Thursday, March 22, 2018

Country Profile Project, Day 2 - Class Recap

Another picture from my Spring Break trip to Washington, D.C. in 2010: this is the National Archives building, where the original copies of the Declaration of Independence and Constitution are held.

Hi everyone,

Our last official class before Spring Break (though we are combining classes tomorrow so I will see you again)! Lots to do, for sure. Here's what we did today in class:

Learning Targets: 
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 10: I can explain demographic changes in the world and their effects.

Soundtrack: "Marry The Night" by Lady Gaga. Selected for today because it was super dark out the past few weeks in the morning, for Daylight Savings Time. Now getting a little better! Lyrics here.

AGENDA 3/22/18:
News Brief - Shawn (from Period 3)
Demographics
Citing Sources
Current Events

Homework: Read the blog! Finish your demographic indicators packet (just the definitions and data for your chosen country). Work on your Current Event for the Country Profile Project over Spring Break by finding two articles and writing up notes and analysis - check the calendar to see when it is due! Next news brief: Haddie.
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News Brief: Shawn (from Period 3) had the news brief today and selected this story to talk about: NYTimes.com - Boko Haram Returns Dozens of Schoolgirls Kidnapped in Nigeria. We found Nigeria on our world maps and discussed this story together, as well as some details about Nigeria.

We checked in about what people were up to outside of class, before moving on.

I will do the next news brief, as it is after Spring Break.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Demographics: Because a key point of the Country Profile Project is to understand the human geography and economics of your selected country, it is important to understand demographics, which is data that relates to population and groups of people. Here is the presentation that we went through in class:


With this information, I then passed out copies of this packet (most students accessed it using Google Classroom):


Today in class, students used the CIA World Factbook website for their chosen country and started filling out the definitions in the first column on the left, and the statistics for their chosen country on the far right column.

This information will help in understanding what the human geography and economics are like in your country. Treat this as homework to finish (just the definitions and statistics for your country - we will do the rest later in the semester) outside of class.

Citing Sources: Please cite your sources in a separate Works Cited page at the end of your Current Event. Use MLA format - an easy way to get this citation for use in your paper is to use EasyBib.com.

Current Events: The rest of class was spent trying to identify a good Current Event for your Country Profile Project, and finding two sources that address the topic. As a reminder, students are using this note taking sheet to do this, which notes how geography and economics are addressed:


The assignment sheet and example for how to fill out the notes can be found here:


Over the break, students need to be writing up their Current Event. Here is the Willamette Promise rubric for how this will be graded as a part of the college credit component:



Finally, if you are looking for an example Current Event, Mr. McCreery helpfully wrote one up, here:


Let me know if you have questions or need help with this over the break - I will respond to emails when I can! :-)

Have a great Spring Break, everyone!
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Wednesday, March 21, 2018

Country Profile Project, Day 1 - Class Recap

Today we started the Country Profile Project, which is about countries around the world. You cannot pick the United States, but here is a symbol of our country: the Washington Monument in Washington, D.C.! I took this picture during Spring Break in 2010.

Hi everyone,

Today was the start of a really big assignment: the research project at all freshmen need to do at Westview (most sophomores will, as well). Here's what happened in class:

Learning Targets:
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 10: I can explain demographic changes in the world and their effects.

Soundtrack: "At the Beginning" from Anastasia. Selected for today because of the movie's connection to the Russian Revolution, and our work starting on the Country Profile Project. Lyrics here.

AGENDA 3/21/18:
News Brief - Ree
The Country Profile Project
Current Event
Work Time

Homework: Read the blog! Look at the CPP Calendar. Continue your Current Event research and writing! Haddie has the next news brief.
---
News Brief: Ree had the news brief today and selected this article to talk about: CNN.com - Priest publicly wishes for Pope's quick death because of his views on immigration and Islam. We found Poland in the world map packet and noted we did a story about it, as we talked about what it was about.

We checked in about what people were up to outside of class, before moving on.

Haddie was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


The Country Profile Project: Alert, alert! This is the start of a massive assignment that you have the opportunity to earn college credit for. Here is what I passed out in class today (or had students go through on Google Classroom with me):

1) The overview of the assignment with each part/step laid out (this corresponds to the calendar):


2) Instructions for how students will be able to complete the dual credit requirements for the college credit through Willamette Promise (which most students are registered for at this point):


3) The calendar for what we will be working on for the next month (at least, this is what I THINK we will be following - having never taught this particular version of the research project, it is possible things could change):


We went through both of these thoroughly (at least 20 minutes) in class. Basically, the assignment consists of multiple parts that will be due throughout the next month.

In class, I asked students to research possible countries from this list and come up with a Top 5, before we selected in class. Here are the possible countries to choose from and student selections:


As I was saying in class: if you want to do well on this project (and you should, considering it is one of the biggest assignments of the entire year), you will probably have to be working on it at home, as well as working very hard in class on it.

Current Event: Today's assignment was to start working on finding a current event from your chosen country, after we selected them in class.

Here is the overview for the Current Event portion of the assignment (about 25% of the value of the assignment when it is graded for college credit):


We talked in class about identifying important information, analyzing the information, and evaluating the source (which we recently did in class with the OPVL activity). Here is a template for students to be using in writing notes on their current event:


Finally, here are two teacher examples of completed Current Events, so students can see what the final product should look something like:



Work Time: For the rest of class, we worked in class using Chromebooks to start researching our countries and choosing a current event to begin analysis.

Please let me know if you have questions, comments, or concerns! I would be happy to help you begin this project. I am confident that all of you will do well on this! We will continue working on this as we approach Spring Break - the Current Event will be due after the break.
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Monday, March 19, 2018

Revolution! Day 5 - Class Recap

Today we watched part of an episode of The Office in class, while looking for different aspects of a revolution in it. This is me jumping for joy at finding the set of The Office, while on vacation in California in 2007. It is one of my favorite TV shows ever!

Dear class,

Welcome back from your weekend! We looked more into what makes up a revolution in class, and also had some time to work on late assignments. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Leningrad" by Billy Joel. Selected for today because a student suggested it on the blog, as relating to Lenin and Russia. Lyrics here.

AGENDA 3/19/18:
News Brief - Justin
Conditions for Revolutions
The Coup
Russian Revolution Work

Homework: Read the blog! Turn in late/missing/incomplete/make up work. Bring your Chromebooks (charged!) next class (and for the next month). Ree has the next news brief.
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News Brief: Justin had the news brief today and selected an article about this story to talk about: Independent.co.uk - Man fined £183,000 for pretending meat was fruit at supermarket self-service checkout. We found Germany in our world maps and talked about this funny story for a bit, before moving on. 

 Ree was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finally, we watched Westview Wildcat News. If you missed class or wanted to see it again, here it is:



Conditions for Revolutions: This PowerPoint was about the main ways that revolutions start. An easy way to think about this is: political = people want power; social = people want to find others that agree with them; economic = people want money and resources.

Here's the PowerPoint, if you wanted to check it out again, or if you missed class and need to do notes:

If you are at all confused about what makes up a revolution (in the sense of a government), please let me know!

The Coup: To have some fun in introducing theory of revolutions, we watched the episode of "The Office" called The Coup. A "coup" (or coup d'etat) is pronounced "coo" and is a French word for the overthrow of a government, usually from a small group of insiders. Thus, this episode is a perfect way to showcase the elements of a revolution (political/social/economic reasons for why Dwight is trying to overthrow Michael as boss) while also being a humorous way to start thinking about how revolutions happen. We finished the episode and then had a bit of time at the end of class to work on incomplete work.

Russian Revolution Work: I wanted everything from the unit turned in, including:

1) The Russian Revolution Pre-Assessment/Newsflash activity
2) Vocabulary Notes (on Peace, Land, and Bread PowerPoint)
3) OPVL activity (using the primary sources posted around the room)
4) Propaganda Poster assignment (using the Propaganda Poster PowerPoint to complete)
5) Vocabulary Quiz (a make up quiz is available in class, too)

Please get these in as soon as possible, if you did not do so in class! They will be another grade opportunity for the learning target on revolutions. Next class, you will start the big Country Profile Project assignment. Be ready! :-)
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Thursday, March 15, 2018

Revolution! Day 4 - Class Recap

The flag of Vietnam (a communist country), flying on a boat in Ha Long Bay. Notice the red and the star as symbols! Photo taken in 2011.

Hi everyone,

Today, we looked more into the concept of propaganda and persuasion. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Mother Russia" by Renaissance. Selected for today because of our continued look at the Russian Revolution! Lyrics here.

AGENDA 3/15/18:
News Brief - Sofia
Quiz
Propaganda
Create Posters

Homework: Read the blog! Finish propaganda poster (due next class). Justin has the next news brief.
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News Brief: The news brief article for today was brought in by Sofia, who selected this article to talk about: USAToday.com - Syria's civil war has been raging for 7 years and no end in sight. We found Syria in the world map packet and noted we did a story on the country, as we talked about the continuing violence there.

Justin, you are up for next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Quiz: After the news brief, we took the Russian Revolution vocabulary quiz. I'm not going to recap the quiz itself, other than to say that I hope everyone did well. If you were following along during the presentation and did your homework to review, I'm sure you were fine.

Propaganda: The next part of class was devoted to checking out some examples of Soviet Union propaganda (it is nice that you already knew what propaganda meant from studying Rwanda) and filling out a worksheet with each slide, then creating your own example on the back.
  
Here is the presentation on Russian Revolution propaganda, if you missed class, or need to complete your worksheet:


Here is the worksheet that goes along with the presentation:


After viewing all of the slides and filling out the worksheet, I gave the class this assignment: 

On the back side of this propaganda poster worksheet, you are creating your OWN Russian propaganda poster. Please use at least two symbols (a color can be a symbol) and make a connection to at least one of the vocabulary words from the Russian Revolution PowerPoint. You do not have to use Russian. Use an English caption to explain your poster, please.

Create Posters: The rest of class was devoted to creating the Russian Revolution propaganda posters, to emphasize the connection between persuasion and the revolution. These will be due at the start of next class.

See you next class, everyone!
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Tuesday, March 13, 2018

Revolution! Day 3 - Class Recap

The Brandenburg Gate, in Berlin. Vladimir Lenin took a secretive train ride from Germany to Russia, and took power in Russia with his Bolshevik party upon his return.

Dear class,

We started really looking in depth at the Russian Revolution today in class. It is one of the more important events in Modern World History! Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Rasputin" by Boney M. Selected due to a fantastic student suggestion on the blog. What a song! Lots of great Russian Revolution references in the lyrics here. 

AGENDA 3/13/18:
News Brief - Richard
Posters/World War I Grades
OPVL
Study for Quiz

Homework: Read the blog! Study Russian Revolution vocabulary for quiz. Sofia has the next news brief.
---
News Brief: The news brief article for today was brought in by Richard, who selected an article about this story: CNN.com - Palestinian Prime Minister survives assassination attempt in Gaza, PA says. We found Palestine in the world map packet, and talked about this story for a bit before moving on to talk about what we were up to outside of class.

Sofia, you are up for next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

Posters/World War I Grades: After the news, I asked if there were any more "Togetherness" posters that students had to put up on the walls around the room. It looks so great now!

I also passed back the graded World War I essays and any Collection of Evidence work that was turned in. I really appreciate all of your work! Grades have been posted in StudentVUE for this assignment and are noted in the rubric section of your paper online. In general, I tried to highlight your thesis statement if I could find one. That, along with the use of the essay format we were using for this test and correct spelling/grammar is the Communication target. The impacts of Nationalism and Revolutions target was mostly about how you address the impact of the Russian Revolution (a required term). The Critical Thinking target grade is related to your use of analysis and commentary, as well as your introductions and conclusions.

Since this was a timed write in class, you cannot make it up or revise it. However, your World War I Collection of Evidence is graded on the same three learning targets, so that is an opportunity to improve your grade if needed. We will have more assignments this semester for each of the learning targets, as well. Thank you for your hard work on this!

OPVL: I introduced a new way to think about various different documents in history. We used the textbook as an example. OPVL stands for Origin, Purpose, Value, and Limitation. We practiced this in class by looking at this article:


Your assignment was to take the paper I handed out in class and go through two of the four documents on each side of the room to assess them. If you missed class, or needed to complete this outside of class, here are the links to both the OPVL sheet and the documents I posted:



Finally, here's another way to understand how to do OPVL analysis using specific types of documents:


Let me know if this assignment is at all unclear. You will be turning this in as part of the Russian Revolution packet later, so please keep it with you!

Study For Quiz: Study your vocabulary sheet to know the key terms from the Russian Revolution! We will have a quiz on the terms next class. Here is the information if you missed class or wanted to see it again:

Here is the main event - the PowerPoint of the basics of what happened during the Russian Revolution:

I know this is a lot of information. If you are in need of extra clarification or support, please ask me! I would love to help!
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Friday, March 9, 2018

Revolution! Day 2 - Class Recap

This is a picture I took of Maria Sharapova carrying the flag of the Russian Federation at the Opening Ceremony of the London Olympics. The flag is different from the one the USSR had after the revolution!

Hi everyone,

Another sort of relaxed day in class today, with finishing and presenting our togetherness posters, and starting to learn a little bit about the Russian Revolution. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "I Lived" by OneRepublic. Selected for today because of our continued work with looking at what brings the world together. Lyrics here.

AGENDA 3/9/18:
News Brief - Krista
Finish Posters/Present
Newsflash
Peace, Land, and Bread

Homework: Read the blog! Richard has the next news brief.
---
News Brief: The news brief article for today was brought in by Krista, who selected this article to talk about: CBC.ca - Justin Trudeau says changes to legal system expected in 'coming weeks'. We found Canada in the world map packet and talked about this story for a bit, before moving on.

Richard, you are up for next class. We also checked in about the weekend and what people were up to.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Finish Posters/Present: The first 10 minutes or so of class was used to finish the artistic representations of what brings the world together and presenting. I enjoyed seeing what everyone created, and I will try to do some decorating with them in our classroom! :-)

Newsflash: This is absolutely my favorite way to start a new unit. Good teachers always try and assess where students are at before they teach any specific content (otherwise, we would have no idea if you had actually learned anything or not). If you wanted to see the hilarious "Whose Line is it Anyway?" clip again, here it is:


So funny. Next, I passed out the "pre-assessment" paper that was geared around going back in time to Russia in 1917. If you did not complete this in class, you absolutely need to do this BEFORE going on to reviewing the presentation. If you missed class, or lost your copy (I will have you turn this in later), here it is to download and print:

Again, it does not matter if you do not know very much: make an educated guess!

Peace, Land, and Bread: After the newsflash activity, I started up the Russian Revolution content. Here is the vocabulary list that students were filling out during the presentation (the quiz will be on these terms):

I helpfully three hole punched these, as well. See? I listened to your feedback about making notes easier!

Here is the main event - the PowerPoint of the basics of what happened during the Russian Revolution:

We will continue studying the Russian Revolution next class! See you then!
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Wednesday, March 7, 2018

Revolution! Day 1 - Class Recap


My view of the 2012 Rose Bowl, between Oregon and Wisconsin. One of my favorite memories!

Dear class,

I loved today. It was fun to be able to focus on some good in the world and have a little fun being creative! Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.
Knowledge LT 20: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: “Where is the Love?” by The Black Eyed Peas. Chosen for today because we have been talking so much about war, genocide, and revolutions (soon) - I thought we needed to focus a bit on love and what brings people together across the world. Lyrics here. 

AGENDA 3/7/18:
News Brief - Jessica
Forecasting/Debrief WWI Essay
Togetherness
Create Posters

Homework: Read the blog! Krista has the next news brief.
---
News Brief: The news brief article for today was brought in by Jessica. Here is the story: CNN.com - UK officials 'know more' about what may have poisoned Russian spy. We talked about what has been happening with this case in United Kingdom, before moving on to check in about the weekend. Krista, you are up for the news brief next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Debrief WWI Essay: I noted that you will have to do such tests in the future, like for SATs, and this was good practice. That was definitely my hope! Yes, it may have been tough to write so much, in an entire class period. I do think that most of you did well with it. I know it was a difficult assignment!

Togetherness: After this, I turned our attention to something more exciting and interesting (I hope): ways in which the world comes together. 

We made a good list in class! I then showed a lot of videos in a row, to highlight these themes. Here are the links to them, if you want to watch again:

The end to this video:



Part of this video from Chicago, when Carli Lloyd scored the first goal in the Women's World Cup Final in 2015 (I was at this game!):


The "Free Hugs" campaign in Australia: YouTube.com - Free Hugs.

The Universal Declaration of Human Rights. 

 "Dancing (2012)"

I LOVE these videos. All great examples of what brings people together across so many different areas.

Create Posters: Your task after watching this was to start creating a poster of something that brings the world together. Again, this is extremely low stakes - it's not going to be a huge grade or anything. Just a fun activity to remember that there is more to the world than just conflict. We will try to finish these up next class, present, then move on to the revolution unit. Sound like a plan? Thanks for the great class today! Let me know if you have other videos that you enjoy along these same lines! :-)
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Monday, March 5, 2018

World War I, Day 8 - Class Recap

Hopefully you feel like you just won a big game after completing your World War I final essay in class today. I took this picture on April 21, 2009, as our Portland Trail Blazers beat the Houston Rockets in a playoff game.

Dear class,

Hooray! If you were in class today, you completed the essay test for our World War I unit! I'm looking forward to reading them all. In the meantime, relax and enjoy some rest before we start the next unit. Here's the short class recap for today:

Learning Targets:
Critical Thinking and Analysis LT 2: I can explain connections between events, issues, problems, and concepts.
Communication 1: Communication is effective, organized, focused and compelling. 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. 

Soundtrack: "Over There" by George M. Cohan. Selected for today because it was an actual song used during World War I in the United States. Listen to the song here and read the lyrics here.

AGENDA 3/5/18:
News Brief - Rachel
World War I Essay Test
Turn in Work
Forecasting

Homework: Read the blog! Turn in missing work if you do not have it today. Next news brief: Jessica.

News Brief: As usual, we started with a news brief. Rachel selected an article about this story: ABC.com - Cardinal to face Australian court on sex abuse charges. We found Australia on our world maps and noted that we did a news brief about it.

Jessica has the next news brief. 

We talked about the weekend and what people were up to, before moving on.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Wildcat News was not posted online by the start of class, so here it is if you wanted to see it for this week:



World War I Test: I was VERY pleased with how this went. Almost every single student worked hard for over an hour, quietly writing and responding. Mostly, I tried to stay out of your way with this, aside from occasional updates on how much time was left in the period. Again, I am really looking forward to seeing how everyone did. Thank you so much for your hard work and focus!

Turn in Work: After the essay test, I had everyone turn in all of their World War I work. Here's the checklist/rubric that should be stapled to the top of your work packet:


Here are links again to all the work you needed:


2) Franz Ferdinand assassination answers (separate sheet of paper)

3) Rough Draft/Practice Essay on start of WWI, with brainstorm/graphic organizer (see last slide here for the essay prompt). Please also get this peer reviewed, as well. It does NOT need to be finished as a final draft - all I am looking for here is that you have the writing process.

4) Letter from the Trenches assignment

5) US Entry into WWI paragraph (bottom of the second page, in TS/CD/CD/CM/CS format)

6) Treaty of Versailles Worksheet (see example on second page, then follow format for the rest of the points).

Forecasting: At the end of the class, as students were finishing their essays, I went around and was happy to talk about forecasting, which is due this week during Community. Please fill out your online forecasting, as well - make sure you are forecasting for 16 credits, with 5 alternates! Come see me if you have any last questions!

Thanks, everyone! Next class, we will start a new unit and I think it will be a fun day. :-)
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