Daily+Agendas+2011-2012

May 14, 2012

Final Exam "What is World Dynamics? (i.e., show me what you learned)

May 4, 2012

! ! ! ! ! ! ! ! __**IMPORTANT**__ ! ! ! ! ! ! !

Unfortunately, due to the difference in CEC and ECE schedules, it will be necessary that each of you conduct your research independently.
 * CEC:
 * Come prepared for a Socratic Seminar on Monday
 * Final on Tuesday
 * ECE:
 * Come prepared for a Socratic Seminar on Tuesday
 * Final will be after EOCs
 * You will have to email "Just War Principles" to worlddynamics101@gmail.com by the day of the Socratic seminar for credit
 * Feel free to use the [|Backchannel]

Research your two wars in a word document (save as: "Just War Principles") and focus on the following guiding questions for each war:
 * **Just Cause** – Were there legitimate reasons for going to war? If so, what were they?
 * **Right Authority** – Did a legitimate authority can declare war? Who?
 * **Right Intention** – Were the motives for responding just (i.e., were the reasons good reasons?
 * **Last resort** – Was war the last possible solution? Did they try something else first? Explain.
 * **Proportionality** – Did the outcome of the war produce more “good” than “bad?”
 * **Reasonable hope** – Did the leaders, military, and government believe the outcome would be positive? Explain?
 * **Avoid civilian casualties** – Were their civilian casualties? How many?

May 3, 2012
 * **Starter Activity**: (Interactive notebook) Of the seven principles, which one is the //most// important for a "Just" war? Why?
 * **Activity 1**: Writing Prompt and discussion from an interview with Howard Zinn's, "What America doesn't want to hear about terrorism"
 * What is Howard Zinn's position?
 * What examples does he use to justify his position?
 * What are the strong/weak points in his argument?
 * Do you agree with him? Why? or why/not?
 * **Activity 2**:
 * Research your two wars in a word document (save as: "Just War Principles") and focus on the following guiding questions for each war:
 * **Just Cause** – Were there legitimate reasons for going to war? If so, what were they?
 * **Right Authority** – Did a legitimate authority can declare war? Who?
 * **Right Intention** – Were the motives for responding just (i.e., were the reasons good reasons?
 * **Last resort** – Was war the last possible solution? Did they try something else first? Explain.
 * **Proportionality** – Did the outcome of the war produce more “good” than “bad?”
 * **Reasonable hope** – Did the leaders, military, and government believe the outcome would be positive? Explain?
 * **Avoid civilian casualties** – Were their civilian casualties? How many?

May 2, 2012
 * Start up:
 * Complete the Hybrid Classroom Survey
 * Justification of War Research Idea
 * In your interactive notebook, jot down the seven Principles of a Just War
 * After you have completed the surveys and have written down all seven principles of a just war, begin writing your opening, core, and closing questions:
 * Base your questions on your
 * experience
 * what you learned in middle school
 * What you see in the news
 * What you have seen in movies
 * Pre-Research Socratic Seminar on whether or not war can be "Justified"
 * What's next:
 * Homework: Finish Collaborize (Project Grade)
 * Tomorrow: Guided research and a deeper look at the "Principles of Just war"
 * Friday: Research and Note Preparation
 * Next Monday: Post-Research Socratic Seminar
 * Next Tuesday: Final Exam (Don't Stress)

May 1, 2012
 * What is War?
 * The Justification of War
 * Homework: Pick two wars from Conflicts around the World that you would like to research (one has to be after 1990)

April 30, 2012
 * Tragedy of the Commons Evaluation
 * Group Dynamics
 * Story Time

April 24, 2012
 * CEC Only: Bus Survey
 * Starter Activity:
 * Boot up your computer and open your “ecological footprint” file
 * Email the file to worlddynamics101@gmail.com>
 * Subject: "Ecological Footprint"
 * Save File As: “Ecological Footprint_firstlast"
 * AND Reflect on the results in the email (3-5 sentence min.)
 * What did this calculator measure? What does it mean? (be specific)
 * What did you think about your results?
 * What changes could you and your family members make to decrease your footprint
 * To receive full credit, it needs to be emailed with reflections by the end of class
 * Tragedy of the Commons - A Children's Book

April 23, 2012


 * Tragedy of the Commons Evaluation
 * Tragedy of the Commons - A Children's Book
 * Homework: Complete (with your parents) the [|Ecological Footprint Calculator]
 * Read and jot down a couple notes on what this quiz measures
 * When finished, print using "CutePDF" and save onto your flash drive (You will need it tomorrow)

April 19, 2012
 * Tragedy of the Commons - A Children's Book
 * Storyboard (with 1st draft) due by Monday, April 23

April 16-18, 2012
 * Tragedy of the Commons - A Children's Book
 * Homework: Read the section on "Pollution" from Tragedy of the Commons

April 13, 2012 April 12, 2012 April 11, 2012
 * Homework Read and take notes from the first two sections of "Tragedy of the Commons":
 * What Shall We Maximize?
 * Tragedy of Freedom in a Commons
 * Starter Activity
 * Discuss Environmental issues in the Lorax
 * **Literacy Circle**: "Tragedy of the Commons"
 * [[file:tragedy.pdf]]
 * Homework:
 * email the environmental issues spreadsheet Subject: "Environmental Issues" to worlddynamics101@gmail.com
 * Continue Reading "Tragedy of the Common" (You do not have to read the whole article now...just begin. Tomorrow, I will let you know what days we will discuss each section).
 * In your groups, complete the Environmental issues in the Loraxin your excel sheet.
 * Important: All team members are responsible for the information
 * Hint: You do not have to split it up; you and your group can tackle it together, or individually
 * After you have completed the document, begin brainstorming one of these issues that you would like to research further
 * Homework:Finish Environmental issues in the Lorax

April 10, 2012
 * Starter Activity
 * The Lorax
 * Discussion
 * Environmental issues in the Lorax
 * [[file:Environmental Issues in the Lorax.xls]]

March 29, 2012
 * Recipe for Revolution
 * Homework: Finish your recipe and collaborize

March 28, 2012
 * Starter activity: Start the second part of task 3 Analyzing Revolutions Around the World
 * Share out your assigned Social, Economic, & Political Theories
 * Recipe for Revolution
 * Homework:
 * Finish Collaborize
 * Research your Recipe

March 27, 2012 >> >>
 * Starter activity: Open your homework
 * Task 3 of Analyzing Revolutions Around the World Closes on Friday
 * Introducing Recipe for Revolution due on Friday
 * Homework:
 * Collaborize Classroom (post summaries)
 * If you did not finish Social, Economic, & Political Theories

March 26, 2012
 * Starter Activity
 * Lets Do Lunch
 * Regroup & complete Task 2 of Analyzing Revolutions Around the World
 * Homework: Complete Social, Economic, & Political Theories

March 22, 2012
 * Starter Activity & Homework Check
 * Lets Do Lunch
 * Meet with students who researched the same revolution and discuss the Revolution to gain a clearer understanding
 * Walk through the document
 * Share answers and discuss
 * If you notice that your answers are different or incorrect, you may consider revising your document
 * Revise your first revolution, or begin researching your second revolution
 * Analyzing Revolutions Around the World
 * [|Backchannel]
 * Homework: Finish your second revolution (Due Monday, March 26th)

March 21, 2012
 * Start up:
 * Fever Model of a Revolution
 * Analyzing Revolutions Around the World
 * Revolution Survey
 * [|Backchannel]
 * Homework: Finish one of your revolutions

March 20, 2012
 * Starter Activity: Quiz
 * Digital Dumping Ground

March 19, 2012
 * Starter Activity: "Bias" -- Answer both parts:
 * What is //bias//? Define this term in your own words. (Try to do so without using any outside resources (e.g. dictionaries) first. If you have no idea, look it up and paraphrase what you find.)
 * Give an example of bias you have encountered in your own life (e.g. your own experiences, things you've read/seen on TV/heard on the radio).
 * Listen to This American Life's most recent episode: "Retraction" -- As you listen, complete a three-column chart to keep track of what you hear in the story:
 * Left column: "Truth" -- Record details reported in Mike Daisey's original story that were accurate.
 * Center column: "Partial Truth" -- Record details reported by Daisey that he altered or did not witness firsthand.
 * Right colum: "Lies" -- Record details reported by Daisey that were completely fabricated and have no basis in reality.
 * Discuss journalism, ethics, & bias -- Post in both "Retraction" Discussion forums (Part One and Part Two) on Collaborize Classroom.
 * Other articles on the Foxconn issue and Mike Daisey worth reading:
 * "Where The Workers Who Made Your iPhone Sleep At Night"
 * "Apple's Foxconn Auditing Group 'Surrounded With Controversy,' Critics Say"
 * "iPhone Maker Foxconn Employs 1M Robots To Do Grunt Work"
 * "Pressure, Chinese And Foreign, Drives Changes At Foxconn"
 * "Playwright Mike Daisey Changes Final NYC Production Of Steve Jobs Show"
 * [|Apple Supplier Responsibility Report 2012]
 * Homework:
 * Finish Collaborize Classroom
 * Read and note main point on [|Ecological Impact of the Industrial Revolution] (quiz tomorrow)

March 16, 2012
 * Interactive Notebook, Titled: "Where were my clothes made?"
 * List the brands of the (visible) clothes you are currently wearing
 * Using the internet, search to see where they are manufactured and research the working conditions
 * Do they have unsafe, or unethical working conditions?
 * What were the major ethical violations?
 * If so, when was it?
 * Have they done anything to stop it?

March 15, 2012
 * Starter Activity
 * More on Industrialization
 * "Mr. Daisey and the Apple Factory"

March 14, 2012
 * Quiz & Starter Activity
 * Photograph
 * As a group we will listen and read to these two poems by William Blake
 * London
 * The Chimney Sweeper

March 13, 2012 March 7, 2012
 * Revise / Finish your DBQ Exam
 * When finished read the Introduction to the Industrial Revolution
 * Homework: Read the Introduction and complete the five questions (3-5 Sentences each) in your interactive notebook
 * [[file:MH09C037.pdf]]
 * Make sure you read it thoroughly and prepare for a quiz tomorrow.
 * Complete this Board Game Survey
 * Revolutionary Thinkers - Turn in to Mr. Smith / Suralik at the beginning of class on Thursday
 * IMPORTANT: Each person must draw in a separate color
 * Make sure everyone's names are on it, color-coded.
 * Homework: Continue to research biographical information on Nelson Mandela, Dr. Martin Luther King, Jr., & Gandhi
 * Reminder: There will be a test (Document Based Questions) tomorrow on these three individuals through a human rights lens.

March 6, 2012
 * Starter activity: Are you surprised? Why/Why Not?
 * Group Discussion
 * ** If this small sample is an accurate representation of how society operates on a larger scale, how might these results affect local, state, and national governmental policies (i.e., economic decisions, social programs, environmental policies, etc…). **
 * Revolutionary Thinkers - Due by the end of class tomorrow
 * Introduce the Test: Thursday's DBQ & [|DBQ Rubric]

March 5, 2012
 * Board Game Self Evaluation & Reflection
 * Board Game Peer Evaluation
 * Use the Rubric

February 28, 2012
 * Continue working on A Rough Road to Human Rights
 * Raleigh Field Trip Reminder

February 27, 2012
 * Continue working on A Rough Road to Human Rights

February 24, 2012
 * Continue working on A Rough Road to Human Rights

February 23, 2012
 * Our Closest Friends

February 22, 2012
 * Board Game Rubric
 * Continue working on A Rough Road to Human Rights
 * Human Rights Research Evaluation
 * There will be a quiz on Monday

February 21, 2012

> February 16, 2012
 * Start up Activity:
 * Turn in Environmental Justice Research Assignment
 * Continue working on A Rough Road to Human Rights
 * Reminder: Teacher Swap information
 * Because of the teacher swap, the Human Rights project will be extended to February 29th
 * **Homework: Finish research tonight; tomorrow, I would like to see everyone begin taking that information and applying it to the creation of the board game itself. Come __prepared__ tomorrow (i.e., bring supplies) for the planning and construction stages of your board game!!!!**
 * Student Showcase Prompts
 * Environmental Justice Research Assignment

February 15, 2012 > > February 14, 2012
 * List of Essentials for the Human Rights Project
 * Continue working on A Rough Road to Human Rights
 * Update: Environmental Justice Research Assignment will be completed in a later class, so do not worry about doing it for homework.
 * Introduction to [|Environmental Injustice]
 * Continue working on A Rough Road to Human Rights
 * Project Management Plans are due by the end of class today
 * Here is the back-channel: []
 * Introduce the Environmental Justice Research Assignment

February 13, 2012
 * Start up Activity: If you are going on the Raleigh trip, please complete this [|two question survey]
 * Begin working on the first steps to A Rough Road to Human Rights
 * Project Management Plans are due by the end of class on Tuesday
 * Here is the back-channel: []

February 9, 2012
 * A real introduction to A Rough Road to Human Rights

February 7, 2012
 * Start up: Race vs. Ethnicity vs. Culture?
 * Round Robin: "Sorting People" Discussion
 * Cultural Simulation & Reflection

February 6, 2012 >
 * Starter Activity
 * Definitions: Race, Ethnicity, and Culture
 * We are officially in a new conceptual unit: "Identity & Conflict"
 * Over the next three weeks, we will begin working on a new project: A Rough Road to Human Rights
 * IMPORTANT: Each day, half of the class period will be dedicated to a mini lesson on historical conflicts associated with identity (i.e., race, ethnicity, gender). That being said, it is important that your group work together and take advantage of any class time given for the completion of the project.
 * Homework: Finish "Sorting People" in Definitions: Race, Ethnicity, and Culture

February 2, 2012


 * Start up: Rules for the Hybrid Socratic Seminar
 * Collaborize Classroom

February 1, 2012


 * Start up Activity
 * Ghost of Columbus: "America" by Tracy Chapman-- For your reference, the lyrics:
 * Literacy Circle Discussion
 * Literacy Circle - Read Chapter 1 of "A People's History of the United States" []
 * Finish reading and create Socratic questions for Homework
 * [[file:irvingavid/Developing Opening, Core, and Closing Questions.pdf|Socratic Seminar questions]]
 * There will be a Hybrid Socratic Seminar tomorrow

January 31, 2012

>
 * Start up activity
 * Journal Writing
 * Part I: What did I learn about Christopher Columbus in Elementary School, Middle School, TV, Etc...?
 * Part II: “Vintage Columbus Cartoon”
 * What was the overall message of that cartoon?
 * What was strange about this video?
 * Part III: What is a Myth?
 * What does it sound, look, feel like?
 * What is its purpose?
 * Literacy Circle - read []
 * Homework: Finish Reading this for homework

January 30, 2012
 * Really cool current event: http://www.msnbc.msn.com/id/26184891/vp/46180554#46180554
 * Wind & Ocean Currents Lab

January 27, 2012
 * http://www.nytimes.com/2009/11/10/science/10patch.html
 * Complete task #2 for Understanding Ocean Currents: A Nike Case Study

January 26, 2012
 * Complete task #2 for Understanding Ocean Currents: A Nike Case Study
 * V=D/T
 * Unit Conversion Table

January 25, 2012
 * Start Up Activity: Self Evaluation for Website
 * Longitude and Latitude check for Understanding Ocean Currents: A Nike Case Study
 * Read this [|Article on Japan's Tsunami>]

January 24, 2012


 * Understanding Ocean Currents: A Nike Case Study

January 23, 2012
 * Why was the devastation and death toll in Haiti greater than that in Chile?
 * [|Exam Essay Rubric]

January 20, 2012
 * Since I am out sick today, I am moving the test until Monday; I believe everyone would benefit from having a full period to complete a well-written essay. Please read through and pay close attention to the [|Exam Essay Rubric]used for this exam. Although the test will only be one question, it will be necessary to develop a strong 5 paragraph style essay. Your grade will depend on the clarity and strength of your thesis (see rubric).
 * For the rest of class, work on your website revisions.

January 19, 2012
 * Start up Activity: Publish your website
 * Remember: WOW Rubric will be used for each section
 * Self & Peer Evaluation for Website
 * Self & Peer Evaluation Results
 * If you wish to revise this assignment, it will be necessary to email me by 9am Mon. informing me of any changes made.
 * Subject: Website Revision

January 18, 2012
 * Start up activity
 * Revisiting In-text Citations
 * Use the MLA formatting guide from the Online Writing Lab (OWL) at Purdue as your guide, specifically the page on citing electronic sources.
 * If you need to cite notes from class, use the following format:
 * Lecturer last name, first name. Class notes. Course name. Location. Date of lecture.
 * For example: Smith, Ira. Class notes. World Dynamics. Craven Early College High School, New Bern, NC. 18 January 2012.
 * Independent Research for Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 17, 2012
 * Start up activity
 * Project Peer Conference & Reflection
 * 3 things you like about their website
 * 2 things you think they should change
 * 1 things you think they should include
 * Independent Research for Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 13, 2012
 * Start up activity
 * Important: There will be a test next Friday on Plate Tectonics and the two Earthquakes
 * Independent Research for Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 12, 2012
 * Start up activity: Haiti 3-2-1
 * NPR Reflection
 * How do I cite a picture?
 * Electronic Sources []
 * []
 * Independent Research for Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 11, 2012 > January 10, 2012
 * Start up activity: Create a wikispaces account and join Student Portfolio
 * Important changes (requirements) made to Why was the Death Toll Greater in Haiti?
 * Independent research
 * Here is the back-channel: []
 * Quiz
 * [|Haiti Simulation]
 * The due date will be moved until next week for Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 9, 2012
 * If you have a wikispaces account, join the Student Portfolio
 * Convection Current Activity
 * Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []

January 6, 2012
 * Earthquake Magnitude Activity
 * Continue developing your answer to "Why was the death toll greater in Haiti than Chile?"
 * Keep up with your resources
 * I would suggest starting a works cited page
 * Here is the back-channel: []

January 5, 2012


 * Starter Activity
 * Don't worry, its your Fault
 * When finished work on Plate Tectonics, Earthquakes, & Volcanoes - Oh, My!
 * If you want to share resources, regarding the two earthquakes: []

January 4, 2012
 * Starter Activity: Natural Disasters & Conflict
 * Plate Tectonics, Earthquakes, & Volcanoes - Oh, My! (Due this Friday)
 * Celebrations: The Religious Diversity Tree was AWESOME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! (I watched too much Yo Gabba Gabba over break)

December 14, 2011
 * Religious Diversity Project

December 13, 2011
 * Truth: A Hybrid Socratic Seminar
 * Rules for the Hybrid Socratic Seminar

December 12, 2011

>
 * Share your understanding the Crusades through primary sources in Religious Ideology vs Religious Ideology
 * Preparation for tomorrow - Truth: A Hybrid Socratic Seminar
 * Back-channel: []
 * Homework: Create and submit Seminar Questions

December 8, 2011


 * Start up activity
 * Understanding the Crusades Through Primary Sources
 * Back-channel: []
 * Homework: Finish Questions

December 7, 2011
 * Start up activity
 * Down the Drain Data Entry
 * Upload Final Draft
 * Understanding the Crusades Through Primary Sources

December 6, 2011
 * Start up activity
 * Galileo and the Heliocentric Model
 * **Homework: Finish Collaborize Classroom Discussion & Guiding Questions**
 * Reminder: Timeline due Today (if Digital email to worlddynamics101@gmail.com) Subject: "History of Astronomy Timeline"
 * Reminder: Final Draft due by Wednesday
 * Back-channel: []

December 5 2011
 * Start up activity
 * Galileo and the Heliocentric Model
 * Finish for Homework: If you have not finished your readings, or Collaborize discussion
 * Reminder: Timeline due Tomorrow (if Digital email to worlddynamics101@gmail.com) Subject: "History of Astronomy Timeline"
 * Reminder: Final Draft due by Wednesday
 * Back-channel: []

December 2, 2011
 * https://join.me/248-194-909
 * Discuss the Final Draft due date change (December 7)
 * Explain peer conferencing (Due tonight by 11:59pm)
 * Work on Peer Conferencing

December 1, 2011


 * Start up
 * Update on the History of Astronomy assignment
 * Submit 1st Draft
 * Conduct Peer Conference
 * Back-channel: http://www.todaysmeet.com/worlddynamics

November 28-29, 2011


 * Start up activity: Where am I? (Project Check-in)
 * History of Astronomy
 * Today you have a choice:
 * Choice A: Work on "Why did Greece/Rome fall?"
 * Choice B: Work on "History of Astronomy"
 * Back-channel: http://www.todaysmeet.com/worlddynamics11-27

November 22, 2011


 * Discuss the Down the Drain assignment
 * Save in your World Dynamics folder as "personalwateruse_FirstLast"
 * We will come back to this after break.
 * Turnitin.com clarifications
 * Work on 1st Draft for:
 * If Rome was so great, why did it fall?
 * If Greece was so Great, Why did it Fall?
 * Today's Back-channel http://www.todaysmeet.com/worlddynamics11-22
 * If you have chosen Rome as your topic: [[file:Fall_of_Rome_DBQ.pdf]]

November 21, 2011


 * Quiz
 * Self Evaluation & Peer Conference: Annotated Bibliography & Outline
 * Annotated Bib & Outline due on Turnitin.com by 9pm tonight
 * Ancient Greek Hint / Resource of the Day: http://www.historyguide.org/ancient/lecture7b.html
 * Ancient Rome Hint / Resource of the Day: http://www.usu.edu/markdamen/1320Hist&Civ/chapters/08ROMFAL.htm
 * Ancient Rome Hint / Resource of the Day: http://www.christophermorin.org/Ancient%20History/Ancient%20Rome/FalloftheRomanEmpire.htm
 * Reminder: Down the Drain is due Tomorrow
 * Reminder: Down the Drain is due Tomorrow

November 17, 2011

Mr. Wiggs' Awesome Weekend (Example Outline):




 * T-Chart on the Plague of Athens & Typhoid Fever
 * Create a T-Chart in your interactive notebook that pairs up Thucydides' descriptions of the symptoms of the plague with the Center for disease control's description of Typhoid fever
 * Ancient Greece Hint / Resource of the Day: Timeline: http://spider.georgetowncollege.edu/htallant/courses/his111/greektim.gif
 * Ancient Rome Hint / Resource of the Day: Timeline/Chart: http://spider.georgetowncollege.edu/htallant/courses/his111/emperors.htm

November 16, 2011
 * sample annotated bibliography []
 * sample outline []
 * Take notes on each souce. In the center box write the citation. In the outer boxes write down facts and information that will help you support your paper on why Rome/Greece fell.

November 15, 2011
 * Start up:
 * The Plague of Athens: Primary Source Analysis
 * For Friday: Know your Oceans and Continents (We are starting with the basics)

November 14, 2011 (Theme: Ideology & Conflict)
 * Start up:
 * Types of Government Activity
 * Introduce Paper Topics (Choose One):
 * If Rome was so great, why did it fall?
 * If Greece was so Great, Why did it Fall?
 * Introduce Down the Drain project (Due: Tuesday, Nov. 22)
 * sample annotated bibliography []
 * Homework: Discuss with your parents the your "Down the Drain" Project. You need to begin your data collection process Tues.

November 9, 2011 (Theme: Ideology & Conflict)
 * Start up activity: What is the purpose of Government?
 * WD1 - http://www.todaysmeet.com/govpurpose
 * WD2 - http://www.todaysmeet.com/purposegov
 * Plato's [|Allegory of the Cave]
 * Types of Government - Due Monday, November 14th
 * IMPORTANT: Starting next week, we will begin having weekly map quizzes

November 7-8, 2011 (Theme: Natural Resources & Conflict)
 * Let the IGNITE Presentations Begin!!!!!!!!!!!!!!!
 * Reminder: Geo Poems!!!

November 3, 2011 (Theme: Natural Resources & Conflict)


 * Student Check In
 * Individually, create a Geo Poemfor your assigned country
 * CEC - Due Tuesday, Nov. 8
 * ECE - Due Wednesday, Nov. 9
 * __**Reminder**__: Group leader needs to be email the ignite presentations to worlddynamics101@gmail.comby Friday @ 6pm for credit
 * Save As: CountryName_Class (e.g., Kosovo_WD1)
 * Subject: Natural Resources and Conflict
 * In your email, include the names of all of your group members.
 * __**Reminder**__: Newspaper articles and/or posters need to be turned in on Monday

November 2, 2011 (Theme: Natural Resources & Conflict)


 * Student Check In
 * There will be a quiz on Friday
 * Suggested Resource for quiz: https://www.cia.gov/library/publications/the-world-factbook/
 * Continue working on Natural Resources and Violent Conflict
 * __**IMPORTANT**__: Group leader needs to be email the ignite presentations to worlddynamics101@gmail.comby Friday @ 6pm for credit
 * Save As: CountryName_Class (e.g., Kosovo_WD1)
 * Subject: Natural Resources and Conflict
 * In your email, include the names of all of your group members.
 * __**IMPORTANT**__: Newspaper articles and/or posters need to be turned in on Monday

November 1, 2011 (Theme: Natural Resources & Conflict) >
 * Student Check In
 * Continue working on Natural Resources and Violent Conflict
 * REMINDER: Although the presentation and poster/article are not due until next Monday, that does not mean we will have all class period this week to continue working on the assignment. Tomorrow, we will begin an activity relating to the geography for part of the class period.

October 26-31, 2011 (Theme: Natural Resources & Conflict)
 * Student Check In
 * Task 6 of Natural Resources and Violent Conflict
 * http://www.todaysmeet.com/igniteagainstconflict
 * Suggested Resources
 * NC Live (www.nclive.org) -- password is "diaghype" (no quotation marks)
 * Internet Public Library (www.ipl.org)
 * Check Craven Community College's list of content-specific databases for materials related to your topic(s)
 * ABC News ([])
 * Associated Press ([])
 * BBC News ([])
 * CBS News ([])
 * CNN ([])
 * Fox News ([])
 * Google News ([])
 * MSNBC ([])
 * National Geographic ([])
 * National Public Radio (www.npr.org)
 * New Bern Sun Journal (www.newbernsj.com)
 * New York Times (www.nytimes.com)
 * Newsweek (www.newsweek.com)
 * Raleigh News and Observer (www.newsobserver.com)
 * Time Magazine (www.time.com)

October 25, 2011 (Theme: Natural Resources & Conflict) > >
 * Student Check In
 * Due: Concept Map
 * Task 6 of Natural Resources and Violent Conflict
 * Project Management Plan needs to be printed and signed by the end of class
 * http://www.todaysmeet.com/igniteagainstconflict

October 24, 2011 (Theme: Natural Resources & Conflict)
 * Starter Activity: Complete the Student Check In
 * Read the "Simulation Scenario" (Task 5) of the Natural Resources and Violent Conflict

October 21, 2011 (Theme: Natural Resources & Conflict)
 * Starter Activity: Student Check In
 * Complete Concept Map for Natural Resources and Violent Conflict
 * Today is the only day you will have to work on it in class; it is due Tuesday, 25 October.

October 20, 2011 (Theme: Natural Resources & Conflict) >
 * Starter Activity: Student Check In
 * Complete tasks 3 & 4 of Natural Resources and Violent Conflict
 * WD1 - http://www.todaysmeet.com/conflictwd1
 * WD2 - http://www.todaysmeet.com/conflictwd2
 * Homework: Finish discussion question in your interactive notebook.
 * Your group will have Friday to work on the concept map
 * Sample semantic web

October 19, 2011 (Theme: Natural Resources & Conflict) >
 * Start up: In your group, answer the following in your interactive notebook, titled as "Conflict Analysis Brainstorm"
 * How do you think social scientists analyze conflict? In other words, how do think they follow and describe the conflict? How do they measure the intensity of the conflict? (5 Sentences minimum)
 * Continue Diving into the article for our sub-unit: Natural Resources and Violent Conflict
 * HOMEWORK: Finish reading what you have not finished in class

October 18, 2011 (Theme: Natural Resources & Conflict) >
 * Start up Activity: In your interactive notebook, answer in at least 5 sentences
 * In class, I noticed that many students agree that there will always be conflict in the world, and also agree that many types of conflict cannot be resolved. To begin with, why do you think conflict exists? What types of conflict do you believe can never be resolved?
 * WD1 - http://www.todaysmeet.com/conflictwd1
 * WD2 - http://www.todaysmeet.com/conflictwd2
 * Begin diving into the article for the sub-unit: Natural Resources and Violent Conflict

October 17, 2011
 * Start up activity:
 * "What is Conflict?" (i.e., What does it look like? What does it sound like?) in 3-5 Sentences
 * IMPORTANT: Over the next few months we will look at both Conflict and Conflict Resolution through the following lenses:
 * //Natural Resources//
 * //Political / Economic Ideology//
 * //Religious Ideology//
 * //Race / Ethnicity//
 * //Natural Disasters//
 * //Industrialization//
 * Today we will begin our sub-unit on Natural Resources and Violent Conflict

October 10, 2011
 * What is The Purpose of Education?
 * Introduction to the next unit

October 5, 2011
 * Socratic Seminar: Session 2
 * What is the main conflict?
 * What are some practical solutions?
 * Rules for the Hybrid Socratic Seminar

October 4, 2011
 * Rules for the Hybrid Socratic Seminar
 * Everyone needs to log onto www.collaborizeclassroom.com (This is what we will be using for the outside circle discussion)
 * First Period: Class 1
 * Second Period: Class 2
 * Let the Socratic Seminar Begin!!!

October 3, 2011
 * Starter Activity: How many gallons of water do you think your family uses per week?
 * Let the Literacy Circle discussions begin!!
 * Continue preparing for A Prayer for the Ganges: A Hybrid Socratic Seminar
 * Opening, Core, & Closing questions need to be emailed to Worlddynamics101@gmail.comby 9pm FOR ALL ARTICLES
 * SUBJECT: "Ganges Socratic Questions"

September 30, 2011
 * Continue preparing for A Prayer for the Ganges: A Hybrid Socratic Seminar
 * Assign literacy circle roles for the second article (You are more than welcome to keep the same role)
 * Read the article individually and do the following in your interactive notebook titled, "India's Holy River"
 * What is the title of this article? What do you think it is about?
 * Summarize each section in one to two sentences
 * Note any facts, data and/or percentages that seem important for each section
 * Do not forget to take notes, research, or create discussion questions, depending on your role.
 * Once you are finished, prepare 1 opening, 1 core, and 1 closing question for this article.
 * The Socratic Seminar will be held on Tuesday, but you will have another quiz on Monday.

September 29, 2011
 * Quiz
 * Continue preparing for A Prayer for the Ganges: A Hybrid Socratic Seminar
 * Seminar survey
 * Homework: Finish Socratic Questions for article 1

September 28, 2011
 * The 7 Characteristics of Civilization
 * Revisiting the Cycle of Conflict
 * A Prayer for the Ganges: A Hybrid Socratic Seminar
 * Homework: Finish notes for article 1; come prepared for literacy circle discussion tomorrow
 * Tomorrow: There will be a quiz on the main points in this article
 * Reminder: Test next Thursday - it covers everything from the beginning of class.

September 26-27, 2011
 * LAST call for getting turnitin.com right
 * Finish Presentations
 * WD1 Ancient Civilization Schedule
 * WD2 Ancient Civilization Schedule
 * Recipe for Civilization

September 21-23, 2011
 * Primate Behavior
 * Cherokee Religion

September 20, 2011
 * Presentations

September 19, 2011
 * Let the presentations begin!!
 * WD1 Ancient Civilization Schedule
 * WD2 Ancient Civilization Schedule

September 16, 2011
 * Who is presenting on the first day?
 * The first four groups are presenting on Monday
 * Continue working on the Ancient Civilizations Project
 * SHARE (Do NOT email) your presentation (Google doc) with Mr. Suralik or Mr. Wiggs by the end of class
 * CEC - worlddynamics101@gmail.com
 * ECE - jgs0603@gmail.com

September 15, 2011
 * Discuss the two Rubrics
 * [[file:Content Rubric.doc]]
 * [[file:Presentation Rubric.doc]]
 * Continue working on the Ancient Civilizations Project
 * Share your presentation (Google doc) with Mr. Suralik or Mr. Wiggs by Friday, September 16th
 * CEC - worlddynamics101@gmail.com
 * ECE - jgs0603@gmail.com

September 14, 2011
 * What makes a good presentation?
 * Important: I would suggest creating your Powerpoint in Google docs
 * Continue working on the Ancient Civilizations Project

September 13, 2011
 * Continue working on the Ancient Civilizations Project

September 12, 2011
 * Begin conducting preliminary research for the Ancient Civilizations Project
 * RECOMMENDATION: Use the Research Notes as a guide for conducting research (Consider pasting it in a Google doc)
 * If you have already conducted research, begin filling out the Presentation Planning Sheet
 * IMPORTANT - Practice communicating via the chat feature (you will soon be working with students at the other school)

September 9, 2011 >
 * Finish Project Management Plan for the Ancient Civilizations Project

September 8, 2011 >
 * Hybrid Classroom Survey
 * Each group will be assigned their civilization
 * Begin working on your groups Project Management Plan for Ancient Civilizations
 * REMINDER: Project Management Plan must be PRINTED, SIGNED, and HANDED over to Mr. Wiggs and Mr. Suralik at the end of class on Friday, September 9th

September 7, 2011
 * Interactive Notebook: What does it mean to be "Civilized?"
 * Interactive Notebook: From Hunter-gatherers to Bowties
 * Discuss Project Overview: Ancient Civilizations
 * Using the Descriptions, each group needs to choose and submit their Civilization of Choice

September 6, 2011
 * Discuss Collaborize Classroom expectations -Peer Conference Guidelines
 * Peer Conference Self Evaluation
 * Sign up with Turnitin.com
 * Learn to navigate and use turnitin.com
 * Make sure you followed the provided format for What Does it Mean to be Human?
 * Self evaluation using the [|Read Write Think Essay Rubric]
 * Interactive notebook: Post Conference & Self Evaluation Reflection
 * Begin editing and revising your final paper - it MUST be uploaded to turnitin.com by Friday, September 9th @ 9:30am

September 1, 2011
 * What Does it Mean to be Human?
 * Peer Conference (On Collaborize Classroom)
 * Revisions (if you have already received feedback)

August 31, 2011
 * 3-2-1
 * Peer Conference Guidelines
 * Peer Conferences due by September 2, 2011 @ 11pm
 * Final is due on September 6, 2011 (We will discuss how to submit this on Tuesday)

August 25, 2011
 * Set up Collaborize Classroom accounts
 * Discuss the requirements for What Does it Mean to be Human?
 * [[file:MLA_Sample.pdf]]
 * Begin Brainstorming & working on your rough draft
 * Homework: Collaborize Classroom Discussion - closes 9am 8/26

August 24, 2011
 * Round Robin: Geologic Time
 * Relative versus Absolute dating
 * What does it mean to be human? - In one word
 * Our distant past: R6 (or R7)
 * Introduce: What does it Mean to be Human?
 * Reminder: Notebooks will be taken up Friday, August 26th
 * Homework: Read over the Essay Rubric; We will discuss the assignment further tomorrow.

August 23, 2011
 * Reflecting on Yesterday's Lab
 * Think-Pair-Share: How old is the Earth?
 * Understanding Geologic Time - What you do not finish in class is due by 8/24

August 22, 2011
 * How Can we Measure the Expanding Universe?
 * Do not forget to email the lab report to worlddynamics101@gmail.com by 8/23

August 19, 2011
 * Size of the Universe: Active Viewing (Interactive notebook; next R page)
 * Size of the Universe Reflection (Interactive Notebook; L page)
 * What is the Socratic Seminar?
 * What is a back-channel? - http://www.todaysmeet.com/universe

August 18, 2011
 * Starter: How things came to be this way"
 * Introduction to scientific, cultural & religious perspectives
 * Steps 1&2 of How Can we Measure the Expanding Universe?- Due TBA

August 17, 2011
 * Reflection questions: Round Robin
 * Complete M&M Data Analysis Pie Chart
 * Discuss email expectations
 * Reminder: Do not forget to email M&M Data Analysis assignment (Data Set w/ Pie Chart, & Reflection questions)
 * Homework - "How things Came to be this way" (In your interactive notebook)
 * 1 page (minimum) Freewrite
 * Due: 8/18
 * Answer the Question What does our culture tell us about "how things came to be this way"?

August 16, 2011
 * M&M Data Analysis
 * Homework: (You can find the instructions in the above link)
 * Finish steps 1 &2 of the M&M Data Analysis
 * Finish your three reflection questions in a word document
 * IMPORTANT REMINDER: Make sure to "save" your file as instructed (i.e., M&M Data, M&M Reflection)

August 15, 2011
 * What is Science?
 * The Scientific Method : Lab Activity
 * M&M Data

August 11, 2011 >
 * Discuss expectations for all assignments
 * Activity on postmodernism
 * History as Inquiry
 * A look ahead: We will begin defining "Science"

August 10, 2011
 * Collage (Round Robin)
 * 4 Philosophies of History
 * Collage Activity (4 Corner)

August 9, 2011
 * CEC - Field Trip

August 8, 2011
 * CEC Computers
 * Craven Community College Email

August 5, 2011 > August 4, 2011
 * Continue working on What is History?
 * Reminder: Classes are shortened at CEC for Family Celebration
 * Welcome & Introductions
 * Syllabus & Class Expectations
 * Starter Activity: (Think-pair-share)
 * What is History?


 * Why was the Death Toll Greater in Haiti?
 * Here is the back-channel: []