Daily Updates and Assignments

 Wednesday, March 5, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Christianity, Islam, and Judaism.
​Key Terms/People: Refer to vocab on assignment
Today we we started the Byzantine Board Game PBL.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Ash Wednesday Meets Modern Online Convenience 
HOMEWORK:  Work on Board Game PBL due Monday

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of where does the level of development vary by gender
​Key Terms/People: Refer to previous updates
If you were not in class, we went finished the notes.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: China Is Ready For Any War With US 
HOMEWORK: Study/Read Chapter, Complete Q and A
$99 Test fee now due
TEST IS THURSDAY 

Tuesday, March 4, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Christianity, Islam, and Judaism.
​Key Terms/People: Refer to vocab on assignment
Today we we started the Byzantine Board Game PBL.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Shrove Tuesday... What is it? 
HOMEWORK:  Work on Board Game PBL due Monday

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of where does the level of development vary by gender
​Key Terms/People: Structural Adjustment Program, Privatization, New International Division of Labor, Comparative Advantage
If you were not in class, we went finished the notes.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: US Retreats in World Bank 
HOMEWORK: Study/Read Chapter, Complete Q and A
$99 Test fee now due
TEST IS THURSDAY, VOCAB QUIZ IS WEDNESDAY

 Monday, March 3, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Christianity, Islam, and Judaism.
​Key Terms/People: Refer to vocab on assignment
Today we we finished Byzantine Empire Notes.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Pope Clashes with Vatican Over Finances Before Hospitalization 
HOMEWORK:  Religion Primer is due Today, start thinking about Board Game PBL

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of where does the level of development vary by gender
​Key Terms/People: Structuralism, Development Gap, Dependency Theory, Interdependence, Immanuel Wallerstein, World Systems Analysis, Liberal Theories, Rostow's Modernization Model, Free Trade, Comparative Advantage, World Trade Organization (WTO), World Bank, International Monetary Fund
If you were not in class, we went through the notes up until "Loans" slide
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: Gender Pay Gap in the US 
HOMEWORK: Study/Read Chapter, Complete Q and A
$99 Test fee now due
TEST IS THURSDAY, VOCAB QUIZ IS WEDNESDAY

 Friday, February 28, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Christianity, Islam, and Judaism.
​Key Terms/People: Refer to vocab on assignment
Today we we worked on previous assignments and studying.  If you were not in class you can find them on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Pope Clashes with Vatican Over Finances Before Hospitalization 
HOMEWORK:  Finish and turn in Byzantine Stations assignment (Due Friday) and Religion Primer is due Monday

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of where does the level of development vary by gender
​Key Terms/People: Self-sufficiency Approach, Tariffs, Quotas, Licenses, International Trade Approach
If you were not in class, we went through the notes up until "International Trade Approach" slide
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: Gender Pay Gap in the US 
HOMEWORK: Study/Read Chapter, Work on Vocab (Due Friday)
$99 Test fee now due

 Thursday, February 27, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Christianity, Islam, and Judaism.
​Key Terms/People: Refer to vocab on assignment
Today we we worked on the World Religions Primer Activity.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Pope Clashes with Vatican Over Finances Before Hospitalization 
HOMEWORK:  Finish and turn in Byzantine Stations assignment (Due Friday) and Religion Primer is due Monday

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of where does the level of development vary by gender
​Key Terms/People: HDI, GDP, Literacy Rate, Life Expectancy
If you were not in class, we went through the notes up until "Map showing countries since independence have had" slide
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: Gender Pay Gap in the US 
HOMEWORK: Study/Read Chapter, Work on Vocab (Due Friday)
$99 Test fee now due

Wednesday, February 26, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Great Schism and the end of the Byzantine Empire.
​Key Terms/People: The Great Schism, Roman Catholic, Eastern Orthodox, 1054, Protestant, Patriarch, Pope, Greek, Latin
Today we we worked on the Byzantine notes up until the end of the empire slide.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Russian Orthodox Priest Leads Silent Resistance 
HOMEWORK:  Finish and turn in Byzantine Stations assignment (Due Friday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of different job categories and how it relates to what countries are considered "developed"
​Key Terms/People: Primary Sector, Secondary Sector, Tertiary Sector, Quarternary Sector, Quinary Sector, Productivity, Value Added, Raw Materials, Consumer Goods, Material Goods, Neocolonialism, Literacy
If you were not in class, we went through the notes up until "Calories Per Capita"
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: How Might America First Impact LDCs 
HOMEWORK: Study/Read Chapter, Work on Vocab (Due Friday)
$99 Test fee now due

Tuesday, February 25, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the Byzantine Empire.
​Key Terms/People:  Byzantine Empire, Asia, Europe, Constantinople, Istanbul, Bosporus Strait, Black Sea, Mediterranean Sea, Emperor Justinian, Empress Theodora, Nika Riots, Justinian Codes, The Great Schism
Today we we worked on the Byzantine Empire Stations Activity.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Red Bull Athlete Crosses Bosporus Strait From Europe to Asia 
HOMEWORK:  Finish and turn in Byzantine Stations assignment (Due Friday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of different job categories and how it relates to what countries are considered "developed"
​Key Terms/People: Primary Sector, Secondary Sector, Tertiary Sector, Quarternary Sector, Quinary Sector, Productivity, Value Added, Raw Materials, Consumer Goods, Material Goods, Neocolonialism, Literacy
If you were not in class, we went through the notes up until "Calories Per Capita"
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: How Might America First Impact LDCs 
HOMEWORK: Study/Read Chapter
$99 Test fee now due

Monday, February 24, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Justinian's leadership and the Great Schism.
​Key Terms/People:  Byzantine Empire, Asia, Europe, Constantinople, Istanbul, Bosporus Strait, Black Sea, Mediterranean Sea, Emperor Justinian, Empress Theodora, Nika Riots, Justinian Codes, The Great Schism
Today we we worked on notes un until the slide on Icons.  If you were not in class you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Turkey Plans to Open Hagia Sophia's Underground Tunnels 
HOMEWORK:  Finish and turn in assignment from last week

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of different job categories and how it relates to what countries are considered "developed"
​Key Terms/People: Primary Sector, Secondary Sector, Tertiary Sector, Quarternary Sector, Quinary Sector, Productivity, Value Added, Raw Materials, Consumer Goods, Material Goods, 
If you were not in class, we went through the notes up until GDP
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: NC Voters Appeal Gerrymandering 
HOMEWORK: Study/Read Chapter
$99 Test fee now due


Friday, February 21, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the end of the Roman Empire and the beginning of the Byzantine Empire.
​Key Terms/People:  Byzantine Empire, Asia, Europe, Constantinople, Istanbul, Bosporus Strait, Black Sea, Mediterranean Sea
Today we we on an activity "Rise of the Byzantine Empire".  If you were not in class work you can find it on Google Classroom.
 Social Studies Framework: 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe.
-Students will examine the political, economic, and social institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.
-Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.
9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions.
-Students will examine the locations and relative sizes of postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.
CURRENT RELATED NEWS: Earthquakes in Turkey Shift Earth Hundreds of Miles 
HOMEWORK:  Finish and turn in assignment from last week

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what countries are considered "developed"
​Key Terms/People: Development, More Developed Countries (MDC), Less Developed Countries (LDC), Developed Countries, Developing Countries, Gross Domestic Product (GDP), GDP Per Capita, 
If you were not in class, we went through the notes up until GDP
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
-Why does economic and social development happen at different times and rates in different places?
BIG IDEA 2 Impacts and Interactions
-How might environmental problems stemming from industrialization be remedied through sustainable development strategies? BIG IDEA 3 Spatial Patterns and Societal Change
-Why has industrialization helped improve standards of living while also contributing to geographically uneven development?​
CURRENT RELATED NEWS: World's Largest Economies Visualized 
HOMEWORK: Study/Read Chapter
$99 Test fee now due

Thursday, February 20, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about the end of the Roman Empire and the beginning of the Byzantine Empire.
​Key Terms/People:  Byzantine Empire, Asia, Europe, Constantinople, Istanbul, Bosporus Strait, Black Sea, Mediterranean Sea
Today we we started notes on the Byzantine Empire.  If you were not in class work on the slides up until the "Justinian" slide.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: 1,500 year old cistern turned into spa in Istanbul 
HOMEWORK:  Finish and turn in assignment from last week

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what countries are considered "developed"
​Key Terms/People: Development, More Developed Countries (MDC), Less Developed Countries (LDC), Developed Countries, Developing Countries, Gross Domestic Product (GDP), GDP Per Capita, 
If you were not in class, we went through the notes up until GDP
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Mapping Europe's Future Populations 
HOMEWORK: Study
$99 Test fee now due


Friday, February 14, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Samurai.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we we worked on a video activity on the Byzantine Empire.  If you were not in class complete the Activity on Google Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Turkey Opens another Byzantine Church as a Mosque 
HOMEWORK:  Study

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: Refer back to the previous entries
If you were not in class, we took the test.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Mapping Europe's Future Populations 
HOMEWORK: Study
$99 Test fee now due

Thursday, February 13, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Samurai.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we presented the Samurai posters.   If you were not in class your summative will only be based on the test.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: How Accurate was the movie "47 Ronin" 
HOMEWORK:  Study


​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: Theocracy, Reapportionment, Gerrymandering, United Nations (UN), UN Security Council, League of Nations, Cold War, Supranational Organization, Warsaw Pact, North Atlantic Treaty Organization (NATO), Buffer State, Satellite State, Organization of American States (OAS), European Union (EU), Eurozone, Organization of Petroleum Exporting Countries (OPEC), 
If you were not in class, we finished the notes.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Iraq Responds to Trump's Oil Demands 
HOMEWORK: Study
TEST FRIDAY
$99 Test fee now due

Wednesday, February 12, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we took the Japan Unit Test.   If you were not in class your summative will only be based on the test.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Motorcycle sized tuna sells in Japan for $1+ million 
HOMEWORK:  Study Notes


​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: Theocracy, Reapportionment, Gerrymandering, United Nations (UN), UN Security Council, League of Nations, Cold War, Supranational Organization, Warsaw Pact, North Atlantic Treaty Organization (NATO), Buffer State, Satellite State, Organization of American States (OAS), European Union (EU), Eurozone, Organization of Petroleum Exporting Countries (OPEC), 
If you were not in class, we finished the notes.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: UN Security Council Briefed on Terrorist Threats 
HOMEWORK: Study
TEST FRIDAY; Vocab quiz tomorrow​
$99 Test fee now due

Tuesday, February 11, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we worked on the Samurai PBL.   If you were not in class your summative will only be based on the test.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Motorcycle sized tuna sells in Japan for $1+ million 
HOMEWORK:  Complete Review Activity (Due Tuesday)
TEST TOMORROW

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: Theocracy, Reapportionment, Gerrymandering, United Nations (UN), UN Security Council, League of Nations, Cold War, Supranational Organization
If you were not in class, we worked on notes up until the "COLD WAR" slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: UN Security Council Briefed on Terrorist Threats 
HOMEWORK: Study
​$99 Test fee now due

Friday, February 7, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we worked Feudal Japan Review.   If you were not in class it can be found on Google Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Why Are Cats More Popular In Japan
HOMEWORK:  Complete Review Activity (Due Tuesday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People:  UNCLOS, Cultural Boundary, Relic Boundary, Antecedent Boundary, Subsequent Boundary, Geometric Boundary, Exclusive Economic Zone, Demarcation, Delimitation, Territorial Morphology, Definitional Dispute, Locational Dispute, Operational Dispute, Allocational Dispute, Superimposed Boundary, Cyprus
If you were not in class, we worked on notes up until the "Unitary State" slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: European Union Wants Trump Sit Down To Avoid Tariffs 
HOMEWORK: Study
​$99 Test fee now due

Thursday, February 6, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan and the the influence of China.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we worked on China influences Japan notes.   If you were not in class it can be found on Google  Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Why Are Cats More Popular In Japan
HOMEWORK:  Complete "Heian Period" Guided Notes Activity (Due Today)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People:  UNCLOS, Cultural Boundary, Relic Boundary, Antecedent Boundary, Subsequent Boundary, Geometric Boundary, Exclusive Economic Zone, Demarcation, Delimitation, Territorial Morphology, Definitional Dispute, Locational Dispute, Operational Dispute, Allocational Dispute, Superimposed Boundary, Cyprus
If you were not in class, we worked on notes up until the "Unitary State" slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: European Union Wants Trump Sit Down To Avoid Tariffs 
HOMEWORK: Study
​$99 Test fee now due

Wednesday, February 5, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan and the Heian Period.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we worked on the Guided Notes activity.   If you were not in class it can be found on Google  Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Journey of a WWII Samurai Sword
HOMEWORK:  Complete "Heian Period" Guided Notes Activity (Due Tomorrow)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: Perforated Boundary, Prorupted Boundary, Compact Boundary, Elongated Boundary, Fragmented Boundary, Landlocked State,  Frontier Boundary, Physical Boundary, UNCLOS, Cultural Boundary, Relic Boundary, Antecedent Boundary, Subsequent Boundary, Geometric Boundary
If you were not in class, we worked on notes up until the "check" slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: European Union Wants Trump Sit Down To Avoid Tariffs 
HOMEWORK: Study
​$99 Test fee now due


Tuesday, February 4, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan and the Heian Golden Age.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze, Tale of Genji
Today we finished the Heian Period notes.   If you were not in class it can be found on Google  Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: A Visual Journey Through the Tale of Genji
HOMEWORK:  Complete "Feudal Japan Stations" Activity (Due Today)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: State, Country, Tigris River, Euphrates River, Mesopotamia, City-States, Roman Empire, Colonies, Three G's (God, Glory, Gold), Pitcairn Island, Puerto Rico, Boundaries, 
If you were not in class, we worked on notes up until the fertile crescent slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: European Union Wants Trump Sit Down To Avoid Tariffs 
HOMEWORK: Study
​$99 Test fee now due

Monday, February 3, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze
Today we worked on Heian Period notes up through Feudal Japan Fashion.   If you were not in class it can be found on Google  Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Japan Protests against Anti-male only Succession Law
HOMEWORK:  Complete "Feudal Japan Stations" Activity (Due Tuesday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of political states and the UN
​Key Terms/People: State, Country, Sovereign, UN, Antarctica, Korea, Taiwan, Western Sahara, Sahwari Republic, Polisario, Ceuta, Melilla, Microstates, Singapore, Monaco, Andorra, Bahrain, Liechtenstein
If you were not in class, we worked on notes up until the fertile crescent slide.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Somalia Cracking Down on Clan Checkpoints 
HOMEWORK: Study
​$99 Test fee due at end of month

Friday, January 31, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze
Today we worked on the Stations Activity on Feudal Japan.   If you were not in class it can be found on Google  Classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Samurai Festival Celebrates Feudal Japan
HOMEWORK:  Complete "Feudal Japan Stations" Activity (Due Tuesday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of ethnic cleansing
​Key Terms/People: Refer to previous updates
If you were not in class, we took the test.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Somalia Cracking Down on Clan Checkpoints 
HOMEWORK: Study
​$99 Test fee due at end of month
​

Thursday, January 30, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze
Today we worked on the vocab assignment on Feudal Japan.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Samurai Festival Celebrates Feudal Japan
HOMEWORK:  Complete "Feudal Japan Zig Zag Vocab" (Due Friday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of Ethnicity and Racial Issues
​Key Terms/People: Refer to previous updates
If you were not in class, we took the vocab quiz and worked on review for tomorrow's test.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Reigniting Conflict in the Congo 
HOMEWORK: Work on Review
​$99 Test fee due at end of month
TEST FRIDAY

Tuesday, January 28, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Feudalism, Shintoism, Clans, Regent, Court, Buddhism, Daimyo, Samurai, Shogun, Figurehead, Kamikaze
Today we started the notes on Feudal Japan.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Assassin's Creed Shadows takes place in Feudal Japan
HOMEWORK:  Complete "Feudal Japan Investigation" (Due Thursday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of ethnic cleansing
​Key Terms/People: Ethnic Cleansing, Balkans, Balkan Peninsula, Balkanized, Balkanization, Archduke Ferdinand, Serbia, Croatia, Yugoslavia, Kosovo, Rwanda, Hutu, Tutsi
If you were not in class, look over the last section of notes on Ethnic Cleansing
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Kurdish Journalists Arrested in Turkey, Alarms Civil Rights Groups 
HOMEWORK: Work on Vocab Assignment (due Monday)
​$99 Test fee due at end of month
TEST FRIDAY; Vocab Quiz Thursday

Monday, January 27, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to make some basic inferences about Feudal Japan.
​Key Terms/People:  Japan, Tale of Genji, Shogun, Daimyo, Samurai, Peasants, Merchant Class, Emperor, Population Density, Provinces, Court Nobles, Silk Road
Today we had an in class activity, complete on google classroom.
 Social Studies Framework: 9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion.
-Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
CURRENT RELATED NEWS: Assassin's Creed Shadows takes place in Feudal Japan
HOMEWORK:  Complete "Feudal Japan Investigation" (Due Thursday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of ethnic conflict in Lebanon, India, and Former Kurdistan
​Key Terms/People: Lebanon, Census, Syria, Hezbollah, Cease-Fire, India, Pakistan, Bangladesh (East Pakistan), Kashmir, Jammu, Kurdistan, Kurds, Multistate Nation, Stateless Nation, Ethnic Cleansing
If you were not in class, look over second section of notes on race and ethnicity up until the slide on "Lebanon".
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Kurdish Journalists Arrested in Turkey, Alarms Civil Rights Groups 
HOMEWORK: Work on Vocab Assignment (due Monday)
​$99 Test fee due at end of month
TEST FRIDAY; Vocab Quiz Thursday

Friday, January 24, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Indigenous Populations in the Americas.
​Key Terms/People:  refer to previous updates
Today we took the unit test... if you were not in class you will take the test Monday
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: US and Canada Urge the Olympic Committee to Allow Lacrosse Team
HOMEWORK:  Study/Review Notes


​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of ethnic conflict in the horn of Africa 
​Key Terms/People: Nationalism, Nation-State, Mult-Nation State, Multi-Ethnic State, Centripetal Forces, Centrifugal Forces, Somalia, Eritrea, Ethiopia 
If you were not in class, look over second section of notes on race and ethnicity up until the slide on "Lebanon".
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Continued Clan Fighting in Somalia 
HOMEWORK: Work on Vocab Assignment (due Monday)
​$99 Test fee due at end of month
TEST THURSDAY

Thursday, January 23, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Indigenous Populations in the Americas.
​Key Terms/People:  refer to previous updates
If you were not in class, complete the test review for tomorrow.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Experience the Aztec Death Whistle
HOMEWORK:  Study/Review Notes
TEST TOMORROW

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of nationalism and issues of self-determination in the former Soviet Union area and Russia (focus on Caucasus Region) 
​Key Terms/People: Nationalism, Nation-State, Mult-Nation State, Multi-Ethnic State, Centripetal Forces, Centrifugal Forces, Soviet Union, Caucasus, Azeris, Azerbaijan, Exclave, Enclave, Nagorno-Karabakh, Georgia, Ossetia, Autonomous, Slovenia, 
If you were not in class, look over second section of notes on race and ethnicity up until the slide on "Why do Ethnicities Clash?".
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Trial Begins of Leaders over Nagorno Karabahk 
HOMEWORK: Work on Vocab Assignment (due Monday)
​$99 Test fee due at end of month

Friday, January 17, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Inuit and Haudenosaunee Culture.
​Key Terms/People:  Inuit, Sled Dogs, Sod, Igloos, Iroquois League, Mohawk, Oneida, Onondaga, Cayuga, Tuscarora, Seneca, Haudenosaunee, Longhouse, Three Sisters, Lacrosse
If you were not in class, finish the notes on Indigenous groups.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Seneca President discusses Casino Negotiations
HOMEWORK:  Study/Review Notes
TEST WEDNESDAY

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding where different ethnic groups are located in the US 
​Key Terms/People: Nation, Nationality, Ethnicity, Nation-State, Multi-Nation State, Race, Self-Determination, Sovereignty, Tibet, Denmark
If you were not in class, look over second section of notes on race and ethnicity up until the slide on Nationalism.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: A New Form of Warfare 
HOMEWORK: Work on Q and A (due today)
​$99 Test fee due at end of month

Thursday, January 16, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Aztec and Mound Builder Culture.
​Key Terms/People:  Huitzilopochtli, Human Sacrifice, Chinampas, Pochteca, Mound Builders
If you were not in class, finish the notes on Mayan Culture and start the notes on the Aztecs up until the calpulli slide.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Golf course set atop Mound Builders Ground
HOMEWORK:  Study/Review Notes

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding where different ethnic groups are located in the US 
​Key Terms/People: African American, Ethnicity, Race, Black, White, Hispanic/Latino, Great Migration, Ghetto, Segregation, Plessy v. Ferguson, Jim Crow Laws, Sharecropping, Brown v. Board of Education, White Flight, Blockbusting, Integration, Apartheid, Homelands, Nelson Mandela
If you were not in class, look over first section of notes on race and ethnicity up until the slide on Nelson Mandela.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: 30 years after Apartheid amid discontent 
HOMEWORK: Work on Q and A (due Friday)
​$99 Test fee due at end of month


Wednesday, January 15, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Mayan Culture and Aztec Culture.
​Key Terms/People:  Astronomy, Yucatan, ball game, bloodletting, Teotihuacan, Tenochtitlan, Quetzalcoatl, Lake Texcoco
If you were not in class, finish the notes on Mayan Culture and start the notes on the Aztecs up until the calpulli slide.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Indigenous Mayans want cenotes to have personhood status
HOMEWORK:  Study/Review Notes

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding where different ethnic groups are located in the US 
​Key Terms/People: African American, Ethnicity, Race, Black, White, Hispanic/Latino, Great Migration, Ghetto, Segregation, Plessy v. Ferguson
If you were not in class, look over first section of notes on race and ethnicity up until the slide on Jim Crow Laws.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Recoding the 2030 census 
HOMEWORK: Work on Q and A (due Friday)
​$99 Test fee due at end of month


Tuesday, January 14, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Mayan Culture.
​Key Terms/People:  Astronomy, Yucatan, ball game, bloodletting, Teotihuacan, 
If you were not in class, look over the notes on Mayan Culture.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Indigenous Mayans want cenotes to have personhood status
HOMEWORK:  Complete Edpuzzle from yesterday (due today)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of the difference between race and ethnicity 
​Key Terms/People: refer to previous updates for this unit
If you were not in class, look over first section of notes on race and ethnicity.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: Recoding the 2030 census 
HOMEWORK: Work on Q and A (due Friday)
​$99 Test fee due at end of month

Monday, January 13, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Aztec, Mayan, and Incan Culture.
​Key Terms/People:  Olmec, Mesoamerica, Obsidian, Polytheism, Maize God, Were-Jag, Yucatan Peninsula, Ball game, Giant Head Sculptures, Tropics
If you were not in class, complete the Edpuzzle on the Aztecs, Mayans,  Culture.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: The Olmec Trails in Illinois
HOMEWORK:  Complete Edpuzzle from today (due tomorrow)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding and complexity of religion around the world  
​Key Terms/People: refer to previous updates for this unit
If you were not in class, work on the Q and A worksheet.
You can access the powerpoints and chapter reading by clicking HERE
 AP Framework: BIG IDEA 1 Patterns and Spatial Organization
- How do historical and current events influence political structures around the world?
BIG IDEA 2 Impacts and Interactions
-How are balances of power reflected in political boundaries and government power structures?
BIG IDEA 3 Spatial Patterns and Societal Change
- How can political, economic, cultural, or technological changes challenge state sovereignty?
CURRENT RELATED NEWS: The Places of Worship Act in India 
HOMEWORK: Work on Q and A (due Friday)
​$99 Test fee due at end of month

Friday, January 10, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the Olmec Culture of Mesoamerica
​Key Terms/People:  Olmec, Mesoamerica, Obsidian, Polytheism, Maize God, Were-Jag, Yucatan Peninsula, Ball game, Giant Head Sculptures, Tropics
If you were not in class, complete the Edpuzzle on the Olmec Culture.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: The Olmec Trails in Illinois
HOMEWORK:  Complete Edpuzzle from today (due today)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding and complexity of religion around the world  
​Key Terms/People: refer to previous updates for this unit
Test Today.
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: The Places of Worship Act in India 
HOMEWORK: Work on Review
​$99 Test fee due at end of month

Thursday, January 9, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the Olmec Culture of Mesoamerica
​Key Terms/People:  Olmec, Mesoamerica
If you were not in class, complete the Edpuzzle on the Olmec Culture.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: No Two Olmec Heads are Alike
HOMEWORK:  Complete Edpuzzle from today (due tomorrow)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding and complexity of religion around the world  
​Key Terms/People: refer to previous updates for this unit
Today we worked on review for tomorrow's 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: Data on the American Religious Landscape 
HOMEWORK: Work on Review
Test Friday
​$99 Test fee due at end of month

 Wednesday, January 8, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the four theories on how groups from Asia reached the Americas.
​Key Terms/People:  Bering Land Bridge, Native American, Indigenous, Clovis Tribe
If you were not in class, look at notes on Google Classroom.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Uncontacted Indigenous Group Spotted in Peru
HOMEWORK:  Complete Edpuzzle from yesterday (due tomorrow)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of religious conflict in Israel, Lebanon, Ireland, and  
​Key Terms/People: Israel, League of Nations, Jordan, Lebanon, Syria, Egypt, Golan Heights, Gaza Strip, Sinai Peninsula, Jerusalem, West Bank, Census
Today we finished the section 4 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: Ireland Joins Genocide Case Against Israel in International Court 
HOMEWORK: Work on Review
Test Friday
​$99 Test fee due at end of month
​
Tuesday, January 7, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the Indigenous groups pre-Columbus.
​Key Terms/People:  Bering Land Bridge, Native American, Indigenous, Clovis Tribe
If you were not in class, look at complete the Edpuzzle.
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: NYS ban on Native American Mascots/Team Names
HOMEWORK:  Complete Edpuzzle

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of why religions are in conflict in Israel. 
​Key Terms/People: Jerusalem, Dome of the Rock, Western Wall, Church of the Holy Sepulchre, Palestine, Palestinians, Crusades
Today we started the section 4 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: Gender Apartheid in Afghanistan 
HOMEWORK: Work on Review
Test Friday
​$99 Test fee due at end of month

Monday, January 6, 2025
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the land bridge theory of migration.
​Key Terms/People:  Bering Land Bridge, Native American, Indigenous, Clovis Tribe
If you were not in class, look at Day 1 notes on Google Classroom
 Social Studies Framework: 9.8a Complex societies and civilizations continued to develop in the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and the Indigenous groups in New York. This growth also influenced their economies and relationships with others.
-Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas.
-Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade.
9.8b Local traditional religions influenced the development of complex societies and civilizations in the Americas ca. 1325–1600.
-Students will examine the role of nature and the traditional religious beliefs in the Americas during this period.
-Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires.
9.8c Complex societies and civilizations made unique cultural achievements and contributions.
CURRENT RELATED NEWS: Early North American Settlers Ate Wooly Mammoth for Protein
HOMEWORK:  Review Notes

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of why religions organize themselves in spaces 
​Key Terms/People: Heirarchical Religion, Local Autonomous Religion, Latter Day Saints, Pope, Cardinals, Bishops, Priests, Fundamentalism, Taliban, Afghan, Afghanistan
Today we started the section 4 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: Gender Apartheid in Afghanistan 
HOMEWORK: Work on Review
Test Friday
​$99 Test fee due at end of month

Wednesday, December 18, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss Legalism in China and Daoism
​Key Terms/People:  Legalism, Lao Tzu, Daoism, Yin and Yang, Filial Piety
If you were not in class, look at Day 7 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 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: What can we learn about Ashoka and his edicts
HOMEWORK:  Work on Hinduism Assignment (Due Thursday) and Test Review
TEST FRIDAY

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of why religions organize themselves in spaces 
​Key Terms/People: Ethnic Religions, Hinduism, Brahman, Vishnu, Shiva, Caste System, Confucianism, Confucius, Daoism/Taoism, Lao-Tse, Yin-Yang, Shinotism, Gateway of the Gods, Judaism, The Western Wall, 
Today we started the section 2 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: Crown of Thorns returned to Notre Dame Cathedral 
HOMEWORK: Work on Review

Tuesday, December 17, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the unification of China and its first emperor
​Key Terms/People:  Dynasty, Mandate of Heaven, Dynastic Cycle, Warring States Period, Qin Dynasty, Qin Shi Huangdi, Great Wall, Terra Cotta Warriors
If you were not in class, look at Day 7 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 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: What can we learn about Ashoka and his edicts
HOMEWORK:  Work on Hinduism Assignment (Due Thursday) and Test Review
TEST FRIDAY

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what religion is 
​Key Terms/People: Ethnic Religions, Hinduism, Brahman, Vishnu, Shiva, Caste System, Confucianism, Confucius, Daoism/Taoism, Lao-Tse, Yin-Yang, Shinotism, Gateway of the Gods, Judaism, The Western Wall, 
Today we started the section 2 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: Nepal ignores Dalai Lama for Chinese Panchen Lama
HOMEWORK: Work on Review



Monday, December 16, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of the Maurya and Gupta Dynasties
​Key Terms/People:  Buddhism, India, Nepal, Nirvana, Buddha, Siddhartha Gautama, Bodhi tree, Maurya Empire, Ashoka the Great, Gupta Dynasty, Silk Road, Golden Age
If you were not in class, look at Maurya and Gupta Empire 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 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: What can we learn about Ashoka and his edicts
HOMEWORK:  Work on Hinduism Assignment (Due Thursday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what religion is 
​Key Terms/People: Ethnic Religions, Hinduism, Brahman, Vishnu, Shiva, Caste System, Confucianism, Confucius, Daoism/Taoism, Lao-Tse, Yin-Yang, Shinotism, Gateway of the Gods, Judaism, The Western Wall, 
Today we started the section 2 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: Nepal ignores Dalai Lama for Chinese Panchen Lama
HOMEWORK: Study for Friday's Vocab Test


Wednesday, December 10, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Buddhism
​Key Terms/People:  Buddhism, India, Nepal, Nirvana, Buddha, Siddhartha Gautama, Bodhi tree
If you were not in class, look at Buddhism 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 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: Nepal ignores Dalai Lama for Chinese Panchen Lama
HOMEWORK:  Work on Hinduism Assignment (Due Thursday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what religion is 
​Key Terms/People: Ethnic Religions, Hinduism, Brahman, Vishnu, Shiva, Caste System, Confucianism, Confucius, Daoism/Taoism, Lao-Tse, Yin-Yang, Shinotism, Gateway of the Gods, Judaism, The Western Wall, 
Today we started the section 2 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: Nepal ignores Dalai Lama for Chinese Panchen Lama
HOMEWORK: Study for Friday's Vocab Test

Tuesday, December 10, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss the basics of Hinduism
​Key Terms/People:  Hinduism, Vishnu, Shiva, Brahma, Brahman, Caste System, Dharma, Karma
If you were not in class, look at Hinduism 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 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: Pope wants to Reunite Council of Nicaea
HOMEWORK:  Work on Hinduism Assignment (Due Thursday)

​AP HUMAN GEOGRAPHY
​​Learning Target: Students should be able to demonstrate an understanding of what religion is 
​Key Terms/People: Protestant, Eastern Orthodox Roman Catholicism, Baptist, Methodist, Pentecostal, Lutheran, Jerusalem, Islam, Mohammad, Sunni, Shiite (Shia), Crusades, Buddhism, 4 Noble Truths, Siddhartha Gautama, Mahayana, Theravada, Vajrayana, 
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 want to Reunite Council of Nicaea
HOMEWORK: Study and complete the Vocab assignment (Due Tomorrow)

Monday, December 9, 2024
GLOBAL STUDIES
​​Learning Target: Students should be able to discuss Christianity in the Roman Empire
​Key Terms/People:  Christianity, Jesus, Judea, Judaism, Messiah, Martyr, Emperor Constantine, Emperor Theodosius
If you were not in class, look at Christianity 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 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: Pope wants to Reunite Council of Nicaea
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: Protestant, Eastern Orthodox Roman Catholicism, Baptist, Methodist, Pentecostal, Lutheran, Jerusalem, Islam, Mohammad, Sunni, Shiite (Shia), Crusades, Buddhism, 4 Noble Truths, Siddhartha Gautama, Mahayana, Theravada, Vajrayana, 
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 want to Reunite Council of Nicaea
HOMEWORK: Study and complete the Vocab assignment (Due Tomorrow)

Friday, December 6, 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 worked on the religion vocab.
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

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 chapter

Tuesday, 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