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Global History Fall 2016 Periods 1 & 6
Global History Honors Fall 2016 Periods 5 & 7
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Global History Fall 2016 Periods 1 & 6
Global History Fall Semester 2016
Here is a blank copy of a Cornell note taking sheet.
You will be able to follow the daily schedule of your class on this site. Each date will be written and the activities for that day will be added as we go.
First day of class -
2. Name Game
- the curse expectations require the student to discuss the document with a guardian / parent and to obtain their signature. Upon receiving the signature bring it back to your teacher. This should be done for Tuesday, Sept. 6.
We are meeting in the community room. Students will receive their Chromebook.
Most of your have already signed and turned in your Chromebook agreement. If you have not done so you will need to do this before you can receive your Chromebook. You can find the sheet in the High School Office (HSO).
Students will access Turnitin.com and sign up for the class which they are enrolled. Below are the class id numbers and passwords for each class.
SIGN UP FOR YOUR CLASS ONLY!
Period 1 - Class id # 13398914 Password: Soccer
Period 6 - Class id # 13399003 Password: Futbol
You will now load the following apps and extensions to your Chromebook. Use the following linked
NO CLASS DUE TO LABOR DAY HOLIDAY
Students will receive their copy of
. Here is the
. Students will also receive the
for the novel. We will go over the support materials together.
There is a specific reading / annotation strategy we will use as we read the novel. The
will help students understand the strategy and how to implement it as they read.
The class will read chapter 1 together in class. Students are responsible for reading and annotating chapters 2 - 4 by Friday, Sept. 9. We will have a class activity that revolves around these chapters.
Students read an article ("As Go the Hippos"). After they finished that article they were given time to read
. Students must have chapters 1 - 4 read by class time on Friday.
Students wrote a paragraph response using the hippo article to the following prompt -
What is the main claim (argument) Schrank makes in “As Go the Hippos,” and what evidence does she use to support her claim?
The assessment is formative and will provide the teachers with a baseline of student needs.
Students will Reread pages 14 - 17, 23, 28-29, 38-39 in class and discuss the rest of chapters 2-4.
Students homework will be to read chapters 5 - 7 before class on Monday.
Students answered questions from chapters 5 - 7 off
. This was a formative check to see if everyone is reading the novel.
We then reread pages 42 - 45, 54 - 58. We also asked students to discuss pages 51 & 64. We asked them to read and reread these sections to help them with understanding and to show how the reading is tied to the purpose for reading.
Students will complete the following
on the United Nations. Use the handout provided in class to help complete the activity.
DUE TODAY - READ THROUGH CHAPTER 13 IN ENDANGERED
Students were given a summative assessment on the reading thus far. It was out of 10 points.
Students were given time to read
until there were 10 minutes remaining in class.
The final 10 minutes were devoted to going over the UN activity from the previous day.
Students will go over the Hippo paragraph from last week using Turnitin.com.
Students will also receive a lesson on claim writing and receive an introduction to the paragraph writing template.
Students were placed in groups to discuss chapters 14 - 19. Students looked at the chapter and looked at the purpose for reading and determined how the chapter applies to the purpose.
Purpose for Reading - Support the following claim: Conflicts are influenced by history, and impact relationships and choices people make
If you missed class see your classmates and ask to write the notes down at the beginning of the chapter.
Sept. 19 - 20
Students will take Cornell Notes on the following lecture / presentation about
Sept. 21 - 23
Students will receive a lesson on imperialism.
Learning Target: Explain the Congo’s history of imperialism and conflict.
Students will receive the following
Students will also receive the following
Students prepared for the final assessment on
. Students were provided with an paragraph writing template to fill in tonight and to use on the assessment Tuesday the 27th.
Final Assessment on
. Students submitted paragraph to Turnitin.com.
Students will meet in the Community Room for the National History Day (NHD) kickoff!
Sept. 29 - 30
Students will view the documentary
. The documentary looks at the eastern part of the DR Congo and the national park known as Virunga. It shows the rangers and their plight to protect the wildlife, in particular mountain gorillas, from foreign special interests and rebel groups that have seemingly always fought in this part of the DRC.
Oct. 4 - 5
We will meet in the library to go over the resources for National History Day. You will go over the following
during the presentation.
We will finish
. Students will write their reflection on the film. The class will have a discussion of the documentary.
WE WERE AT THE ZOO!
We watched the
Virunga : Gorillas in Peril
follow up to the documentary and students wrote the summary for the documentary in class or for homework due tomorrow, Oct. 11.
Students were provided with the National History Day student
and the due dates for the entire project.
Oct. 12 NO CLASS
Students will be provided all class to work on Step 1 of the NHD project.
Step 1 is due Friday, Oct. 14!
Students will submit step 1 of the NHD project. Students will be introduced to Noodletools. This is an online source that will store research conducted by the student. It will hold on to the sources & students will create notecards.
Oct. 17 - 18, 20
Students were afforded work time on step 2 of the National History Day project.
ACT ASPIRE - NO CLASS
Students were provided time to work on step 2 of NHD.
Oct. 24 - 25
Students turned in step 2 of NHD. Then the class went over step 3. Students were provided time to work on step 3 both Monday and Tuesday.
Students will begin to study geography. The next 7 class periods will be all about the following concepts -
Overall: What are the tools geographers use to understand and analyze the world?
Explain the theory plate tectonics and how it shapes the world today.
Explain why the earth experiences day and night.
Explain why the earth experiences seasons.
Explain why maps are inaccurate.
Describe why cartographers use different maps for different purposes.
Use latitude and longitude to find locations on a map.
Define / describe geography.
Identify the 3 key questions that geographers ask.
Describe the 5 geographic themes and apply them to Nicolet High School.
Create mental maps of areas and share these with others to help them visualize a place.
For today's class (10/26 & 27) here is what students will need:
Geography activities sheet
. Students will receive a hard copy of this document.
Students will receive a
on globes and map projections
Oct. 31 - Nov. 4
Students will complete work using an atlas. Here is the
students will need to complete the activity.
After students complete the atlas work and the class has gone over the answers. Students will begin the following
Students also began to take notes on the
5 Themes of Geography
Students finished the notes on the 5 Themes of Geography. Students began a
using Nicolet as the basis for their responses. Students began the assessment in class today and will finish tomorrow in class.
Students will finish the summative assessment from Monday.
We will go over Step 5 of NHD today.
Nov. 9 - 10
Students were afforded time in class to work on NHD.
Students were introduced to Otzi the Iceman.
The following work was completed by students today.
- Google Slides presentation (slides 1 - 5)- Students used
these Otzi documents
reading and taking
on Articles A & B on archaeology.
Students were provided time in class to work on NHD.
Students listened to the podcast, "An Ice Cold Case" from Radiolab.org. Students listened to the first 14:20 of the story and then were asked to come up with what they thought happened to Otzi based on the evidence provided in the podcast.
Students worked with a partner to create their story of what happened to Otzi. Students used this
as a guide to help create their story.
Students listened to the rest of the Radiolab podcast "An Ice Cold Case". We went through the rest of the Google Slides presentation from Nov. 11.
Students were told of a summative assessment about Otzi for Friday, Nov. 18.
STEP 5 of NHD is DUE today.
Students will turn in their pink paper. All of step 5 should be on Noodletools. We will also go over step 6 of NHD.
Students will write their assessment on Otzi today.
Nov. 21 - 23
Students will begin the
for watching the
Guns, Germs, and Steel
This pre work will be in the student's Global folder in Drive.
We will begin watching the documentary Tuesday and finish on Wednesday.
Students will complete an outline of a summary for the documentary on Wednesday and complete it on Monday, Nov. 28.
Students were provided time to review and write summaries for the documentary
Guns, Germs, and Steel
Episode 1, from last week.
We also discussed NHD Steps 7 and 8 (see bullet points below) and the due date for these steps is Dec. 9.
Students must give Mr. Weisse NHD step 6 this week.
Students received the
for their Unit II exam on Thursday Dec. 1. Students spent the rest of the class gathering study materials and preparing for the assessment.
Students used today to work on either their NHD project or study for tomorrow's assessment.
Students completed the Unit II assessment.
Students are provided with the learning targets for Unit III.
Unit III: Global Change and Inequality during the Middle Ages and Renaissance
Describe how changes in economic systems during the Middle Ages influenced social inequality.
Describe how changes in political systems during the Middle Ages influenced social inequality.
Explain how Christianity reinforced social inequality in Europe during the Middle Ages.
Explain how Feudalism made an impact on global inequality.
Feudalism in the Middle Ages
Students also worked on the following
timelines and dates activity.
A summative assessment will be held on Dec. 8. This work will help prepare students for the assessment.
Students will have a workday for NHD.
Dec. 6 - 7
Students will take Cornell notes on the following
on the Middle Ages.
Summative assessment on timelines and dates.
Students will work on NHD with any remaining time after the assessment.
STEPS 7 & 8 of NHD are DUE TODAY!
Dec. 12 - 16
Students worked on a Document Based Questions activity on the Middle Ages. Students used documents to respond to the following prompt -
Explain how social inequality was enhanced by political and economic systems.
Dec. 19 - 22
Students presented NHD projects.
Jan. 3 - 4
Students completed NHD reflections today.
Students reviewed the Middle Ages DBQ from December. Students completed a paragraph writing template for their DBQ activity.
We began our final unit for the semester on the Renaissance. Students began taking notes using this
Students received the final exam review guide today and we continued taking notes on the Renaissance.
Students took notes on slides 7 - 11 of the presentation from Jan. 5. Students also worked on a vocabulary quad for the terms - Renaissance and Humanism
Jan. 10 - 12
Students read a chapter from
Our World's Story.
looked at the Renaissance in Europe and provided why it happened, where it happened, and the impact of this transformational period of time.
The lesson plan for today.
This is for hour 1 only.
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