Daily Updates and Assignments
Wednesday, December 4, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss cultural diffusion and its impact on society
Key Terms/People: Cultural Diffusion
If you were not in class, complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient India and China noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Indian and Chinese civilizations.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient India and China to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
CURRENT RELATED NEWS: How TikTok has Impacted American Culture
HOMEWORK: Work on Cultural Diffusion Assignment (Due Thursday)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of what religion is
Key Terms/People: Religion, Ethnic Religion, Universalizing Religion, Polytheism, Monotheism, Branches, Denominations, Sects
Today we started the section 1 notes on religion.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Pope: Lack of Respect for Religious Values Leads to Intolerance
HOMEWORK: Study and start reading religion chapterTuesday, December 3, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss cultural diffusion and its impact on society
Key Terms/People: Cultural Diffusion
If you were not in class, complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient India and China noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Indian and Chinese civilizations.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient India and China to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
CURRENT RELATED NEWS: How TikTok has Impacted American Culture
HOMEWORK: Work on Cultural Diffusion Assignment (Due Thursday)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of what religion is
Key Terms/People: Religion, Ethnic Religion, Universalizing Religion, Polytheism, Monotheism, Branches, Denominations, Sects
Today we started the section 1 notes on religion.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Pope: Lack of Respect for Religious Values Leads to Intolerance
HOMEWORK: Study and start reading religion chapter
Monday, December 2, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
Today in class we tested our projects.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Arch Arrives at Bridge Construction Site
HOMEWORK: Work on Roman Soldier Letter and complete reflection
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we took the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Area Churches Close
HOMEWORK: Study and start reading religion chapter
Tuesday, November 26, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Developing Smart Monitoring System For Bridges
HOMEWORK: Work on Roman Soldier Letter, have bridge ready for testing for Monday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we took the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Gaelic Schools Thrive
HOMEWORK: Study
Monday, November 25, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Developing Smart Monitoring System For Bridges
HOMEWORK: Work on Roman Soldier Letter
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked the last three note slides for the unit and played a Kahoot (can be found on Google Classroom).
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Gaelic Schools Thrive
HOMEWORK: Complete Quebecois Video Activity
TEST TUESDAY
Friday, November 22, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Italy recovers Etruscan artifacts destined for black market
HOMEWORK: Work on Roman Soldier Letter
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Vocab for the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked section the vocab quiz and competed the Quebecois Video Activity.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Classical Languages adopted in India
HOMEWORK: Complete Quebecois Video Activity
TEST TUESDAY
Thursday, November 21, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Italy recovers Etruscan artifacts destined for black market
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked section four notes on Google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Classical Languages adopted in India
HOMEWORK: Work on Q and A Part 1 Due Wednesday
VOCAB TEST FRIDAY
TEST TUESDAY
Wednesday, November 20, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Why did the Francis Scott Key Bridge Collapse
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Kurgan Hearth Theory, Anatolian Hearth Theory, Language Families (Indo-European, Sino-Tibetan, Austronesian, Afro-Asiatic, Niger-Congo), Extinct Languages, Endangered Languages, Hebrew, Celtic, Irish, Welsh, Cornish, Flemings, Walloons, Belgium, Multilingual States,
Today we worked section four notes on Google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Belgium Healthcare Workers Required to Pass Language Fluency Test
HOMEWORK: Work on Q and A Part 1 Due Wednesday
VOCAB TEST FRIDAY
TEST TUESDAY
Tuesday, November 19, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the Roman Achievements accomplished during the Roman Civilization
Key Terms/People: The Colosseum, The Acropolis, Pillars, Greco-Roman Culture, Hellenistic, Mosaic, Bas-relief, Roman Catholic Church (RCC), Protestant, Orthodox Christianity, Concrete, Columns, Arches, Domes, Pantheon, Our Lady of Victory Basilica, Engineering, Aqueducts,
If you were not in class today complete notes on Roman Achievements (Day 5) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Modern Day Athens proposes using Roman Aqueducts to fight Climate Change
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation, Kurth, US Dialect Regions (Northern, Midlands, Sounthern), Isogloss, Indo European Family, Germanic Branch, Indo-Iranian Branch, Balto-Slavic Branch, Vulgar Latin, Romance/Latin Branch
Today we worked section two notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: NYC: A Refuge for endangered languages?
HOMEWORK: Work on Q and A Part 1 Due Wednesday
TEST TUESDAY
Monday, November 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some what the Pax Romana was and some of the good and bad leaders of the Roman Empire
Key Terms/People: Julius Caesar, Rome, Dictator, Roman Republic, Claudius (Augustus Caesar), Marc Antony, Cleopatra, Caligula, Nero, Trajan, Hadrian, Hadrian's Wall, Marcus Aurelius
If you were not in class today complete the video questions (link at beginning of assignment) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation, Kurth, US Dialect Regions (Northern, Midlands, Sounthern), Isogloss, Indo European Family, Germanic Branch, Indo-Iranian Branch, Balto-Slavic Branch, Vulgar Latin, Romance/Latin Branch
Today we worked section two notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Work on Q and A Part 1 Due Wednesday
Friday November 15, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the accomplishments of Julius Caesar, the birth of Rome, the aquaducts, the Forum, Emperor Claudius, Caligula, and Nero
Key Terms/People: Rhine, Julius Caesar, Rome, Dictator, Roman Republic, Romulus, Remus, Civil War, Etruscans, Via Apia, Carthage, Augustus Caesar, Roman Concrete, Emperor Claudius, Caligula
If you were not in class today complete the video questions (link at beginning of assignment) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study and complete any missing assignments
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation
Today we worked on a vocab activity reviewing the processes that lead to different dialects and languages, review the notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Today)
Thursday November 14, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Punic Wars, the Fall of the Republic of Rome and the Rise (and Death) of Julius Ceasar
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar, Ides of March, Et tu Brute, Dictator, Julian Calendar
If you were not in class today you can look at the Unit 4 Day 4 notes on The Fall of the Roman Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study and complete any missing assignments
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation
Today we worked on a vocab activity reviewing the processes that lead to different dialects and languages, review the notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Wednesday November 13, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Imperialism and the Punic Wars
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar
If you were not in class today you can look at the Unit 4 Day 2 (part 2) notes on The Punic War on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: How did the white flag become a symbol of surrender?
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to recognize the key vocab words for the unit
Key Terms/People: refer to the vocab assignment
Today we worked on a vocab activity reviewing the major vocab terms for the chapter, if you were not in class please complete the activity on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Slovakia Risks Dispute With Hungary Over Language Bill
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Tuesday November 12, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Imperialism and the Punic Wars
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar
If you were not in class today you can work on the assignment, Imperialism and the Punic Wars on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: How did the white flag become a symbol of surrender?
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to recognize the key vocab words for the unit
Key Terms/People: refer to the vocab assignment
Today we worked on a vocab activity reviewing the major vocab terms for the chapter, if you were not in class please complete the activity on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Slovakia Risks Dispute With Hungary Over Language Bill
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Friday November 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the beginning of the Roman Empire and its start as a republic
Key Terms/People: The Twelve Tables, The Consuls, The Senate, The Dictator, Cincinatus
If you were not in class today you can look over the notes on Day 1 Rome: Rise of the Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Slingshot ammo in Ancient Rome used as Propoganda
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe there dialect results
Key Terms/People: Culture, Interaction, Isolation, Language, Speech, Literary Tradition, Language Families, Language Branches, Indo-Iranian, Romance, Germanic, Balto-Slavic, Sino-Tibetan, Mandarin, Centripetal Factor, Centrifugal Factor
Today we worked on the first section of notes.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Election info in multiple languages
HOMEWORK: Start reading Unit 5: Language
Thursday November 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the story of Romulus and Remus, the beginning of the Roman Empire and its start as a republic
Key Terms/People: Romulus, Remus, Rome, Aeneas, The Latins, The Greeks, The Etruscans, Patricians, Plebians, Tyrant, Tyranny, Republic, The Twelve Tables
If you were not in class today you can look over the notes on Day 1 Rome: Rise of the Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Gladiator 2 has controversy over historical accuracy
HOMEWORK: Complete the Intro to Rome Activity... Due Today
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe there dialect results
Key Terms/People: Dialect
Today we worked on and discuss the NY Times Dialect quiz.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: How China's Youth Views Dialects
HOMEWORK: Start reading Unit 5: Language
Wednesday November 6, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the story of Romulus and Remus
Key Terms/People: Romulus, Remus, Rome, Aeneas, The Latins, Venus (Aphrodite), The Aeneid, Virgil, Jupiter (Zeus), Juno (Hera), Neptune (Poseidon), Mars (Eres), Patricians, Plebians
If you were not in class today you can complete the assignment on Google Classroom for Friday.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: What Americans Think about Ancient Rome
HOMEWORK: Complete the Intro to Rome Activity... Due Tomorrow
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe migration patterns around the world, including where and why these patterns exist.
Key Terms/People: Refer to previous slides
Today we worked on the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Migration to the US is in Decline
HOMEWORK: Start reading Unit 5: Language
Monday November 4, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: What Americans Think about Ancient Rome
HOMEWORK: Complete the EdPuzzle we worked on in class... Due Tomorrow
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe migration patterns around the world, including where and why these patterns exist.
Key Terms/People: Refer to previous slides
Today we worked on the review for the chapter
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Migration to the US is in Decline
HOMEWORK: Study for test
TEST ON WEDNESDAY
Thursday October 31, 2024-Friday November 1st
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: AI brings Ancient Greek Philosophers back to life
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due TODAY by 11:59
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Quota Act of 1921, Quotas, Brain Drain, Brain Gain, Guest Workers, Time-Contract Workers, Mariel Boatlift, Refugees
Today we worked on the finished the third section of notes and worked on the assignment on Google Classroom (which was the fourth section of notes)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Guest Workers Keep Farm Going
HOMEWORK: Study and finish assignment on notes
TEST ON WEDNESDAY
Wednesday October 30, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Fires in Ballot Box a direct threat to democracy
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Migration helps MDCs
HOMEWORK: Study
Tuesday October 29, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Fires in Ballot Box a direct threat to democracy
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Migration helps MDCs
HOMEWORK: Study
Monday October 28, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: What are Plato's Five Forms of Government
HOMEWORK: Complete Greek Politics Assignment on Google Classroom... Due Tuesday
Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Political Donations by Zip Code
HOMEWORK: Unit 3 section 1 and 2 Q and A due on Tuesday
Study for Quiz Tomorrow
Friday October 25, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Aristotle's view on politics and types of government that work best. Also, students should have an understanding of who Alexander the Great and his accomplishments.
Key Terms/People: Aristotle and Alexander the Great
If you were not in class today you can complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Alexander the Great's Tunic Discovered in Tomb
HOMEWORK: Complete Greek Politics Assignment on Google Classroom... Due Tuesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: State to State Migration Census Data Released
HOMEWORK: Unit 3 section 1 and 2 Q and A due on Tuesday
Wednesday October 23, 2024
GLOBAL STUDIES
Learning Target: Students should be able to compare and contrast the cultures and government of Sparta and Athens and the beginnings of democracy
Key Terms/People: Athens, Sparta, Polis, Helots, Oligarchy, Aristocracy, Attica, Draco, Draconian, Solon
If you were not in class today you can look over Unit 3 Day 3 notes on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Iran's Draconian Campaign on Veiling Laws
HOMEWORK: Complete edpuzzle on Greece for Thursday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Demographic Accounting Equation, Distribution, Ecumene, Urban, Rural, Concentration
Today we went over the second section of notes up until the migration stream slide
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Ecumene Global Forum Discusses Ecosystem Preservation
HOMEWORK: Unit 3 Vocab Activity Due today, Prep for Vocab Quiz on Tuesday
Tuesday October 22, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the Geography and Culture of Ancient Greece with an emphasis on the Mycenaeans
Key Terms/People: Athens, Sparta, Crete, Minoans, Mycenaeans, Trojan War, Trojan Horse, Troy, Helen, Polis, Acropolis
If you were not in class today you can complete the edpuzzle activity on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: 3,500 year old Mycenaean Battle Armor tested during 11 hour Trojan War Simulation
HOMEWORK: Complete edpuzzle on Greece for Thursday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors, Refugees, Intervening Obstacles, Intervening Opportunities, Internal Migration, Interregional Migration, Intraregional Migration, Forced Migration, Voluntary Migration, Undocumented Migrant
Today we went over the first section of notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Refugees in South Africa
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Monday October 21, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Athens, Sparta, Crete, Minoans, Mycenaeans, Trojan War, Trojan Horse, Troy, Helen, Polis, Acropolis
If you were not in class today you can watch the video HERE and look over the Day 1 Greece Intro notes on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Operation Pager: The latest Trojan Horse
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors, Refugees, Intervening Obstacles, Intervening Opportunities, Internal Migration, Interregional Migration, Intraregional Migration, Forced Migration, Voluntary Migration, Undocumented Migrant
Today we went over the first section of notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: What the data says about US immigrants
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Friday October 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Pericles, Hippocrates, Athens, Socrates, Olympics, Athena, Poseidon, Dionysus, Medea, Greek Tragedy, Sparta, Peloponnesian War, Acropolis, Parthenon
If you were not in class today you can watch the video HERE and finish the questions on google classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: The Olympic Torch was on the ISS
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Trump Migration Policies vs the EU Policies
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Thursday October 17, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Pericles, Hippocrates, Athens, Socrates, Olympics, Athena, Poseidon, Dionysus, Medea, Greek Tragedy
If you were not in class today you can watch the video HERE and work on the first 14 questions on google classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: The story behind reuniting the Parthenon marble
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the theories and concepts of Demography/Population
Key Terms/People: refer to previous updates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: How demographics have changed in swing states and what that means to the election
HOMEWORK: NONE
Wednesday October 16, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the major river valley civilizations
Key Terms/People: refer to previous updates starting on 9/23
If you were not in class today you will take the test next class period
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Beauty Rituals Influence Today's Rituals
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the theories and concepts of Demography/Population
Key Terms/People: refer to previous updates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Growing Hispanic Population leads to High School's first Mariachi band
HOMEWORK: Test tomorrow, complete review/study
TEST ON THURSDAY (10/17)
Tuesday October 15, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the major river valley civilizations
Key Terms/People: refer to previous updates starting on 9/23
If you were not in class today check the notes on classroom.google.com and review for tomorrow's test
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New Civilization Game introduces Queen Hatshepsut
HOMEWORK: Review notes and prep for the test (Check google classroom for review material)
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe Thomas Malthus' Model and why/why it isn't correct
Key Terms/People: Population Pyramids, Dependency Ratio, Overpopulation, Thomas Malthus, Malthusian Theory, Exponential vs Arithmetic (linear) growth, Doubling Time
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Qatarran Depression Project to help population growth?
HOMEWORK: Unit 2 Activity due tomorrow... we will also have a vocab quiz tomorrow
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Thursday October 10, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Indus River Valley Civilization and Shang Dynasty
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India, Shang Dynasty, Huang He River (Yellow River), Yangzi River, Xia Dynasty, Dynasty, Shang Di, Oracle Bones, Yin, Yang
If you were not in class today check the notes on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Shang Dynasty and their obsession with bones
HOMEWORK: Review notes and prep for the test (Check google classroom for review material)
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Population Pyramids, Dependency Ratio, Overpopulation, Thomas Malthus, Malthusian Theory, Exponential vs Arithmetic (linear) growth, Doubling Time
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Could we be nearing our population peak?
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Wednesday October 9, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Harappan Civilization within the Indus River Valley Civilization
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India
If you were not in class today check the notes on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Studies show oldest dockyard in history during Harappan Civilization
HOMEWORK: Review notes and prep for the test
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demographic Transition Model, Crude Birth Rate, Crude Death Rate, Natural Increase Rate, Epidemiological Transition Model, Pandemic, Population Pyramids
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Travelers from Rwanda Screened for Deadly Marburg Virus
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Tuesday October 8, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Harappan Civilization within the Indus River Valley Civilization
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India
If you were not in class today, check the activity on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Mummy Might be Clinging to World's Oldest Cheese
HOMEWORK: Finish the Harrapan Society Activity on Google Classroom
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demographic Transition Model, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Embracing Demographic Transition
Make sure you are studying your notes each day and reading the chapter
Monday October 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the three kingdoms of the Egypt.
Key Terms/People: King Menes (Narmer), Upper Egypt, Lower Egypt, Nile River, Delta, Memphis, Old Kingdom, Middle Kingdom, New Kingdom, Theocracy, Bureaucracy, Vizier, Pyramids, Hyksos, Queen Hatshepsut, Ramses II, Nubians, Deity,/Deities, Ra/Re (Sun God), Osiris (God of Death), Isis (Goddess of Fertility), Book of the Dead, Mummification, Howard Carter, King Tut,
If you were not in class today check google classroom for the notes.
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Mummy Might be Clinging to World's Oldest Cheese
HOMEWORK: Finish Hammurabi's Code
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Fertility Statistics Explained
Make sure you are studying your notes each day and reading the chapter
Thursday October 3, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss location of the Egyptian civilization, including the difference between Upper and Lower Egypt
Key Terms/People: King Menes (Narmer), Upper Egypt, Lower Egypt, Nile River, Delta, Memphis, Old Kingdom, Middle Kingdom, New Kingdom, Theocracy, Bureaucracy, Vizier
If you were not in class today, we completed a video worksheet, you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: A pyramid fit for a Vizier
HOMEWORK: Finish any other assignments you have not completed
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Fertility Statistics Explained
Make sure you are studying your notes each day and reading the chapter
Wednesday October 2, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the Egyptian Culture, especially their thoughts on the afterlife and how they prepared the Pharoah
Key Terms/People: Egyptian, King Tut, Nile River, Horus, Ramses II, Rosetta Stone, Pharoah, Tomb
If you were not in class today, we completed a video worksheet, you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Rare discovery of colored reliefs in Egypt
HOMEWORK: Finish any other assignments you have not completed
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Friction of Distance, Distance Decay, Space-Time Compression
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Overpopulation: Causes, Consequences, and Possible Solutions
Make sure you are studying your notes each day and reading the chapter
Tuesday October 1, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the inventions, writing systems, and religious systems within Mesopotamia and the succession of groups that took over the early Sumerian Civilization
Key Terms/People: Hammurabi's Code, Babylon/Babylonians, Mesopotamia, Sumer/Summerians, Akkad/Akkadians, Bronze age, Sargon I, Cuneiform, Ziggurat, Polytheism,
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: How the effects of Hammurabi's Code still affect us
HOMEWORK: Finish Hammurabi's Code Activity from Class (Due Wednesday)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Friction of Distance, Distance Decay, Space-Time Compression
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Overpopulation: Causes, Consequences, and Possible Solutions
Make sure you are studying your notes each day and reading the chapter
Monday September 30, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the creation of a system of laws in the Babylonian Civilization within Mesopotamia
Key Terms/People: Hammurabi's Code, Babylon, Mesopotamia
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New York City may pass new law allowing jaywalking
HOMEWORK: Finish Hammurabi's Code Activity from Class (Due Wednesday)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography
Key Terms/People: Demography, Overpopulation, Demographics
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: China is raising its retirement age
Make sure you are studying your notes each day and reading the chapter
Wednesday/Thursday September 25-26, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the creation of Mesopotamia and the society of the Sumerians and Akkadians
Key Terms/People: Mesopotamia, Sumerians, Ziggurat, City-State, Fertile Crescent, Tigris River, Euphrates River
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Building in California designed to resemble a Ziggurat is up for sale
HOMEWORK: Finish Mapping Activity from Class (Due Monday)
AP HUMAN GEOGRAPHY
Learning Target: REVIEW
Key Terms/People: Refer back to the previous daily updates.
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: How do sports relate to Human Geography
TEST THURSDAY
Tuesday September 24, 2024
GLOBAL STUDIES
Learning Target: Map River Valley Civilizations and Other Key Points of Interest
Key Terms/People: Indus River Valley Civilization, Mesopotamia, North America, Asia, Euphrates River, South America, Australia, Indus River, Hindu Kush Mountains, Italy, Pacific Ocean, Indian Ocean, Europe, Nile River, Yellow River, Africa, Tigris River, Mediterranean Sea, Himalaya Mountains, Greece, Atlantic Ocean, Shang Civilization, Egyptian Civilization, Sumerian Civilization
If you were not in class today you can click the link for a blank world map to practice labeling the above places HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New Museum Shares Treasures of the Shang Dynasty
HOMEWORK: Finish Mapping Activity from Class (Due Monday)
AP HUMAN GEOGRAPHY
Learning Target: REVIEW
Key Terms/People: Refer back to the previous daily updates.
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Mapping Different Paths to Presidential Victory
TEST THURSDAY
Monday September 23, 2024
GLOBAL STUDIES
Learning Target: Preview River Valley Civilizations
Key Terms/People: Indus River Valley Civilization, Mesopotamia
If you were not in class today you can click the link the preview HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: AI is helping researchers decipher and digitize Indus River Valley Writings
HOMEWORK: None
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Geopolitics is Corroding Globalization
TEST THURSDAY
Friday September 20, 2024
GLOBAL STUDIES
Learning Target: TEST
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Change In Landscape May Have Led To Language Development In Hominids
HOMEWORK: No Homework over the weekend
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST THURSDAY
Thursday September 19, 2024
GLOBAL STUDIES
Learning Target: REVIEW- Vocab Practice and Practice Questions
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Building Bridges Between Civilizations to Foster Cultural Diffusion
HOMEWORK: Students should be studying for TOMORROW'S test. They can use the kahoot practice questions in the above link and study their notes and the vocab practice from in class today.
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will work on review of previous concepts/key terms covered
Key Terms/People: Refer back to previous notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Map Shows Most and Least Diverse States
TEST TUESDAY
Wednesday September 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the development of civilizations and the eight characteristics of a civilization
Key Terms/People: Civilization, Art and Architecture, Religion, Social Classes, Cities, Government, System of Writing, Public Works, Job Specialization
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Where did modern day humans combine DNA with Neaderthals?
HOMEWORK: Students should complete the Characteristics of a Civilization worksheet we worked on in class-Due Tomorrow
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will create CollegeBoard accounts so they can access AP Classroom. If you were not in class, see me for the join code. Students should also be able to describe Globalization and its impact on communities around the World.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST TUESDAY
Tuesday September 17, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the migration routes of early hunter-gatherer groups and explain how the change to a farming lifestyle changed the roles of men and women and led to innovations/new tools
Key Terms/People: Migration, Neolithic Revolution, Domestication, Calendar, Irrigation
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Can Gender Inequality Be Blamed On The Farming Revolution?
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- PAST DUE
In-class worksheet on Cave Paintings PAST DUE
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Formal Region (AKA Uniform or Homogenous Region), Functional Region, Vernacular Region, Cultural Ecology, Human-Environment Interaction, Environmental Determinism, Possibilism, Cultural Determinism
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.B Explain geographic concepts, processes, models, and theories.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST TUESDAY
Monday September 16, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand the development of early humans and why some survived and others did not.
Key Terms/People: Paleolithic, Homo Habilis, Homo Erectis, Neanderthal, Cro Magnon, Hunter-Gatherer, Nomadic, Animism
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Paleolithic Age... The Start of Fashion
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- PAST DUE
In-class worksheet on Cave Paintings due Tomorrow (Tuesday) if you didn't finish it in class
AP HUMAN GEOGRAPHY
Learning Target: Students will understand the timezones and why not all timezones are the same. They will also develop an understanding of how human and natural elements combine to form the Cultural Landscape.
Key Terms/People: Prime Meridian, International Date Line, , Greenwich Mean Time (GMT), Timezones, Regions, Cultural Landscape, Formal Region (AKA Uniform or Homogenous Region)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework:1.B Explain geographic concepts, processes, models, and theories.
CURRENT RELATED NEWS: Why does India have such a weird Timezone
Friday September 13, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand some of the tools that historians utilize to analyze the past and issues that may arise from utilizing the tools and analysis skills available to them.
Key Terms/People: Prehistory, archaeology, artifacts, radiocarbon dating, dna analysis, prehominids, Australopithecus
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: Oldest Stone Tools Predate Earliest Known Humans
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE Today
In-class worksheet on Cave Paintings due Tuesday if you didn't finish it in class
AP HUMAN GEOGRAPHY
Learning Target: Students will understand the difference between GPS and GIS and how they work together and how it works with the Global Grid System
Key Terms/People: Geographic Information System (GIS), Global Positioning System (GPS), Toponyms, Site, Situation, Absolute location, Relative Location, Latitude, Longitude, Meridians, Greenwich Mean Time (GMT), Timezones
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: NASA Wants To Create Coordinated Lunar Time Zones
Thursday September 12, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand the difference between AD, CE, BC, BCE. Students will also understand timelines and how different cultures may have a different calendar, but may still utilize a Christian (Gregorian) Calendar.
Key Terms/People: A.D., C.E., B.C., B.C.E., Prehistory
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 1. Chronological Thinking
CURRENT RELATED NEWS: Why is Ethiopia just starting 2017 in September 2024?
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Student will understand the difference between GPS and GIS and how they work together.
Key Terms/People: Mercator Projection, Peters Projection, Azimuthal Projection, Township and Range System, Land Ordinance of 1785, Geographic Information System (GIS), Remote Sensing, Global Positioning System (GPS)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Open Source Mapping and How it is changing warfare
Wednesday September 11, 2024
GLOBAL STUDIES
Learning Target: Reflect on the Events of 9/11
Key Terms/People: World Trade Center
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: People are still dying from the after-effects of 9/11
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Map Scale, Large Scale Map, Small Scale Map, Map Projections, Distortion, Shape, Size, Distance, Direction, Equal Area Projection Map, Mercator Projection, Peters Projection, Azimuthal Projection, Township and Range System, Land Ordinance of 1785, Geographic Information System (GIS), Remote Sensing, Global Positioning System (GPS)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 5.A Identify the scales of analysis presented by maps, quantitative and geospatial data, images, and landscapes.
CURRENT RELATED NEWS: Putin Ally Redraws World Map and Claims Ukraine is Russia
Tuesday September 10, 2024
GLOBAL STUDIES
Learning Target: Introduce how historians think.
Key Terms/People: Prehistory
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: 1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: Bronze Artifacts Related to Warrior God Found in Ancient Castle
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Cartograph, Dot Density Map, Proportional Symbol Map, Choropleth Map
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: China develops GPS due to incident with the US in the 1990s
Monday September 9, 2024
GLOBAL STUDIES
Learning Target: Introductions and learning the rules/expectations of the classroom
Key Terms/People: N/A
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: N/A
CURRENT RELATED NEWS: Click here to access the Timon Student Handbook
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Geography, Human Geography, Physical Geography, Cartography, Space, Region, Place, Reference Map, Thematic Map, Physical Map, Isolines, Isoline Map, Topographic Map, Cartograph
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: COVID MAP REVEALS STATES WITH HIGH VIRAL LOAD IN SEWAGE
Friday September 6, 2024
Learning Target: Introductions and learning the rules/expectations of the classroom
Key terms/People: N/A
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: N/A
CURRENT RELATED NEWS: Click here to access the Timon Student Handbook
GLOBAL STUDIES
Learning Target: TEST
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Change In Landscape May Have Led To Language Development In Hominids
HOMEWORK: No Homework over the weekend
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST THURSDAY
GLOBAL STUDIES
Learning Target: Students should be able to discuss cultural diffusion and its impact on society
Key Terms/People: Cultural Diffusion
If you were not in class, complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient India and China noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Indian and Chinese civilizations.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient India and China to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
CURRENT RELATED NEWS: How TikTok has Impacted American Culture
HOMEWORK: Work on Cultural Diffusion Assignment (Due Thursday)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of what religion is
Key Terms/People: Religion, Ethnic Religion, Universalizing Religion, Polytheism, Monotheism, Branches, Denominations, Sects
Today we started the section 1 notes on religion.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Pope: Lack of Respect for Religious Values Leads to Intolerance
HOMEWORK: Study and start reading religion chapterTuesday, December 3, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss cultural diffusion and its impact on society
Key Terms/People: Cultural Diffusion
If you were not in class, complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient India and China noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Indian and Chinese civilizations.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient India and China to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
CURRENT RELATED NEWS: How TikTok has Impacted American Culture
HOMEWORK: Work on Cultural Diffusion Assignment (Due Thursday)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of what religion is
Key Terms/People: Religion, Ethnic Religion, Universalizing Religion, Polytheism, Monotheism, Branches, Denominations, Sects
Today we started the section 1 notes on religion.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Pope: Lack of Respect for Religious Values Leads to Intolerance
HOMEWORK: Study and start reading religion chapter
Monday, December 2, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
Today in class we tested our projects.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Arch Arrives at Bridge Construction Site
HOMEWORK: Work on Roman Soldier Letter and complete reflection
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we took the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Area Churches Close
HOMEWORK: Study and start reading religion chapter
Tuesday, November 26, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Developing Smart Monitoring System For Bridges
HOMEWORK: Work on Roman Soldier Letter, have bridge ready for testing for Monday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we took the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Gaelic Schools Thrive
HOMEWORK: Study
Monday, November 25, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Developing Smart Monitoring System For Bridges
HOMEWORK: Work on Roman Soldier Letter
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked the last three note slides for the unit and played a Kahoot (can be found on Google Classroom).
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Gaelic Schools Thrive
HOMEWORK: Complete Quebecois Video Activity
TEST TUESDAY
Friday, November 22, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Italy recovers Etruscan artifacts destined for black market
HOMEWORK: Work on Roman Soldier Letter
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to demonstrate an understanding of the Vocab for the Language Unit
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked section the vocab quiz and competed the Quebecois Video Activity.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Classical Languages adopted in India
HOMEWORK: Complete Quebecois Video Activity
TEST TUESDAY
Thursday, November 21, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom, if you are going to be missing multiple days of the project you will be required to take the unit test.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Italy recovers Etruscan artifacts destined for black market
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Multilingual States, Division of India (Pakistan, India, Bangladesh), South Africa, Isolated Languages, Lingua Franca, Franglais, Spanglish, Denglish, Devolution
Today we worked section four notes on Google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Classical Languages adopted in India
HOMEWORK: Work on Q and A Part 1 Due Wednesday
VOCAB TEST FRIDAY
TEST TUESDAY
Wednesday, November 20, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Julius Caesar crossing the Rhine and basic research of building bridges
Key Terms/People: Julius Caesar, Rhine River, Germanic Tribes
If you were not in class today look at the project on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Why did the Francis Scott Key Bridge Collapse
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Kurgan Hearth Theory, Anatolian Hearth Theory, Language Families (Indo-European, Sino-Tibetan, Austronesian, Afro-Asiatic, Niger-Congo), Extinct Languages, Endangered Languages, Hebrew, Celtic, Irish, Welsh, Cornish, Flemings, Walloons, Belgium, Multilingual States,
Today we worked section four notes on Google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Belgium Healthcare Workers Required to Pass Language Fluency Test
HOMEWORK: Work on Q and A Part 1 Due Wednesday
VOCAB TEST FRIDAY
TEST TUESDAY
Tuesday, November 19, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the Roman Achievements accomplished during the Roman Civilization
Key Terms/People: The Colosseum, The Acropolis, Pillars, Greco-Roman Culture, Hellenistic, Mosaic, Bas-relief, Roman Catholic Church (RCC), Protestant, Orthodox Christianity, Concrete, Columns, Arches, Domes, Pantheon, Our Lady of Victory Basilica, Engineering, Aqueducts,
If you were not in class today complete notes on Roman Achievements (Day 5) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Modern Day Athens proposes using Roman Aqueducts to fight Climate Change
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation, Kurth, US Dialect Regions (Northern, Midlands, Sounthern), Isogloss, Indo European Family, Germanic Branch, Indo-Iranian Branch, Balto-Slavic Branch, Vulgar Latin, Romance/Latin Branch
Today we worked section two notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: NYC: A Refuge for endangered languages?
HOMEWORK: Work on Q and A Part 1 Due Wednesday
TEST TUESDAY
Monday, November 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some what the Pax Romana was and some of the good and bad leaders of the Roman Empire
Key Terms/People: Julius Caesar, Rome, Dictator, Roman Republic, Claudius (Augustus Caesar), Marc Antony, Cleopatra, Caligula, Nero, Trajan, Hadrian, Hadrian's Wall, Marcus Aurelius
If you were not in class today complete the video questions (link at beginning of assignment) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation, Kurth, US Dialect Regions (Northern, Midlands, Sounthern), Isogloss, Indo European Family, Germanic Branch, Indo-Iranian Branch, Balto-Slavic Branch, Vulgar Latin, Romance/Latin Branch
Today we worked section two notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Work on Q and A Part 1 Due Wednesday
Friday November 15, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the accomplishments of Julius Caesar, the birth of Rome, the aquaducts, the Forum, Emperor Claudius, Caligula, and Nero
Key Terms/People: Rhine, Julius Caesar, Rome, Dictator, Roman Republic, Romulus, Remus, Civil War, Etruscans, Via Apia, Carthage, Augustus Caesar, Roman Concrete, Emperor Claudius, Caligula
If you were not in class today complete the video questions (link at beginning of assignment) on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study and complete any missing assignments
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation
Today we worked on a vocab activity reviewing the processes that lead to different dialects and languages, review the notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Today)
Thursday November 14, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Punic Wars, the Fall of the Republic of Rome and the Rise (and Death) of Julius Ceasar
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar, Ides of March, Et tu Brute, Dictator, Julian Calendar
If you were not in class today you can look at the Unit 4 Day 4 notes on The Fall of the Roman Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Study and complete any missing assignments
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to understand the processes that lead to languages becoming similar or different from each other
Key Terms/People: Isolation, Interaction, Dialect, Official Language, British Received Pronunciation
Today we worked on a vocab activity reviewing the processes that lead to different dialects and languages, review the notes on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: A British Accent in Ancient Rome?
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Wednesday November 13, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Imperialism and the Punic Wars
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar
If you were not in class today you can look at the Unit 4 Day 2 (part 2) notes on The Punic War on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: How did the white flag become a symbol of surrender?
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to recognize the key vocab words for the unit
Key Terms/People: refer to the vocab assignment
Today we worked on a vocab activity reviewing the major vocab terms for the chapter, if you were not in class please complete the activity on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Slovakia Risks Dispute With Hungary Over Language Bill
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Tuesday November 12, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Imperialism and the Punic Wars
Key Terms/People: Imperialism, Etruscans, Greeks, Carthaginians, Phoenicians, Iberia (Spain), Sicily, Carthage, The Punic Wars, General Hannibal, Latifundia, Annex, Julius Caesar
If you were not in class today you can work on the assignment, Imperialism and the Punic Wars on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: How did the white flag become a symbol of surrender?
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to recognize the key vocab words for the unit
Key Terms/People: refer to the vocab assignment
Today we worked on a vocab activity reviewing the major vocab terms for the chapter, if you were not in class please complete the activity on google classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Slovakia Risks Dispute With Hungary Over Language Bill
HOMEWORK: Start reading Unit 5: Language and complete Vocab assignment (due Friday)
Friday November 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the beginning of the Roman Empire and its start as a republic
Key Terms/People: The Twelve Tables, The Consuls, The Senate, The Dictator, Cincinatus
If you were not in class today you can look over the notes on Day 1 Rome: Rise of the Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Slingshot ammo in Ancient Rome used as Propoganda
HOMEWORK: Study and complete Current Event Activity for Wednesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe there dialect results
Key Terms/People: Culture, Interaction, Isolation, Language, Speech, Literary Tradition, Language Families, Language Branches, Indo-Iranian, Romance, Germanic, Balto-Slavic, Sino-Tibetan, Mandarin, Centripetal Factor, Centrifugal Factor
Today we worked on the first section of notes.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Election info in multiple languages
HOMEWORK: Start reading Unit 5: Language
Thursday November 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the story of Romulus and Remus, the beginning of the Roman Empire and its start as a republic
Key Terms/People: Romulus, Remus, Rome, Aeneas, The Latins, The Greeks, The Etruscans, Patricians, Plebians, Tyrant, Tyranny, Republic, The Twelve Tables
If you were not in class today you can look over the notes on Day 1 Rome: Rise of the Republic on Google Classroom.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: Gladiator 2 has controversy over historical accuracy
HOMEWORK: Complete the Intro to Rome Activity... Due Today
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe there dialect results
Key Terms/People: Dialect
Today we worked on and discuss the NY Times Dialect quiz.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.1 Introduction to Culture (Language)
4.A Identify the different types of information presented in visual sources.
3.2 Cultural Landscapes
4.B Describe the spatial patterns presented in visual sources.
3.3 Cultural Patterns
4.C Explain patterns and trends in visual sources to draw conclusions.
IMP-3 3.4 Types of Diffusion
1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
SPS-3 3.5 Historical Causes of Diffusion
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
3.6 Contemporary Causes of Diffusion
5.B Explain spatial relationships across various geographic scales using geographic concepts, processes, models, or theories.
IMP-3 3.7 Diffusion of Religion and Language
4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes.
SPS-3 3.8 Effects of Diffusion
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: How China's Youth Views Dialects
HOMEWORK: Start reading Unit 5: Language
Wednesday November 6, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the story of Romulus and Remus
Key Terms/People: Romulus, Remus, Rome, Aeneas, The Latins, Venus (Aphrodite), The Aeneid, Virgil, Jupiter (Zeus), Juno (Hera), Neptune (Poseidon), Mars (Eres), Patricians, Plebians
If you were not in class today you can complete the assignment on Google Classroom for Friday.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: What Americans Think about Ancient Rome
HOMEWORK: Complete the Intro to Rome Activity... Due Tomorrow
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe migration patterns around the world, including where and why these patterns exist.
Key Terms/People: Refer to previous slides
Today we worked on the test.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Migration to the US is in Decline
HOMEWORK: Start reading Unit 5: Language
Monday November 4, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Ancient Rome noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Roman civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Ancient Rome to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Roman Empire.
CURRENT RELATED NEWS: What Americans Think about Ancient Rome
HOMEWORK: Complete the EdPuzzle we worked on in class... Due Tomorrow
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe migration patterns around the world, including where and why these patterns exist.
Key Terms/People: Refer to previous slides
Today we worked on the review for the chapter
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Migration to the US is in Decline
HOMEWORK: Study for test
TEST ON WEDNESDAY
Thursday October 31, 2024-Friday November 1st
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: AI brings Ancient Greek Philosophers back to life
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due TODAY by 11:59
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Quota Act of 1921, Quotas, Brain Drain, Brain Gain, Guest Workers, Time-Contract Workers, Mariel Boatlift, Refugees
Today we worked on the finished the third section of notes and worked on the assignment on Google Classroom (which was the fourth section of notes)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Guest Workers Keep Farm Going
HOMEWORK: Study and finish assignment on notes
TEST ON WEDNESDAY
Wednesday October 30, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Fires in Ballot Box a direct threat to democracy
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Migration helps MDCs
HOMEWORK: Study
Tuesday October 29, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Fires in Ballot Box a direct threat to democracy
HOMEWORK: Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Migration helps MDCs
HOMEWORK: Study
Monday October 28, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Ancient Greece
Key Terms/People: Refer to previous days
If you were not in class today you can complete the assignment on Google Classroom for Friday. It will be your test grade for this Unit.
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: What are Plato's Five Forms of Government
HOMEWORK: Complete Greek Politics Assignment on Google Classroom... Due Tuesday
Complete the Greek PBL on Google Classroom (Summative)... Due Friday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Political Donations by Zip Code
HOMEWORK: Unit 3 section 1 and 2 Q and A due on Tuesday
Study for Quiz Tomorrow
Friday October 25, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss Aristotle's view on politics and types of government that work best. Also, students should have an understanding of who Alexander the Great and his accomplishments.
Key Terms/People: Aristotle and Alexander the Great
If you were not in class today you can complete the assignment on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Alexander the Great's Tunic Discovered in Tomb
HOMEWORK: Complete Greek Politics Assignment on Google Classroom... Due Tuesday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Migration Stream, Counterstream, Place Desirability, Net In-Migration, Net Out-Migration, Gravity Model, Step Migration, Chain Migration
Today we worked on the quiz on AP Classroom and the assignment on Google Classroom
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: State to State Migration Census Data Released
HOMEWORK: Unit 3 section 1 and 2 Q and A due on Tuesday
Wednesday October 23, 2024
GLOBAL STUDIES
Learning Target: Students should be able to compare and contrast the cultures and government of Sparta and Athens and the beginnings of democracy
Key Terms/People: Athens, Sparta, Polis, Helots, Oligarchy, Aristocracy, Attica, Draco, Draconian, Solon
If you were not in class today you can look over Unit 3 Day 3 notes on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Iran's Draconian Campaign on Veiling Laws
HOMEWORK: Complete edpuzzle on Greece for Thursday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe where people migrate and how they are distributed
Key Terms/People: Migration, Immigration, Emigration, Demographic Accounting Equation, Distribution, Ecumene, Urban, Rural, Concentration
Today we went over the second section of notes up until the migration stream slide
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Ecumene Global Forum Discusses Ecosystem Preservation
HOMEWORK: Unit 3 Vocab Activity Due today, Prep for Vocab Quiz on Tuesday
Tuesday October 22, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the Geography and Culture of Ancient Greece with an emphasis on the Mycenaeans
Key Terms/People: Athens, Sparta, Crete, Minoans, Mycenaeans, Trojan War, Trojan Horse, Troy, Helen, Polis, Acropolis
If you were not in class today you can complete the edpuzzle activity on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: 3,500 year old Mycenaean Battle Armor tested during 11 hour Trojan War Simulation
HOMEWORK: Complete edpuzzle on Greece for Thursday
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors, Refugees, Intervening Obstacles, Intervening Opportunities, Internal Migration, Interregional Migration, Intraregional Migration, Forced Migration, Voluntary Migration, Undocumented Migrant
Today we went over the first section of notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Refugees in South Africa
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Monday October 21, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Athens, Sparta, Crete, Minoans, Mycenaeans, Trojan War, Trojan Horse, Troy, Helen, Polis, Acropolis
If you were not in class today you can watch the video HERE and look over the Day 1 Greece Intro notes on Google Classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: Operation Pager: The latest Trojan Horse
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors, Refugees, Intervening Obstacles, Intervening Opportunities, Internal Migration, Interregional Migration, Intraregional Migration, Forced Migration, Voluntary Migration, Undocumented Migrant
Today we went over the first section of notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: What the data says about US immigrants
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Friday October 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Pericles, Hippocrates, Athens, Socrates, Olympics, Athena, Poseidon, Dionysus, Medea, Greek Tragedy, Sparta, Peloponnesian War, Acropolis, Parthenon
If you were not in class today you can watch the video HERE and finish the questions on google classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: The Olympic Torch was on the ISS
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the reasons why people move and why they move there
Key Terms/People: Migration, Push Factors, Pull Factors
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 2.10 Causes of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
2.11 Forced and Voluntary Migration 1.D Describe a relevant geographic concept, process, model, or theory in a specified context.
2.12 Effects of Migration
2.B Explain spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Trump Migration Policies vs the EU Policies
HOMEWORK: Unit 3 Vocab Activity Due Wednesday
Thursday October 17, 2024
GLOBAL STUDIES
Learning Target: Students should be able to some basic details about Ancient Greece
Key Terms/People: Pericles, Hippocrates, Athens, Socrates, Olympics, Athena, Poseidon, Dionysus, Medea, Greek Tragedy
If you were not in class today you can watch the video HERE and work on the first 14 questions on google classroom
Social Studies Framework: 9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.
* Students will examine the locations and relative sizes of classical political entities in Greece noting the location and size of each in relation to the amount of power each held within a region.
*Students will investigate how geographic factors encouraged or hindered expansion and interactions within the Greek civilization.
9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power.
* Students will compare and contrast how the civilizations consolidated and increased power.
9.3c A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
* Students will examine the achievements of Greece to determine if the civilization experienced a Golden Age.
9.3d Political, socioeconomic, and environmental issues, external conflicts, and nomadic invasions led to the decline and fall of Classical empires.
*Students will compare and contrast the forces that led to the fall of the Greek Empire.
CURRENT RELATED NEWS: The story behind reuniting the Parthenon marble
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the theories and concepts of Demography/Population
Key Terms/People: refer to previous updates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: How demographics have changed in swing states and what that means to the election
HOMEWORK: NONE
Wednesday October 16, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the major river valley civilizations
Key Terms/People: refer to previous updates starting on 9/23
If you were not in class today you will take the test next class period
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Beauty Rituals Influence Today's Rituals
HOMEWORK: NONE
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe the theories and concepts of Demography/Population
Key Terms/People: refer to previous updates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Growing Hispanic Population leads to High School's first Mariachi band
HOMEWORK: Test tomorrow, complete review/study
TEST ON THURSDAY (10/17)
Tuesday October 15, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the major river valley civilizations
Key Terms/People: refer to previous updates starting on 9/23
If you were not in class today check the notes on classroom.google.com and review for tomorrow's test
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New Civilization Game introduces Queen Hatshepsut
HOMEWORK: Review notes and prep for the test (Check google classroom for review material)
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Students should be able to describe Thomas Malthus' Model and why/why it isn't correct
Key Terms/People: Population Pyramids, Dependency Ratio, Overpopulation, Thomas Malthus, Malthusian Theory, Exponential vs Arithmetic (linear) growth, Doubling Time
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Qatarran Depression Project to help population growth?
HOMEWORK: Unit 2 Activity due tomorrow... we will also have a vocab quiz tomorrow
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Thursday October 10, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Indus River Valley Civilization and Shang Dynasty
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India, Shang Dynasty, Huang He River (Yellow River), Yangzi River, Xia Dynasty, Dynasty, Shang Di, Oracle Bones, Yin, Yang
If you were not in class today check the notes on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Shang Dynasty and their obsession with bones
HOMEWORK: Review notes and prep for the test (Check google classroom for review material)
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Population Pyramids, Dependency Ratio, Overpopulation, Thomas Malthus, Malthusian Theory, Exponential vs Arithmetic (linear) growth, Doubling Time
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Could we be nearing our population peak?
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Wednesday October 9, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Harappan Civilization within the Indus River Valley Civilization
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India
If you were not in class today check the notes on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Studies show oldest dockyard in history during Harappan Civilization
HOMEWORK: Review notes and prep for the test
TEST ON WEDNESDAY (10/16)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demographic Transition Model, Crude Birth Rate, Crude Death Rate, Natural Increase Rate, Epidemiological Transition Model, Pandemic, Population Pyramids
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Travelers from Rwanda Screened for Deadly Marburg Virus
Make sure you are studying your notes each day and reading the chapter
TEST ON THURSDAY (10/17)
Tuesday October 8, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the Harappan Civilization within the Indus River Valley Civilization
Key Terms/People: Harappa, Mohenjo-Daro, Himalaya Mountains, Hindu-Kush Mountains, Indus River, Ganges River, Deccan Plateau, India
If you were not in class today, check the activity on classroom.google.com
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Mummy Might be Clinging to World's Oldest Cheese
HOMEWORK: Finish the Harrapan Society Activity on Google Classroom
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demographic Transition Model, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Embracing Demographic Transition
Make sure you are studying your notes each day and reading the chapter
Monday October 7, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the three kingdoms of the Egypt.
Key Terms/People: King Menes (Narmer), Upper Egypt, Lower Egypt, Nile River, Delta, Memphis, Old Kingdom, Middle Kingdom, New Kingdom, Theocracy, Bureaucracy, Vizier, Pyramids, Hyksos, Queen Hatshepsut, Ramses II, Nubians, Deity,/Deities, Ra/Re (Sun God), Osiris (God of Death), Isis (Goddess of Fertility), Book of the Dead, Mummification, Howard Carter, King Tut,
If you were not in class today check google classroom for the notes.
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Ancient Mummy Might be Clinging to World's Oldest Cheese
HOMEWORK: Finish Hammurabi's Code
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Fertility Statistics Explained
Make sure you are studying your notes each day and reading the chapter
Thursday October 3, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss location of the Egyptian civilization, including the difference between Upper and Lower Egypt
Key Terms/People: King Menes (Narmer), Upper Egypt, Lower Egypt, Nile River, Delta, Memphis, Old Kingdom, Middle Kingdom, New Kingdom, Theocracy, Bureaucracy, Vizier
If you were not in class today, we completed a video worksheet, you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: A pyramid fit for a Vizier
HOMEWORK: Finish any other assignments you have not completed
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Crude Birth Rate, Crude Death Rate, Natural Increase Rate
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: European Fertility Statistics Explained
Make sure you are studying your notes each day and reading the chapter
Wednesday October 2, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss some of the Egyptian Culture, especially their thoughts on the afterlife and how they prepared the Pharoah
Key Terms/People: Egyptian, King Tut, Nile River, Horus, Ramses II, Rosetta Stone, Pharoah, Tomb
If you were not in class today, we completed a video worksheet, you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Rare discovery of colored reliefs in Egypt
HOMEWORK: Finish any other assignments you have not completed
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Friction of Distance, Distance Decay, Space-Time Compression
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Overpopulation: Causes, Consequences, and Possible Solutions
Make sure you are studying your notes each day and reading the chapter
Tuesday October 1, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the inventions, writing systems, and religious systems within Mesopotamia and the succession of groups that took over the early Sumerian Civilization
Key Terms/People: Hammurabi's Code, Babylon/Babylonians, Mesopotamia, Sumer/Summerians, Akkad/Akkadians, Bronze age, Sargon I, Cuneiform, Ziggurat, Polytheism,
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: How the effects of Hammurabi's Code still affect us
HOMEWORK: Finish Hammurabi's Code Activity from Class (Due Wednesday)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography and where and why places can be considered overpopulated
Key Terms/People: Demography, Overpopulation, Demographics, LDCs, MDCs, Population Concentrations, Sparse, Arid, Population Density, Arithmetic Density, Physiological Density, Agricultural Density, Friction of Distance, Distance Decay, Space-Time Compression
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: Overpopulation: Causes, Consequences, and Possible Solutions
Make sure you are studying your notes each day and reading the chapter
Monday September 30, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the creation of a system of laws in the Babylonian Civilization within Mesopotamia
Key Terms/People: Hammurabi's Code, Babylon, Mesopotamia
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New York City may pass new law allowing jaywalking
HOMEWORK: Finish Hammurabi's Code Activity from Class (Due Wednesday)
AP HUMAN GEOGRAPHY
Learning Target: Introduce the field of Demography
Key Terms/People: Demography, Overpopulation, Demographics
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
2.A Describe spatial patterns, networks, and relationships.
2.C Explain a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories.
CURRENT RELATED NEWS: China is raising its retirement age
Make sure you are studying your notes each day and reading the chapter
Wednesday/Thursday September 25-26, 2024
GLOBAL STUDIES
Learning Target: Students should be able to discuss the creation of Mesopotamia and the society of the Sumerians and Akkadians
Key Terms/People: Mesopotamia, Sumerians, Ziggurat, City-State, Fertile Crescent, Tigris River, Euphrates River
If you were not in class today you can click the link for an overview of what we discussed HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: Building in California designed to resemble a Ziggurat is up for sale
HOMEWORK: Finish Mapping Activity from Class (Due Monday)
AP HUMAN GEOGRAPHY
Learning Target: REVIEW
Key Terms/People: Refer back to the previous daily updates.
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: How do sports relate to Human Geography
TEST THURSDAY
Tuesday September 24, 2024
GLOBAL STUDIES
Learning Target: Map River Valley Civilizations and Other Key Points of Interest
Key Terms/People: Indus River Valley Civilization, Mesopotamia, North America, Asia, Euphrates River, South America, Australia, Indus River, Hindu Kush Mountains, Italy, Pacific Ocean, Indian Ocean, Europe, Nile River, Yellow River, Africa, Tigris River, Mediterranean Sea, Himalaya Mountains, Greece, Atlantic Ocean, Shang Civilization, Egyptian Civilization, Sumerian Civilization
If you were not in class today you can click the link for a blank world map to practice labeling the above places HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: New Museum Shares Treasures of the Shang Dynasty
HOMEWORK: Finish Mapping Activity from Class (Due Monday)
AP HUMAN GEOGRAPHY
Learning Target: REVIEW
Key Terms/People: Refer back to the previous daily updates.
If you were not in class you can access a review on Google Classroom as well as a couple links to reviews in the instructions section of the review on Google Classroom.
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Mapping Different Paths to Presidential Victory
TEST THURSDAY
Monday September 23, 2024
GLOBAL STUDIES
Learning Target: Preview River Valley Civilizations
Key Terms/People: Indus River Valley Civilization, Mesopotamia
If you were not in class today you can click the link the preview HERE
Social Studies Framework: 9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
*Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.
9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.
*Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.
CURRENT RELATED NEWS: AI is helping researchers decipher and digitize Indus River Valley Writings
HOMEWORK: None
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Geopolitics is Corroding Globalization
TEST THURSDAY
Friday September 20, 2024
GLOBAL STUDIES
Learning Target: TEST
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Change In Landscape May Have Led To Language Development In Hominids
HOMEWORK: No Homework over the weekend
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST THURSDAY
Thursday September 19, 2024
GLOBAL STUDIES
Learning Target: REVIEW- Vocab Practice and Practice Questions
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Building Bridges Between Civilizations to Foster Cultural Diffusion
HOMEWORK: Students should be studying for TOMORROW'S test. They can use the kahoot practice questions in the above link and study their notes and the vocab practice from in class today.
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will work on review of previous concepts/key terms covered
Key Terms/People: Refer back to previous notes
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Map Shows Most and Least Diverse States
TEST TUESDAY
Wednesday September 18, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the development of civilizations and the eight characteristics of a civilization
Key Terms/People: Civilization, Art and Architecture, Religion, Social Classes, Cities, Government, System of Writing, Public Works, Job Specialization
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Where did modern day humans combine DNA with Neaderthals?
HOMEWORK: Students should complete the Characteristics of a Civilization worksheet we worked on in class-Due Tomorrow
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will create CollegeBoard accounts so they can access AP Classroom. If you were not in class, see me for the join code. Students should also be able to describe Globalization and its impact on communities around the World.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST TUESDAY
Tuesday September 17, 2024
GLOBAL STUDIES
Learning Target: Students should be able to describe the migration routes of early hunter-gatherer groups and explain how the change to a farming lifestyle changed the roles of men and women and led to innovations/new tools
Key Terms/People: Migration, Neolithic Revolution, Domestication, Calendar, Irrigation
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Can Gender Inequality Be Blamed On The Farming Revolution?
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- PAST DUE
In-class worksheet on Cave Paintings PAST DUE
TEST FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Formal Region (AKA Uniform or Homogenous Region), Functional Region, Vernacular Region, Cultural Ecology, Human-Environment Interaction, Environmental Determinism, Possibilism, Cultural Determinism
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.B Explain geographic concepts, processes, models, and theories.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST TUESDAY
Monday September 16, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand the development of early humans and why some survived and others did not.
Key Terms/People: Paleolithic, Homo Habilis, Homo Erectis, Neanderthal, Cro Magnon, Hunter-Gatherer, Nomadic, Animism
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Paleolithic Age... The Start of Fashion
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- PAST DUE
In-class worksheet on Cave Paintings due Tomorrow (Tuesday) if you didn't finish it in class
AP HUMAN GEOGRAPHY
Learning Target: Students will understand the timezones and why not all timezones are the same. They will also develop an understanding of how human and natural elements combine to form the Cultural Landscape.
Key Terms/People: Prime Meridian, International Date Line, , Greenwich Mean Time (GMT), Timezones, Regions, Cultural Landscape, Formal Region (AKA Uniform or Homogenous Region)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework:1.B Explain geographic concepts, processes, models, and theories.
CURRENT RELATED NEWS: Why does India have such a weird Timezone
Friday September 13, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand some of the tools that historians utilize to analyze the past and issues that may arise from utilizing the tools and analysis skills available to them.
Key Terms/People: Prehistory, archaeology, artifacts, radiocarbon dating, dna analysis, prehominids, Australopithecus
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: Oldest Stone Tools Predate Earliest Known Humans
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE Today
In-class worksheet on Cave Paintings due Tuesday if you didn't finish it in class
AP HUMAN GEOGRAPHY
Learning Target: Students will understand the difference between GPS and GIS and how they work together and how it works with the Global Grid System
Key Terms/People: Geographic Information System (GIS), Global Positioning System (GPS), Toponyms, Site, Situation, Absolute location, Relative Location, Latitude, Longitude, Meridians, Greenwich Mean Time (GMT), Timezones
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: NASA Wants To Create Coordinated Lunar Time Zones
Thursday September 12, 2024
GLOBAL STUDIES
Learning Target: Students should be able to understand the difference between AD, CE, BC, BCE. Students will also understand timelines and how different cultures may have a different calendar, but may still utilize a Christian (Gregorian) Calendar.
Key Terms/People: A.D., C.E., B.C., B.C.E., Prehistory
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 1. Chronological Thinking
CURRENT RELATED NEWS: Why is Ethiopia just starting 2017 in September 2024?
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Student will understand the difference between GPS and GIS and how they work together.
Key Terms/People: Mercator Projection, Peters Projection, Azimuthal Projection, Township and Range System, Land Ordinance of 1785, Geographic Information System (GIS), Remote Sensing, Global Positioning System (GPS)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Open Source Mapping and How it is changing warfare
Wednesday September 11, 2024
GLOBAL STUDIES
Learning Target: Reflect on the Events of 9/11
Key Terms/People: World Trade Center
If you were not in class today you can watch the video accompanying our class discussion by clicking HERE
Social Studies Framework: 1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: People are still dying from the after-effects of 9/11
HOMEWORK: Student "Get To Know You" Worksheet (Parent must read and sign)- DUE FRIDAY
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Map Scale, Large Scale Map, Small Scale Map, Map Projections, Distortion, Shape, Size, Distance, Direction, Equal Area Projection Map, Mercator Projection, Peters Projection, Azimuthal Projection, Township and Range System, Land Ordinance of 1785, Geographic Information System (GIS), Remote Sensing, Global Positioning System (GPS)
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 5.A Identify the scales of analysis presented by maps, quantitative and geospatial data, images, and landscapes.
CURRENT RELATED NEWS: Putin Ally Redraws World Map and Claims Ukraine is Russia
Tuesday September 10, 2024
GLOBAL STUDIES
Learning Target: Introduce how historians think.
Key Terms/People: Prehistory
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: 1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making
CURRENT RELATED NEWS: Bronze Artifacts Related to Warrior God Found in Ancient Castle
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Cartograph, Dot Density Map, Proportional Symbol Map, Choropleth Map
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: China develops GPS due to incident with the US in the 1990s
Monday September 9, 2024
GLOBAL STUDIES
Learning Target: Introductions and learning the rules/expectations of the classroom
Key Terms/People: N/A
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: N/A
CURRENT RELATED NEWS: Click here to access the Timon Student Handbook
AP HUMAN GEOGRAPHY
Learning Target: Introductions to Human Geography
Key Terms/People: Geography, Human Geography, Physical Geography, Cartography, Space, Region, Place, Reference Map, Thematic Map, Physical Map, Isolines, Isoline Map, Topographic Map, Cartograph
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
AP Framework: 3.A Identify the different types of data presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: COVID MAP REVEALS STATES WITH HIGH VIRAL LOAD IN SEWAGE
Friday September 6, 2024
Learning Target: Introductions and learning the rules/expectations of the classroom
Key terms/People: N/A
If you were not in class today you can familiarize yourself with the syllabus and various rules by clicking HERE
Social Studies Framework: N/A
CURRENT RELATED NEWS: Click here to access the Timon Student Handbook
GLOBAL STUDIES
Learning Target: TEST
Key Terms/People: Refer back to the previous daily updates.
If you were not in class today you can click the link for practice questions HERE
Social Studies Framework: 9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semisedentary lifestyles.
CURRENT RELATED NEWS: Change In Landscape May Have Led To Language Development In Hominids
HOMEWORK: No Homework over the weekend
AP HUMAN GEOGRAPHY
Learning Target: Students will describe different classifications of regions. They will also develop an understanding of how human and natural elements impact each other and the theories behind that.
Key Terms/People: Globalization, Transnational Corporations (TNC), Conglomerates, Distribution, Density, Arithmetic Density, Physiological Density, Agricultural Density, Arable land, Concentration, Clustered, Dispersed, Pattern, Space-Time Compression, Diffusion, Hearth, Relocation Diffusion, Expansion Diffusion, Hierarchical Diffusion, Reverse Hierarchical Diffusion, Contagious Diffusion, Stimulus Diffusion
You can access the powerpoints and chapter reading by clicking HERE
AP Framework: 1.A Describe geographic concepts, processes, models, and theories.
3.B Describe spatial patterns presented in maps and in quantitative and geospatial data.
CURRENT RELATED NEWS: Gerrymandering and how it is impacting Ohio
TEST THURSDAY
