Recent Changes

Tuesday, January 16

  1. page AP Psychology Fall 2017 edited ... Students will complete their playlist. Then students will complete an activity called "W…
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    Students will complete their playlist.
    Then students will complete an activity called "What is the Motivation?
    Jan. 4
    an activity to help with Maslow's Hierarchy of Needs.
    Jan. 5
    ...
    Daniel Pink TED Talk on motivation
    Jan. 8
    FallWe watched a video on Starting a Movement from TED
    Students created skits related to the theories of emotion - James-Lange, Cannon-Bard, two-factor (Schachter & Singer) theory, Zajonc & LeDoux, Lazarus
    Jan. 9
    We watched student skits.
    We then watched the video on Ekman's studies on emotions.
    We also completed the eye activity (We used the New York Times article, in your email).
    Jan 10
    We studied the Schachter Singer theory of emotion using the Bridge study-Schachter-Singer.
    Capilano Bridge
    The study
    Jan 11
    We looked at General Adaptation Syndrome (GAS)
    and we watched a TED Talk on stress.
    Jan 12
    Review Day
    Jan 19
    EXAM DAY
    Learning Objectives Below
    Fall
    Final Exam Learning Objectives
    Unit I: History and Approaches (2-4%). The course provides instruction in psychology’s history and approaches. [2 weeks]
    Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering.
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    5:49 am

Friday, January 5

  1. page AP Psychology Fall 2017 edited ... Purpose for viewing - List the characteristics of creative thought and creative thinkers menti…
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    Purpose for viewing - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.
    Dec. 12
    ...
    vocab presentation.
    Pick up the reading
    Purpose for reading - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.
    ...
    Class Discussion on creativity and education
    Dec. 14
    ...
    boost creativity.
    We

    We
    then did
    ...
    on heuristics.
    Dec. 15
    We went over Confirmation Bias, Fixation/Mental Set, Overconfidence.
    ...
    Students will define linguistic determinism, listen to the story, and write a response to the prompt on the document.
    Dec 19
    ...
    Radiolab story.
    Part 3 - Nicaraguan children who are deaf and the language they created
    Dec. 20
    ...
    Motivational Theories Playlist activity
    Jan. 3
    ...
    their playlist.
    Then

    Then
    students will
    ...
    is the Motivation?"Motivation?
    Jan. 4
    an activity to help with Maslow's Hierarchy of Needs.
    Jan. 5
    Reading Check - modules 37 - 39
    Final Exam Review Guide
    Daniel Pink TED Talk on motivation
    Jan. 8
    Fall Final Exam Learning Objectives
    Unit I: History and Approaches (2-4%). The course provides instruction in psychology’s history and approaches. [2 weeks]
    Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering.
    Modules 1 - 3
    Learning Outcomes:
    Recognize how philosophical and physiological perspectives shaped the development of psychological thought.
    Describe and compare different theoretical approaches in explaining behavior:
    structuralism, functionalism, and behaviorism in the early years;
    Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;
    evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
    Recognize the strengths and limitations of applying theories to explain behavior.
    Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
    Identify major historical figures in psychology
    Mary Whiton Calkins: first female president of the APA
    Charles Darwin: Evolutionary Psych
    Dorothea Dix: creation of American mental hospitals
    Sigmund Freud: Psychoanalytic Perspective
    G. Stanley Hall: 1st psych lab in America at Johns Hopkins; 1st President of the APA
    William James: 1st psych textbook
    Ivan Pavlov: Classical Conditioning
    Jean Piaget: Cognitive Development
    Carl Rogers: self theory; client-centered therapy, active listening, unconditional positive regard
    B.F. Skinner: Operant Conditioning
    Margaret Floy Washburn: 1st female Ph.D. in psych
    John B. Watson: Behaviorism; Little Albert
    Wilhelm Wundt: 1st psych lab
    Unit II: Research Methods (8-10%). The course provides instruction in research methods.
    [2 weeks]
    Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides guidance for psychologists who develop theories to explain behavior and who apply theories to solve problems in behavior.
    Modules 4 - 8
    Learning Outcomes:
    Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses.
    Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).
    Identify independent, dependent, confounding, and control variables in experimental designs.
    Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.
    Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).
    Distinguish the purposes of descriptive statistics and inferential statistics.
    Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).
    Discuss the value of reliance on operational definitions and measurement in behavioral research.
    Identify how ethical issues inform and constrain research practices.
    Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice.
    Unit III: Biological Bases of Behavior (8-10%). The course provides instruction in biological bases of behavior. [3 weeks]
    An effective introduction to the relationship between physiological processes and behavior - including the influence of neural function , the nervous system and the brain, and genetic contributions to behavior - is an important element in the AP course.
    Modules 9 - 15
    Learning Outcomes:
    Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.
    Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists).
    Discuss the effect of the endocrine system on behavior.
    Describe the nervous system and its subdivisions and functions:
    central and peripheral nervous systems;
    major brain regions, lobes, and cortical areas;
    brain lateralization and hemispheric specialization.
    Discuss the role of neuroplasticity in traumatic brain injury.
    Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).
    Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
    Predict how traits and behavior can be selected for their adaptive value.
    Identify key contributors
    Paul Broca: speech production area in the frontal lobe
    Charles Darwin (repeat): natural selection, survival of the fittest
    Michael Gazzaniga: split-brain research; understanding of functional lateralization in the brain; how the cerebral hemispheres communicate
    Alexander Luria: studied the relation between language, thought, and cortical functions; his work resulted in creating the field of Neuropsychology.
    Roger Sperry: surgery designed to treat epileptics by severing the corpus callosum; contributed greatly to understanding the lateralization of brain function.
    Carl Wernicke: speech comprehension area in the temporal lobe
    Unit IV: Sensation and Perception (6-8%). The course provides instruction in sensation and perception. [2 weeks]
    Everything that organisms know about the world is first encountered when stimuli in the environment activate sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory input as a cognitive process.
    Modules 16 - 21
    Learning Outcomes:
    Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.
    Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.
    Explain common sensory disorders (e.g., visual and hearing impairments).
    Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).
    Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).
    Explain the role of top-down processing in producing vulnerability to illusion.
    Discuss the role of attention in behavior.
    Challenge common beliefs in parapsychological phenomena.
    Identify the major historical figures in sensation and perception
    Gustav Fechner: Absolute Threshold
    David Hubel (with Wiesel): discovered feature detectors in the visual system
    Ernst Weber: Law to detect JND; change must be proportional to the stimulus' magnitude
    Torsten Wiesel (with Hubel): discovered feature detectors in the visual system
    Unit V: States of Consciousness (2-4%). The course provides instruction in states of consciousness. [1 week]
    Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, circadian rhythms, and the effects of psychoactive drugs.
    Modules 22 - 25
    Learning Outcomes:
    Describe various states of consciousness and their impact on behavior.
    Discuss aspects of sleep and dreaming:
    stages and characteristics of the sleep cycle;
    theories of sleep and dreaming;
    symptoms and treatments of sleep disorders.
    Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).
    Explain hypnotic phenomena (e.g., suggestibility, dissociation).
    Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.
    Discuss drug dependence, addiction, tolerance, and withdrawal.
    Identify the major figures in consciousness research
    William James: Stream of Consciousness
    Sigmund Freud (repeat): Unconscious motives, wishes, and urges
    Ernest Hilgard: role of hypnotism in human behavior and response
    Unit VI: Learning (7-9%). The course provides instruction in learning. [3 weeks]
    This section of the course introduces student to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning.
    Modules 26 - 30
    Learning Outcomes:
    Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
    Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
    Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment).
    Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
    Interpret graphs that exhibit the results of learning experiments.
    Provide examples of how biological constraints create learning predispositions.
    Describe the essential characteristics of insight learning, latent learning, and social learning.
    Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
    Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.
    Identify key contributors in the psychology of learning
    Albert Bandura: Social Learning Theory, Bobo Doll Experiment, imitation in learning
    John Garcia: Conditioned Taste Aversion (The Garcia Effect)
    Ivan Pavlov (repeat): Classical Conditioning; Associative Learning; Stimulus-Stimulus
    Robert Rescorla: Contingency Theory - a stimulus must provide the subject information about the likelihood that certain events will occur.
    B.F. Skinner (repeat): Operant Cond.; Skinner Box; Pos. and Neg. Reinforce. and Punishment
    Edward Thorndike: Law of Effect; Instrumental Conditioning
    Edward Tolman: Latent Learning; rats in mazes
    John B. Watson (repeat): Behaviorism; "Little Albert"
    Unit VII: Cognition (Memory, Thinking and Language, Problem Solving, Creativity) (8-10%). The course provides instruction in cognition. [3 weeks]
    In this unit student learn how humans convert sensory input into kinds of information. They examine how humans learn, remember, and retrieve, information. This part of the course also addresses problem solving, language, and creativity.
    Modules 31 - 36
    Learning Outcomes:
    Compare and contrast various cognitive processes:
    effortful versus automatic processing;
    deep versus shallow processing;
    focused versus divided attention.
    Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).
    Outline the principles that underlie effective encoding, storage, and construction of memories.
    Describe strategies for memory improvement.
    Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.
    Identify problem-solving strategies as well as factors that influence their effectiveness.
    List the characteristics of creative thought and creative thinkers.
    Identify key contributors in cognitive psychology
    Noam Chomsky: Language Acquisition Device (LAD)
    Hermann Ebbinghaus: studied memory using nonsense syllables; retention and forgetting curves
    Wolfgang Kohler: insight in chimps
    Elizabeth Loftus: eyewitness testimony, misinformation effect, false memories
    George A. Miller: STM's "Magic Number" = 7 ± 2
    George Sperling: studied sensory memory subtype - Iconic Memory - with cued recall tasks
    Benjamin Whorf: Whorf's Linguistic Determinism Hypothesis; language determines thought
    Unit VIII: Motivation & Emotion (6-8%). The course provides instruction in motivation and emotion. [2 weeks]
    In this part of the course, students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion.
    Modules 37 - 44
    Learning Outcomes:
    Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).
    Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.
    Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.
    Describe classic research findings in specific motivation systems (e.g., eating, sex, social)
    Discuss theories of stress and the effects of stress on psychological and physical well-being.
    Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter two-factor theory).
    Describe how cultural influences shape emotional expression, including variations in body language.
    Identify key contributors in the psychology of motivation and emotion
    William James: James-Lange Theory of Emotion - the body reaction comes first, the emotion comes quickly afterward.
    Alfred Kinsey: controversial research on sexual motivation in the 1940's and 50's
    Abraham Maslow: strive for self-actualization, Hierarchy of Needs
    David Matsumoto: study of facial expressions and emotions; first training tool to improve ability to read microexpressions; studied spontaneous facial expressions in blind individuals; discovered that many facial expressions are innate and not visually learned.
    Stanley Schachter (with Singer): 2-Factor Theory of Emotion - physiological arousal and cognitive label
    Hans Seyle: General Adaptation Syndrome (GAS) - alarm, resistance, exhaustion

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    1:13 pm

Tuesday, January 2

  1. page Global History Fall 2017 Periods 1 & 2 edited ... Dec. 25 - Jan. 1 Winter Break Jan. 2 Students received NHD rubrics. Then we revisited the…
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    Dec. 25 - Jan. 1
    Winter Break
    Jan. 2
    Students received NHD rubrics.
    Then we revisited the presentation on European Exploration from December 11.
    After the review students watched a study.com video on how international trade changed due to exploration.
    Students used this guide for notes.
    Jan. 3
    Students will begin preparations to view //Guns, Germs, and Steel,// episode 2 today.
    Jan. 4 - 5
    View the documentary.

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    1:13 pm
  2. page AP Psychology Fall 2017 edited ... Dec. 1 Unit VI Test Dec. 4 Unit VII Cognition - Objectives Cognition Concepts and Vocab…
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    Dec. 1
    Unit VI Test
    Dec. 4
    Unit VII Cognition - Objectives
    Cognition Concepts and Vocabulary
    ...
    Go to vocab presentation and go over slides 25 - 28
    Quick, Draw on phone.
    Dec.Monday Dec. 11
    Module 34
    Go to vocab presentation and go over slides 25 - 28
    Quick, Draw on phone.
    Homework for Tuesday Dec. 12
    Watch TED Talk
    Use pages 357 - 358 on the 5 components of creativity
    Purpose for viewing - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.
    Dec. 12
    View slides 33 - 36 from yesterday's vocab presentation.
    Pick up the reading
    Purpose for reading - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.
    Using the TED Talk and the reading provide evidence of creativity, convergent / divergent thinking, and the 5 components of creativity.
    Handout
    Dec. 13
    Class Discussion on creativity and education
    Dec. 14
    Students used Page 358- Ways to boost creativity (vocab ppt slide 37) and we had a quick discussion on how schools could boost creativity.
    We then did a few activities related to heuristics before students completed a formative assessment on heuristics.
    Dec. 15
    We went over Confirmation Bias, Fixation/Mental Set, Overconfidence.
    We showed this short video about confirmation bias
    “Why can’t facts change our mind?”
    Dec. 18
    Radiolab Story
    Part I - Ildefonso (just over 11 minutes of listening)
    Students will define linguistic determinism, listen to the story, and write a response to the prompt on the document.
    Dec 19
    Continued with the Radiolab story.
    Part 3 - Nicaraguan children who are deaf and the language they created
    Dec. 20
    Test review
    Dec. 21
    Unit VII - Cognition Assessment
    Dec. 22
    Students worked on cognition stations.
    Winter Break Dec. 25 - Jan. 1
    Jan. 2
    Hand out Learning Objectives
    Concepts & Vocab presentation
    Motivational Theories Playlist activity
    Jan. 3
    Students will complete their playlist.
    Then students will complete an activity called "What is the Motivation?"

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    1:09 pm
  3. page Global History Honors Fall 2017 Periods 5 & 8 edited ... complete a check as formative assessment Dec. 11 - 12 ... formative check. We begin Gu…
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    complete a check as formative assessment
    Dec. 11 - 12
    ...
    formative check.
    We begin Guns, Germs, Steel, episode 2 prep work today
    complete geography work on page 1-2, need green atlases
    ...
    Dec. 25 - Jan. 1
    Winter Break
    Jan. 2
    Students received their NHD rubrics.
    We then began to take notes on the following presentation regarding exploration and exploitation.
    Jan. 3
    The class completed the notes from yesterday's class.
    Students will then work on the following document regarding migration patterns. {Migration Patterns.pdf}

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    12:41 pm
  4. 12:41 pm

Wednesday, December 20

  1. page AP Psychology Fall 2017 edited ... Review of Classical and Operant Conditioning Nov. 28 Here is what I created. More than ju…
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    Review of Classical and Operant Conditioning
    Nov. 28
    Here is what I created.More than just conditioning
    Nov. 29
    Mirror Neurons
    Donovan’s Goal Tribute video
    Video
    Nov. 30
    Review Day
    Dec. 1
    Unit VI Test
    Dec. 4
    Unit VII Cognition - Objectives
    Cognition Concepts and Vocabulary
    Dec. 5
    Clive Wearing video
    Peg-word mnemonic
    Shallow (acoustic) vs. deep (semantic) processing
    Dec. 6
    Flashbulb memories and video
    Recognition vs. Recall
    Dec. 7
    Video and Summary Activity-Loftus and False Memories
    Dec. 8
    Prototype intro
    Go to vocab presentation and go over slides 25 - 28
    Quick, Draw on phone.
    Dec. 11

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    5:23 am

Monday, December 11

  1. page Global History Fall 2017 Periods 1 & 2 edited ... Students also began to take notes on the Google Slides presentation on European Exploration (s…
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    Students also began to take notes on the Google Slides presentation on European Exploration (slides 1 - 8).
    Dec. 12
    ...
    the region.
    Dec. 13
    ...
    following -
    Study.com video on the commercial revolution and take notes using the following guide:
    Notes for video
    ...
    Dec. 18 - 22
    NHD Presentations
    ...
    - Jan. 21
    Winter Break
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    8:31 am
  2. page Global History Honors Fall 2017 Periods 5 & 8 edited ... Complete map analysis (this is generic -but it would be good to use throughout the year) Thur…
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    Complete map analysis (this is generic -but it would be good to use throughout the year)
    Thursday Nov 16 - Monday 11/20
    ...
    Protestant Reformation
    Tuesday 11/21
    Islam overview
    ...
    Socratic Seminar
    Nov. 30
    ...
    NHD project.
    Dec. 1
    Paragraph assessment on religion unit.
    Dec. 4
    Hajj video, unit II wrap up, reminders on NHD for Wednesday
    Dec. 5
    Unit III Exploration and Exploitation
    Learning Targets
    ‘Population Video (7:30)
    Video discussion
    The Four World Zones (Big History Project via Khan Academy)
    Map Activity to ID continents / four zones / acronym TOADS Key (Title Orientation Author Date Scale Key)
    students could put the advantages / disadvantages of each world zone based on the reading from Big History Project reading
    Dec. 6
    Collect NHD Rough Draft
    Complete Four World Zones and Map Activity
    How did the World Become Interconnected?
    Students will work through document
    Dec. 7 - 8
    Complete How did the World Become Interconnected?
    complete a check as formative assessment
    Dec. 11 - 12
    Students will submit the interconnectedness activity as a formative check.
    We begin Guns, Germs, Steel, episode 2 prep work today
    complete geography work on page 1-2, need green atlases
    pages 3-4 (3 geographic questions as GGS website work)
    Dec. 13
    Complete pages 3-4
    View GGS video
    Dec. 14
    finish GGS video
    Write summary for summative
    Dec. 15
    Complete the GGS activity guide. Show the Crash Course video on the GGS document and work on page 6
    Dec. 18 - 22
    NHD Presentations
    Dec. 25 - Jan. 1
    Winter Break

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    8:31 am
  3. page Global History Fall 2017 Periods 1 & 2 edited ... Students will be afforded time to work on the NHD project. We will go over historical context …
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    Students will be afforded time to work on the NHD project. We will go over historical context and how to write a thesis. Activities 5 - 7 are due on Monday, Nov. 13.
    Nov. 13
    ...
    on Abraham.
    Nov. 14
    ...
    information together.
    After

    After
    the discussion
    ...
    study.com -
    Three Religions, One God
    Overview of all three: Monotheism
    ...
    shared beliefs.
    Nov. 15 - 16
    Students were afforded time to work on NHD.
    ...
    The Gospels: The Life of Jesus
    The Early Christian Church and Its Ties to Judaism
    ...
    comparison chart.
    Nov. 21
    Students submitted Activity 8 for NHD today!
    ...
    Thanksgiving Break
    Nov. 27
    ...
    the Reformation.
    Nov. 28 - 29
    Students were presented the following information on the Rise of the Islamic Empire.
    Nov. 30 - Dec. 1
    NHD Workdays. Activity 9 is DUE TODAY!
    Dec. 4
    Discuss final assessment (definitions, multiple choice, geography)
    An Introduction to Muhammad and the Faith of Islam (Newsela, lexile 1100 - no annotations on this)
    Dec. 5
    Back to charts - complete
    Final Comparison: People of the Book: Comparing Judaism, Christianity and Islam(study.com, video 8:20)
    Dec. 6
    Collect rough drafts
    Discuss final steps
    Quizziz pre-assessment (Global A, Religion Pre Assessment) - have students take this again in order to review for the test - you can set it up so that it gives them the correct answers.
    Dec. 7
    Process papers - begin
    Dec. 8
    Unit II assessment
    Collect charts
    Dec. 11
    Begin Unit III - Exploration and Exploitation
    Learning Targets for exploration and exploitation: What you should know when you have completed this portion of the unit.
    Describe the following concepts: economics, exploitation, Middle Passage, Colonialism
    Explain how the Triangle Trade affected the lives of people in Europe, Africa, and / or the Americas.
    Explain the roles of geography and economics in European treatment of people in other parts of the world.
    Students also began to take notes on the Google Slides presentation on European Exploration (slides 1 - 8).
    Dec. 12
    Students will begin to look at a map of the Western Hemisphere and complete some geography work for better understanding of the region.
    Dec. 13
    Students will take notes on slides 9 - 12 from the presentation European Exploration. Students will also view the following -
    Study.com video on the commercial revolution and take notes using the following guide:
    Notes for video
    Students will complete the summary after the video.
    Dec. 14
    Final NHD Workday
    Dec. 15
    Students will complete the presentation on European Exploration (slides 13 - 17).
    Dec. 18 - 22
    NHD Presentations
    Dec. 25 - Jan. 2
    Winter Break

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    8:24 am

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