Global History Honors Fall Semester 2016

Welcome to Nicolet!!!

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.

Sept. 1
The class watched a TED Talk and had a class discussion on its message.

Chimamanda Ngozi Adichie, __“The danger of a single story.”__

The students also received the course Expectations. Students will take them home, read them with their guardian / parent and bring the signature back by Tuesday, Sept. 6.


Sept. 2
Students will meet in the community room to receive their Chromebooks.

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!
Turnitin.comPeriod 5 - Class id # 13398962 Password: Calcio
Period 7 - Class id # 13399056 Password: Voetbal


You will now load the following apps and extensions to your Chromebook. Use the following linked document.

Sept. 5
NO CLASS DUE TO LABOR DAY HOLIDAY

Sept. 6
We are going to play a game to learn names today.
Students will also receive the novel, Things Fall Apart today. Along with the novel students will receive the support materials. We will use this as a guide for reading and annotating the novel.
WE WILL BEGIN READING TOMORROW IN CLASS.

Sept. 7
Students will receive a lesson on how we want annotations to be done as we read the novel.
We will begin reading chapter 1 together.

Sept. 8
We went over the syllabus.
Students were given time to read Things Fall Apart.

Sept. 9
Students wrote a paragraph on an article. This was a formative grade and provides valuable information to the teacher on how best to approach historical writing this year for the class and individual students.

Sept. 12
Students will begin to learn about the five themes of geography and how to take Cornell notes.
Students will watch the following video on Cornell note taking. It is not Oscar worthy, but it is effective in showing how to take notes in the manner.
Students will take Cornell notes on the following presentation on the 5 themes of geography.

Sept. 13
Students were given a formative assessment on the 1st part of the novel, Things Fall Apart. The formative quiz is out of 12 points.
We finished the presentation on the 5 themes of geography from the previous day.

Sept. 14
The class will review the 5 themes of geography.
Students will then begin a geography activity.

Sept. 15
Students worked to complete the geography activity from Sept. 14. Students who finished in class looked up TOADS as it applies to reading maps.

Sept. 16
Mr. Weisse checked the summaries for the Cornell Notes on the 5 themes of geography.
Students were provided with a lecture / note taking on imperialism and geography.
Students also began the following activity on imperialism and geography in Africa.

Sept. 19
Students were given a summative quiz for Things Fall Apart. This was a reading check and a way to show evidence to support an answer.
The class also completed the lecture from last week.

Sept. 20
Students will begin and complete the geography activity from Sept. 16.

Sept. 21
The class will go over Socratic Seminars are and a few items to consider. Students will need to look at the Things Fall Apart support materials.
Students will begin and complete the video guide for "Guns, Germs, and Steel, Episode 3". The document is in the Global Folder. The document is called "Guns, Germs Steel, 3, Global H". Socratic Seminar questions are due on Friday, Sept. 23.

Sept. 22
Watch the documentary. Go over the "As Go the Hippos" paragraphs. Students were provided with a paragraph writing template to help them with the final assessment for Things Fall Apart.

Sept. 23
Finish the documentary. Prepare for the Socratic Seminar by discussing student created questions.

Sept. 26
Socratic Seminar in community room.

Sept. 27
Students completed the final assessment for Things Fall Apart. Students submitted the final paragraph to Turnitin.com.

Sept. 28
Students will meet in the Community Room for the National History Day (NHD) kickoff!

Sept. 29 - 30
Students will finish watching Guns, Germs, and Steel - Episode 3.

Oct. 4 - 5
Students will meet in the library to go over the resources Nicolet has for National History Day. You will go over the following Google Form during the presentation.

Oct. 6 -7
Students were provided with the National History Day student research packet and the due dates for the entire project.
Students were provided with time to work on step 1 on Friday.

Oct. 10
Students were introduced to the Big History project on Khan Academy using this document.

Oct. 11
Students continued to look at the Big History curriculum. Students were provided with the following document (in their Global folder in Drive) that helped them explore Threshold 6 & 7.

Oct. 12 NO CLASS

Oct. 13
Students will complete the work from Oct. 11.

Oct. 14
Students turned in step 1 of NHD. Students presented their group work from Oct. 11.

Oct. 17, 18, 20
Students were afforded time to work on step 2 of NHD.
The pre - work for viewing the documentary Guns, Germs, and Steel, Episode 1 is due Monday the 24th.

Oct. 19
ACT ASPIRE - NO CLASS

Oct. 20
Students were afforded class time to work on step 2 of NHD.

Oct. 21
NO CLASS

Oct. 24
Students turned in step 2 and then we discussed step 3 of NHD. We began the documentary //Guns, Germs, and Steel, Episode 1//. Students took notes using the following document (students had this in their Global folder in Drive for pre work).

Oct. 25
Students watched the rest of the documentary.

Oct. 26 - 28
Students will be provided 20 minutes to write their summary from Guns, Germs, and Steel, Episode 1.
After the summary students will begin pre work for listening to Otzi, the Iceman, a podcast from Radiolab (NPR).

Oct. 31
We listened to student presentations on what happened to Otzi the Iceman. Students created stories, podcasts, and comics.

Nov. 1
We listened to the rest of the podcast "An Ice Cold Case". The class was able to compare their stories to the podcast about the murder of Otzi.

Nov. 2
Students were given a summative assessment on Otzi. Students were asked to provide the main claim about how Otzi died and provide the five most relevant pieces of evidence to support the claim.
We began our study on the rise of city - states and agrarian societies.
Students began to watch a video which was an overview of city - states. Students used the following document to access the video.

Nov. 3
Students continued to work with agrarian societies. Students completed step 2 of the River Valley comparisons document from yesterday.

Nov. 4
Elections class candidate presentations.

Nov. 7
Students began step 4 of the River Valley comparisons sheet.

Nov. 8 - 9
Students were provided time to work on the creation of presentations for agrarian civilizations.

Nov. 10 - 11
Students presented information on agrarian civilizations in a conference style format.

Nov. 14
Students were provided time to work on the National History Day Project

Nov. 15 - 16
Students gathered unit 2 materials and worked cooperatively to create a claim to the following prompt -
Using what you learned from Guns, Germs, and Steel, Episode 1, and your research on agrarian civilizations, make and support a claim about the Neolithic Revolution and the overall impact it had on the world. (Remember that is critical that you support your claim with evidence.)
Students will write a paragraph response as a summative assessment on Nov. 17.

Nov. 17
Students wrote a paragraph response to the following prompt -

Using what you learned from Guns, Germs, and Steel, Episode 1, and your research on agrarian civilizations, make and support a claim about the Neolithic Revolution and the overall impact it had on the world. (Remember that is critical that you support your claim with evidence.)

Nov. 18
STEP 5 of NHD is DUE TODAY!! Students will turn in the pink sheet only. All work for step 5 is on Noodletools.
We will go over step 6 of NHD.

We are beginning a new unit - Unit III: Organization and Reorganization of Human Societies (600 BC / BCE - 600 AD / CE)
Here are the learning targets for the unit -

1. Analyze the reasons why civilizations rise and fall. (AP Skill Type 1, Skill 1)
2. Compare / contrast regional societies focusing on the impact of technology and geography on their development.
a.Describe the new forms of government and new styles of leadership that emerged during this period Organization and Reorganization of
Human Societies (600 BC / BCE - 600 AD / CE)
3. Explain the basic beliefs and teaching of the major world religions of this era, including Hinduism, Buddhism, Confucianism, Taoism, Judaism, and Christianity.
  • Compare eastern and western religions and explain how these religions were created and endured within both their historical and geographical context.
Students will receive the following document, in their Global folder in Drive, on the beginning of religion.

Nov. 21 - 23
Students will read the chapter from Eric Burnett's Our World's Story entitled, "What We Believe". The chapter is in each student's Global folder.
As they read, students should annotate with the following purposes for reading -

  • 1. Identify and describe the three phases of religious evolution.
  • 2. What connects the Abrahamic faiths of Judaism, Christianity, and Islam?
  • 3. Explain how Hinduism is different than the Abrahamic faiths.

Students will also use the document (page 2 in the table) from Nov. 18 to help them create and complete a chart on the following religions -
__Hinduism__, __Buddhism__, __Judaism__, __Christianity__


Nov. 28
The class reviewed and discussed the chapter "What We Believe" from Our World's Story.
We also reviewed the criteria for the NHD rough draft. Students must submit step 6 of NHD to Mr. Weisse this week.
Students were also reminded about the Mason and Jones article (they must print, read & annotate.). It is located on the document from Nov. 18,


Nov. 29
We watched scenes from the film Little Buddha. The scenes tell the origin story of Buddhism.

Nov. 30
We finished Little Buddha. We discussed the story and then students were provided time to read the Mason and Jones article.

Dec. 1
Students were provided feedback on the summative paragraphs from Nov. 17. Students will need to access the Writing Center in order to make changes to the paragraph to earn up to 22 / 30 points for the paragraph. Students received an email about this situation on Dec. 1.
Students were given the next part of the unit on organization and reorganization of human societies. The document students worked with is located here. Students worked on part 1 today and will receive more class time tomorrow.

Dec. 2
Students will complete part 1 today. After this is complete students will work on NHD.

Dec. 5 - 6
Students will begin to work on part 2.

  • Students will be paired up and complete the reading
    • Students should view the following presentation for the Signpost for annotating the reading.
  • Students will begin to share what they have learned with a partner and create their graphic organizer.


Dec. 7
Expansion of early civilizations: the importance of Government
    • Begin with a basic review of Big History
  • Students will complete the following Big History assignment in small groups


Expansion of early civilizations: Why was geographic expansion to essential to a civilization’s survival?
Show this short video (Why do civilizations expand - second piece, first video)
      • Purpose for Viewing
        • Why is it critical for historians to look for patterns?
        • Why was geographic expansion to essential to a civilization’s survival?
        • What patterns are seen in the expansion and contraction of civilizations
    • Now, students will return to Greece and Persia
      • What patterns can be seen when looking at these two regional civilizations?
      • What issues of expansion arose for each?
      • What patterns of expansion and contraction were evident for Persia and Greece?

Friday 12/9
  • Collect NHD work
  • Complete the above
  • Mason and Jones - Prep for Socratic Seminar (which is on Dec. 13)


Dec. 12
Socratic Seminar prep

Dec. 13
Socratic Seminar in the Community Room

Dec. 14
Summative paragraph prep

Dec. 15
Students will write their summative paragraphs.

Week before winter break was NHD presentations.

Jan. 3
Students completed the NHD reflection sheet.
We also began to look at the Renaissance and the Reformation. Students took notes on these topics using this presentation.

Jan. 4
Students were given the homework due Jan. 11 today.
We also continued taking notes from yesterday.

Jan. 5
Students continued to take notes on the Renaissance from Jan. 3

Jan. 6
Students completed taking notes on the Renaissance.
We also went over the study guide for the final exam.