Benchmark Study

Dear Students,

I'm still trying to get rid of this headache from smacking my head the other day. Since today is a short day and I won't be in, take advantage of the study opportunity.

Use a combination of Sheppard Geography Games and practice identifying your countries on paper. Remember spelling counts. If you have Europe down, make sure you still remember Africa and the Middle East.

• Blank Europe
• Europe Key

I asked the office to print you up some blanks and keys. Each person can have 1 double sided map or 2 pages of single sided maps. If you need more, you'll need to ask another teacher to make additional copies for you today.

See you tomorrow!

With love,

Ms. Kelly

Standard | Human Systems: 12. The processes, patterns, and functions of human settlement.
Objective | Students will be able to identify and correctly spell the countries of Europe.

A long Way Gone | Ch 11-14

Step 1 | Open to where your class left off. Today we will read Chapter 11-14. As we listen to the audio, annotate the book in Notably (or using a split screen with a Google Doc if you don't have Notably on your laptop).

You must have at least one annotation for each paragraph. From here on out, we will color code our annotations as follows:

• Define words/term you don't know
• Ask Questions
• Connect to Prior Knowledge
• Predict what may happen next
• State your opinion

Step 2 | Chapter 9-12 Quiz (on paper)

Homework: Study European Geography and make sure you have forgotten Africa & the Middle East. The Benchmark will spiral everything we've learned so far. 

3 Geographic Areas: 

• Middle East
• Africa
• Europe
• Exact Test to study from

1 open-ended questions using the 4-point Rubric:

• Sierra Leone

A Long Way Gone | Ch 9-10

Step 1 | Take 10 minutes to Study European Geography. The Benchmark will spiral everything we've learned so far. 

3 Geographic Areas: 

• Middle East
• Africa
• Europe
• Exact Test to study from

1 open-ended questions using the 4-point Rubric:

• Sierra Leone

Step 2 | Read: Chapter 9-12. As we listen to the audio, annotate the book in Notably (or using a split screen with a Google Doc if you don't have Notably on your laptop).

You must have at least one annotation for each paragraph. From here on out, we will color code our annotations as follows:

• Define words/term you don't know
• Ask Questions
• Connect to Prior Knowledge
• Predict what may happen next
• State your opinion

Step 3 | Chapter 9-12 Quiz (on paper)

A Long Way Gone | Ch 8

Step 1 | Read: Chapter 8. As we listen to the audio, annotate the book in Notably (or using a split screen with a Google Doc if you don't have Notably on your laptop). You must have at least one annotation for each paragraph:

• Define words/term you don't know
• Ask Questions
• Connect to Prior Knowledge
• Predict what may happen next
• State your opinion

Step 2 | Ch 5-8 Quiz (on paper)

A Long Way Gone | Ch 5-7

Step 1  | DO NOW: In the Comment's Section, summarize Ch 1-4 in A Long Way Gone. How did Ishmael begin the book, what has happened so far? make sure to include define/explain the situation with the RUF.

Step 2 | Read: Chapter 5-7 (pg 44 on Notably version) As we listen to the audio, annotate the book in Notably (or using a split screen with a Google Doc if you don't have Notably on your laptop). You must have at least one annotation for each paragraph:

• Define words/term you don't know
• Ask Questions
• Connect to Prior Knowledge
• Predict what may happen next
• State your opinion

Step 3 | Quizlet

Next Continent to Study is:
Geography Test last week before break (3 weeks to study-- 14 school days left!)

A Long Way Gone Ch 1-4 | Socratic Seminar

Standard(s)|
AP Human Geography Course Description:  IV. Political Organization of Space, Armed conflict, war and terrorism.

CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says…

Objective(s) | Students will be able to:

• Use academic language to participate/connect with others through Socratic seminar around the book, “A Long Way Gone,” by Ishmael Beah. (DOK4)
• Support or refute analysis/points up for discussion (DOK 4)
• Cite evidence from the text (DOK3)

Step 1| DO NOW: In the Comments Section, answer the following using Score 3/4 level writing: (Make sure you are logged in to Blogger. Please copy your entry before attempting to publish just in case it doesn't post).

The Human Capacity for Evil is a major theme in A Long Way Gone. Reflect on this theme, explaining your thoughts and GIVE SPECIFIC EXAMPLES from ISIS and A Long Way Gone.

• What does it mean for a person to be truly evil? Do you believe that pure evil exists, or does everyone have a little good in them? 
• Is evil it internal or external? 
• Is there pure evil/levels of evil exist in A Long Way Gone? EXPLAIN and GIVE SPECIFIC EXAMPLES. 
• Are insurgencies evil? Compare IS and the RUF.

Step 2 | READING Open the book A Long Way Gone, read & annotate on Notably as we listen to the audio. (Make sure you are logging in with your Google+).

Step 3 | GOAL SETTING Set your Goals for the Socratic Seminar today.

Step 4 | SEMINAR PREP

• Fill out the Socratic Seminar Prep and Questions Worksheet on Paper, pulling evidence from the book.
• Draft at least 3 questions to ask in the Socratic Seminar for each level.

Step 5 | SOCRATIC SEMINAR

• Inner Circle: Use the checklist to make sure you are... 
• Speak at least once
• Make eye contact with the speaker
• Use academic language (sentence starters and questions frames included in your packet)
• Respond to at least one other person
• Cite the book at least 2x when backing up your point
• Outer Circle: 
• Listen to the discussion and keep track of your partner's participation using the Observation Form
• You may use Today's Meet to offer questions/interact with the inner circle.

Step 7 | DEBRIEF & REFLECT: Complete Socratic Seminar Debrief and Self-Reflection

HOMEWORK: Study A Long Way Gone Vocabulary and complete Ch 1-4 Questions.

**If you haven't scheduled your African Geography or Benchmark 1 retake, please do so, there are only a few weeks left of class before graded post!

Intro to Sierra Leone

Step 1: Comment's section: Why do people go to war/conflict? (Bullet points are fine)

Step 2: Today's Document

Step 3: Background on Sierra Leone

Step 4: Together we will watch this video summarizing the Sierra Leone Civil War

Step 5: Notable (annotations) Add-on

Step 6: Listen to the audio as we follow along in the book A Long Way Gone.
Period 2: Stopped on pg 20; Audio -7:35:28

ISIS Wrap UP

Good Morning Tributes,

I am out with a Migraine, one of the symptoms of my illness. If you need to talk to me, you can text 310-781-0963 or email me. I'm home, in bed, on my laptop-- as usual. :)

The first hour of today, will be spent studying ISIS-related vocabulary and/or preparing for your African Geography retake. Then, you will have a short ISIS vocab test and a video.

Expectations
Work Hard. Be Nice. Make me, your parent(s), yourself→ proud.
Remember to sign-out/ in (clipboard) by doorway when you are given permission to leave for the bathroom—one at a time, 3 minutes out, no backpacks.
No one should be on youtube/pandora/gaming sites/anything unrelated to this course, etc.
A sub/TA may address anyone who is not following expectation. Behavior issues/poor attitudes will not be tolerated.
The substitute & TAs will email Ms. Kelly with positives & negatives-- Be the change you want to see in this world! :)


Step 1 | Independently work on ISIS vocabulary (20 min)

Step 2 | Independently work on African Geography (20 min)

Step 3 | Put away laptops when directed by the sub

Step 4 | Complete ISIS vocab test on paper—sub will collect and put in my box.

Step 5 | The sub will play the following videos on the smart board.

NEW REPORTS ON ISIS THIS WEEK

VIDEO 1:


VIDEO 2: US Troops could fight along side Iraqi Army

VIDEO 3:


VIDEO 4:

The RIse of ISIS Documentary

Good Morning Tributes,

I am still under the weather and unable to come in. However, if you need to talk to me, you can email me. I hope that you have all rescheduled your retakes for sometime in the next two weeks.

The first hour of today, will be spent studying ISIS-related vocabulary or African Geography. As per our discovery on October 28th, PBS has released a documentary called “The Rise of ISIS.” The second hour of class will be devoted to watching it. I have yet to see it, so I’ll need you to analyze the film for me.

Expectations

• Work Hard. Be Nice. Make me, your parent(s), yourself→ proud.
• Remember to sign-out/ in (clipboard) by doorway when you are given permission to leave for the bathroom—one at a time, 3 minutes out, no backpacks.
• No one should be on youtube/pandora/gaming sites/anything unrelated to this course, etc. You have an African geography test next week. You know it’s not hard if you study and this class is WAAAAAAY easier-- so use this time to prepare.
• A sub/TA may address anyone who is not following expectation. Behavior issues/poor attitudes will not be tolerated.
• The substitute & TAs will email Ms. Kelly with positives & negatives-- Be the change you want to see in this world! :)

Step 1 | Independently work on ISIS vocabulary (20 min)

Step 2 | Independently work on African Geography (20 min)

Step 3 | PBS The Rise of ISIS (60 min) : As you watch, take notes on the film on your own paper, just like we annotated the reading. You should have at least a page of notes from the film that do the following:

1. List words or phrases you don’t know so you/we can look them up
2. Make connections to prior knowledge
3. Write down questions that you think of during the film
4. Make predictions/draw conclusions→ is anything you are seeing in the film biased? Towards whom? What the purpose?
5. State your opinion.

ISIS | Writing for Foreign Policy Magazine

Good Morning Tributes,

Unfortunately, I am not well today and have decided I need to take some time to stay home and gets some rest. If you had planned to take your Benchmark retake today, I apologize for having to reschedule. Please take time to move your retake to next week.

Since today is a short day, it is the perfect opportunity to practice our writing, and what better topic to work on our score 3/4 levels than ISIS? You may use your laptop to reference your notes/annotations on ISIS, any videos we have watched on ISIS (use your headphones), and to access the rubric. Some students have emails from me. Check your email.


Expectations:

• Work Hard. Be Nice. 
• Even without Ms. Kelly being here, your learning is still important. Use your notes and write a strong, well-crafted response. Use this time to hone the adult skills of explanatory writing, not to chit chat with a teammate.
• Remember to sign-out/ in (clipboard) by doorway when you are given permission to leave for the bathroom—one at a time, 3 minutes out, no backpacks.
• No one should be on youtube/pandora/gaming sites/anything unrelated to this course, etc.
• A sub/TA may address anyone who is not following expectation. If you are able to get back on track, great! If you continue to make poor choices they have the right to move you or send you to the office with a referral. Behavior issues/poor attitudes will not be tolerated.
• The substitute & TAs will email Ms. Kelly with positives & negatives-- which list do you want to be on? :)

Step 1 | Open the Smarter Balance Rubric so you can be sure to fulfill the score 3/4 criteria.

Step 2 | Open A Look at Danger Posed by ISIS in your Google Drive so you can refer to your notes as you write.

If you were absent, you may use your class copy of annotations:

• Period 1
• Period 2
• Period 3
• Period 4

Step 3 |  Write your response on paper. 

• You have the entire period to write. 
• First thing tomorrow we will swap with partners to have our writing scored. 

Imagine you are writing for an academic magazine like Foreign Policy. On a piece of paper, write a score 3/4 response to the following prompt:

ISIS, the Islamic State of Iraq and Syria has been labeled a terrorist organization and in the past three months the U.S. has taken a strong interest in their actions in the Middle East. 

• Explain how ISIS has created a de facto state (secured geographic locations, plans for future territory, the structures it has set up, resources it controls, etc)
• Cite evidence that explains whether ISIS (and/or it's sympathizers) are a threat to the U.S. physically, economically, politically, etc.
• Critique/Justify whether the U.S. should get involved or stay out of the situation. Address the benefits and the drawbacks of whichever point you argue.

ISIS cont.

Step 1: Tell me everything you know about ISIS.

Step 2: BBC Rise of the Islamic State Interactive Video

Step 3: Finish Reading from last week.

Step 4: Iraqi forces make gains against ISIS

Step 5: ISIS Overview: CNN fast facts

What's all this about ISIS?

Standard: CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Objectives:

• Explore the role of ISIS in the Middle East 
• Determine the central ideas of a secondary source
• Provide an accurate summary that makes clear the relationships among the key details and ideas

Step 1: What do you know about ISIS? Then, make a copy of today's document.

Note: The abbreviations ISIS (Islamic State of Iraq and Syria), ISIL (Islamic State of Iraq and the Levant), and IS (Islamic State) are used interchangeably in the media. To avoid confusion, we will use ISIS because it is the most commonly used.

Step 2: Video: Wall Street Journal, Iraq: “ISIS Sparks a Crisis in the Middle East, Explained”

Step 3: Video: BBC News: “Phillip Hammond Says No to IS Talks With Syria”

Step 4: Read and Annotate as a Class | The Danger posed by ISIS

Step 5: Identifying and Analyzing | Discussion

• What information did we learn about ISIS from the videos and the reading that is important?
• What information is new to you? 
• What are ISIS’s goals? 
• How is it trying to achieve its goals? 
• How is the U.S. responding to ISIS? 
• Have you heard of any controversies surrounding the U.S. response?

Step 6: Exit Slip | In the comments section explain: Who is ISIS? What are they trying to achieve? Why is the US feel the need to get involved?

*Use the Rubric to construct your response. We will peer grade them with evidence.

Period 1 Annotations

Period 3 Annotations

Middle East Pop Quiz

Step 1: Get Laptops, but do not open them.
Step 2: Get out a piece of paper, fold it long ways and then lick it & rip it!
Step 3: On one of the pieces, put your name and period, and number 1-22

Common Core, RUBRIC & our Benchmark Scores

Standard: CCSS.ELA-LITERACY.RI.9-10.1/11.1-12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Objective: Students will be able to use the Smarter Balance Rubric to score an exemplar Benchmark, citing strong and thorough textual evidence for their scoring choices.

Step 1: Do Now |  Tell me everything you know about Smart Balance/Common Core Assessment. 

(Use First Name, Last Initial, Period as your Nickname. Example: KimberleeK5) (5 min)

Step 2: What is Common Core Video

Discussion: What is Common Core? How is it different from the old standards? What does it mean for our benchmarks/end of year assessments? Why does it matter in real life? How do we prepare? (10 min)

• Regular practice with complex texts and academic language 
• Reading, writing, and speaking with evidence from texts 
• Building knowledge by reading/writing about real-world issues.

Step 3: Open the following documents: 

• Smart Balance Informative/Explanatory Rubric
• Benchmark 1 Exam

Step 4: Read the Smart Balance Informative/Explanatory Rubric-- In the comments section, explain what the rubric says in your own words.

Step 5: Using the rubric, look over the printed exemplar you have.  Give it an initial score, on your printed worksheet. (15 min) 

Step 6: Buddy up with a partner. How did they rate the exemplar? Discuss & Re-score it together.  (10 min)

Step 7: Review whole group. Discuss and compare scores with the others who had your exemplar. Listen to other's scores and defend your own with evidence. (15 min)

Step 8: Identify and award final scores as a group-- must all agree on the final score and why each short answer essay received it.

Step 9: Check your scores. Calculate the total _____/32 and figure out the %. Double check your explanations, make sure the evidence you cited makes sense and can be understood easily.

Step 10:  Look through your Benchmark and score it just the way you scored the exemplar. 

• If you do not agree with my score, you are welcome to come and present the evidence for why you should receive a higher score. 

Step 11: Sign up for when you will retake your benchmark for a better score.

Benchmark Review | Day 2

Period 1

Period 2

Period 4

Benchmark Review | Day 1

Handwritten Class Notes for Chapter 1 & 2 Review

Period 1

Period 2 1

Period 4

MUN Club Orientation

9/11 Exam Day

Dear Period 2 & 4,

Today I am off campus with a few students from the Interact Club to speak to the Goletta Rotary Club, (they are people that gave us all the books last year!). 

While I am gone, you will be taking your 9/11: Imperialism and Terrorism exam online. While you are taking the exam, you cannot have any other tabs open. The exam contains multiple choice, short answer essay and True false. The short answers require that you explain your answer in full, with complete sentences and correct spelling. Some of the multiple choice question have multiple answers. When you are finished, you will have a post exam survey to tell me about how this unit has been for you. 

When everyone is finished, you will watch Why We Fight as a class.
Remember, work hard from bell to bell. Even without me here, your learning is still important.

I know I don't have to tell you, but just in case you need to hear it... any behavior issues will not be tolerated. The substitute and TAs have the right to move you if they feel it necessary. If you are not doing the right thing, the sub or TAs will email me.

See you tomorrow!
Ms. Kelly

9/11 Exam Day

1. Go to Socrative and enter the room# historyhungergames. Once the test is open, enter you last name, then you first name first. When you are done, click finished, and log out.

2. Post Exam Survey

3. Review Human Geo Website with Fernando and/or Erick.

• Lessons
• Vault
• Districts-- items to help study

3. Why We Fight Video Questions
Period 3 open your copy of Why We Fight in your Google Drive.
Period 4: Make a copy of Why We Fight Video Questions

4. When we are all finished, we will continue watching Why We Fight.

5. Have questions about the movie that Ms. Castor, Erick or Fernando can't answer? Ask me!

6. Finished with the video and still got time left? Why don't you work on something from the new HOMEWORK section of our course website. ;)

What is Terrorism? Who are the Terorrists?

Standard: Describe and analyze relationships among groups of people/places

Objective: SWBAT discuss terrorism, define it as they see fit, and analyze real world situations to determine validity. 

1. Do Now: Take a moment to think about Terrorism. How would you define? What is your definition of terrorism?

2. Group Discussion: You will be broken up into groups and as a group decide on a definition of Terrorism.

3. What is Terrorism? Who are the Terrorists?

Test Prep | Imperialism, Terrorism, and 9/11

Standard: Describe and analyze relationships among groups of people/places.

Objective: SWBAT interview an academic about issues in the Middle East. 

1. Do Now: Study Imperialism, Terrorism, and 9/11, be ready to play a game with this information.

2. Live Interviews--> About Holly Degres

Period 2: Post Questions for Lobna el-Shafi
Period 4: Post Questions for Holly Degres
Period 3: Post Questions for Holly Degres
Period 1: Post Questions for Holly Degres

3. Jeopardy-- 9/11 Quiz Mon/Tues
*Will post powerpoint to study from after the competitions today! ;)

Day 33-34 | Imperialism & its Backlash

Standard: Describe and analyze relationships among groups of people/places

Objective: SWBAT explain the US-Saudi Relationship terrorism and make connections between the relationship and Osama bin Laden's perception.

1. Do Now |  One man's terrorist, is another man's freedom fighter. What do you think this mean?
2. open Our Dependence on Oil in your Google Drive

3. Answer the Reflection Questions with a partner.

4. Share out: Where was Osama bin Laden born? Why is he angry with his home country?

5. Make a copy of Saudi Arabia, the U.S. and Osama bin Laden
6. Video | Birth of al-Qaeda

Day 32 | Who was Osama bin Laden?

1. Do Now | Think about ways we travel and they types of businesses that service such travel; oil is found in literally thousand of everyday products we use. What differences would it make in your life if the oil wells of the world suddenly went dry?

2. Partner Read | Read Our Dependence on Oil and answer the following questions at the bottom of the page.

• Where was Osama bin Laden born? Why is he angry with his home country?

Day 28-31 | Introducing 9/11

Standard: Describe and analyze relationships among groups of people/places

Objective: SWBAT describe the events of 9/11 from the American perspective.
1. Do Now | Take out a piece of paper and do the following:

•  Label it: Events of September 11th 
• Fold it in three long ways. 
• Use the photo below to label each column. 
• Under "What I Know" share any words, thoughts, images that come to mind when you think of September 11. 
• There are no wrong answers. 

(Period 3 Only)

Example:

2. Storytelling | 
9/11/2001 according to 17 year old Ms. Kelly.










3. What I Want to Know | In the second column of your paper, write down any questions or things you want to know about 9/11.

4. Visualizing Ground Zero | Exploring the World Trade Center site.

5. Documentary | Zero Hour
Three things to keep in mind about this video:

1. This documentary has live footage of the events, some of it graphic and shocking.
2. This documentary includes personal interviews and survivor accounts which piece together anecdotal evidence of the events.
3. This documentary was written by Americans, for Americans. It is biased and sometimes stereotypes/generalizes Muslims and Middle Eastern people. It is also a fantastic window into the post-9/11 opinions/reactions of the American people. 

6. What I Learned | In the last column write down what you learned about 9/11.

Day 25, 26 & 27 | The World Population at a Glance

Standards:

• Standard 9. The characteristics, distribution, and migration of human populations on Earth's surface.

Objectives: 

• SWBAT acquire information about the key population characteristics of a country, by using the World Population Data Sheet.
• SWBAT Organize population information about a country.
• SWBAT Compare and contrast population characteristics of selected countries

1. Do Now Review & Practice New Terms in Quizlet (20 min) | Make sure you are signed in (and have added the class) so we can see your scores! :)

2. Vocab practice with Whiteboards!

3. Make a copy of World Populations at a Glance

4. With a partner, find and answer the following question in complete sentences, using the current World Population Data Sheet.

5. Vocab Exit Slip

Day 23 & 24 | Populations

Standards:

• Standard 9. The characteristics, distribution, and migration of human populations on Earth's surface.

Objectives: 

• SWBAT to list the four most populated regions in the world
• SWBAT explain why populations vary across regions using at least three of the following terms: total fertility rates, infant mortality rates, and life expectancy, natural increase rate, crude birth rate, and crude death rate, arithmetic density, physiological density, and agricultural density.

1. Do Now Review & Practice New Terms in Quizlet (20 min) | Make sure you are signed in (and have added the class) so we can see your scores! :)


2. Make a copy of Today's Handout

3. Introduction to Population | Ms. Kelly

3. Readings | Whole Class Introduction to Human Geography

4. Partners | Jigsaw Reading
Populations Ch. 2.1- 2.5 (missing 2.2)
Full Book (includes 2.2; better copy, but you have to scroll through lots of pages)

• As you read with your partner, write down important facts about your topic on your copy of today's handout. After you have become an expert on your own topic, you will share your findings with a group of classmates, and learn about their topics as well.
• Guiding Questions by Seciton

• 2.1 Where is the world’s population distributed?
• As you answer this question, make sure to discuss the four regions where most of the world’s human inhabitants are clustered and the main reasons for the uneven distribution of the world’s human population. 
• 2.2: Where is the world’s population distributed?
• As you answer this question, make sure to compare and contrast the three types of population density and explain why population growth varies among countries? 
• 2.3: Why does population growth vary among countries?
• As you answer this question, make sure to explain the three types of indicators used by geographers to measure population change. 
• 2.4: Why does population growth vary among countries?
• As you answer this question, make sure to explain how changes in total fertility rates, infant mortality rates, and life expectancy affect population structure. Define dependency ratio and describe how a population pyramid can be used to study population structures. 
• 2.5: Why does population growth vary among countries?
• As you answer this question, make sure to explain the stages of demographic transition.

5. Group Work | Show what you know with Prezi!

• Get into groups with other colleagues reading your section, create a Prezi outlining your chapter... use what you wrote in your summary to guide you! Select one person to present and the others will make a slide each.
• Slide 1: Title, Group Members, Period 
• Slide 2: Important Facts + one image 
• name of person who made this slide in lower right corner
• Slide 3: Interesting Details + one image
• name of person who made this slide in lower right corner
• Slide 4: Bullet points explaining your answer to the guiding question + one image
• name of person who made this slide in lower right corner

7. Publish and Present!

• Post the link to your prezi in the comments sections of today's lesson, along with the period, and the first name of each of your group members.
• Example:
• LINK
• PERIOD
• CHAPTER/SECTION + TITLE OF THE SECTION
• NAME
• NAME
• NAME
• NAME
• Audience: Fill in the notes for the chapter section be presented on the bottom half of your worksheet.

8. Exit Slip | Population (Ch. 2.1-2.5)

Day 21 & 22 | Chapter 1 Exam

Day 19 & 20 | Reviewing the Concept Review!

Day 18 | Makeup & Catchup

This morning I put in grades. Many of you are missing assignments.

Do what you need to do to get caught up, today. At the end of the period, send me an email telling me which assignments you have completed so I can go back and give you a grade for them. This is a one time offer. I don't typically except late work, but I know there have been a lot of changes to the roster and some tech hiccups at the start.

In order of priority:

Everyone-
1. Map Quiz (the one that wasn't working while I was out)

As needed-
2. Finish Chapter 1 Review Concepts

• Should have been done for homework last night 
• Check for comments from me and fix your answers. 
• If you don't have comments from me, send me an email.
• I will be giving you a grade based on quality.

3. Lesson Post using vocab words to describe geography video
4. Lesson Post Summarizing your section of Chapter 1.
5. Children in America Exit Slip (Read the article first, if you haven't already)
6. About me Survey

Day 16 & 17 | Chapter 1 Concept Review

1. Do Now | Geek Squad Prep

• Go to http://www.keybr.com/#profile
• Practice Typing for 30 min 
• If it won't open properly, try using a different browser: Firefox, Safari, or Chrome. 
• Submit your typing results.

2. Create a folder in your Google Drive. 

• Name it: LastName, FirstName_Period#_ Human Geography
• Share with Historyhungergames@gmail.com
• Move anything related to this course into the folder.

4. Make a copy of the Chapter 1 Concept Review. 

• By successfully reviewing these concepts, you will reinforce your comprehension of these geographic ideas. 
• Use the following to help you complete it: 
• Chapter 1 Study Guide
• Links to Chapter 1 Section Readings, Rubenstein
• Ch 1 | Intro to Human Geography Vocabulary

• You may work with a partner on the same copy together, but make sure you are both working equally on every question. 
• Do not divide the questions-- or you'll only be an expert at half of the content-- which will suck when the test comes.

It is due at the end of the period.

Day 14 & 15 | Digital Flashcards!

1. DO NOW | Quizlet (60 min total-- sub/TA help students keep time)

1. Create an account by clicking SIGN UP WITH GOOGLE
2. When you see this come up---->
   Click  No, thanks. Continue to free Quizlet 
3. Next click, "Create A Set"
4. Name the set Ch 1 | Intro to Human Geography Vocabulary
5. Choose English as the language for each side of the terms.
6. Then, using this list of words and their definitions, to creat your very own digital flashcard set!
7. Done? Awesome!! Now, the fun part, use any of the practice games or quizzes at the top of the page to help you study!

2. Now put that vocab to work! (45 min total-- sub/TA help students keep time)

• Go to http://geography.howstuffworks.com/geography-videos.htm (20 min at most on this site)
• Search through the video to find one you are interested in.
• Using vocabulary words from chapter 1, explain how this video relates to the study of human geography.
• Post the link to the video and your explanation (which uses vocab words!) in the comment section of today's lesson to get credit for today!

Day 13 | Independent Choice Wednesday

Choose One or Both. But you must submit the practice test/results for credit!

1. Study Geography (40 minutes)

• Go to Sheppard Geography Games.

• Depending on your knowledge of the Geography, choose one of the following.
• MILD: World Map-- I didn't do well on the pop quiz yesterday, and need to study more. 
• Then, go retake the yesterday's socrative.com to improve your score.
• Room#: historyhungergames
• MEDIUM: USA-- I need to learn the 50 states in the US
• Take a practice test for today's credit.
• Then, email a screenshot of the results to your TA at handofthequeen.mskelly@gmail.com


• Subject line: 
• Period YourFirstName Your LastName
• SPICY: Central & South America-- I know the continents of the world, and all the states in the US. I'm ready to take on Central & South America.
• Take a practice test for today's credit.
• Then, email a screenshot of the results to your TA at handofthequeen.mskelly@gmail.com
• Subject line: 
• Period YourFirstName Your LastName

2. Go to http://www.keybr.com/#profile

• Log in and click Practice Typing.
• Submit your typing results for today's credit.