Formative Assessment #1 – What is slavery?

Compare and Contrast Historic and Modern Slavery Handout

Today a slave is:

•  Forced to work – through mental or physical threat

•  Owned or controlled by an ‘employer’, usually through mental or physical abuse or threatened abuse

•  Physically constrained or has restrictions placed on their freedom of movement

Formative Assessment #2 – The Slave experience

DBQ Slave Experience

DBQ Documents 1-9

Formative Assessment #3 – Economics of Slavery

 Mapping History – The Spread of Cotton website

Unintended Consequences of the Cotton Gin handout

Formative Assessment #4 – Covert and Overt Resistance to Slavery

Slave Life in the US Reasons for Rebellion Reading (History Alive!)

Resistance to Slavery – Slave experiences (Use the reading above to complete.  This also includes the art analysis on the second page.)

Nat Turner’s Rebellion Video

Slave Revolts Website

Underground Railroad Interactive Website

Slave Resistance – Go Down Moses Handout

Summative Assessment Part 1 – Modern Slavery Presentation (15 pts)

Responses to Slavery SA Part 1

Summative Assessment Part 2 – Multiple Choice Test (25 pts)

Response to Slavery Test Review

Model United Nations Syllabus

Assignments:

Week 1: Introduction to the United Nations – How to write a summary.

Week 2:   Country Reserach and Summary – Use the weblinks below to help guide your research

• Country Profiles website
• National Geographic website
• Embassy Homepages
• CIA World Factbook

Week 3:  Country Research Summary continued

Week 4:  Topic Research and Summary

Week 5:  Resolution Brainstorming and Summary

Week 6:  Position Paper due, Introduction to Resolution writing

Week 7:  Resolution Due

Week 8:  Debate

Week 9:  Debate

Formative Assessment #1 – Geography

Aswan High Dam Group Press Conference

Egypt – Geography Concepts

Formative Assessment #2 – Egyptian Art

Part 1:  Storyboard of Menez and the 3 things he did to unite Egypt.  Be sure to explain the three things, and explain what you think would have happened if he hadn’t taken those steps.

Part 2:  – Social Class

Read the Social Hierarchy handout and create a diagram of the Ancient Egyptian class system.  Then visit the following website  (How Class Matters) on the computers.  Explore how social class works and is established in our society today.  Answer the following questions on the bottom of your Egyptian class system diagram and support your answers with evidence from the website and/or handout.

1. What similarities and differences do you see between the two class systems? (You can simply list them, or you can create a Venn Diagram to organize your answers.)
2. Based only on the class system, which society would you rather live in?

How Class Matters website

Gods and Goddesses of Egypt Family Tree Activity  http://www.ancientegypt.co.uk/gods/explore/main.html

Formative Assessment #2 – How cultures prepare bodies

1. After reading “Modern Embalming” (link provided below) and taking notes in class (also found on page 96-97 in the textbook),  compare and contrast (i.e., Venn Diagram) modern embalming practices in the US with ancient Egyptian embalming practices.

Modern Embalming in the United States

Formative Assessment #3 – Tombs

1. Develop an alternative to pyramids.  Group assignment.  How did New Kingdom Egyptians ensure that grave robbers did not damage and steal from the tombs of pharaohs.
2. Valley of the Kings website link:  http://thebanmappingproject.com/atlas/index_kv.asp?tombID=undefined

Assignment:  As you explore the Valley of the Kings, record on a piece of paper all the things that you are noticing about the tombs.   You can include things that you recognize from what we’ve learned in class, patterns or things you notice about the layout of the tombs, similiarities between the tombs, art, things that suprise you, or just basic things that you learned and you thought were interesting. Find one tomb that you want to focus on, and learn as much about it as possible (It helps to choose a tomb that has a lot of info on it.)  Record notes on your paper concerning the person/people buried there and the tomb itself.  Be prepared to share what you learned with your table group.

Formative Assessment #4 – Monuments

Essential Question:  Why is ‘where’ important to Native people?

Project: Follow the directions as provided on the link below.  Be sure to assess your project using the rubric before you submit it to the shared file.

Native People and their Land Project

Essential Question – How do resources play a role in determining human interactions and change in culture?

Formative Assessment #1 -Global Trade

Mental Maps – Cultural Diffusion and Trade

Use the textbook reading provided and the handout to develop a mental map and awareness of global trade and its impact on culture.

Mental Maps – Culture Trade Handout

Mental Maps – Cultural Trade Reading – this is also found in your online textbook which is accessible through Pearson Courses on Powerschool.

Formative Assessment #2 – Columbus

Part 1:  Unpack the Journal of Christopher Columbus

Tape or glue two blank half-pages to the long sides of the journal.  In these spaces, on either side of the journal, you need to take notes on what you read.  The notes need to break down difficult sentences, provide main ideas of what Columbus is writing about, and provide markers for information that you will need to reference.

Look at the painting of Columbus’s landing . What things do you recognize from the journal? Do you think the painting accurately represents the event based on the journal? There is no assignment for the art analysis. Viewing the art will allow you a little practice applying what you learned through the journal. We spent time in class looking at this picture.

Columbus Landing painting

Part 2:   Determining Purpose and Audience

Answer the questions provided in the handout linked below.  You must provide evidence from Columbus’s Journal in your answers.

Primary Sources- Investigating Purpose handout

Part 3:  Comparing Primary and Secondary Sources on the same topic – On a piece of notebook paper, create a three circle Venn Diagram.  Give the circles the following labels:  Textbook (pg. 37-38), Journal, 500 Nations video clip.    Read through the textbook pages again and compare with what you read in the journals.  What was the same or different?  What was the quality and completeness of both stories?  Do the same with 500 Nations video clip   Compare 500 Nations with both the textbook and the Journal.

500 Nations video link part 1

500 Nations video link part 2

Venn-diagram-3-circles

Write a one paragraph reflection under the Venn diagram that describes the strengths and weaknesses of all three sources in telling the most accurate story of Columbus’s landing.  Which do you think is more reliable?

Formative Assessment #3 -Spain

Part 1:  Read page 44-47 in the textbook (found online through Powerschool) and watch the video linked below to answer the following questions:

Guns Germs and Steel Video – Start at 1:18 and go until the Incan Emperor is executed.

1. Vocabulary Review:  What is an empire?  What is tribute?
2. How did Spain establish an empire in the Americas? (pg. 44-45)
3. Why were a few Spanish conquistadors able to defeat the larger armies of the Aztecs and Incas? (pg 44-45)
4. List the explorers represented on the map on page 46, and briefly describe the area each one explored.  (read pg 46-47)
5. Based on the map on page 46, in what areas of the present-day United States would you expect to find Latino influence strongest?  (read pg 46-47)
6. Why were Native people so vulnerable to European diseases?  (Guns, Germs, and Steel video)

Part 2:  Colonization Graphic Organizer (to be used for Spain, France, and England)

Spanish Colonization Reading (History Alive!) Use to complete the graphic organizer section on Spain.  You will also need the information on the Borderlands from our class discussion.

Part 3:  Spanish Missions in the Borderlands

Google Earth Spanish Missions

Formative Assessment #4 – France

French Fur Trade Handout

New France – Primary Image Conduct a primary source analysis on this image using the handout above.

Canada’s First Peoples  Explore this website using the handout above to guide you.

500 Nations – Cauldron of War  video link (watch until 11:00 minutes.  Do not watch the part about the Sewee people.)

Formative Assessment #5 – England

500 Nations- Powhatan Confederacy video link

The Growing of Virginia Tobacco handout

______________________________________________________________________________________

Summative Assessment #1 – Application of understanding to the race for resources in the Northwest Passage

RECENT NEWS! 

NPR – Audio recording about Canada and the Northwest Passage

NPR – Audio recording about Russia and the Northwest Passage

CNN Video – Risks of looking for oil

Inuit – Christian Science Monitor

A broad look at the issue (This is kind-of a long article, but has very good information.  Skim it to get a basic idea of the topic.)

Summative Assessment #2 – Multiple Choice Test

Two Worlds Collide Test Review

Links for information on refugees:

What is a refugee – You Tube video:  http://www.youtube.com/watch?v=LpwqK3B2ac8

UN Refugee Agency  http://www.unhcr.org/pages/49c3646c125.html

Research your country here:  http://www.unhcr.org/pages/49c3646c26f.html

Videos and links with information on refugees – Specific refugee issues for Egypt, Israel, Turkey, Jordan, and Syria

All countries – http://www.unhcr.org/51b04c9c9.html

Syria – http://worldnews.nbcnews.com/_news/2013/08/26/20201103-inside-a-refugee-camp-with-syrias-lost-generation?lite

Syria – http://www.globalpost.com/dispatch/news/regions/middle-east/syria/130903/syria-refugees-two-million-united-nations-civil-war-assad

Israel – http://ardc-israel.org/en/content/refugees-israel

Israel and Syria – http://www.timesofisrael.com/druze-campaign-to-keep-wounded-syrian-refugees-in-israel/

Israel and Syria – http://www.algemeiner.com/2013/08/15/jewish-organizations-syrian-refugees-in-jordan-need-more-jewish-support/

Egypt and Syria – http://www.dailynewsegypt.com/2013/09/03/syrian-refugees-in-post-morsi-egypt/

Egypt and Syria – http://www.al-monitor.com/pulse/culture/2013/09/egypt-bans-syria-refugees-return.html

Egypt and Syria http://www.hrw.org/news/2013/11/10/egypt-syria-refugees-detained-coerced-return

Lebanon and Syria http://www.newstatesman.com/politics/2013/09/lebanon%E2%80%99s-tipping-point-how-syrian-crisis-punishing-generosity-its-neighbours

Lebanon and Syria http://www.ynetnews.com/articles/0,7340,L-4426242,00.html

Lebannon and Syria http://www.bbc.co.uk/news/world-middle-east-23948081

Lebanon and Syria http://www.wilsoncenter.org/publication/the-syrian-refugee-crisis-pushing-lebanon-to-the-brink

Turkey and Syria http://www.reuters.com/article/2013/10/21/us-syria-crisis-turkey-refugees-idUSBRE99K04O20131021

Turkey and Syria http://reliefweb.int/report/turkey/unhcr-turkey-syrian-refugee-daily-sitrep-06-november-2013

Turkey and Syria http://worldnews.nbcnews.com/_news/2013/09/08/20361603-syrian-refugees-flood-into-turkish-border-towns-straining-resources-and-tempers

Jordan and Syria http://world.time.com/2013/11/11/syrian-rebels-illegally-recruiting-from-jordan-refugee-camp/

Jordan and Syria http://www.huffingtonpost.com/merissa-khurma/syrian-refugee-crisis_b_4446316.html

Jordan and Syria http://www.oxfordbusinessgroup.com/economic_updates/impact-syrian-refugees-jordan%E2%80%99s-economy

Jordan and Syria http://www.thestar.com/news/canada/2014/01/24/syrian_refugees_find_stark_but_safe_home_inside_jordans_border.html

All Countries http://www.nytimes.com/interactive/2013/10/16/world/middleeast/syrian-refugee-crisis-photos.html?_r=0

All countries http://www.theguardian.com/world/series/syria-refugee-crisis

Essential Question – How are primary and secondary sources used to understand history?

Formative Assessment #1  Historical Perspective Partner Activity

The link provided includes both the Understanding Historical Perspective Class Activity AND the homework question.  The homework question is located on the fourth page.  If you missed this activity/assignment, please print this off, complete with someone (it doensn’t have to be a students… just a willing participant) and turn in for credit.  If you scored poorly on it, you can redo or revise the assignment for full credit up until the end of the unit.

Formative Assessment #2 Primary or Secondary Source Evaluation

The link provided will assess your understanding of the differences between primary and secondary sources.  Directions for students completing this assignment as a make-up assignment are located on the handout.  This is an in-class activity/assignment.

Formative Assessment #3:  Analyzing primary sources

Analyzing Primary Sources – Master Guide – Use this reference page to guide your analysis of visual, written, audio, and map primary sources.

This is an in-class activity that will require that students log onto the Library of Congress website (www.loc.gov).  The list of websites below will link them to a primary source that they are to use their Primary Source Analysis handout to evaluate.

>Maps

1.  Lewis and Clark (analyze this one)

2. Antarctica

>Images

1.Women’s Suffrage (analyze this one)

2. Clutches of the Chinese Tiger (use this link if the above link isn’t working)

>Audio

1.  “I’ll Fly Away” (analyze this one)

2. Fountain Hughes

> Written

1. Flying Machine (choose either flying machine or flathead, but only do one)

2.Flathead

 Summative Assessment:

End of Unit Assessment – Primary and Secondary Sources

I give two types of assignments in my class.  Formative Assessments are assignments that you can retake over and over until the end of the unit.  Summative Assessments are assignments that you cannot re-do.

Formative Assessment #1 Textbook as a Resource

Handout:  Textbook Scavenger Hunt

This is an assignment that was done in class.  You need your textbook for this assignment.

Formative Assessment #2 Projections

Handout:  Map Projections Analysis

Formative Assessment #3 – Understanding Latitude and Longitude

Handout #1:  Latitude and Longitude handout

Two questions on this assignment refer to “the Continental United States.” That is basically the “lower 48.”  All US states except Alaska and Hawaii.

Handout #2: Approximate Absolute Location WS

Formative Assessment #4 – Political, Physical, and Thematic Maps

Political, Physical, and Thematic Maps – Handout

Summative Assessment #1 – Island Layer Cake

Layer Cake Island Rubric and Project directions

Summative Assessment #2 – Multiple Choice Test

Geography Unit Practice Test  – This is not an assignment.  It is only to be used to practice for the 25 pt. unit test which will be Monday, Sept. 9.

Assignment #1:

Use the following website to explore an aspect of Aztec civilization that you are interested in learning more about.

http://www.aztec-history.com/

Do some investigation into one aspect of Aztec culture.  Record a few sentences or a small paragraph about it on a piece of paper.  We will be sharing these in class.  Turn it in when you are finished.

Assignment #2:  Use the handout given in class to explore the excavation of ancient Aztec sites.

http://news.nationalgeographic.com/news/2012/08/pictures/120829-aztec-sacrifice-templo-mayor-bones-archaeology/

Formative Assessment #1 – Geography of Greece

LETS chart and T-Chart

Compare Seward and Greek culture, specificlly the aspects of culture that are affected by geography.

USe pages 254-256 in the textbook to create the LETS chart on Greece.  You do not need to create one on Seward (we did that as a class).  Make sure that the only aspects of culture you are including are those that are affected by geography.  Then make a list of all the similarities between the way the geography affects Seward and Greek culture.

Formative Assessment #2 – Greek Economy

Colonies List http://en.wikipedia.org/wiki/Colony

Aesop’s Fables http://www.taleswithmorals.com/

Formative Assessment #4 – Governments

Who rules – Types of Government

Death of Socrates art analysis link

Formative Assessment #5 – War and Peace

Part 1:  Create a reanacted battle scene of the Battle of Thermopylae or the Battle of Marathon.  Be able to explain geography, what happened, how it ended, interrelations between “countries”, and use of army and navy.

Part 2:  Alliances

WTO – http://www.wto.org/

NATO – http://www.nato.int/

OPEC – http://www.opec.org/opec_web/en/