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N. Werner Global Studies I |
Welcome to Ms.
Werner’s 9th grade global studies Classroom Website!
Welcome to Global Studies 9! As our world continues to change globally, I
welcome you and your student to explore how past cultures have influenced the
world today. Please feel free to visit
this website often; as it will be updated weekly. As always, I am only an email or phone call
away!
nwerner@wccsk12.org
(585)-728-2366 X 5283
http://www.quia.com/profiles/sbelcher33 https://castlelearning.com/review/login.asp
Classroom policies
The members of Ms. Werner’s 9th grade global
studies class have expressed a desire, in order to prevent inequality or abuse
of powers, to declare the following policies should be in effect in our
classroom, to best ensure student success throughout the year.
Amendment I – respect
v Everyone has the right to be respected at all times in our classroom
v We will have a friendly atmosphere in which class structure will be divided between individual and group work
v I will assign our co-operative groups and everyone will get a chance to work with everyone by the end of the year
v We will all get along with everyone despite differences. In today’s world, our students must have skills of communication and collaboration in order to work along side their co-workers and or manage a successful business. It will be all of our jobs to work on these skills throughout the year
Amendment II-promptness
v Each student in the room has the right to experiencing our entire curriculum and becoming knowledgeable of the Global Studies Regents that we will be taking next year. In order for this to occur, every student must be on time to class daily
v In order to protect student’s rights to experiencing the complete daily lesson planned for each day; students who are late will be marked tardy unless with a signed pass. A referral will be written after the third occurrence and any occurrence after.
v Students must be in their seats before the bell; prepared with all of their materials needed for the day. This means students should use the bathroom or get a drink before entering the classroom. Once they have entered the classroom; they should get ready for class instruction
Amendment III-preparation
v Each student must have a 3-ring binder (expect binder checks!) with blank paper, a pen AND pencil (for maps)
v Each student must have their global studies textbook in the classroom during class time and it must be covered at all times (Covers that “stick” to the books are not acceptable- remember a paper bag works best and you can decorate!)
§ Students should expect random checks to ensure book is still covered in which case a 100 would be added in the grade book counting as a quiz grade
§ Keep in mind that we are using new books this year! It is your responsibility to respect the text as they will be used for many years in the district. **You will be held financially accountable for damages in June**
Back to the Home page
Amendment IV- participation & always
doing our best
v
Each student has the right to do their best each
and everyday of class and complete their work on a daily basis. Everyday
counts and everyday will be a new adventure- You are expected to get
involved in our classroom! (See the class expectations rubric as
this will make up a part of your overall grade)
Amendment V- Procedures to live
by
v
As
students walk into the room, they should make sure to have in their hands any
handouts that will be needed for the day’s lesson before sitting at their desk
v
The
front board will explain what materials are needed for the day, everything else
should be placed away under their desk
v
A “bell
ringer” mini-assignment may be included after the daily’s materials list; this
could be as simple as reflecting on a question, or answering a few regents’
questions, etc. The students are
expected to begin this assignment and be actively engaged with it as the bell
rings
v
Students
should be aware of corrected papers that need to be passed back as they will be
in the done bins. The classroom needs
volunteers to help pass these papers out quickly so that our class can get
right to the day’s learning objectives
HOMEWORK POLICY
v
Homework
will be graded in two different ways based on purpose of the
assignment: (The students WILL NOT be
notified ahead of time of the grading of a particular assignment because the
students are expected to complete each of them to the best of their knowledge)
§
An
effort grade may be given based on the
student’s effort and quality of assignment, in this case the students will
receive either a 100, 50, or 0 dependent on the work they put into it - or-
§
A
numerical grade may be given based on correct answers given
LATE WORK POLICY
v
If the student
arrives to class without having spent a fair amount of time on the assignment
the work is considered late
v
All late
assignments will be graded using a numerical grade based on correct answers
even if the assignment was graded differently in class
v
An
automatic 10% deduction will be included in the late-work grade for an
assignment that was not gone over in class if the assignment is turned in by
3:30 of the school day
v
An
automatic 30% deduction will be included in the late-work grade for an assignment
that was gone over in class if the assignment is turned in by 3:30 of the
school day
§
The
student will have until the following Monday to turn in the assignment if the
student wishes to receive credit for the work; otherwise a zero will be
added in the grade book for the assignment.
There will be no opportunity for the student to make up this assignment
later on in the marking period.
§
For each
school day that the assignment is late an additional 10 points will be deducted
from the grade of the assignment after the automatic 10% or 30%
deduction-whichever is applicable.
ATTENDENCE POLICY
v
Students
should try their hardest to be at every class.
Due to the nature of the class and the amount of material we need to
cover, students who miss class-time will be at a great disadvantage (The attendance policy is
outlined in greater detail in the student handbook and I refer you to this for
my attendance policy)
v
Students are only
allowed 25 absences before losing credit
for the course unless each absence is made up in the following fashion:
§
When a
student is absent from class, it is the student’s responsibility to gather late-work assignments and then to see me for any additional instructions
§
Dependant
upon the nature and amount of work missed; the student may be required to stay
13th period for individual instruction. As referred to in the school attendance
policy; it is the student’s responsibility to notify me when he or she is
making up an absence
§
The
student will have one-week from the absence to make-up the work or a zero
will be placed in the grade book unless the student has gone independently to
me and worked out an individual plan based on specific circumstances
§
If the
student is going to be absent from class because of another school related
obligation such as a band lesson, or sports event, the student MUST come to the
teacher ahead of time (Under NO circumstances will the student receive
credit for the day’s work if the student does not report to me before missing
class because of a school related event.)
Amendment VI-
Quality first (required individual work policy)
v
Students
will be expected to complete quality work that is neat and legible and
completed to the best of his or her ability
v
If a
student comes to me and explains that he/she struggled with any assignment that
is not a test and would like to get extra help, I will be MORE THAN WILLING to
help him/ her
§
§
In such
a situation, the student must demonstrate that he/ or she has attempted any
assignment COMPLETELY to the best of his or her ability but was still left with
questions (please refer to the “quality work” rubric below)
§
Specific
arrangements would then be made to work with the student
§
As you
can see looking at the rubric below, assignments may receive a “not yet”
grade. If this does occur the student
has one week from the
day the assignment is turned back to him/ her to revise the assignment once for a grade. If no revision is made a zero (0)will
be added in the grade book for that particular assignment
§
Students will receive bonus points for the
completion of essays in cursive handwriting that is neat and legible. This is VERY important because ALL essays on
Social Studies Regents’ tests must be done by hand. This practice is designed to allow students
to understand the importance of neat and legible handwriting on these test
QUALITY RUBRIC
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Excellent (“E”) |
Acceptable (“A”) |
Not Yet (“NY”) |
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Quality Description for each category |
The quality of excellent work meets and or
exceeds all expectations for the work, including clear evidence of
independent thought, and above and beyond level of understanding, great pride
in the work handed in and is presented as a final copy, meeting all
expectations for submitted work. |
The quality of acceptable work meets all
expectations for the work, including evidence of independent thought, a solid
understanding of the material; pride in the work handed in with few errors or
cross-outs and is presented as a revised/ clean copy that primarily follows
the expectations for submitted work. |
The quality of work that is not yet
acceptable minimally meets, does not meet or does not address all expectations
for the work, shows little to no independent thought, an unclear or
incomplete understanding of the material/ task, and/or does not show revision
or care with the work handed in (wrinkled or torn, several cross-outs… “Looks
like something the cat dragged in…”) |
Amendment VII- Responsibility for our actions
v
Students whom follow the classroom expectations
daily will receive up to a 100 quiz grade for the quarter. Individual infractions will lower this
grade. This grade will either result
in a positive or negative
impact toward your grade based on your
individual choices
v
Tests can be made up until one week after
the day it is given
v
There could be un-announced quizzes; quizzes can
be made up the next day that you are in school
v
Anyone caught cheating on a test will receive two
zeros toward their test grades average
v
Anyone caught cheating on any other assignments
will receive a zero for that assignment; including the student who “gave away”
his/her completed work
v
Anyone who will not work with someone else in
the class; or is disrespectful
Toward their peers will have a meeting with me 13th period
Amendment VIII- Grades
v
The breakdown-
Daily Expectations- points vary daily
Tests/ Projects- ALWAYS
worth 300 points
Quizzes/ Essays- ALWAYS worth 200 points
Homework- Depends on purpose of assignment how many points the assignment will be based out of (most will be worth 100 points)
In-class work (individual, partner, group) - Depends on purpose of assignment how many points the assignment will be based out of
v
At the
end of each marking period, the students earned points will be divided by
the total number of possible points to determine the students grade
Amendment IV- Thirteenth Period
Thirteenth period is an opportunity for you to complete homework, quizzes, and tests, get help with class material, and make up absences and study. This is a time to work, not to socialize. I reserve the right to request and/or require you to stay 13th period. There is always a chance thirteenth period may be cancelled due to meetings, emergencies, etc. Any cancellations will be announced.
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Global I |
Global I |
Global I |
Global I |
Global I |
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Review Game on Smart Board overviewing
important vocabulary from Africa from before Break *Groups share posters created on the Causes &
Effects of success for either * Posters are hanging around the room, the class goes
to each poster and listens to group presentations *Class completes an organizer for both HW- Students that were absent before break must
research the |
Web quest- the travels of Ibn Battuta (Purple packet) Periods 11th & 12th Web quest is
due by close of school on Thursday All other periods Web quest is due by close of school on Friday |
* Students
received an organizer completed with all the key information for all four
kingdoms *Review game
on the SMART board reviewing HW- Document
questions on HW- Quiz on Friday- Study www.quia.com |
*Bell ringer- Multiple Choice Regents questions for
practice (discussion on why certain answers were incorrect & good test
taking skills). *Label African Kingdoms on our map of *Class discussion on *Essays given back in class HW- Quiz on Friday- Study www.quia.com |
Finish discussion on Benin Art Quiz on the African Kingdoms Teacher presentation on class presentations to be assigned next week |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Overview the
Presentation Project on either assigned Chinese Dynasty or Empire of India Students were given
handouts- presentations must include- *3 Causes and 3 effects
of success * 5 Key terms * 4 Achievements
(inventions) * Reason for decline
Students started
preparing for a 15 minute group presentation that includes 3-5 power point
slides to display the information given above & Ends with an actual
activity for review |
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Students continued
to work on their presentations -
Students received
the presentation rubric to look over to make sure their presentation is set |
Qin Dynasty & Han Dynasty
Presentations |
Finish Han Dynasty & Tang & Song
Dynasty Presentations |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Global I |
Global I |
Global I |
Global I |
Global I |
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Finish Tang & Song Dynasty Presentations
& begin Mauryan Empire (Buddhist Indian Empire)
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Finish Mauryan Empire
Presentation & Gupta Empire Presentations HW- Quiz on Monday—www.quia.com |
Finish Gupta Empire Presentations *Groups
self-rated other members of the group, worth 4 points total * Collected
presentation materials HW- Quiz on Monday—www.quia.com |
Influence
of Geography on Japan- Individual challenge, first two to answer questions
correctly received bonus points on presentation grade *Class discussion on influence of geography *Began class discussion on Japanese Samurai- important
vocabulary terms defined HW- Quiz on Monday—www.quia.com |
Japanese Samurai- While watching video
clips, students should take notes on essential questions As a review, the name cards were used, students
pulled out names of people and asked review questions, added additional
information on the Samurai *Students needed to write down 4
additional facts on the Samurai based on this discussion HW- Quiz on Monday—www.quia.com |
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TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Class
finished Samurai discussion Review Quiz on the
Chinese dynasties/ Empires of |
Introduced
new Vocabulary of the Week- This week’s term “God, Gold, Glory” Classes can week
for the week (prize TBA) The class
that comes in 1st place overall will receive choice of either
pizza party, or ice cream social, 2nd place class get’s the other
choice of food Began
discussion of Age of Exploration taking guided notes- encouraging students to
try to make connections to this week’s word of the week |
Finish guided
notes on the Age of Exploration In groups
students are working on a reading on the Age of Exploration, answering
questions Focus- Why
were spices so important anyway? HW- Finish
questions on the Age of Exploration individually if not finished in class-
due tomorrow start of the period |
Game on the SMARTboard lead
by a student that reviews explorers, technology need for the age to begin Inside groups- look at a reading on assigned Meso American kingdom either Mayan, Aztecs, or Inca and
answer four essential questions With Fifteen minutes left in the period, students names
will randomly be called from the cards to share group’s answers Silent Discussion- Students will have a “silent
discussion” with a partner predicting how the Spanish will react to these
cultures |
Students will continue to gather information on the Meso American kingdoms in their groups from the
readings—they will get half of the period with one of the Meso
American kingdoms, and then half of the period with the other |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Global I |
Global I |
Global I |
Global I |
Global I |
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Compile Mayan/ Inca/
Aztecs as a class |
Finish Aztecs Christopher Columbus-
the Real story (Listening notes- find
connections to word wall) Begin discussion on Columbian |
Columbian Exchange-
group work to be turned in |
Bartolomeu
De Las Casas reading- Paraphrase one or two paragraphs as a group |
Vocabulary- Define
& Draw Hw- Finish
Vocabulary due on Tuesday |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Global I |
Global I |
Global I |
Global I |
Global I |
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Discuss Devastation of (Groups share responses) Begin prep work for debate Aztecs v.
Spanish HW- a reading was started, students must
finish the reading and continue completing the provided chart; Completed Vocabulary due tomorrow |
Students share research from yesterday
with a partner *Utilize textbook source for additional
information *Class debate on the Spanish conquering the Aztecs |
Focus on the Middle Passage *Class draws the Middle Passage on World map *Class listens to overview of the Middle
Passage from Teacher * In partners, students are given a question
to focus on a primary source document on the Middle Passage- students write
down answers on the back of the map *Partners shared to the class |
Focus on Triangular Trade *As a class, lead by the teacher students
drew the triangular trade on their map in detail (Class discussion) Students were given a reading on Pizarro
conquering the Incas to begin Hw- Reading and questions on Pizarro
conquering the Incas due on Monday |
Quiz (10 questions) Taking notes on Decide 8 key words create a KIM chart 2 causes and effects on pg. 536, 537,
539, 541 Answer questions 4 & 6 on page 541 |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Global I |
Global I |
Global I |
Global I |
Global I |
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Introduce word of the week- lightening
round- only using the word for today Ethnocentric- class discussion of meaning Listening notes- Students listen to
teacher lecture add to notes from Friday as needed *Individual students share ideas that
show *Group challenge- first group to finish
earns 4 points for the word of the week and so on HW- Individual questions on the travels of Zhen He due tomorrow |
Absolutism Concept King Louis XIV case study- why is he an
excellent example of an absolute ruler? Movie Clip Quiz -
Take notes -
Answer quiz questions on video clips HW- Absolute Rulers packet due Friday by the close of school |
Absolutism Concept Complete Venn diagram comparing Ivan the Terrible and Peter the Great of HW- Absolute Rulers packet due Friday by the close of school |
Evaluating Decisions- Peter the Great “Beard
Tax” activity How was power limited in Who were the enemies of Absolute Rulers? Notes & Discussion HW- Absolute Rulers packet due Friday by
the close of school |
Continue notes and discussions on the Essential
Questions from Monday Review Activity |
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Assessments Back to the Home page
Go ahead and print these
worksheets off if you need!
Our first project is going to be a getting to know you project that will also help
us build skills with:
*Analyzing primary source documents (in this case personal
photographs)
*Understanding the meaning and significance behind
documents—what can we learn about our culture from these documents?
Global Studies 9 Period ____ Name _____________________
Timeline of your life September 2008
Project: Individually you will create a timeline of your life highlighting the main events in your life thus far. Your timeline will include 7 events that will be placed in chronological order on your timeline.
Purpose: The purpose of this activity is two-fold. First and foremost it will provide an opportunity for everyone to get know each other as we share our timelines as a class. Secondly, you will be asked to interpret and create timelines of various events in history during your studies in high school. Creating a personal timeline will give you background in how timelines are set-up as well as how to use them to understand connections and relationships in social studies.
Brainstorming:
THINK ABOUT- 1. What do you know already about timelines?
THINK ABOUT- 2. How would you start and end your timeline? Why
List the events in your life that you feel are the most important in defining who you are today (that you would feel comfortable sharing)
Global Studies 9 Period ____ Name _____________________
Timeline of your life September 2008
Grading Guidelines
*This project is designed to help you receive an easy grade to start the year off right!
*Bring all materials needed to class on Friday as you will be given class-time to work on this
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Grading
Guidelines |
Project
Characteristics |
Points each section
is worth |
Actual Points the
student earned |
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Title included |
There is an appropriate title on the top of the page |
Worth 10 points |
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Timeline begins and ends correctly |
The timeline begins with the student’s birth date and ends with an event in the summer or fall of 2006 |
Worth 10 points |
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Seven life events are included |
Seven events are included in the timeline For each event
: 1. The event is listed under the year it occurred 2. A brief written explanation of the event is given 3. All of the events are listed in chronological order on the timeline |
Worth 50 points |
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Neatness |
The presentation of the project is neat and color has been used |
Worth 10 points |
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Pictures are included |
A picture has been included for 5 events (this could be a cut-out actual photograph, colored drawing, a picture printed off the computer, or cut out from a magazine) |
Worth 20 points |
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= 100 pts. _________ Student score
Announcements Close Up!!!!
Begin by checking out http://library.thinkquest.org/CR0212088/afghan.htm (This will provide basic background
information on
When you get to the bottom of the page, you will see a link
on the Taliban—click on it 
After reading this give me details to answer the following two questions:
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Taliban: Who are they? |
How did their power
rise? |
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Next, browse to: http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB57/us.html (National Archives!)
1) After
reading the article, decide what has been the role of the CIA in
From here, scroll to the end of the page, and click on
Document I “
1) How
many Ethnic grjoups make up
2) How
has geography impacted the development of
3) Who are the Pashtuns? (Give details!)
4) How do the other Ethnic groups feel toward the Pashtuns?
HINT- Some
of the words are hard to read in this report, you may want to refer back to the
first website at it’s section on the multiple ethnic groups or check out http://countrystudies.us/afghanistan/38.htm to help.
Finally, take a look at the following website: http://www.comw.org/warreport/#recentafghan and read the articles labeled
U.S. Searches for Alternative to Kyrgyz Base
To help you develop
a thorough response to your final research question of:
The War in
__________________________________________________________
Study away
for the midterm on Tuesday January 22nd
8 Am- 11Am! (It’s never too
early- I suggest 10-15 minutes of review daily)
Here's some help:
http://www.schoolisland.com/review/login.asp (school island login page)
Ø Try the link below to give you outline information on the
belief systems, practice regents multiple choice questions, or even review
jeopardy!
Ø http://regentsprep.org/Regents/global/themes/beliefsystems/practice.cfm
African webquest
http://www.sfusd.edu/schwww/sch618/Ibn_Battuta/Ibn_Battuta_Rihla.html Add details to the chart below to gain
background knowledge on Ibn Battuta.
http://www.sfusd.k12.ca.us/schwww/sch618/Ibn_Battuta/Battuta's_Trip_One.html complete the
following tasks below:
Ok,
were going to change our focus onto the African
http://www.sfusd.k12.ca.us/schwww/sch618/Ibn_Battuta/Battuta's_Trip_Twelve.html
Meso-American Civilizations !!!!
http://www.westirondequoit.org/ihs/library/AncientCivWebquest/ancient_webquest.htm (Information on all three)
http://wsu.edu/~dee/CIVAMRCA/MAYAS.HTM (Information on the Mayas)
http://www.mnsu.edu/emuseum/prehistory/latinamerica/meso/cultures/maya.html (Mayas)
http://library.thinkquest.org/27981/ (Information on the Aztecs)
http://www.mnsu.edu/emuseum/prehistory/latinamerica/meso/cultures/aztec_empire.html (Aztecs)
http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html (Information on the Incas)
http://www.mnsu.edu/emuseum/prehistory/latinamerica/geography/inca.html (Incas)
Ancient Chinese River
Dynasties websites- Enjoy! This web-quest will be due by the end of the day on
Thursday, October 15, 2009 by close of school J
African webquest- Due
Thursday for Periods 11th and 12th; Due Friday April 16th
for all other Periods
http://www.sfusd.edu/schwww/sch618/Ibn_Battuta/Ibn_Battuta_Rihla.html Add details to the
chart below to gain background knowledge on Ibn Battuta.
http://www.sfusd.k12.ca.us/schwww/sch618/Ibn_Battuta/Battuta's_Trip_One.html complete
the following tasks below:
Ok, were going to change our focus onto the
African
http://www.sfusd.k12.ca.us/schwww/sch618/Ibn_Battuta/Battuta's_Trip_Twelve.html
Websites needed for the
Renaissance Webquest
This assignment is due by the close of school on Tuesday,
March 2nd
(Class Periods 1st & 11th webquest is due on Wednesday, March 3rd because
they could not get into the computer lab until Friday)
Italy;
the birthplace http://www.ibiblio.org/wm/paint/glo/renaissance/it.html
Leonardo’s
perspective http://www.mos.org/sln/Leonardo/LeonardosPerspective.html
Famous
artists of Italy http://library.thinkquest.org/2838/artgal.htm#Masaccio
http://www.metmuseum.org/toah/hd/refo/hd_refo.htm
This assignment is due by the close of school on Wednesday,
February 10th!!!
http://www.bible.ca/islam/islam-journey.htm
http://www.religionfacts.com/islam/practices/salat-prayer.htm
http://www.islamicvoice.com/march.2003/living.htm
http://www.submission.org/hajj/kaaba.html
Websites needed for the
Middle Ages Webquest
This assignment is due by the close of school on Friday,
February 5th!!!
If you are interested in
the lives of noblewomen during the Middle Ages go to: http://library.thinkquest.org/10949/fief/medlady.html
If you are interested in
learning more about the knights go to: http://library.thinkquest.org/10949/fief/medknight.html
Great! Now,
let’s dig further into the every-day life of a peasant.
Move to the following website: http://www.mnsu.edu/emuseum/history/middleages/peasant.html
Read the following on a peasant’s life. Click on what a peasant’s roles and rights
are underlined in blue to answer the following question:
Once you have completed this, click on the back arrow
and click on the underlined words our daily life:
Websites needed for the
Shang & Zhou dynasties project:
Directions:
·
Spend the first 15 minutes of class time filling out the chart
given in class on the elements of culture found in the
·
Begin the web-based activity on the
·
The following websites will help you!
Shang & Zhou (For both)
Zhou,
Oracle Bones & Ancestor Worship
Renaissance & Reformation web quest list of websites needed: (This assignment will be Due
on Tuesday, March 3rd by the close of school!)
http://www.ibiblio.org/wm/paint/glo/renaissance/it.html
http://www.mos.org/sln/Leonardo/LeonardosPerspective.html
http://library.thinkquest.org/2838/artgal.htm#Masaccio
http://www.metmuseum.org/toah/hd/refo/hd_refo.htm
http://www.reformed.org/documents/
Following the Islamic faith Webquest
Due: By the close of school
(3:30) on Thursday, March 12th
§
Visit the following links in the order
that they appear as you answer questions on your webquest
http://www.bible.ca/islam/islam-journey.htm
http://www.islam-usa.com/pray4.html
http://www.islam-usa.com/pray7.html
http://www.submission.org/hajj/kaaba.html
http://www.salagram.net/kaba-stone.html
http://www.al-islam.org/gallery/photos/kabah2.gif
http://www.sacred-destinations.com/israel/jerusalem-dome-of-the-rock.htm
Close up Information #5 & #6 Iraq- Why are we there?
1) Give us the history behind it—what got us
there in the first place?
http://www.pbs.org/newshour/updates/middle_east/jan-june07/sunni-shiite_01-09.html (A must read- this
gives the history behind the religious power struggle in
http://www.iranchamber.com/history/articles/arming_iraq.php (timeline of involvement)
http://www.fair.org/index.php?page=3163 (official document defines victory)
http://topics.cnn.com/topics/iraq_war (A blend of stories regarding violence- even women suicide bombers- to current plans for pulling out)
2) What have we done?
http://www.fair.org/index.php?page=3163 (progress in
http://iraq.usembassy.gov/statement_013109.html (Elections in
http://www.npr.org/templates/topics/topic.php?topicId=1010 (Many articles on current election)
http://www.whitehouse.gov/agenda/iraq/ (What happens next?)
http://www.cnn.com/2008/WORLD/meast/07/02/iraq.main/index.html?iref=newssearch (U.S. Iraq deal “reachable” )
Close- Up- The Economic Stimulus plan Name_________________
President Obama claims it is a must for our economy- what do you think?
Your task-- 1) Decide what the plan offers and
2) Then take a stand- do you think it will work? EXPLAIN. If you say no- along with telling us WHY tell us what you think would
Note from me- I’m searching for more websites and will post as I find them—feel free to do your own research as well J
http://www.barackobama.com/index.php (From President Obama’s official website-
beware of biases)
http://news.bbc.co.uk/1/hi/world/americas/7857276.stm (Article discussing plan passed in the
House)
http://www.nytimes.com/2009/01/29/us/politics/29obama.html (New York Times Article discussing plan
passed in the House)
http://www.nytimes.com/2009/02/07/us/politics/07stimulus.html?_r=1 ( New! Senate compromises to give plan the edge)
http://www.cnn.com/2009/POLITICS/02/07/stimulus/#cnnSTCOther2 (New! Compare the House version of the plan with the senate's version)
http://schumer.senate.gov/ (See what Senator Schumer has to say about the plan)
Interesting
Websites for the web quest on the Middle Ages
Links for the Middle Ages Web quest are listed below
: (This is due Tuesday, Jan 20th by the close of school)
http://library.thinkquest.org/10949/fief/medintro.fief.html
http://library.thinkquest.org/10949/fief/medlady.html
http://library.thinkquest.org/10949/fief/medknight.html
http://www.mnsu.edu/emuseum/history/middleages/peasant.html
http://www.mnsu.edu/emuseum/history/middleages/prole.html
http://www.mnsu.edu/emuseum/history/middleages/pdailylife.html
Close Up research #3- Who is
working for you?- Simply put your research responses on a separate sheet of
paper and be ready to speak up at our next morning meeting, Jan 15th
at 6:30.
From our discussion on Friday, Jan 9 and your
latest research, begin my writing down three national issues that are most
important to you?
Now, let’s
dive into how our own congressmen represent our needs. We’ll start with our two senators, and then
we will look at the congressional representatives of the 27th &
28th voting districts of
http://schumer.senate.gov/
(Schumer)
http://www.govtrack.us/congress/person.xpd?id=300087 (Schumer)
http://www.govtrack.us/congress/person.xpd?id=300022 (
http://clinton.senate.gov/ (
http://higgins.house.gov/legislationissues.asp (27th district- Higgins)
http://www.govtrack.us/congress/person.xpd?id=400641 (27th district- Higgins)
http://www.govtrack.us/congress/person.xpd?id=400378 (28th district- Slaughter)
http://www.louise.house.gov/ (28th district-Slaughter)
In the 29th district, we have a new member voted in Eric Mesa, he replaces John Kuhl, Jr. Unfortunately, there is no data yet available on Eric.
Close up participants- Here we go
again! Let’s dig into the Federal budget
(I know, I know, not an easy task). Here
are the websites to help you with this, you’re free to use others just make
sure the source is credible J
http://www.sourcewatch.org/index.php?title=FY_2009_U.S._federal_budget
http://www.gpoaccess.gov/usbudget/fy09/browse.html
http://www.ustreas.gov/education/faq/markets/national-debt.shtml
http://www.cedarcomm.com/~stevelm1/usdebt.htm
http://www.treasurydirect.gov/NP/BPDLogin?application=np
Close up participants— For our first researched debate, here are a list of links to
get you started… Happy research! J
WEBSITES NEEDED:
marketwatch
article Sept 22 posted article on the plan—even
includes details about what the plan is
rescue plan's approval Sept 29 posted article on
plan’s approval- you might want to check out related articles
fox news video clip on the
bailout Video reported on Fox news discussing the
plan
The
bailout plan revealed This article does a nice job breaking the bill
down
Effects of the bailout plan Impact of the bailout plan
The stock market Impact of the bailout plan—the market
http://www.msnbc.msn.com/?q=bailout+auto+industry+proposal&submit=Search&id=11881780&FORM=AE&os=0&gs=1&p=1&adunitid=939&propertyid=3501 A list of multiple articles discussing the proposed auto bailout
http://www.msnbc.msn.com/id/27984006/ reaction to the auto industry’s proposal
http://www.msnbc.msn.com/id/27889946/ auto industry- round two
Websites needed for the Shang
& Zhou dynasties project:
Directions:
·
Spend the first 15 minutes of class time filling out the chart given
in class on the elements of culture found in the
·
Begin the web-based activity on the
·
The following websites will help you!
Shang & Zhou (For both)
Zhou,
Oracle Bones & Ancestor Worship
Websites to
help you with your Mesoamerican projects:
(Presentations in class on Monday, Tuesday April 28, 29th)
http://www.fairfield.k12.ct.us/tomlinson/ctomlinson02/Aztecs,%20Incas,%20and%20Mayas.htm (Aztecs,
Incas, Mayas)
http://library.thinkquest.org/C006206F/fotos%20incas_i.htm (Incan photos)
Inca
information 1 ( Incan information)
Aztec
info ( Aztec information)
Renaissance & Reformation web quest list of websites needed: (This assignment will be due on Friday before
we leave for February break!)
http://www.ibiblio.org/wm/paint/glo/renaissance/it.html
http://www.mos.org/sln/Leonardo/LeonardosPerspective.html
http://library.thinkquest.org/2838/artgal.htm#Masaccio
http://www.metmuseum.org/toah/hd/refo/hd_refo.htm
http://www.reformed.org/documents/
This is the website needed to get you going on the Magna Carta activity- Check it out!!!
http://www.historylearningsite.co.uk/magna_carta.htm
