(23-24) Period 4 IB World Studies-Room 209 — Zhang Assignments

In 2023, every other Friday, we take this survey to check-in with Mr. Zhang and reflect on your Approaches to Learning (ATLs). 

This week, it will be worth 20 points in your ATL category (15% of your grade).

Going forward, late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Describe the history of NATO, including its expansion in the past decade
Describe the history of the Russia-Ukraine War, including key events such as Russia’s 2014 annexation of Crimea and 2022 invasion of Ukraine 
Explain the Russian, U.S., & Ukrainian objectives in the conflict, including how NATO plays a role in their POV
Analyze different American viewpoints about the conflict, citing evidence to argue which one you agree with & why

Please use the 2024: Russia-Ukraine War Policy Positions & Readings in order to finish this summative quiz.

Answer the following questions about the basics of decolonization in the Cold War.  
India: https://www.oerproject.com/OER-Materials/OER-Media/PDFs/1750/Unit8/And-Then-Gandhi-Came-Nationalism-Revolution-and-Sovereignty
China: https://www.oerproject.com/OER-Materials/OER-Media/PDFs/1750/Unit8/Chinese-Communist-Revolution
South Africa: https://www.oerproject.com/OER-Materials/OER-Media/PDFs/1750/Unit8/Apartheid
Middle East: https://www.oerproject.com/OER-Materials/OER-Media/PDFs/1750/Unit8/The-Middle-East-and-the-End-of-Empire
Latin America: https://www.trtworld.com/americas/the-secret-history-of-us-interventions-in-latin-america-23586

OBJECTIVE
Describe decolonial movements during the Cold War in Asia, Middle East, Africa & Latin America 
Evaluate the extent to which U.S./Soviet involvement hurt/help decolonizing countries
AGENDA
Friday
Start Decolonization Activity: Overview in Asia & the Carribbean
Monday
Work Day #1: India & China
Tuesday
Work Day #2: South Africa & Latin America
Wednesday
15 Minute Quiz (Summative) & Movie Day #1
Thursday
Movie Day #2
Friday
Movie Day #3

Read sources C and D from DBQ: How did the world avoid nuclear destruction during the 1962 Cuban Missile Crisis? and answer the following questions. 

If finished, pleas start  Cold War: The Cuban Missile Crisis.

Objectives
Analyze the OPCVL of Cold War documents to determine who started the Cold War & why
Analyzed documents about how the world avoided nuclear destruction in 1962
AgendaBellringer: Discussion (5 min)
Cold War Mini-Quiz #2 (10 min)  
Space Race & Cuban Missile Videos (15 min)
Cuban Missile Crisis Documents (20 min)

Read sources A and B from DBQ: How did the world avoid nuclear destruction during the 1962 Cuban Missile Crisis? and answer the following questions. 

If finished, pleas start Cold War: The Cuban Missile Crisis.

Read through the documents, taking notes on the answers of the questions. 

What is due at the end of Tuesday? 
Answer questions about the four documents.
Cold War DBQ Mini-Quiz #1 (10 points) 
Cold War DBQ Mini-Quiz #2 (15 points)

Answer the basic questions about the competing ideologies of the Cold War. Use the readings located here. As well as background knowledge from the videos: 
Was SpongeBob Based On Real Life Nuclear Testing?

Answer the basic questions about the competing ideologies of the Cold War. Use the readings located here. As well as background knowledge from the videos: 
Here's How the Truman Doctrine Established the Cold War | History
What Was the Marshall Plan? | History
Was SpongeBob Based On Real Life Nuclear Testing?

Before doing this, please make sure you have read the Newsela article "Comparing economic systems: capitalism, communism and socialism" and taken the news quiz. 
1. Open the article "Cold War: An Overview" and select a reading level that makes sense for you. I suggest 1100L for IB, 960L for Honors, and 840L or 700L for Regular, but you may go up or down depending on your preference. Taking notes on the sheet. Those notes are for you to keep and use on this Google form. 
3. Read the article Devastation of Old Markets and select a reading level that makes sense for you. I suggest 1060L for IB, 990L for Honors, and 860L or 740L for Regular, but you may go up or down depending on your preference. 
3. Read the article, "The Korean War and why there are two Koreas" and take the news quiz. 
4. Answer the following questions by Thursday end of day.

As we watch this movie, be prepared to share at the end of the film: 
3 specific facts that you learned. 
2 things that surprised or shocked you. 
1 question that you have about atomic bombs or the start of the Cold War.

YOU WILL TURN THIS ASSIGNMENT IN ON PAPER.

Tuesday

Current Events Tues-Friday
Part I: Understanding Atomic Bomb Narratives 
What do most people think about the bombing? 
Wednesday
Part II: Doing Historical Research 
What do historical documents say about the past? 
Thursday
Part III: Discussion
What narrative is correct? 
Part IV: Deciding on a Memorial Image.

YOU WILL TURN THIS IN ON PAPER ON MONDAY. 

div. evaluate the process and results of the investigation

On Monday, your job will be to turn in evaluations of 4 other projects!

On Friday, April 12, please turn in this front side of this green paper stapled to the week 2 packet. 

You will turn this sheet in at the end of each day, so that the teachers can monitor & support you.(If you’re working in a group, each person needs to have a task each day!)

If you're looking for activities: 
complete daily reflection
annotating research
drafting project
access project template
review model options 
research ____
send email to _____
send follow up email to ______
locate ____ more sources
research representatives

You will do this assignment on paper, and turn it into Mr. Zhang. He will collect them to grade on Saturday.

OBJECTIVES
Describe the timeline for our Service Learning Project (SLP) about the question, “How can we help Chicago migrants?”
Create research questions that we plan to investigate
AGENDA
Bellringer: Blooket (10 min)
Review: Service Learning Project (SLP) Transition & Timeline (5 min)
Chicago Migrant Update (10 min)
Due at end of class: Creating Research Questions (25 min) [Summative]

Complete the following exit ticket. You may use your notes from the Chicago Migrant Guide or from the video.

Fill out the exit ticket with 4 sections: 
The Nuremberg Trials (True/False) 
The Universal Declaration of Human Rights (Short Answer) 
Updates about Chicago Migrants (Short Answer) 
Questions for the April 3 Panel about Chciago Migrants (Short Answer)

Reflect on your learning from Unit 6 [Holocaust & Human Behavior]; don't take more than 10 minutes. This will be 10 points for your ATL score.

The following quiz covers readings for your Socratic Seminar on Tuesday. You may not work with others.

With far-right movements in the United States, rising antisemitism, and conflict in the Middle East, now is more important than ever to consider the role of individuals’ choices on the society we live in. With that in mind, we are debating:

“To what extent could ordinary people’s choices have successfully prevented the Holocaust?”

To help get at this question, we have several smaller discussion questions that will help us answer us:

Systems & Choice: For bystanders (e.g., “Bystanders at Hartheim castle,” “A Nation at the Garden,” etc.): how much responsibility do they have for the deaths of the people? What are lessons to be learned from their stories?
Systems & Choice: How realistic is it for us to expect people to be upstanders or rescuers (e.g., “Protests in Germany,” “Le Chambon: A Village Takes A Stand,” “Deciding to Act”)? How much should the ordinary person be expected to sacrifice or risk for justice based on their universe of obligation?
Evaluate: To what extent do you believe the claims of perpetrators (“A Commandant’s View,” “They Thought They Were Free”) that they couldn’t have done anything to prevent their actions?
Systems & Ideology: To what extent are individuals responsible for resisting ideas—like antisemitism, fascism, social darwinism, eugenics, etc.—when they 1) taught them from an early age or 2) seeing propaganda about it? How can individuals resist ideas like this?
Systems: What roles does individuals’ universe of obligation play in considering how much responsibility individuals have for their role in the Holocaust?
Connection to today: What connections do you see between  our readings, and what is taking place in the world right now (e.g., rising antisemitism & Islamophobia in America, acts of terrorism & genocide occuring in Israel-Palestine)? What role do we have in these events — how can we move from being bystanders and victims to upstanders?

ATL Reflection
10 point = The student thoroughly reflects on explains how they reflects on their learning of the past two weeks AND they demonstrate ALL of the following: 1) engagement or participation in classroom content, 2) self-advocacy for their own needs, and 3) upholding of classroom norms (e.g., individual/group work, respect, time, etc.).
8.5 point = The student thoroughly reflects on their learning of the past two weeks AND they demonstrate 2 of 3 of the following: 1) engagement or participation in classroom content, 2) self-advocacy for their own needs, and 3) upholding of classroom norms (e.g., individual/group work, respect, time, etc.) OR The student vaguely reflects on their learning of the past two weeks AND they demonstrate ALL of the following: 1) engagement or participation in classroom content, 2) self-advocacy for their own needs, and 3) upholding of classroom norms (e.g., individual/group work, respect, time, etc.). 
7.5 point = The student thoroughly reflects on their learning of the past two weeks AND they demonstrate only 1 of 3 of the following: 1) engagement or participation in classroom content, 2) self-advocacy for their own needs, and 3) upholding of classroom norms (e.g., individual/group work, respect, time, etc.) OR The student vaguely reflects on their learning of the past two weeks AND they demonstrate only 2 of 3 of the following: 1) engagement or participation in classroom content, 2) self-advocacy for their own needs, and 3) upholding of classroom norms (e.g., individual/group work, respect, time, etc.).

This exit ticket covers some of the readings: 
Elsbeth Lewin Remembers Kristallnacht
Opportunism During Kristallnacht
A Family Responds to Kristallnacht 
World Responses to Kristallnacht
A Visitor's Perspective on Kristallnacht
You may use any written notes. You may not use any handouts, or work with anyone else.

This exit ticket covers the readings: 
Pledging Allegiance
Do You Take the Oath?
Hitler's National Community 
Refusing to Pledge Allegiance
Youth in Nazi Germany
You may use any written notes. You may not use any handouts, or work with anyone else.

This exit ticket is worth 10 formative points. It covers readings/video info from: 
National Socialist German Workers’ Party Platform
Hitler's Rise to Power
You may use any notes from your notebook, but you may NOT use any powerpoints.

This exit ticket is worth 10 formative points, and covers the following readings: 
Intro to the Weimar Republic
Hyperinflation & the Great Depression
Voices in the Dark
Women in the Weimar Republic
Education in the Weimar Republic
You may use any notes from your notebooks, but you may NOT use any powerpoints. You should work alone.

This Google Form is worth 10 formative points. 

You may use any notes from your notebook, but you may NOT use any powerpoints.

INDIVIDUALLY take this pre-test in order to see how much you know about the Holocaust before we start our unit. This is due by the beginning of class on Wednesday. 

(Your score out of 16 on this pretest will NOT count as part of a formative grade. However, you will get a 10 ATL points for completion.)

Objectives
Review & co-create norms for Unit 6
Understand basic vocabulary & context about what led to the HolocaustAgenda

Bellringer: Journaling (5 min) 
Unit 5 Wrap-Up (10 min) 
Unit 6 Norms (5 min) 
Unit 6 Scope, Sequence, & Study Guide (5 min) 
Holocaust Preconditions Video & Exit Ticket (20 min)

Reflect on your learning from Unit 5 [Resisting Imperialism]; don't take more than 10 minutes. This will be 10 points for your ATL score.

You have 9 minutes in order to finish this Exit Ticket (Formative Assessment). 

You may use any written notes from this week. You may NOT use this week's powerpoints, or work in groups.

Objectives
Differentiate between masterful and emerging intro paragraphs
Learn how to write a successful thesis statement
Agenda
Reflection: What’s the longest thing that you’ve ever written? (5 min) 
Lecture: DBQ Intros & 5 kinds of resistance (5 min) 
DBQ Intro Paragraph Workshop (5 paragraphs) (20 min)
Introduction to Intro Paragraph

Fill this out AFTER you've completed your presentation; if you don't present today, you can do this on Monday. Presentation/Preparation
10 [A] Student is completely prepared and has obviously rehearsed. Slides are clear, with few to no obvious typos, mistakes, or unreadable text.
8.5 [B] Student seems pretty prepared but might have needed a couple more rehearsals. Slides are mostly clear, with several obvious typos, mistakes, or unreadable text.
7.5 [C] The student is somewhat prepared, but it is clear that rehearsal was lacking. Slides are unclear, with many obvious typos, mistakes, or unreadable text which make comprehension difficult.
6.5 [D] Student does not seem at all prepared to present. Slides are unclear, with many obvious, major typos, mistakes, or unreadable text which make comprehension difficult.

Group Work
10 [A] Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort, toward the slide presentations.
8.5 [B] Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
7.5 [C] Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who sometimes does what is required.
6.5 [D] Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Use the reading Belgian king expresses 'deepest regrets' for Congo colonial abuses to answer the following questions. You may use any notes that you took.

Objectives
Analyze how different countries fought back against imperialism’s ideologies and effects  
Work together to analyze DBQ primary sources
Agenda
Wednesday: Scramble for Africa, Source Introductions
Thursday:  Group Work Day 
Monday/Friday: Presentations

Objectives
Describe African civilizations before the age of imperialism
Agenda
Bellringer: Africa (Over or Under?) (5 min) 
Discussion Wrap-Up (5 min) 
Documentary: Africa’s Greatest Civilizations (40 min)

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Weekly Overview 

Wednesday
Part 1: Vocab 
Start Part 2: Background Readings 
Thursday
Finish Part 2: Background Readings
Start Part 3: Exploring America
Friday
Finish Part 3: Exploring America 
Finish Part 4: Question Generation
Monday
Prep Work Due by Beginning of class
Discussion: Is America an empire?

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

You may use any notes that you have; otherwise, you need to work alone.

Objectives
Understand the scope and sequence of Unit 5: “Resisting Imperialism” 
Define and give examples of imperialism 
Agenda
Bellringer: Discussion (10 min) 
Semester 1 & Constitution Wrap-Up (5 min) 
Imperialism: Cartoons (15 min) 
Imperialism: Article & Notetaking (25 min)

Objectives 
Reflect on our classroom constitution and suggest revisions
Agenda
New Seats, Bellringers (10 min)
Review Classroom Constitution (15 min) 
Student-Led Discussion (15 min)
Unit 5 Introduction (5 min) 
Exit Ticket (5 min)

Reflect on your learning from Unit 4 [Global Change, Conquest, Conflict]; don't take more than 10 minutes. This will be 10 points for your ATL score.

Objectives
Analyze primary sources to develop an argument about industrialization was more beneficial than harmful
Share and discuss your arguments with others in a public forum

Agenda

You have 10 minutes in order to finish this Bellringer (Formative Assessment). 

You may use any written notes from this week. You may NOT use this week's powerpoints.

Key vocabulary: bourgeoisie, industrial capitalist, proletariat, communism, private property, consumer, Karl Marx, Friedrich Engels, Adam Smith 

1) Read through the articles in your groups. Use the margins to write the main ideas, and then to ask any questions.
2) Analyze the readings on the other page using this chart. 
3) In your own opinion, use the readings and the other things we’ve learned in class to classify pros and cons of the economic systems.

Please turn this in in person. If you were not here yesterday, I please look at the notes on the board, and submit the reflection without questions 4 & 5.

Choose a reading level (I recommend 1100L/980L for IB or 870L or R), and then reading the article from the OER project to answer the following questions. 

You may work in groups, and your work will be collected by the sub by the end of the day.

Reflect on your learning from Unit 3; don't take more than 10 minutes. This will be 10 points for your ATL score. 

You have 10 minutes in order to finish this Bellringer Quiz (Formative Assessment). 

You may use any written notes from this week. You may NOT use this week's powerpoints.

Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Analyze the factors that led to the largest revolt of enslaved people in history in 1791 and the independence of Haiti in 1804
Wednesday Agenda
1. Bellringer: Review Haitian Revolution Basics (10 min) 
2. Timeline Activity: (40 min) 

Thursday Agenda
1. Bellringer: Document A, B, C or D? (10 min)
2. Timeline Activity: (35 min) 

Friday Agenda
1. Bellringer: Document C, D, E, F? (10 min)
2. Timeline Activity: (20 min) [Due at end of class]
3. Current Events Friday & ATL Survey (10 min)

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Monday 
ObjectivesIdentify Hispaniola & Haiti on a map and understand their basic colonial history

Describe the concepts of “historiography” and “historical silences”Agenda 
Bellringer: Summative Wrap-Up (10 min)
What is historiography/Historical Silences? (10 min)
Haitian Rev Basics (10 min)
Start Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (15 min) 

Tuesday 
Objectives
Compare and contrast the differing conditions and points of pre-revolution social classes in Saint-Domingue (Haiti)
Identify Hispaniola & Haiti on a map and understand their basic colonial history
Agenda
Review: Haitian Revolution Vocab (5 min)
Finish Movie: Égalité for All: Toussaint L'Ouverture & The Haitian Revolution (45 min) 
Exit Ticket (5 min)

Watch the following video featuring Dr. Benjamin Bernard at University of Virginia and Bennett Herson-Roeser at the University of Northwestern. We will review these concepts on Monday.

Objectives
Compare and contrast the perspectives, values, and limits of different primary sources
Evaluate what happened at the Bastille Prison on July 14, 1789
Agenda
1. Bellringer: French Revolution Timeline (10 min) 
2. Review Study Guide (5 min)
3. Primary Sources: Bastille Prison Compare & Contrast (15 min) 
4. Group Reading & Discussion: (15 min)

Monday 
ObjectivesConnect Enlightenment & Scientific Revolution ideas to pre-revolutionary France
Describe conditions which led to the French Revolution
Agenda1. Bellringer: Blooket (10 min)
2. True/False/Fix Answers (10 min)
3. Primary Source Analysis (10 min)
4. Pre-Revolutionary France (20 min)

Objectives
Describe the political system of feudalism 
Analyze the effects of the Scientific Revolution & Enlightenment on society & government
Agenda
1. Bellringer: Feudalism Review (5 min) 
2. Discussion: Agree or Disagree (10 min) 
3. Scientific Revolution & Enlightenment Notes (20 min)
4. True/False/Fix: Enlightenment (15 min)

What is happening in Gaza? 
What is Israel’s justification for bombing Gaza? 
What is the international community’s response to Israel and Hamas’ actions? 
    Western countries like the US, UK, France? 
    The United Nations?
    American Jews?
    Chicagoans?

Use the following Newsela Article to discuss feudalism in Europe & Japan. You may work with peers.

Turn this in ON PAPER at the BEGINNING of class on Monday.

Reflect on your learning from Unit 2 [Human & Environmental Change]; don't take more than 10 minutes. This will be 10 points for your ATL score.

In your college history class, you have been selected by your professor to go on an international trip during fall break. The trip is all-expenses paid (hotels, meals, flights, etc.) However, in order to receive the grant money, your professor requires you to complete a short report answering the following question: 

“How are humans, in the place you’re visiting, currently and historically changing their natural environment?” 
Your professor has already assembled primary and secondary documents about the place that you choose to visit; it’s up to you to analyze them. Using the documents, write one CEA paragraph explaining how humans are currently changing the environment; then write one CEA paragraph giving historical background about how the ancient civilization there changed the environment. 


CCSS.ELA-LITERACY.WHST.9-10.1.A: Introduce precise claim(s)...and create an organization that establishes clear relationships among the claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts.
CCSS.ELA-LITERACY.WHST.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the topic
SS.H.2.9-12: Analyze change and continuity within and across historical eras
IB (Strands Ai, Ci, Cii, and Ciii)

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Hand this in on paper by the end of the day.

Use the culture cards to answer questions about the documents. 


The actual results of the Chinese idiom will not affect your grade.

Answer the following questions about C-E-A paragraphs! Then, choose your evidence and write your first claim.

Mr. Zhang will give you feedback about everything.

Complete the following assignment in the document.

Please fill out this form to debrief today's conversation. Mr. Zhang will compare his his notes with your notes in order to give you your first summative grade. 

If you do not fill out this form by Thursday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Read through the documents and answer the questions in preparation for our conversation on Wednesday.

Reflect on your learning from Unit 1 [Identity & Geography]; don't take more than 10 minutes. This will be 10 points for your ATL score.

1. Use the Discussion Protocol and Rubric to prepare for the conversation. 
2. Take notes using the Discussion Notecatcher during the conversation. 
3. Use the Discussion Debrief to give yourself a grade, after the conversation. 
Teachers will compare his his notes with your notes in order to give you your first summative grade. 
If you do not fill out this form by Friday morning, the teacher will have to ask you to redo the conversation after school, or give you a grade without your input.

Monday
What do you do? | Read the instructions OUT LOUD for Phase 1 and Phase 2. Actually read them(!) 
What is due? | Phase 1, Phase 2 (everything in GREY) 

Tuesday
What do you do? | Reread the discussion OUT LOUD for Phase 1, 2, 3, and 4. Work with your group. Choose one of the articles in red to answer the questions for. 
What is due? | Phase 2 (one of the two boxes in RED), Phase 3 [Policy Options (1, 2, 3).], Phase 4

Wednesday 
Getting in the Same Page (25 min) 
Discussion Overview & Practice (15 min)
Quiz (10 min)

Thursday
Review Ground Rules for Discussion (5 min) 
Initial Poll (5 min) 
Small Group Discussion (15 min) 
Large Group Discussion & Exit Poll (15 min)
Debrief Form (Homework)

Complete the following quiz. You may use your notes from the Chicago Migrant Guide.

Watch the video and answer the questions as preparation for the Chicago Migrant Resource guide you will work on Monday and Tuesday. 

YOU ARE DOING THIS ASSIGNMENT AND TURNING IT IN ON PAPER. 

Your parents have been notified about this assignment this morning via email. 
Purpose: Geography is the study of places and the relationship between people and their environments. To better understand Chicago geography, students need to delve into their own relationships with the city. 

Instructions: 

Find someone to interview | Pick someone from your household (mom, dad, grandparents, etc.). It must be someone who has memories of your childhood and neighborhood. 
Prep | After finding a time that works for both of you, read the following message to the member: 
For World Studies, we are studying geography: the study of places and the relationship between people and their environments. After doing world geography last week, this week we are learning about Chicago geography. To do so, I have been asked by my teacher to learn more about my family’s history and relationship with the city and its neighborhoods. This interview should take around 10-30 minutes. If it’s alright with you, I may be taking some notes during the interview, so that I can write a short reflection about it afterwards. 

Interview | Ask them the following questions and record their responses. Your interview should take around 15-30 minutes total.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Select the reading level that you think makes the most sense for you. I suggest 1070L or 980L for H/IB and 850 or 610L for Regular.
Read this article to understand what redlining is and how it continues to affect people today.
Take the Social Studies (not the reading comprehension) quiz.
If you get anything other than a 4/4, you may re-read the article at a lower level and re-take the quiz for a higher score.

Tuesday, September 11-Wednesday, September 12
Objectives
Analyze the effect that maps have had on the resident’s of Chicago, including on equality & inequality
Define the term “redlining” 
Tuesday Agenda
Bellringer: Addresses (5 min) 
Reminders: Consent Form & Family Geography Interview (5 min) 
Film: Folded Map Project (30 min) 
Film Debrief (10 min) 
Wednesday Agenda
TBD

Fill out the following exit ticket based on notes from the following videos: 

1. How does Chicago' Grid Street System Work? | WTTW
2. Wards and Community Areas & Neighborhoods | WTTW 
3. Native American Trails — Chicago from the Air

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

You may use any notes to answer the questions about the vocab.

Every Friday, we take this survey to check-in and reflect on your Approaches to Learning (ATLs). Each week, these are worth 10 points in your ATL category (15% of your grade).

Late ATL surveys will not be accepted after Sunday at 5PM. If you are absent Friday, you will have until end of day Monday.

Wednesday, August 30
Objectives
Identify the difference between primary & secondary sources
Analyze the primary sources for their origins, purpose, and content
Agenda
Bellringer (5 min)
Primary v. Secondary Sources (20 min) 
Break-up Investigation (25 min)

This survey is for me to better get to know info about you, your classroom confidence, your academic preferences, and your academic history. This should take you ~10-15 minutes.