharing experiences, technology, and enhancing learning====
 * 3) ====To contribute towards combating world hunger====

Your Method:

 * You can present any way you like (digital or hand crafted product) but you cannot use the same means you have tried before - Push yourselves to create great visuals!
 * You will be required to submit both a **visual and an oral presentation**

**Thursday March 15/Monday Mar 19**
1) Complete the Country Profile sheets 2) Go to this website

... and...Pick 2 farming products for each of these categories: //Cereals, Pulses, Meat//. Tell us: a) For crops: Where and when are they sown in your country and when are they harvested(what weather is needed) b) For livestock: Where is this cattle reared? (what parts of the country)

**Sunday March 11 & Tuesday March 13**
Your assignments for today's class are linked below:

1) Complete the Reading/Worksheet:

2) With a Partner (these have been assigned in BLUE) you will complete an Agriculture Country Profile:

**Monday March 5th - //Welcome Back!// **

 * Today we will finish your **COLONIALISM PROJECT PRESENTATIONS**
 * After this we will start **Unit 5 - Agriculture and Rural Land Use**

Agriculture and Rural Land Use
Research Facts about world hunger at the following sites: The Hunger Site Worldhunger.org Hunger FactsGlobal Hunger

Post at least four REALLY GOOD facts that surprised you on the AISD Geography Wall Wisher page

If we have time you can play this online hunger simulation

When We Return...
A look into your coverage of current events: //Iran Docks at Syria and US Drones Attack//! - Political Geography

February 20 - //Unit 4 Test on Thursday!! Feb 23 //

 * Study these materials to prepare for your Unit 4 Test:**
 * **Your Bangladesh Scrap Books!!** - be prepared to answer questions about major people and events in the history of Bangladesh
 * **Northern Ireland assignment** - Residential Segregation. What are the cause/effects, relationships and origins and consequences of conflict in this scenario?
 * **Scramble for Africa** assignment - Review colonial powers, spatial conflicts, ethnic vs political division of territory
 * **Podcasts** - listen to the podcasts on this PAGE
 * Two (2) **vocabulary** sheets - there are 2!
 * **"Types of Conflict"** worksheet and the Wiki page you created linked HERE
 * Two **Colonialism film clips** and the Colonialism worksheet
 * Your **colonialism project** plus the presentations we've already had in class
 * ====__**The Power Point** - Linked to this PAGE - //This one is VERY important//.... **Understand slides 1-30!!!**__====

= Good Luck! =

February 16 - Colonialism Projects - Last day to work on these in class!!
Check out your Awesome Podcasts here!

====Link here to an OPTIONAL(!) interesting human geography article about URBAN BORDERS - From the New york times Feb 1, 2012====

=Link to Podcasting Site here=

Reportage and Podcasting
Today We will break into three groups and create podcast news reports on four topics that we have covered so far in Unit 4:


 * 1) 1 - //__Ethnic Conflict/Territorial Conflict__:// Colonialism, whereby one country directly rules another, and the resulting formation of political boundaries, or States.
 * YenThu, Nafiul, Tarishi, SH **


 * 1) 2 - //__Nationalist Movements__:// Conflict resulting from groups wishing to secede from the state they are currently in. They may have some level of regional autonomy, or not. They may be considered a stateless nation.
 * Sidd, Johannes, Aayush **


 * 1) 3 - __//Religious Conflict/Ethnic Conflict//__: **Regional Conflict** (eg. Northern Ireland) - where religious or ethnic differences result in discrimination and/or violence between two neighboring states or nations.
 * Dwayne, Kevin, Ali, Grace **


 * 1) 4 - //__Ethnic Conflict__:// **Residential Segregation**, where the formation of enclaves, or groupings of humans based predominantly on ethnic similarities, creates social distance and often enforces racism and discrimination.
 * Ethan, Siena, SH, Mehreen **

Directions - Note the points allotted to the requirements - Total 50 Points

 * 1) You will prepare a **5 minute political geography radio piece** on your topic from Unit 4
 * 2) **Create a script** of your piece and **run it by the class** for approval (we're all working toward the same project after all) **(10 Points)**
 * 3) You must use the **most current examples** in your audio report, which may not be possible for the colonialism group!
 * 4) You must appropriately utilize at **minimum five (5)** vocabulary terms from your vocab/worksheets **(10 points)**
 * 5) **Create characters** and **set the scene** for some lively and engaging coverage of your topic. Have a cohesive idea for how you'd like to convey your topic. Will you be explaining your topic through one PRIMARY example or will you use SEVERAL examples to do so?
 * 6) **BE CREATIVE!** use interview formats; pretend to be "live on scene;" be examining artifacts/evidence; use descriptions of maps or GIS data; use role play to create interesting characters (political parties, authorities, civilians); be aliens observing the spatial organization of humans; be an organization promoting world peace and make observations about geopolitical issues. **(10 Points)**
 * 7) Examine your topic in terms of **Causes and Effects** (e.g. "Due to X, the impact is Y," "As a result of X, Y occurs," and "Despite the fact that X happens, Y still occurs" ** (10 Points) **
 * 8) Try to **be balanced** in your coverage. Convey, where possible, the advantages AND disadvantages of the situation for multiple parties concerned (stakeholders)
 * 9) You must record your **5 minute Podcast** news piece using **Garage Band software (5 Points) **
 * 10) Extra credit for special sound effects or into/outro music
 * 11) Export your audio file as an **.mp3 format** (should be under 5 MB if you've exported it correctly) and **email to Ms Kozara (5 Points) **
 * 12) **HAVE FUN!**

**Assignment:**

 * 1) Kuby **reading** pp 333-337 - take notes
 * 2) Complete **vocabulary** list from the reading (above)

=
Today we'll address some homework gaps/concerns and begin to look at conflict through a particular case study (Northern Ireland) and also begin to look at how humans spatially divide/separate themselves at the micro level, through residential segregation. We will do so through the following activities:=====

**This assignment is to be completed as homework for Tuesday Jan 31**
 * 1) **Case Study:**Northern Ireland
 * 2) Read Rubinstein 208-209
 * 3) Complete the following **Questions** (this will require you to do some additional research online). This is due at the end of class (or for homework if you cannot finish in class) and must be **printed** and handed in. //**(Questions are worth 10 points each for a total of 50 Points)**//
 * 4) Find 2 different **//chloropleth// maps** depicting the religious distribution along Catholic and Protestant lines in Northern Ireland. In your two maps, try to represent a span of time (e.g. 1971 and 1991). Can you describe any spatial relationships from comparing your two map examples?
 * 5) **Find an article online** that talks about an instance of religious-based discrimination that resulted in violence in Northern Ireland (article must be from 1970-present). Summarize this article in one concise paragraph. Give an MLA citation for the article.
 * 6) **Response to regional conflict**. What has been done by the (1) Roman Catholics in the region, the (2) Protestant majority, and (3) British government in response to religious conflict in the region?
 * 7) In a few sentences, **evaluate the role of past colonialism in the region.** How might the transition from being a colony to a self-governing region affected the "spatial identity" of those in the Republic of Ireland and the current religious tensions in Northern Ireland?
 * 8) In one concise paragraph, **evaluate the role of extremism** in religious conflict in Northern Ireland.

January 19 - Development of the Concept of State
PowerPoint linked here Reading: Rubinstein 260-266 "Development of the State Concept"

"Scramble for Africa" - Political Geography Timeline
//Using one of these online tools for creating digital timelines, your assignment is to create a timeline, from a political geography perspective, depicting the development of modern African States.//

Timeline Creation Software: Tiki-Toki TimeToast Dipity


 * Criteria for the project:**

Timeline must have a minimum of four entries, which should depict with some imagery, at minimum:
 * 1) African territory before the partition of Africa (1870s)
 * 2) African territory after the partition of Africa (1914) //- including colonizing powers//
 * 3) Distribution of African Languages (ethnic distribution dimension)
 * 4) Current African States

Your timeline must include the following in order to be complete:
 * 1) Well selected **images** (maps, political cartoons, diagrams)
 * 2) One **Primary Source** document attached (political cartoons, speeches, photographed artifacts)
 * 3) **Two examples** of Strategic location elements (waterways, natural resources, access points for trade, etc)
 * 4) One researched example of a **//contemporary// social or political problem RESULTING** form the so-called "Scramble for Africa" (religious, linguistic, territorial, cultural)
 * 5) Written descriptions of timeline entries up to a maximum of 350 words, which can be chopped-up and distributed throughout timeline
 * 6) Citations for all sources

**Due Monday Jan 23** **Grading:** Each Criteria Point above will be awarded 10 points for a total of 100 points.

January 9 - Midterm Exam Review
Your review for the January 15th Midterm exam begins today, where you will complete the following. More details will be given by your teacher:


 * 1) **Culture Test Review and Corrections**
 * 2) **Blank World Map Exercise**- THIS WILL BE A CRUCIAL STUDY TOOL for your Midterm
 * 3) //Note//: for Language families portion, please refer to Rubenstein p.161
 * 4) **PowerPoint Review** - Please download and review PowerPoint for Basic Geographyconcepts.
 * 5) //Note:// you can please IGNORE slides #32 and #33.
 * 6) Take note of everything that you have limited understanding of, so that you will knoe your most important areas for review
 * 7) **Create flashcards for Wednesday Review Game** - In pairs you will create a set of review quiz card



November 27 - Culture Unit

 * Fact:** Often, Muslim women wear a burqua, or face veil, as an expression of their Islamic religious practice. France passed a law in April banning women in France from wearing the burqua in public.

Some see this law as way of enforcing normal French cultural values and behavior for French citizens. Others see it as an anti-multiculturalist move that basically forces Muslim women to stay in their houses. Is the burqua ban a way of bringing Muslims and European French people together? Or does it take away Muslim religious freedom?


 * Task:** Using the following words from your vocabulary, answer this question in a few sentences:

//"What can we understand about the cultural and political views of the French from the nation's decision to ban women from wearing the burqua?"//

 * Words:** culture trait, cultural diversity, customs, ethnocentrism, inherit, patriotism, nation, beliefs, society, discrimination, religion, multicultural

Hint: you can use other forms of these root words.

=media type="custom" key="11018198"= = =

See Also: Imbalanced Sex Ratio in India - good article
= =

=October 25=


 * First: Hand in Draft of Pop Essay**

Students need to write a self-reflection for student involved parent conferences on Wednesday. Please copy and past the questions below and your answers into an email and send to me on First Class:
 * Second:** **Self-Reflection (10 mins max)**


 * 1) Explain what you feel is your greatest strength in the class.
 * 2) Explain what you feel is the area you'd like to work on the most in class (this could be related to note taking, organization, studying skills, time management, understanding the content, or your participation in class).
 * 3) What work (projects, tests, assignments) are you most proud of from first quarter?
 * 4) What activities/assignments help you learn best in the class?

Mr Ison will be in to help get you started = = = = = = = = =**October 23**=
 * Third:** **Start Migration Assignment**

Second Part of Class:
Read "Migration" in Waugh pp 22-28
 * 1) Make a list of Key Words/Terms from Part A
 * Add terms: **hidden economy**; **push factors**; **pull factors**; **migration balance**; **urbanization**; **rural depopulation; climate refugee** (this one is not in your book) what do you think it means?**; counter-urbanization (or suburbanization)**
 * 1) Answer Questions on Page 33:
 * 1.a.i, 1.a.ii, 1.b, 2.b.i, 2.b.ii

=**October 9**=

See Assignments Page for the assignment document
= =

= = =**September 14**=

1) READ Waugh pp. 210-217

 * ==== Define Key Terms and Complete Homework Worksheet - the Waugh Portion ====

2) Climate Zones Country (educated!) Guessing Game!
= = =**September 5**=

**READ Waugh pp. 204-206**


 * Today you will all take part in acting out the various weather scenarios that we have studied so far. You will be assigned groups and expected to do the following: **
 * 1) Plan your presentation, including who will take on which responsibilities and what appropriate and accurate information your group will perform
 * 2) Practice your presentation
 * 3) Perform for the rest of the class in the theater
 * 4) Be respectful audience members and learn from your peers' performances
 * 5) Debrief and check for your understanding about the various weather scenarios


 * Performance guidelines:**
 * Must correctly use at least five vocabulary phrases/terms from Waugh pp.200-207
 * Your group must have one narrator
 * Performances must be 5-8 minutes long
 * You must convey the complete scenario, not only a little part of it
 * Performances should be creative and engaging for the other audience viewers/learners


 * This is the Rubric for your presentations:**

**Topics to be presented:**

 * 1) Relief Rainfall: Sidd, Tarishi, Grace, Nafiul
 * 2) Frontal Rainfall: Kevin, Siena, Johannes, Bhabesh
 * 3) Convectional Rainfall: SH, Jason, Ayush
 * 4) Depressions: JiHyae, Arambh, Ethan
 * 5) Anticyclones: Sol, Dwayne, Ali

=**August 30/Sept 5**=
 * Due Monday Sept 5 at the end of class **
 * 1) Read **Waugh** pp. 200-203 only. Do not go on to read about Depressions on page 204.
 * 2) Make a glossary of the **Key Words and Terms** on **page 208** and fill in definitions for Part A and explain the difference between terms in Part B in your notebook (up to page 203)
 * 3) === **Local Climate Project** ===
 * 4) Pick a country that means something to you... your home country or Bangladesh... or someplace where the local weather is intriguing to you
 * 5) Like Waugh did with Britain, you are going to describe, with writing and visual components, the climate of this country
 * 6) You MUST include the **Temperature and Rainfall**details of this country:
 * The **air masses** that affect the country
 * Factors that affect the **temperature** in the country (See Waugh p. 201)
 * Types of **rainfall** that affect the country
 * 1) Your Presentation should be a poster that displays the information neatly and includes what your own writing as well as pictures/maps/graphs
 * Must contain details of ALL five factors affecting temperature (See Waugh p. 201)
 * Must have at least ONE isotherm map (See Waugh p. 201)
 * Must have at least ONE choropleth map
 * Must include at least ONE example of either relief, frontal, or convection rainfall

= = =**August 28**= If you finish your quiz early, please ready in the **Waugh** book pp. 200-206
 * Quiz on First Section of Unit One **
 * Make a glossary of the **Key Words and Terms** on **page 208** and begin to fill in definitions for Part A and explain the difference between terms in Part B

= = =August 14= Today you will create Keynote presentations in your groups to illustrate five major types of maps. Your presentation must be 4 slides in total, addressing the following:
 * __Map Presentation:__**

__Slide #1__: Information on your type of map: what defines your type of map; what are the key uses of your type of map; are there any groups/individuals who are most likely to use your type of map; what are the advantages of your type of map? __Slide #2__: Example # 1 __Slide #3__: Example #2 __Slide #4__: Example #3