WHAGB_Review.pdf

6.12.2018 (TUE) - **4 DAYS UNTIL SUMMER BREAK**

*Exam Review Day - Part II*

Challenge Question:

Explain, in three sentences, how your understanding of world history has changed through this trimester. How has this class supported, extended, or challenged what you know about world history?


6.11.2018 (MON) - **5 DAYS UNTIL SUMMER BREAK**

*Exam Review Day - Part I*

Challenge Question:

You have learned about the world from 1600 to the present this trimester in this class. Are you optimistic or pessimistic about the future of humankind (in terms of progress, human rights, conflicts, and freedom)?

Performance Tasks

Review key skills and historical concepts through short answer and multiple choice activity

Key Concepts

Scientific Revolution, Enlightenment, Nationalist Revolutions, Industrial Revolution, (Resistance to) Imperialism, World War 1, World War 2


6.8.2018 (FRI)

**Debate/Seminar Day**

  1. “Agree or Disagree: The United Nation's vote to partition Palestine/form Israel after World War II was the right decision."
  2. "Agree or Disagree: The U.N. should have insisted on the creation two states (nations): the country of Israel and the country of Palestine." [Important note on #2: this did NOT happen after WWII to the present]

3. "Agree or Disagree: Despite all of the Islamic countries voting against the partition, and the Palestinians rejecting it outright (p. 1018), the U.N. was still justified moving forward to create the new nation of Israel."

http://bsmudde.weebly.com/israel-and-palestine.html



6.7.2018 (THU)

**Debate Preparation Day**

  1. “Agree or Disagree: The United Nation's vote to partition Palestine/form Israel after World War II was the right decision."
  2. "Agree or Disagree: The U.N. should have insisted on the creation two states (nations): the country of Israel and the country of Palestine."

[Important note on #2: this did NOT happen after WWII to the present]

3. "Agree or Disagree: Despite all of the Islamic countries voting against the partition, and the Palestinians rejecting it outright (p. 1018), the U.N. was still justified moving forward to create the new nation of Israel."

Performance Tasks

  • Evaluate the Israeli and Palestinian views on the Arab-Israeli conflict through an evidence flowchart and a big debate

Key Concepts

  • Arab-Israeli conflict

Sources

  • Textbook Chapter 34, Section 4
  • Sources 1-5 on Arab-Israeli conflict handout


6.6.2018 (WED)

TASK 1: Turn to Page 1017 (Chapter 34, Section 4). Make a timeline of the SEVEN events in the Israeli-Palestine Conflict.

TASK 2: Turn to the map on page 1018 and make a sketch in your notebook. Then, write a one-sentence explanation of the significance of the following areas: the Gaza strip, West Bank, and the Golan Heights.

TASK 3: Look at the primary sources on page 1020. Summarize the Israeli view and the Palestinian view on the conflict, and pick one line from the primary source that you think represents the two views.

TASK 4: In a paragraph, answer the following question: "Do you agree with the UN's decision to make a Jewish nation after WWII? Why or why not?"

After you are finished, begin studying for the final exam.


6.5.2018 (TUE)

Challenge Question:

Imagine a conflict breaks out on the Korean Peninsula now, but the U.S. is not attacked directly. Should the United States join the conflict, what side should they choose, and what should the U.S.s’ goal be?

Performance Tasks

· Analyze how the US makes its foreign policy decisions through a missle crisis roleplay.

· Evaluate the extent to which past examples of U.S. intervention abroad has been successful through a quickwrite.

Key Concepts

· The Korean War

· The Vietnam War

Sources

· The Korean War: https://www.youtube.com/watch?v=yxaegqvl4aE

· The Vietnam War Simplified: https://www.eduplace.com/ss/socsci/books/content/ilessons/5/ils_tn_gr5_u5_c10_l4.pdf

· Role Play: https://drive.google.com/file/d/1SdmDpRhu-KpZCFUvJC0SQ4Ra1mqjO-GG/view?usp=sharing and https://drive.google.com/file/d/13qS8BEJv-XZQ1YbB2unkFGodUtSZMM16/view?usp=sharing


6.4.2018 (MON)

Challenge Question:

Imagine a time you tried to get someone on your side/your team for an activity or an dispute, but that person was on the fence about helping you. How do you convince them to join you/your side/your team?

Performance Tasks

· Analyze the effects of WWII on the economic, political, and human transformations in different countries around the world through a video

· Identify the motives/goals of the USA and the Soviet Union after the WWII through a concept mapping activity

Key Concepts

· First, Second, and Third World

· Iron curtain

· Cold War

Sources

· Crash Course: Cold War

https://www.youtube.com/watch?v=y9HjvHZfCUI&list=PLBDA2E52FB1EF80C9&index=39


6.1.2018 (FRI)

** Socratic Seminar Day**

“Agree or Disagree: In the event that a nation is invading another, total war against the aggressor nation is justified.”

"To what extent did both perpetrators and bystanders play a role in the tragedy of the Holocaust?"


5.31.2018 (THU)

** Seminar Preparation Day**

“Agree or Disagree: In the event that a nation is invading another, total war against the aggressor nation is justified.”

"To what extent did both perpetrators and bystanders play a role in the tragedy of the Holocaust?"

Performance Tasks

  • Assess responsibility of perpetrators and bystanders during the Holocaust.
  • Evaluate the extent to which total war is justified through debate/seminar preparation.

Key Concepts

  • All WWII concepts (Ch.32)

Sources

https://fcit.usf.edu/holocaust/resource/document/document.htm (Primary Sources on the Holocaust)

http://secondworldwar.co.uk/index.php/fatalities )World War II Fatalities)

https://nsarchive2.gwu.edu/NSAEBB/NSAEBB162/index.htm (Should the US have dropped the atomic bomb?)

http://www.nationalarchives.gov.uk/education/resources/adolf-hitler/ (Hitler’s motives)

http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=2-52 (Bystanders and the Holocaust)


5.30.2018 (WED)

Challenge Question

1.) Genocide and other forms of systematic mass murder of a target group of people have happened through history. What do you think is the cause of genocide, and why do you think they continue to happen through history?

2.) Do you think it is possible for a genocide to happen in the USA today? Why or why not?

Performance Tasks

  • Analyze the magnitude of, and the atrocities committed during the Holocaust through a written reflection on a video
  • Evaluate the extent to which various figures/groups in history contributed to the Holocaust through the Assessing Responsibility activity

Key Concepts

■ the Holocaust

Sources

5.29.2018 (TUE)

Challenge Question:

Have you ever told a story about yourself, only to find that another person that witnessed the event has a completely different version of the story? Why do you think two people who witness an event end up with different stories?

Performance Tasks

  • Review the major events of World War II through a timeline activity
  • Compare and contrast various portrayals of the war from different countries through a short writing activity

Key Concepts

■ Types of biases; propaganda

Sources


5.25.2018 (FRI)

Challenge Questions:

1.) Imagine you are a leader of a military power at war with another strong country. The enemy has struck your country, killing thousands of your civilians, and they are advancing into your territory fast. One way to stop them is to command an air strike on one populated city in the enemy's territory, with a large number of civilians, but also with key military targets. Will you strike?

Performance Tasks

  • Identify the key events of World War II through a video and a mapping activity

Key Concepts

  • Axis powers; allies; blitzkrieg

Sources


5.24.2018 (THU)

Challenge Questions:

1.) Imagine you are living under a totalitarian regime, much like Stalinist Russia. How will your daily routine differ from your life today in terms of how and what you communicate with people and express your views?

Performance Tasks

  • Compare and contrast the different ideologies that emerged throughout the world after World War I through a visual summary/three-sentence summary.
  • Predict how the rise of different ideologies drove the world closer to another World War through a quickwrite.

Key Concepts

■ nonviolence

Sources

Textbook, Chapters 30 and 31

https://www.youtube.com/watch?v=kybjUg4kw_s&t=27s


5.23.2018 (WED)

Challenge Questions:

1.) Agree or Disagree with the following statement: “Government surveillance for the purpose of monitoring terrorist threats is justified. After all, you do not need to worry if you have nothing to hide!”

Performance Tasks

● TASK 1: With your group, you have 40 minutes to make a visual summary of your assigned section in the book. Everyone must contribute one illustration/visual to the poster.

○ Summarize any key events and people, and their significance.

○ Were there any revolutions, or other political changes mentioned in your section?

○ Were there new ways of thinking (for example, about politics, religion, or the economy)? What were the daily lives of people like?

Key Concepts

■ totalitarianism; militarism; authoritarianism

Sources

Chapter 30, Section 1: Revolutions in Russia

Chapter 30, Section 2: Stalinist Russia

Chapter 30, Section 3: Imperial China Collapses

Chapter 30, Section 4: Nationalism in India


5.22.2018 (TUE)

Challenge Questions:

1.) What are your thoughts on the following tweet by the President (April 18th, 2018)? “There is a Revolution going on in California. Soooo many Sanctuary areas want OUT of this ridiculous, crime infested and breeding concept.”

Performance Tasks

· Analyze the factors that led to the rise of Nazism in pre-WW2 Germany through a “fascism in the USA” checklist activity and graphic organizer.

Key Concepts

■ Weimar Republic; fascism

Sources

Rise of Fascism Slides

The Rise of Fascism in Europe worksheet


5.21.2018 (MON)

Challenge Questions:

  1. In what ways did the end of World War One (WWI) forever reshape the Middle East, contribute to tensions behind the

9/11/2001 attack on the U.S., and influence the U.S. War on Terror in Afghanistan (the longest combat war in U.S. history)? Explain.

2. In your viewpoint, what principles should guide U.S. foreign policy? Should the U.S. be more isolationist or interventionist in

world affairs? Explain.

Performance Tasks:

  • Identify major impacts of WWI on world affairs up to the present.
  • Visually illustrate, using facts, U.S. foreign policy in the Middle East

Key Concepts:

  • foreign policy v. domestic policy; isolationism v. interventionism

Featured Sources:


5.18.2018 (FRI)

**Assessment Day - No Challenge Questions**

Assessment Information: https://docs.google.com/document/d/13YyhwG-hlyqQL1jJSW82-l5h5gBsEfYVbOayW7H6Iog/edit


5.17.2018 (THU)

**Socratic Seminar Day**

Question 1: “In what ways was WWI different from past armed conflicts?”

Question 2: "Should the U.S. Senate have rejected joining the League of Nations after WWI? Why or why not?"

Due at the end of hour: Flowchart and ONE well-supported paragraph (either claim and two E+R, OR two claims with one E+R per claim.


5.16.2018 (WED)

**Socratic Seminar Written Prep Day - Part II**

TASK 1: Outline your argument using your C+EV+R flowchart

TASK 2: Write paragraphs based on the flowchart in the form C+EV+R

TASK 3: Review for your assessment on Friday

“In what ways was WWI different from past armed conflicts?”

"Should the U.S. Senate have rejected joining the League of Nations after WWI? Why or why not?"


5.15.2018 (TUE)

**Socratic Seminar Written Prep Day**

“In what ways was WWI different from past armed conflicts?”

"Should the U.S. Senate have rejected joining the League of Nations after WWI? Why or why not?"

Performance Tasks

  • Use C+EV+R flowchart to argue what made World War I different from past wars AND evaluate the effects of the U.S.s’ post World War I policy decisions
  • Write paragraphs based on the flowchart in the form C+EV+R

Key Concepts

  • All concepts from the World War I Unit

Featured Sources


5.14.2018 (MON)

Challenge Questions:

1.) Agree or Disagree: If you are the last one standing after a fight, and are relatively uninjured, it is your responsibility to help everyone that is injured, including protecting them from harm.

Performance Tasks

  • Analyze the state of the world after World War I using data on casualties and economic damage.
  • Predict the long-term effects of the Treaty of Versailles in a short discussion.
  • Analyze the different views surrounding the U.S.s’ post-WWI policies through a close reading, summary, and role play presentation of Wilson and Senator Lodge’s speeches/addresses.

Key Concepts

  • Treaty of Versailles; Wilson’s Fourteen Points; the League of Nations

Sources


5.11.2018 (FRI)

Challenge Questions:

1.) What are the factors that make one nation, country, or empire stronger than another? Does your country (in your role play) have some type of advantage?

Performance Tasks

  • Identify the characteristics of modern warfare.
  • Analyze how World War I became a war on a global scale

Key Concepts

  • total war; rationing; propaganda; armstice

Featured Sources

  • Textbook Chapter 29 Section 3


5.10.2018 (THU)

Challenge Questions:

1.) Imagine an armed conflict breaks out where there is a threat of attack on the U.S. What would it take for you to join the war effort against an enemy country?

Performance Tasks

  • Identify the major turning points in World War I through a role play activity.

Key Concepts

  • trench warfare; Central Powers; the Allies; Schlieffen Plan

Featured Sources

  • Textbook Chapter 29 Section 2


5.9.2018 (WED)

Challenge Questions:

1.) Agree or Disagree: I would support a friend, no matter what he or she does.

2.) What might be the long-term consequences of refusing to help an ally?

Performance Tasks

  • Analyze what the long-term, short-term, and triggering causes of World War I were.

Key Concepts

  • militarism; Triple Alliance; Triple Entente

Featured Sources


5.7.2018 (MON)

Challenge Questions:

1.) Consider the following famous quote by Winston Churchill: "History is written by the victors." Can you think of any examples in your daily life/in the present day where winning a conflict gives the winner control of how they are viewed?

Performance Tasks

  • Review and analyze what the world looked like between 1850-1914 through a jigsaw activity.

Key Concepts

  • Modernization in Japan; the Opium War; Bismarck and Cavour; Russian Empire; Second French Empire and Republic; Nationalism in the Balkans

Featured Sources


5.4.2018 (FRI)

Challenge Questions:

1.) What is your interpretation of the following quote? "We reason deeply, when we forcibly feel." (Mary Wollestonecraft)

Performance Tasks

  • Synthesize key concepts from the beginning of the trimester via a multiple choice game
  • Brainstorm a topic for your final assignment

Key Concepts

  • Chapter 22-27 concepts

Featured Sources


5.3.2018 (THU)

Challenge Questions:

1.) Have you every encountered or heard about a "tradition" that was harmful to people or the community? How about a tradition that you think is important to keep?

2.) What are your thoughts on the following quote from and NYT Op-Ed, "The End of Intelligence?": "Intelligence becomes a feeble (weak) academic exercise if it is not relevant and useful."

Performance Tasks

  • Synthesize key concepts from the units on the Scientific Revolution to the Imperialism unit using a concept map
  • Write a paragraph answer to the question, "Why do you think the long 19th Century (1789-1914) was a time of rapid change?"

Key Concepts

  • Chapter 22-27 concepts

Featured Sources


5.2.2018 (WED) -- Writing Center Day -- (no Challenge Questions today)

Performance Tasks:

  • TASK 1: Revising the Industrial Revolution written prep
    • Go back to your CER from your written prep for Socratic Seminar #2 ("Winners & Losers of the Industrial Revolution/Capitalism vs Socialism").
    • Read the feedback on your CER. Then, think of one way you can improve your CER paragraph(s). In addition, ask for feedback from a Writing Center tutor.
    • Revise and strengthen your CER paragraph(s) based on the feedback on your sheet, from your tutor, and your own ideas for improvement. Rewrite your work on a new sheet of notebook paper.
  • TASK 2: Revising a past product assignment
    • Choose a major written assignment that you can improve upon (recommended: written prep for Socratic Seminar #1 on the Enlightenment thinkers).
    • Revise and strengthen your work based on your own ideas for improvement and a tutor's feedback. Rewrite your work on a new sheet of notebook paper.
  • TASK 3: (Sign off from Writing Center tutor -- you must ask for help at least once today)
    • At top of your new written paragraphs, write down the first name of the Writing Center tutor you worked with, what they helped you with, and have them sign their initials next to it. Lastly, fill out "Feedback Form."


5.1.2018 (TUE)

**Big Debate Day**

Debate: Which country had the best response to imperialism (circa 1850-1914)?

Ethiopia (Emperor Menelik II: p.783), Egypt (Muhammad Ali: p.788), India (the Sepoy Mutiny: p.793),

Philippines (Emilio Aguinaldo: p.798), Hawaii (Queen Liliuokalani: p.799)

Performance Tasks

  • Evaluate which country had the best response to imperialism through a debate.

Key Concepts

  • Key Concepts from the Imperialism unit

Featured Sources

  • Textbook pp.782-783 (Ethiopia); pp.787-789 (Egypt); pp791-795 (India); pp.798-799 (Philippines and Hawaii)


4.30.2018 (MON)

Debate: Which country had the best response to imperialism (circa 1850-1914)?

Ethiopia (Emperor Menelik II: p.783), Egypt (Muhammad Ali: p.788), India (the Sepoy Mutiny: p.793),

Philippines (Emilio Aguinaldo: p.798), Hawaii (Queen Liliuokalani: p.799)

Challenge Questions:

1.) What is the relationship between imperialism and freedom?

2.) Think back to the definition of "imperialism" and all of the past examples we have looked at.

Can you think of modern examples of imperialism ?

Performance Tasks:

  • TASK 1: Complete your Evidence Flowchart for debate
  • TASK 2: Write an Opening Statement with a lead-in, thesis statement, and introduction of main arguments
  • TASK 3: Write a counter-argument in the format claim, evidence, reasoning
  • TASK 4: Select a primary source that supports your argument to project on the screen during the debate

Key Concepts

  • Chapter 27 concepts

Featured Sources

  • Textbook pp.782-783 (Ethiopia); pp.787-789 (Egypt); pp791-795 (India); pp.798-799 (Philippines and Hawaii).


4.27.2018 (FRI)

Challenge Questions:

1.) In your viewpoint, what makes a strong counter-argument in a debate? List the characteristics.

2.) What are all the possible ways a weaker country could react to the imperialism of a stronger country? List.

Performance Tasks

  • Prep. for Big Debate: Which country had the best response to imperialism (circa 1850-1914)?

Ethiopia (Emperor Menelik II: p.783), Egypt (Muhammad Ali: p.788), India (the Sepoy Mutiny: p.793),

Philippines (Emilio Aguinaldo: p.798), Hawaii (Queen Liliuokalani: p.799)

  • Compare and contrast examples of reactions to imperialism around the world
  • Write a counter-argument in the format claim, evidence, reasoning

Key Concepts

  • Chapter 27 concepts

Featured Sources

  • Textbook pp.782-783 (Ethiopia); pp.787-789 (Egypt); pp791-795 (India); pp.798-799 (Philippines and Hawaii).


4.26.2018 (Thu)

Challenge Questions

  • Agree or Disagree: America should spread its ideals of democracy throughout the world.

Performance Tasks

  • Summarize the causes, turning points, and effects of the scramble for Africa in a quick write
  • Identify the U.S.'s role as an imperial power through a Crash Course video and mapping activity
  • Analyze the attitudes driving imperialism through The White Man's Burden and "School Begins"

Key Concepts

  • Paternalism

Featured Sources


4.25.2018 (Wed)

Challenge Questions:

  • Agree or Disagree: "America today is a type of empire."

Performance Tasks

  • Analyze the causes, major turning points, and effects of the scramble for Africa through a jigsaw and short presentations.

Key Concepts

  • The Scramble for Africa
  • Colonialism vs Imperialism

Featured Sources

  • Textbook Chapter 27, Sections 1-2.


4.24.2018 (Tue)

Challenge Questions:

  • What might be the benefits and consequences of the U.S. sending people into less wealthy countries to aid them?

Performance Tasks

  • Compare and contrast maps during the age of imperialism.
  • Identify what you know, learned (from a Khan Academy video) and wonder about imperialism.
  • Analyze an illustration to predict how colonization was viewed from the perspective of colonists and colonizers.

Key Concepts

  • Imperialism
  • The Scramble for Africa

Featured Sources


Challenge Questions:

  • Which of the following identities are the most important to you? National, racial, school, cultural, linguistic, religious, gender, or other? Do you have multiple, braided identities?
  • Agree or Disagree: "Every U.S. citizen should be obligated to pledge allegiance to the country and the flag."

Performance Tasks

  • Analyze and present how the rise of nationalism across the world transformed political organization and boundaries
  • Draw connections between the revolutions of the long 19th century, nationalism, and industrialization through a quick write

Key Concepts

  • Nationalism

Featured Sources


4.20.2018 (Fri)

**Socratic Seminar Day**

"Who were the winners and losers of the Industrial Revolution?"

"Which economic system would have helped more people through the Industrial Revolution, capitalism or socialism?

Performance Tasks

  • Analyze how the Industrial Revolution drove change on a global, social, and individual scale
  • Evaluate the extent to which the Industrial Revolution was a force fir the common good

Key Concepts

  • All Industrial Revolution Concepts

Featured Sources

  • All sources from the I.R. Unit


4.19.2018 (Thursday) -- Writing Center Day -- (no Challenge Questions today)

Performance Tasks:

  • TASK 1: (Planning)
    • Complete both evidence flowcharts on the two Socratic Seminar questions.
    • You must use three different documents and/or textbook paragraphs for each flowchart.
  • TASK 2: (Drafting and Revising)
    • On notebook paper, write one complete CER paragraph of your choice from each flowchart.
    • If time, also revise and strengthen one paragraph based on feedback from Writing Center tutor.
  • TASK 3: (Sign off from Writing Center tutor -- you must ask for help at least once today)
    • At top of an evidence flowchart, write down the first name of the Writing Center tutor you worked with,

what they helped you with, and have them sign their initials next to it. Lastly, fill out "Feedback Form."

4.18.2018 (Wednesday)

Challenge Questions

Agree or Disagree: "The benefits of industrialization on a large, global scale outweigh the costs."

Performance Tasks

  • Compare and contrast capitalist v.s. socialist thought via a role-play.
  • Identify strong claim, evidence, and reasoning in your peers' work.
  • Analyze how the industrial revolution changed the lives of individuals through primary sources

Key Concepts

  • Capitalism, Labor Unions, Socialism

Featured Sources


4.17.2018 (Tuesday)

Challenge Questions

There are plans to build modern, hi-rise buildings in downtown Ann Arbor. Would you support this construction of hi-rise buildings in your town? Explain.

Performance Tasks

  • Identify, using a chart, what you know, wonder, and want to learn about the Industrial Revolution
  • Identify key characteristics and inventions of the Industrial Revolution using a graphic organizer.

Key Concepts

  • Industrial Revolution

Featured Sources


4.16.2018 (Monday)

**Big Debate Day**

Which of the revolutions, the Haitian, Latin American, American, or French Revolution, was the most successful?

Performance Tasks

  • Write an opening statement and one c+ev+r for the debate question
  • Debate which of the Atlantic Revolutions were the most successful

Key Concepts

  • All concepts from the Atlantic Revolutions unit

Featured Sources

  • Sources from previous week


4.13.2018 (Friday)

Challenge Questions

At what stage of revolution do you think our society is at right now: incubation, symptomatic, crisis, or recovery?

Performance Tasks

  • Present your information poster about your revolution to the class
  • Fill out a table to get an overview of the other revolutions

Key Concepts

  • The Stages of Revolution

Featured Sources


4.12.2018 (Thursday)

Challenge Questions

If there were talks of an overthrow of the U.S. government today, would you join the cause? Why or why not? What would your decision depend on?

What is the difference between "research" and "looking up an answer" to a question?

Performance Tasks

- Analyze primary and secondary sources to break down the drivers and effects of the four revolutions: the American, French, Haitian, and Latin American.

- Make an informational poster and present your work as a team to teach your classmates about a revolution

Key Concepts

  • American Revolution
  • French Revolution
  • Haitian Revolution
  • Latin American Revolutions

Featured Sources


4.11.2018 (Wednesday) **State Testing Day**

Self-Evaluation and Reflection Day:

On a sheet of paper (that you can hand in), write down, in full sentences:

  1. Three new key concepts, skills, or insights you learned about/improved on/gained in this class.
  2. Write down one skill you would like to continue to build on in this class.
  3. What part of class do you enjoy the most? The least? Explain why.
  4. If you had a choice, how would you like to be assessed? Be specific. (e.g. don't just write "a test" but write, "a test that is mostly writing instead of multiple choice")
  5. On a scale of 1 to 5, with 1 being the least confident and 5 being the most confident, indicate how confident you are at:

a. Writing in the form of claim, evidence, and reasoning

b. Getting the main idea from primary sources

c. Describing how the Scientific Revolution changed the way Europeans viewed the world

d. Explaining how Enlightenment thinkers' ideas are visible in our world today

6. Any other questions, comments, or concerns?

7. Write down an actionable step that you can take to improve your skills in #2.


4.10.2018 (Tuesday) **State Testing Day**

Challenge Question (3rd hour only):

How do you think Enlightenment thinkers and writers influenced the debate over whether to declare independence from Britain AND the debate over what words and ideas should be included in the Declaration of Independence? Explain (and use evidence from from HBO's John Adams).


4.9.2018 (Monday)

Challenge Questions

What form of media do you get most of your news? How often do you check your facts?

What do you think is the best way to spread information? If you wanted to spread information secretly, how would you do so?

Performance Tasks

- Analyze maps and secondary sources to review what North America and Continental Europe looked like in the 1700’s, pre-revolutions.

- Analyze how Enlightenment ideas spread through the British colonies in North America and Continental Europe

Key Concepts

  • Diderot, Salons, Enlightened Despots
  • Absolute Monarchies

Featured Sources

Enlightened Despots: https://www.youtube.com/watch?v=FZ_i6wTa7yw


4.5.2018 (Fri)

**Socratic Seminar Day**

“Rousseau's ideas on education were progressive/advanced for his time.”

Which Enlightenment thinker(s) best represent your views on government, rights, and freedom?

Performance Tasks

4.5.2018 (Fri)

**Socratic Seminar Day**

“Rousseau's ideas on education were progressive/advanced for his time.”

Which Enlightenment thinker(s) best represent your views on government, rights, and freedom?

Performance Tasks

- Discuss your analysis of texts from/about Enlightenment thinkers in a socratic seminar

- Compare and contrast the Enlightenment thinkers’ views on government, human rights, and education

- Analyze how Enlightenment ideas are relevant today

Key Concepts

  • All Enlightenment Concepts

Featured Sources

  • All sources form Enlightenment unit

Key Concepts

  • All Enlightenment Concepts

Featured Sources

  • All sources form Enlightenment unit


4.4.2018 (Thu)

*One-on-One conferences*

*Socratic Seminar Preparation Day**

Challenge Questions

Agree or Disagree with the following statement: “Rousseau's ideas on education were progressive/advanced for his time.”

Which Enlightenment thinker(s) best represent your views on government, rights, and freedom?

Performance Tasks

- Use evidence from Documents A-E (+ reasoning) to back up a your claim in response to the challenge questions.

Key Concepts

  • Chapter 22 Section 2 concepts

Featured Sources

  • Bring all sources and notes from this week


4.4.2018 (Wed )

Challenge Questions

1. Have you ever stood up to someone who was discriminating against someone? How did you explain to the person that this type of behavior was wrong?

2. What are your thoughts on the following quote in the New York Times opinion piece, The Enlightenment Project? "Today's anti-Enlightenment movements believe less in calm persuasion and evidence-based inquiry than in purity of will. They try to win debates through blunt force and silencing unacceptable speech."

Performance Tasks

- Annotate and analyze Wollstonecraft's A Vindication of the Rights of Women and Rosseau’s Emile to explore the development of thoughts on Women’s rights during the Enlightenment

Key Concepts

- Mary Wollstonecraft and early feminism

Featured Sources

- Women of the Enlightenment: https://www.slideshare.net/jboyerswitala/women-of-the-enlightenment-5778495?next_slideshow=1

- Herstory Video on Wollstonecraft : https://www.youtube.com/watch?v=IXC5H8c_hkw


4.3.2018 (Tue)

Challenge Questions

What are some ways to keep someone from gaining too much power? Think of a situation in the present (either in your life, or a more general example) where a leader had gained too much power, and what the consequences were.

Performance Tasks

- Compare and contrast thinking of human rights before and after the enlightenment

- Summarize the contribution of Enlightenment thinkers in a table

Key Concepts

- Voltaire

- Montesquieu and Separation of Powers

- Rousseau and Direct Democracy

Featured Sources

- Inclusive language resources:

- PPT for this week: https://docs.google.com/presentation/d/1oo999jP6efSBaA7uBXl5D15RwLLjCIg03ULU67b95gs/edit?usp=sharing


4.2.2018 (Mon)

Challenge Questions

Think of one example in your daily life where you were glad school rules existed. Think of one example in your daily life where you were unhappy with a school rule.

Performance Tasks

- Write your own laws in the “abandoned on an island” activity.

- Analyse the Leviathan (Hobbes) and Two Treatises of Government (Locke)

Key Concepts

- Enlightenment

- Locke and Hobbes

Featured Sources

- The Story of Human Rights Video: https://www.youtube.com/watch?v=oh3BbLk5UIQ

- Crash Course on Hobbes (0:00-2:30, 3:30-): https://www.youtube.com/watch?v=2Co6pNvd9mc


3.23.2018 (FRI):

BIG DEBATE DAY [Continued!]

1. Agree or disagree: "The government should be able to ban [*] scientific research that most people are morally opposed to." [ Agree or disagree: * "the use of" ]

2. Agree or disagree: "People should be able to democratically vote to allow or not allow controversial scientific research in their society."

Performance Tasks

  • Debate whether the government/the vote of the people should be able to ban some scientific research
  • Annotate primary sources to synthesize your knowledge about the S.R.

Key Concepts

  • Ch. 22 Concepts

Featured Sources


3.22.2018 (Thu):

BIG DEBATE DAY:

1. Agree or disagree: "The government should be able to ban [*] scientific research that most people are morally opposed to." [ Agree or disagree: * "the use of" ]

2. Agree or disagree: "People should be able to democratically vote to allow or not allow controversial scientific research in their society."

Performance Tasks

  • Debate whether the government/the vote of the people should be able to ban some scientific research
  • Connect past historical events (thinkers during the S.R.) to current issues surrounding scientific research

Key Concepts

  • Ch. 22 Concepts

Featured Sources

  • Week 1 and 2 Sources


3.21.2018 (Wed):

Challenge Question

1. Have you ever been on a social media site where a conflict broke out over an academic or political issue? Did either side manage to convince the other, and how do you think people were feeling in the end?

Performance Tasks

  • Write an opening statement based on the C+EV+R flowchart
  • Review discussion norms and rules
  • [Debate whether the Govt/the vote of the people should be able to ban morally objectionable scientific research]

Key Concepts

  • Opening Statements (Lead-In, Thesis, Arguments)

Featured Sources


3.20.2018 (Tue)

Challenge Question

1. One of the U-M buildings, the C.C. Little building, is named after a scientist that was a eugenicist. Do you think the building name should be changed? Explain.

(Eugenics is the practice of controlling the human population by encouraging/discouraging the reproduction of certain populations)

Performance Tasks

  • Summarize Galileo's experiences during the SR
  • Annotate sentences in documents E-H using the following:
    • "A" = Agree side can use this (explain why)
    • "D" = Disagree side can use this (explain why)
    • "A & D" = Agree side and Disagree side could use this (explain why)
  • Annotate sentences in documents A-D using the following:
    • "I" = Interesting (explain why)
    • "S" = Strange (explain why)
    • "R" = Revealing (explain why)
    • "P" = Problematic (explain why)
  • Organize an argument in the form claim, evidence, reasoning using an evidence flowchart

Key Concepts

  • claim, evidence, reasoning

Featured Sources


3.19.2018 (Mon)

Challenge Question

1. According to CBC news, a recent study showed that there is a "great deal of mistrust in science" around the world. Why do you think this is?

2. Why do you think it is so hard to convince some people about the facts surrounding drug use?

Performance Tasks

  • Define key terms with a warm-up game
  • Annotate and analyze Galileo's letters and other documents
  • [Make connections of key ideas on the S.R. using a concept map]

Key Concepts

  • All key ideas from S.R. chapter 22

Featured Sources


3.15.2018 (Fri)

Challenge Question

1. Have there been any moments in your life where the way you see the world/the way you understand something has changed radically? What kind of impact did this have on you?

2. Write down one new skill you strengthened or an idea you learned this week.

Performance Tasks

  • Identify (using the textbook to jigsaw) the information of thinking in different fields before and after the S.R.
  • Reflect on your performance in the first week of class

Key Concepts

  • Geocentric/heliocentric model
  • Scientific method

Featured Sources


3.15.2018 (Thu)

Challenge Questions

1. Agree or disagree: "The scientific revolution is still going on."

2. Agree or disagree: "Today, we are going through a scientific revolution as

radical and significant as the Scientific Revolution of the 17th century."

3. Agree or disagree: "Government should be able to ban [*] scientific research that most people are morally opposed to." [ Agree or disagree: * "the use of" ]

4. Agree or disagree: "People should be able to democratically vote to allow or not allow controversial scientific research in their society."

Performance Tasks

  • Create a T-Chart of characteristics and examples of primary and secondary sources
  • Analyze "The Shape of the Seas"for evidence of science prior to the S.R.

Key Concepts

  • Primary Sources / Secondary Sources

Featured Sources


3.14.2018 (Wed)

Challenge Questions

1. How would you react and feel if you woke up one day and everything – school, transportation, shopping, and entertainment --

were all completely automated and run by robots?

2. How close do you think humankind is to finding a "theory of everything"?

Performance Tasks

- Review the definition of revolution via a game

- Write down your thoughts on the “Flat Earth Society” video

- Examine primary sources to see how people understood the world before the scientific revolution

Key Concepts

- The Scientific Revolution

- The Scientific Method

- Claim, evidence, reasoning format

- Primary and secondary sources

Featured Sources

- ABC News Segment on The Flat Earth Society: https://www.youtube.com/watch?v=iYhmj8g4zhw

  • PPT 3.14: https://docs.google.com/presentation/d/1hlOBkbI-XQQK_5B1pNyhg8cU9Bbo_HqhgZje8NuqYI0/edit?usp=sharing


3.13.2018 (Tuesday)

Challenge Questions:

  1. In the near future, genetic engineering of humans might become a reality.

How will this scientific progress change how you think and act?

2. Think of one example of technology that you cannot live without.

In what way will you be limited if you can no longer use this technology?

Performance Tasks

- Write a (brief) history of the human race

- Work with a group to analyze the impact of technological change

- Define "evolution"

Key Concepts

- Technological Change

- Evolution

Featured Sources

- York University's Timeline Gallery: http://euclid.psych.yorku.ca/datavis/gallery/timelines.php

- PPT 3.13: https://drive.google.com/file/d/13D2lEBqKE2nx4E3iNwRZPjDrjtknG9bp/view?usp=sharing


3.12.2018 (Monday)

Challenge Questions:

  1. How do you usually learn about the world outside of Ann Arbor/Michigan/the US?
  2. Where do you get your information about the rest of the world?

Performance Tasks

- Participate in the icebreaker activities (self-introductions and mapping)

- Familiarize yourself with class routines

Key Concepts

- World History

- Globalization

- Internationalism

Featured Sources

- “U.S. citizens attempt to draw maps” From the Atlantic: https://www.theatlantic.com/international/archive/2014/01/what-you-get-when-30-people-draw-a-world-map-from-memory/282901/