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  1. page AP Psychology Fall 2017 edited AP Psychology Fall 2017 Sept. 5 ... September 11. The The syllabus has ... syllabus clo…
    AP Psychology Fall 2017
    Sept. 5
    ...
    September 11.
    The

    The
    syllabus has
    ...
    syllabus close.
    Sept. 6
    Importance of studying.
    ...
    FIRST READING DUE!
    Module 1 History of Psychology
    Sept 8
    Students were provided with the learning objectives for Unit I.
    Students were involved in an activity to help them remember the perspectives in psychology.

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    12:07 pm

Tuesday, September 5

  1. page Global History Honors Fall 2017 Periods 5 & 8 edited Global History Honors Fall 2017 Tuesday Sept. 5 ... September 8. Wednesday Sept. 6 ... i…
    Global History Honors Fall 2017
    Tuesday Sept. 5
    ...
    September 8.
    Wednesday Sept. 6
    ...
    in class.
    Thursday Sept. 7
    ...
    and extensions.
    We will also go over the syllabus for the fall semester.

    Friday Sept. 8
    Students will sign up for turnitin.com. Mr. Weisse will direct all of the students on how to do so.
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    10:34 am
  2. page Global History Fall 2017 Periods 1 & 2 edited Global History Fall 2017 Tuesday Sept. 5 ... September 8. Wednesday Sept. 6 ... in class…
    Global History Fall 2017
    Tuesday Sept. 5
    ...
    September 8.
    Wednesday Sept. 6
    ...
    in class.
    Thursday Sept. 7
    ...
    and extensions.
    We will also go over the syllabus for the fall semester.

    Friday Sept. 8
    Students will sign up for turnitin.com. Mr. Weisse will direct all of the students on how to do so.
    (view changes)
    10:34 am

Thursday, August 31

  1. page AP Psychology Fall 2017 edited AP Psychology Fall 2017 Sept. 5 Welcome students! Introductions, syllabus, & expectations wi…
    AP Psychology Fall 2017
    Sept. 5
    Welcome students! Introductions, syllabus, & expectations will all be discussed. Students will take the syllabus and expectations home to go over with a parent / guardian. The student and parent / guardian will both sign the "Syllabus Contract" and the student will submit to Mr. Weisse by Monday, September 11.
    The syllabus has the reading schedule for the ENTIRE school year. Be sure to keep the syllabus close.
    Sept. 6
    Importance of studying.
    Seniors will receive Chromebooks in advisory today.
    Launchpad Sign Up - Launchpad is the online text and much more for students in AP Psychology.
    Sept. 7
    FIRST READING DUE!
    Module 1 History of Psychology

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    1:26 pm
  2. page Global History Honors Fall 2017 Periods 5 & 8 edited Global History Honors Fall 2017 Sept. Tuesday Sept. 5 Student introductions and a name game. …
    Global History Honors Fall 2017
    Sept.Tuesday Sept. 5
    Student introductions and a name game. The class expectations were discussed. Students will discuss with parent / guardian. Student and parent / guardian will sign the last sheet of the expectations and submit to Mr. Weisse by Friday, September 8.
    Wednesday Sept. 6
    Students will receive their Chromebooks in class.
    Thursday Sept. 7
    Students will learn about the apps and extensions available to them via the Chromebook. We will go over class specific apps and extensions.
    Friday Sept. 8
    Students will sign up for turnitin.com. Mr. Weisse will direct all of the students on how to do so.

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    1:19 pm
  3. page Global History Fall 2017 Periods 1 & 2 edited Global History Fall 2017 Tuesday Sept. 5 Student introductions and a name game. The class expect…
    Global History Fall 2017
    Tuesday Sept. 5
    Student introductions and a name game. The class expectations were discussed. Students will discuss with parent / guardian. Student and parent / guardian will sign the last sheet of the expectations and submit to Mr. Weisse by Friday, September 8.
    Wednesday Sept. 6
    Students will receive their Chromebooks in class.
    Thursday Sept. 7
    Students will learn about the apps and extensions available to them via the Chromebook. We will go over class specific apps and extensions.
    Friday Sept. 8
    Students will sign up for turnitin.com. Mr. Weisse will direct all of the students on how to do so.

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    1:19 pm
  4. page AP Psychology Fall 2017 edited Psychology Spring AP Psychology Fall 2017 Jan 24 Welcome to psychology class! We will do a li…
    Psychology SpringAP Psychology Fall 2017
    Jan 24
    Welcome to psychology class! We will do a little fun activity today to whet your appetite for the study of human behavior.
    Jan 25
    We will go over the course syllabus today.
    We will also go over the following presentation entitled "What is Psychology?"
    Jan 26
    We finished the presentation from Jan 25.
    Students received a reading on the perspectives in psychology. The reading was assigned as homework for Friday. Students used the 2nd paragraph as the purpose for reading the article.
    Jan 27. Students were introduced to the visual concept of looking at behavior through the psychological perspectives. Students, in groups, were asked to create their own visual representation.
    Jan 30
    Students completed their visual representation of the perspectives in psychology that are used to look at behavior.
    We also used this presentation as a review of the perspectives.
    Jan 31 - Feb 3
    We will begin our look at research and ethical considerations through a presentation.
    Feb 6
    Review for our first unit assessment which will take place on Tuesday, Feb. 7.
    Feb 7
    Unit I assessment
    Feb 8 - 10
    Students began unit II - Biological Processes and Cognition. Students wrote notes on the following presentation beginning today and going through Feb 10.
    Feb 13
    Here is the video we watched in class on mirror neurons.
    Student reading on mirror neurons.
    Use this document for note taking on the reading.
    Feb 14 - 16
    Students took notes on the following presentation on cognition.
    Feb 17 - 20
    Students took notes on the following presentation on sensory, short term, and working memory.
    Feb 21 - 22
    Students took notes on the following presentation on long term memory.
    ENOUGH NOTES ALREADY!
    Feb 23
    Students were given homework on Feb 22 and used that article to write a summative assessment today.
    Feb 24
    Students will signup for Turnitin.com using the following login information -
    Class ID # - 14814626
    Password - PinkPanther
    A look at eyewitness memory. A look back at the Loftus & Palmer results.
    Feb 27
    We began our look at forgetting and remembering with a presentation which was handed out to students.
    We also worked on an activity to determine encoding failure, proactive and retroactive interference, and decay.
    Feb 28 - March 1
    Juniors took the ACT. Seniors looked at happiness and how cognition, biology, and society can influence happiness.
    March 2
    Review for Unit II test tomorrow.
    March 3
    Unit II Test
    March 6 - 8
    We begin Unit III on Learning. With a specific look at classical conditioning and shaping.
    We will begin with notes to introduce this unit. The notes will be spread out between the three class periods and there will be activities along the way.
    March 9
    We will begin our look at operant conditioning today.
    March 10, 13
    Application of learning through Super Nanny!
    March 14
    Progress Check and schedules of reinforcement activity.
    March 15
    Students completed a progress check for a formative grade. Students then began a reading on schedules of reinforcement.
    March 16 - 17
    Students took notes on Social Learning Theory.
    March 20
    Review for Unit III Test
    March 21
    Unit III Test
    March 22
    Students will watch the following video from Crash Course on Motivation
    Use this link to get to the video & take notes.
    You will take Cornell notes using the following learning targets -
    1) Identify and explain the motivational drives of human and non-human animals. 2) Describe Maslow’s hierarchy of needs. (Include a drawing) 3) Distinguish between a motive, a need, and a drive.
    Finish this activity in class today.
    March 23, 24, April 3
    Students worked on the following activity to help with understanding what motivates human and non - human animals.
    Theories of Motivation
    April 4
    Students were introduced to facial expression today. After a short activity, students took notes on emotion (slides 1 - 9).
    April 5
    Students completed a visual test of micro expressions. We also complete the notes on emotion from April 4.
    Students we given an assignment for the evening, due Thursday, on the Theories of Emotion Reading and Notes.
    April 6
    Group work- top ten stressors for teenagers (poster)
    Discussion
    Stress notes- slides 1-11
    Friday April 7
    Robert Sapolsky Stress Documentary
    Video Guide
    April 10
    Finish video
    Review video guide
    Coping with stress- slides 12-15
    April 11
    Defense Mechanisms activity
    April 12
    Review day for Unit IV test
    April 13
    Unit IV Test
    April 18
    Students were introduced to Experiment Project
    April 19 - 20
    Students will get into groups and determine the experiment they will replicate.
    April 21
    Student groups will submit the experiment and the peer reviewed article they will use for the project.
    Student groups will begin the Study Proposal Form
    April 24
    Students submitted their study proposal forms. The groups then worked on the next step of the experiment replication - procedure (due this Friday).
    April 25
    We began our developmental unit.
    Baby video
    Partner activity- brainstorm milestones
    Begin Intro notes - through maturation/learning
    Homework: How To Build a Baby’s Brain
    April 26
    Finished yesterday's intro notes .
    Discussed the homework from yesterday.
    April 27
    Language Development - students listened and took notes to the presentation on language development.
    Students were then given a reading on case study about Genie - Homework: Genie Reading
    April 28, May 1 - 2
    Documentary about Genie
    May 3
    Students used the following document to explore cognitive development.
    May 4 - 5
    Students were provided the following presentation on imprinting and attachment. Students used slides 1 - 7.
    On May 5, students listened to an episode of This American Life called "Unconditional Love".
    May 8
    Students were led through the rest of the presentation on attachment. Slides 8 - end.
    May 9
    Students were reminded of the experiment project write up and presentation due MAY 16.
    May 10 CLASS WILL MEET IN F123 with Mrs. Bolly.
    Students will go through the following presentation and fill in a student notes sheet (provided for them). Any remaining time is for the students to work on their project.
    May 11
    Review for Assessment on Development Friday
    May 12, 15
    Assessment on Development / work on project
    May 16 - 17
    Students will submit the group write up for the conducted experiments.
    Students will present their experimental findings to the class.
    May 18
    Begin the unit on Consciousness with an introductory presentation (slides 1 - 9)
    We also watched a TED Talk on sleep. It is slide 9 of the presentation.
    May 19
    Students will investigate the impact sleep deprivation can have on adolescents.
    Maslow Before Bloom: Our Journey Toward School Transformation
    Sleep, Sleepiness and School Start Times: A Preliminary Study
    School Start Time and its Impact on Learning and Behavior
    Yes, Your Sleep Schedule is Making You Sick
    Read at least three above articles on sleep and school start time. You are going to make a case for a later start time based on the information you read in the articles, conducting your own research, from what we have learned in class, and from your experience as a teenage student.
    Monday 5 / 22
    One more workday on sleepytime
    Tuesday 5 / 23
    Pre class discussion - Mini Questions
    What is your stance on school start time after reading the articles? Why? (prior to rotation)
    What evidence supports a later start time? Is there any contrary evidence?
    How is health and wellness affected by lack of sleep? Explain.
    With your group, have a discussion of your individual sleep schedule.
    Larger class discussion worth 10 points.
    Wed 5 / 24
    Begin our unit on Abnormal Psychology with an introductory presentation. (slide 1)
    Students read an article “The Age of Anxiety”.
    We held a class discussion on the contents of the article.
    May 25 - 26
    We finished the intro presentation. We also had several class discussions on the three categories of mental illness - anxiety, affective, and eating disorders.
    May 29
    NO CLASS
    May 30 - 31
    Students will work in groups and identify symptoms and etiologies of specific mental disorders.
    June 1, 2,

    Sept.
    5
    Review for the exam.
    June 6 - 9
    Final Exam week
    Class final exam: June 6, 10:50 - 12:40

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  5. page Global History Honors Fall 2017 Periods 5 & 8 edited ... History Honors Spring Fall 2017 Jan 24 Students will receive the learning targets for t…
    ...
    History Honors SpringFall 2017
    Jan 24
    Students will receive the learning targets for the next unit on Islam.
    Students will also receive homework due on Monday Jan. 30.
    Finally, we will begin to take notes from this presentation on an overview of Islam.
    Jan 25
    We will finish the overview of Islam notes from yesterday.
    We will spend the rest of the time reviewing the fall semester exam.
    Jan 26 - 27
    Students watched the documentary, Islam: Empire of Faith and used this guide to assist in understanding.
    Jan 30
    We watched a 20 minute documentary on the Hajj from ABC news, 1997. We then began our work on Islam in Mali using this guide.
    Jan 31
    Students took a quiz on geography using Quizizz. Students also worked on step 1 (page 2) of the Mali guide.
    Students were also assigned homework using the reading from Jan 24 (which was due Jan 30). Students were tasked with making Cornell Notes (rubric) from their reading annotations. It is due Thursday, Feb 2.
    Feb 1
    Students will finish step 1 of the Mali guide. We will begin to watch a portion of the documentary on page 3 of the Mali guide.
    Feb 2
    Students will submit Cornell Notes homework. We will finish the documentary today too. Students will have time to complete summaries from the Cornell Notes taken during the documentary. Here is the rubric for the Cornell Notes.
    Feb 3
    Introduction to the Conflict Project. Here is an electronic copy of the Conflict Project student guide.
    Feb 3 - 9
    Begin DBQ on Islam. Here is the electronic copy of the DBQ.
    Feb 10, 13
    Students worked on an activity regarding Muslim Calligraphy and Graffiti Art.
    Feb 14
    Students wrote their DBQ paragraph.
    Feb 15
    We began Unit V: Global Interactions - Exploration, Imperialism, Exploitation (1450-1750)
    We watched this Population Video to show how Earth's human population has increased exponentially in the last 200 years. This was shown to illustrate the impact collective learning has on the contemporary world.
    Students began to work on the following map activity.
    Feb 16 - 17
    Students completed the map activity and began an activity on interconnectedness. This activity helps to illustrate how the four world zones began to connect.
    Feb 21
    Students began prep work for Guns, Germs, and Steel Part 2. The prep work is located here.
    Feb 22
    Conflict Project Workday
    Feb 23 - 24
    Watch Episode 2.
    Feb 27
    Conflict Project Workday
    Feb 28
    Geography Quiz
    Students watched the Crash Course on the Columbian Exchange and completed the summaries and submitted for episode 2 of Guns, Germs, and Steel.
    March 1 - 2
    Students took Cornell Notes of a presentation about exploration, exploitation, and exchange.
    March 3
    Students looked at human migration patterns in the age of exploration by using this document.
    Students also began the prep work for a DBQ on the impact of sugar in the Americas, Europe, and Africa.
    March 6 - 17
    DBQ on sugar -
    Historical Context Presentation
    Key Question
    Explain how and why European capital, American land, and African labor came to be combined in a single international economic enterprise meant to satisfy a seemingly insatiable demand for sweets.
    Students will present their group work for the DBQ.
    March 20
    Students began to work on the Commercial Revolution.
    We watched a video on the Commercial Revolution together.
    March 21
    Students completed a reading from ABC - CLIO on the Commercial Revolution using the document from March 20.
    March 22
    Students were given a quiz on Unit V. It was information from exploration, exploitation, and imperialism.
    March 23
    We went over the introduction and conclusion for the Conflict Paper. We also discussed the importance of having students commission someone (other than a teacher) to proofread the paper.
    March 24
    Students will complete the document from March 20 by reading a chapter from "Our World's Story" by Eric Burnett.
    SPRING BREAK
    April 3
    Students reviewed how to write the Conflict project introduction and conclusion. Students were provided time to work on the paper.
    April 4
    Students were given the final reminders for the Conflict project. Students were provided more time with the paper.
    April

    Sept.
    5
    We begin with Unit VII: Industrialism & Global Integration (1750 - 1900)
    Learning Targets
    Students will take Cornell Notes on the following Presentation on the Enlightenment and Revolutions.
    April 6
    Complete Overview Presentation
    Pass out Enlightenment / Revolutions materials
    April 7 - 12
    Enlightenment / Revolutions: Task 1 - 3
    April 13
    Turn in Conflict Paper &
    Socratic Seminar Prep
    April 18
    Socratic Seminar Prep
    April 19
    Socratic Seminar on Conflict project
    Is conflict inevitable in our world?
    April 20
    Complete task 4 of Enlightenment / Revolutions materials
    April 21
    Philosophical chairs on Napoleon
    April 24 - 28
    Students began work on industrialism and global integration. Students used this guide to help them through the process of understanding the impact of the Industrial Revolution on
    imperialism
    the development of new economic theories and financial institutions
    urbanization
    patterns of social inequality
    global conflict
    May 1 - 5
    Students continued looking at the document from the previous week. We spent a majority of the week investigating New York: A Documentary, Episode 4. This exploration helped students understand why and how there was political and social change as a result of industrialism and capitalism.
    May 8
    Students were provided there scores for the Conflict Project. Students also used www.mission-us.org to explore a specific fictional immigrant and her trials and tribulations as an immigrant to NYC.
    May 9, 11, 12
    Students are working, in groups, on a DBQ. The DBQ document asks students to provide historical and geographical context, and to locate sources to help create a response to the prompt -
    Examine the manner in which the rise of industrialism impacted urbanization and social inequality.
    May 15
    Students will write a paragraph assessment from last week's DBQ.
    Tues 5/16 - 17: Formation of Nation States (last part of previous unit)
    Thurs 5/18 - 19: Intro to new unit
    Learning Targets
    Hand out, discuss, and begin WWI / Imperialism work
    Monday 5/22 - Show Sandwich video
    Tues 5/23
    Complete WWI work
    Wed 5/24
    Quizizz - 10 point summative
    Handout exam review
    Iraq in Fragments preparation
    Thurs 5/25 - 26
    Iraq in Fragments preparation
    Tues 5/30 - Fri 6/2
    View Iraq in Fragments
    Iraq in Fragments Video Guide
    Mon 6 / 5
    Review
    6 / 6 - 9
    Final Exam week
    Period 5 Final Exam: June 7, 10:50 - 12:40
    Period 7 Final Exam: June 8, 10:50 - 12:40

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  6. page Global History Fall 2017 Periods 1 & 2 edited Global History Spring Fall 2017 Jan 24 Students will work on an activity to help them underst…
    Global History SpringFall 2017
    Jan 24
    Students will work on an activity to help them understand Niccolo Machiavelli and his thoughts on being a ruler.
    Jan 25
    We will go over the final exam from the fall semester.
    After we discuss the exam we will go over the learning targets for the unit on the Reformation.
    We will begin a presentation on the Protestant Reformation too.
    Jan 26 - 27
    Students explored the Reformation using the document Global Reformation Activity Guide Sheet.
    Jan 30 - Feb 3
    We reviewed the Reformation and students were assigned the task of reading further about the Reformation. It was assigned as classwork and whatever was not finished in class was homework for tomorrow.
    Monday - Read the excerpt with annotations already provided.

    Tuesday - Read the excerpt without annotations. Students were assigned a learning target and were tasked with creating annotations related to the
    target. Students were also asked to write a summary of the reading with an emphasis on the learning target.
    Wednesday - Students were placed into groups with other students who had the same learning target. They discussed what they annotations and
    summaries.
    Thursday - Students prepared paragraph writing templates for Friday's assessment.
    Friday - Students wrote their paragraphs on one of the learning targets.
    Feb 6
    Students were involved in the Chocolate Scramble. This activity provided an experience to teach students the difference between communism and democracy. After debriefing the activity, students took Cornell Notes on a presentation to provide further information on communism and democracy.
    Feb 7
    Students will complete the Political Compass activity. This will provide students with an idea of where they stand politically.
    Feb 8
    Introduction to the Conflict Project.
    Feb 9
    Students are taking notes in Noodletools for the Conflict Project. If you missed the notes they are in your Global folder in Drive. The presentation is called - The Cold War 1947-1991
    Feb 10
    Students received geography work for the Cold War. after finishing the notes.
    Feb 13
    Students will complete the geography for the Cold War. After the map work students will complete a reading and quiz on the Cold War. The reading can be found in student email inboxes.
    Feb 14
    We began Unit V: Islamic Empire in the Middle East & Africa.
    Here are the learning targets.
    Students also wrote notes on Islam. Here is the presentation.
    Feb 15
    We continued our study of Islam. We worked through slide 9 of the presentation.
    Feb 16 - 17
    Students were given time to work on the Conflict Project.
    Feb 21 - 22
    Students began to watch the documentary Islam: Empire of Faith. Part 1: Prophet Muhammad and rise of Islam
    Students will write a summary response to the documentary using the following Cornell Notes.
    Feb 23
    Conflict Project Workday
    Feb 24
    Students will work on completing the prep documents for watching the video on Dr. Gates trip to Timbuktu.
    Feb 27 - March 1
    Students watched the documentary on the Empire of Mali. After viewing the documentary students completed a summary of the activities from last week and the film. Students submitted the summary.
    March 2
    Conflict Project Workday
    March 3, March 6 - 7
    Students submitted their conflict project research from Noodle Tools.
    Students began to work on a DBQ on Islam.
    March 8
    Prep for DBQ paragraph assessment on March 9
    March 9
    DBQ paragraph writing Assessment
    March 10
    Introduce paragraph writing templates for Conflict Project.
    March 13
    Conflict Project workday.
    March 14
    We began the next unit on European Exploration and Exploitation.
    Here are the learning targets -
    Learning Targets for exploration and exploitation: What you should know when you have completed this portion of the unit.
    Describe the following concepts: economics, Columbian Exchange, 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.
    Here are the notes we took in class today. {Euro Exploration Historical Context.pdf}
    March 15
    Map work today.
    March 16
    Conflict Project Workday
    March 17
    Begin Guns, Germs, and Steel Episode 2: Conquest
    Lab activity & video guide
    March 20 - 21
    Watch Guns, Germs, and Steel Episode 2. Use video guide to take notes.
    March 22
    1. Students will receive a study guide for the quiz to be held on Thursday.
    2. Students should receive a yellow sheet with notes on it.
    3. Students should receive a blue sheet which has Cornell notes for the video.
    4. Look in your Gmail for how to see the video.
    April 3
    Conflict Project Regroup & Final Instructions
    April 4
    Students were provided with the final materials for the Conflict Project. It includes the rubric for the paper and the Socratic Seminar. It further includes all necessary information regarding the Socratic Seminar.
    This document is an introduction / conclusion do's and don'ts for students to use.
    April
    Sept. 5
    We reviewed the presentation Exploration and Exploitation which we studied prior to spring break.
    We watched a video from study.com on how international trade changed in the age of exploration. Students used this document to take notes during the video.
    April 6
    Begin Ships of Slaves (about 47 minutes)
    Video guide
    Friday 4/7
    Complete video and guide
    Write summary - collect as summative
    April 10
    Learning Targets for Unit VII: Enlightenment and Revolutions
    Define the Enlightenment, and identify the historical roots of this time period.
    Understand the ideas of key philosophers of the Enlightenment.
    Explain how the Enlightenment influenced political change in Europe and North America.
    Explain how the Enlightenment addressed issues of social, economic, and political inequality.
    Identify and explain the causes of the French Revolution.
    Explain how well or poorly the French Revolution solved issues of social and economic inequality
    Begin Google Slides presentation, slides 1 - 24 (it isn’t as long / bad as it seems)
    Students will write notes from the presentation
    Tues 4 / 11
    Use this document to help students organize Enlightened thinkers. Provide before giving notes today.
    Slides 25 - End
    April 12
    Enlightenment Kahoot Review
    Discuss logistics of paper -
    Title page
    Page numbers
    Double space
    Time to work on paper
    April 13
    Turn in Conflict Paper &
    Socratic Seminar Prep
    April 18
    Socratic Seminar Prep
    April 19
    Socratic Seminar on Conflict project
    Is conflict inevitable in our world?
    April 20
    Students took notes on the French Revolution. We looked at slides 1 - 11 only.
    April 21
    We read a chapter from Our World's Story. Students used the following guide to help them read, annotate, mark the text, and complete the chart.
    April 24 - 25
    Students watched a portion of the documentary on the French Revolution. Students filled in these two guides as they watched each portion of the documentary.
    Guide #1
    Guide #2
    April 26
    Students reviewed their video guides and worked in groups to review the learning targets for the French Revolution.
    April 27
    Review day for test tomorrow.
    April 28
    Test on Unit VII
    May 1
    Unit VIII - Industrialism
    Learning Targets
    Unit VIII: Industrialism: Economic, Social and Political Change
    Discuss the relationship between industrialism, immigration and urbanization
    Explain the changes to economic and political systems that resulted from the industrial revolution.
    Examine the impact that industrialism had on social inequality.
    Justify the following statement: The Industrial Revolution fueled both economic and political conflict.
    Introductory Presentation
    May 2 - 3
    Students completed some background materials on the Industrial Revolution using the classroom textbook.
    Here is the document students completed as they read the textbook.
    May 4 - 5
    Students studied the tragic Triangle Shirtwaist Factory Fire of 1911.
    Introductory Presentation
    Here is the guide for the video with a link to the PBS documentary.
    May 8
    Students used www.mission-us/org to play a game that shows immigration to the US and the difficulties for an immigrant at that time.
    May 9
    A look at May Day, the Bayview Massacre, and the Haymarket Square Riots in Chicago. Students completed this document in class.
    May 10
    ACT ASPIRE Test
    May 11 -12
    Students will look at Milwaukee and its industrial past.
    Here is the document students will use to explore this history of Milwaukee.
    SIDE NOTE ON MILWAUKEE IMMIGRATION
    This article was from the Milwaukee Journal-Sentinel on May 15. A history of Latino immigration into Milwaukee.
    May 15 - 18
    Students will work on an Evidence Based Question (EBQ) this week as a summative assessment to the Industrialism unit. The EBQ is on economic conflict and political change.
    Click here for an electronic copy of the EBQ.
    Students will write a paragraph response to the writing prompt on MAY 18 in class.
    Friday 5/19
    Learning Targets and WWI Story Map - students will need textbooks
    Monday, 5/22
    Finish Story Map
    powerpoint- Causes of WWI (Slides 1-8)
    Tuesday 5/23
    Days That Shook the World (30 min.)(Santacroce will have this at the end of the day on Monday)
    Powerpoint - begin effect (slide 9)
    Wednesday 5/24- The end of WWI and the Treaty of Versailles
    Complete powerpoint
    Final Exam Review & Discussion
    Thurs 5/25
    Begin Imperialism: Gandhi prep
    Fri. 5/26: Complete Gandhi prep
    Monday 5/29 - NO SCHOOL
    Tuesday 5/30 - Fri 6/2 Gandhi
    Final Exam Week
    6 / 6 - 9
    Period 1 Final Exam: June 6, 8 - 9:50
    Period 6 Final Exam: June 8, 8 - 9:50

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Friday, May 26

  1. page Global History Honors Fall 2017 Periods 5 & 8 edited ... 6 / 6 - 9 Final Exam week Period 5 Final Exam: June 7, 10:50 - 12:40 Period 7 Final Exam: …
    ...
    6 / 6 - 9
    Final Exam week
    Period 5 Final Exam: June 7, 10:50 - 12:40
    Period 7 Final Exam: June 8, 10:50 - 12:40

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    12:24 pm

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