Week+5

Week 5 toc

Day 18 - Monday July 23rd
Create a "Week 5" page. What are the Millennium Development Goals? How do they connect to the Universal Declaration of Human Rights?
 * 18.1 - Reflect**

Where is Syria? Look it up on a map. List what area of the world it is and what countries border it.
 * 18.2 - Conflict in Syria**

Read and mark up the following document:
 * 18.3 - Background on the Conflict**



Pick two of the following four articles to read (read all of them for extra credit)
 * 18.4 - Further Reading**

Hillary Clinton: Remarks at a United Nations Security Council Session on the Situation in Syria

//Asia Times//, M. K. Bhadrakumar: Syria on the boil, US warship in Black Sea

//China Daily//: U.S. solution to Syria issue doomed to failure

//Russia Today//: Mainstream media self-censorship

Write one to two sentences summarizing which articles you read and what they discussed.
 * 18.5 - Summary**


 * 18.6 - Questions on reading**

Answer the following questions:
 * 1) What does Bashar Assad stand for?
 * 2) What countries back Assad, and why?
 * 3) What do the Syrian rebels stand for?
 * 4) How has Assad’s government responded to the rebellion?
 * 5) What is the composition of Syria’s population and what role are different groups playing in the current crisis
 * 6) Who are the Syrian rebels?
 * 7) How have the rebels conducted their rebellion?
 * 8) What countries are backing the rebellion, and what are their motives?
 * 9) What are the relations between the countries opposing Assad’s government (US, western Europe, Turkey, Saudi Arabia) and those friendly with it (Iran, China, Russia) and what policies follow from those relations?
 * 10) What, if anything, might Syria have to do with relations between its supporters and opponents; that is, why does Syria matter to the two sides?

You will write a two page report on what you have learned about the UDHR, MDG, and the conflict in Syria.
 * 18.7 - Human Rights Essay**



This site is great for more research: Human Rights Watch - Syria

Day 19 - Tuesday July 24th
Guess - then look up the answer.
 * 19.1 - How long have women had the right to vote in this country?**

What chores do you do in your household? Are there any chores in your family which are assigned based on gender - if so list them. What are the stereotypes associated with chores and boys and girls?
 * 19.2 - Chores**


 * 19.3 - Define the word "suffrage" and include a picture**

Look at the following timeline: Women's Suffrage Timeline
 * 19.4 - Timeline of women's right to vote in the world**
 * Which country gave women the right to vote first?
 * Which country was last?
 * Which country still does not let women vote?
 * Comments/Connections/Questions about this timeline?

Go through the following website: Women in Saudi Arabia Go through each story, then answer the questions. Copy and paste your response to your wikispace page.
 * 19.5 - Eye on - Women in Saudi Arabia**

Read and mark up the following article: List three barriers to girls' education.
 * 19.6 - The Problem with Educating Girls**

You will need to log in to Teachers' Domain to watch this clip: Neeraj's story After watching answer:
 * 19.7 - Neeraj**


 * Describe the perceptions of the value of formal education held by Neeraj, her mother, and her father.
 * In what ways does custom govern Neeraj's life?
 * Do you suppose Neeraj will continue her education? Explain your view.
 * Whose interests would be served if Neeraj were to continue her education?

Go to the following website: What's going on in India Pick one of the girls (Aarti, Geetha, or Leela). Read their story and watch the video clip. Then answer these questions: 1. Describe the clip you watched and describe the daily challenges faced by the girl in the story.
 * 19.8 - Girls in India**

2. Describe how her situation is similar/ different to another story we have examined.

3. What is her family situation like? How can family support make a difference?

4. What is being done to solve this issue for this particular girl? What changes would you suggest?

Watch the slideshow about Haitza in Nicaragua Haitza Predict: how could Haitza's education help her family and her community?
 * 19.9 - Haitza**

//Extra credit videos - if you have time:// Night School School in Benin

Read through the following website: Girls Education List the benefits of educating girls.
 * 19.10 - Benefits of Girls Education**

Share your thoughts about these stories on the link below: Wallwisher - Education for Girls in the World
 * 19.11 - Reflection on what you have learned**

You will create a brochure of pamphlet that will be used to publicize the issue of girls' education for the school community. Consider whether or not meeting MDG 2 and MDG 3 will help to meet other Millennium Development Goals (refer back to Week 4, Task 17.4). You should also include what changes you would make to solve this issue.
 * 19.12 - Create a Brochure**

You can use the Microsoft Word Brochure Template
 * Go to File
 * Select new
 * Select "Brochures and Templates"
 * Select the Brochure folder
 * Select any type of template you like

Or you can use one of the following Web 2.0 tools:

MyBrochureMaker LetterPop FormatPixel

media type="youtube" key="IYQhRCs9IHM?version=3" height="315" width="560"

Day 20 - Wednesday July 25th
//(adapted from Ms.Allen's lesson)//


 * 20.1 - What is temperance? Define**

Examine the picture below then answer the questions Click here to enlarge the picture
 * 20**.**2 -The Victim of Ardent Spirits**


 * What is happening in the illustration?
 * Based on the illustration, what do you think ardent spirits are?
 * What is the artist's point of view?
 * How does this illustration depict (show) freedom?

Open and mark up the document below:
 * 20.3 -Chart on Alcohol Consumption**

Open the document below and complete the "It says/It means" then answer the questions below: Questions:
 * 20.4 -The Alcoholic Republic**
 * Was alcohol a problem in the 19th Century?
 * Identify the reasons why people drank alcoholic beverages.
 * List 3 reasons why people drank in the early 19th Century?
 * List the 2 alcohol beverages most consumed.
 * During the 19th Century do you think alcohol was a problem?

Define and illustrate the following terms: Use WordSift and other dictionary websites
 * 20.5 - Key Terms**

To find the answer, use the following cartoon to help you: Answer the question in your summary.
 * 20.6 - Was alcohol a problem in 19th century America?**

Listen to the song below to support the claim that alcohol was a problem in the 19th century. Complete the "I hear/It means" chart while you are listening. Who'll Buy? song
 * 20.7 - Song as evidence**



Open the powerpoint presentation below and look at a series of 8 plates depicting a story, showing the moral and physical effects of alcohol. As you view the plates, complete an "I see/It means" in
 * 20.8 - The Bottle - a series of plates**



How does the Temperance movement and the role of women change over time? To investigate analyze the cartoon below:
 * 20.9 - Women and Temperance over time**



To compare how the movement changed over time, compare the cartoon you just looked at with the cartoon from 20.6, the Bar of Destruction
 * 20.10 - Venn Diagram**

Read and take notes on the exert below from Jessy Randall, "The Origins of the American Temperance Movement." __Ardent Spirits.__ Focus on key questions:
 * 20.11 - Women in the Temperance Movement**
 * How doe the Temperance Movement change over time?
 * How has the role of women changed?
 * What do you think accounts for these changes?

Pick at least two of the following pages to read through, then answer:
 * 20.12 - The Temperance Pledge**
 * What tactics were used to stop people from drinking?
 * Do you think the tactics were effective, why or why not?
 * Could these tactics be used today?

//1 - The Temperance Pledge and the illustration// //2 - Illustration by Stebbins, Fifty Years History of the Temperance Cause// //3 - American Temperance Union Pledge// //4 - Philadelphia Female Total Abstinence Society Pledge// //5 - Pennsylvania Catholic total Abstinence Society Pledge and Pledge for Children// //6 - Pledge of the Pennsylvania Society for Discouraging the Use of Ardent Spirits//

//Temperance Pledge//

Create a bumper stick that illustrates an effect(s) of alcohol and convinces young adults today not to drink. Review the effects of alcohol in the early 19th Century. Look at the examples provided of Billboards from the 19th Century. Use the template or Web 2.0 tools provided below. On the template provided, you may use computer technology or draw your illustrations.
 * //20.13 - Create a Bumper Sticker//**

**The Bumper Sticker must include:** § a visual(s) § a slogan. § accurate information § creative and colorful illustrations and slogan § neat and legible work

Example:

Template:

Or use Microsoft Word -
 * Open New Document
 * Pick Templates
 * Pick Labels
 * Pick Stickers

Tech Tools MakeStickers BuildDesign - Bumper Stickers BumperStickerStudio FunDraw - Bumper Sticker

Day 21 - Thursday July 26th

 * 21.1 - Malden High vs. Medford Football **

//The annual Malden versus Medford football game was played Friday night. Due to family commitments I was unable to attend the game. The game was decided when Donnell Wilson caught a touchdown pass on the last play of the 4th quarter giving Malden a 14-10 victory. Monday morning when I arrived at school "everyone" was talking about the "catch" and the victory. What I want to know is what REALLY happened and just how great of a play this catch actually was. Throughout the day I spoke to the following people in an attempt to obtain the truth. As I review each source I must constantly ask myself "what is the validity of each person's comment and what is their particular expertise in the area of high school football?"//

//Read and mark up the following document://

Answer these questions:
 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Which document(s) do you think are **reliable**? Why?
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Which document(s) do you think are **unreliable**? Why?
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">What are somethings that all documents agree on?
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">What are somethings that the documents disagree about?
 * 5) <span style="font-family: Verdana,Geneva,sans-serif;">Are there any other people that could have given a better account of what happened?

<span style="font-family: Verdana,Geneva,sans-serif;">1. What do you think the difference is between a primary and a secondary source?
 * 21.2 - Primary vs Secondary Sources**

<span style="font-family: Verdana,Geneva,sans-serif;">2. How is an historian like a detective?

Go to DoHistory Click on the topic: On your Own Click on: History Tool Kit Click on Using Primary Sources
 * 21.3 - Let's Investigate**


 * 21.4 - General List**

Below are some basic questions you should ask about sources:


 * 1) //Who wrote or made it?//
 * 2) //When was it written or made?//
 * 3) //Where was it written or made?//
 * 4) //Why was it written or made?//
 * 5) //What point is the author or creator trying to make?//
 * 6) //What evidence does this source contribute to your research?//


 * <span style="font-family: Verdana,Geneva,sans-serif;">**Explain** why these questions are important to an historian's work?
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Identify** which question you feel is the most important to an historians work and **explain** why

Now its your turn to identify what are some types of primary and secondary sources most often used by historians
 * 21.5 -Types of Primary and Secondary Sources**

Below are two links that may help you in your search. Feel free to search for other sources!!


 * In your virtual notebook, create lists for types of Primary and types of Secondary sources

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">[|Sources Used in History]

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">[|Types of Primary Sources]

Click on the link below which gives you the chance to identify primary and secondary sources:
 * 21.6 -<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 19px;">Test what you Know about Primary and Secondary Sources **

[|On Line Lesson]

//Click on Begin the Lesson near the bottom of the page//


 * //Read What are Historical Sources near the bottom of the page//

//You are given two examples of how a topic can be a primary or a secondary source//
 * //Create a similar example of an object or topic as a primary or secondary source.//

//Click next and go to Differences between Primary and Secondary Sources near the bottom of the page. Go through the examples they give you and check your answers for accuracy.//

//When you feel you understand the differences of the examples given://

//Click next to Questions to Ask Sources located near the bottom of the page. When you feel you understand this information://

//Click Next to Titanic Source Quiz at the bottom of the page//

//Take the quiz// //Press finish when you have completed all the questions and see how you did!!//

Review your lists of examples of types of primary and secondary sources
 * 21.7 -<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 19px;">Design your own Quiz on Primary and Secondary Sources **

Select a topic or period in history (or psychology if you like)
 * Create a quiz made up of a least **eight** sources that represent primary and secondary sources on your selected topic.

Use the same format that was used in the on line lesson
 * Upload pictures of your selected sources

Below are a few links you may want to look at to get you started on your selected topic:

[|NationalArchives Documents]

[|100 Milestones in American History]

[|Eye Witness to History]

Write a paragraph on why both primary and secondary sources are essential to the the work of an historian.
 * 21.8 - Paragraph**


 * 21.9 -Thesis statements**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is a thesis statement? Why are thesis statements so important?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Answer: what is the thesis statement used in that essay? What is your evaluation of that thesis statement?

//Thesis Writing Guidelines// //a. What is my topic?// //b. What argument am I prepared to make?// //c. How can I state my argument as clearly and powerfully as possible?// //d. Is my statement a direct answer to the question or response to the prompt or claim about the topic?//
 * 1) //A thesis statement is an argument. It is a 1-2 sentence statement of the purpose of your essay: what will you be proving to the reader in the essay?//
 * 2) //It should be toward the end of an introductory paragraph and include enough specifics that the reader has a general idea of the key points you will make to support your biggest claim.//
 * 3) //Your thesis statement should likely be a compound sentence, including a preview of the major points you will make to support your big claim. So, instead of writing a simple thesis statement like "The end of World War II brought about major consequences" you should probably write something like "When World War II ended in 1945, the major consequences included the division of Germany, the start of the United Nations, and the beginning of the Cold War."//
 * 4) //To write your thesis, ask yourself 4 questions://


 * 21.10 - Pick the best Thesis Statement**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">For each essay question or prompt below, choose the better thesis statement from the two options that follow the question/prompt. For each choice, explain your reasoning.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Example: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Prompt//: Explain the relationship between nationalism and sectionalism in 1850s America. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 1: In 1850s America, nationalism was being overshadowing by growing sectionalist developments as the debate over the spread of slavery reached its highest points and set the stage for the start of the Civil War. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 2: American nationalism grew after the victory in the Mexican-American War in 1848 and the resulting land acquisitions. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Answer: Choice 1 - The first thesis statement is better because it directly responds to the essay prompt, is clearly written, and includes specifics of the argument that will be made in the essay. Meanwhile, the second choice seems to be off in terms of time period and does not include enough specifics.

__Student work__: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Prompt A//: Why were the American colonists successful in winning independence from the British in the late 18th century? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 1: Aid from the French helped turn the tide of the American Revolution toward victory for the colonists. This, in addition to their previously held advantages of strong military leadership and homeland advantage, led the colonists to win the war and gain their independence. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 2: In the late 18th century, after years of protesting unfair laws and many key battles, the American colonists won independence from their mother country of Great Britain. //Prompt B:// In what ways was the abolition movement of 19th century America divided? Choice 1: The abolition movement of 19th century America was divided in terms of both tactics and goals, as there were strong, differing opinions over how to most effectively make abolition occur and the process by which complete abolition should be sought. Choice 2: Leading up to the Civil War, the abolition movement in America was divided, but ultimately remained united enough to push leaders of the country to end slavery forever. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Prompt C//: To what extent did Andrew Jackson’s presidency benefit the United States of America? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 1: Despite his record on treatment of Native Americans, Andrew Jackson’s presidency greatly benefited the U.S. due to his administration’s work on expanding voting rights and economic policies. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choice 2: Andrew Jackson was the eighth president of the United States and known for being the symbol of Jacksonian Democracy.


 * 21.11 - Thesis Statement Generating**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Choose five// of the topics/questions/prompts below to create a thesis statement in response to. Under a heading of “Activity 11” write these 5 thesis statements. Remember to review the material that we have worked on throughout this topic before beginning. You may do a bit of research on any or all of them to help with your thesis statement creation, if you feel it necessary and/or helpful.


 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is the best fast food restaurant operating today?
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Asses this statement: no movie should ever have a sequel.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Should immigrants be allowed into the United States if they cannot speak basic English?
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What are the reasons that a ratings system has been implemented for video games?
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Why are there different age limits set on driver’s licenses (varies by state), voting (18), and alcohol use (21)?
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Should the United States ever attack another country that has not attacked the U.S. first?
 * 7) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">To what extent is Malden High School a great place to go to school?
 * 8) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Compare apples and oranges.
 * 9) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Analyze the reasons for which some teenagers drop out of school.


 * 21.12 - Paragraph writing**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Choose one of the thesis statements you wrote in the previous activity and write two paragraphs surrounding it. Include the statement you choose in an introduction paragraph and then write one body paragraph to continue the response. MAKE SURE YOU REVIEW all of the work and guides and tips before beginning.

**21.13 - Memory and Study Skills** How do you remember information? How do you study?

**21.14 - Memory Statements** <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">Copy the following statements into your virtual notebook. Put them in the order with the top one being the one that most relates to you, and list through the last one which least relates to you.

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">1. “I just can’t remember anything when I take tests.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">2. “I remember the information when I’m studying, but I forget it the day of the test.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">3. “I can’t even remember information while I am studying, much less during the test.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">4. “My memory is so bad that I can’t even remember three pieces of information!” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">5. “I remember things I read in the textbook, but I can’t seem to remember what the teacher talks about in class.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">6. “I remember every word the teacher says in class, but I have trouble remembering information from what I read.” //

//<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 14px; text-decoration: none; vertical-align: baseline;">7. “I’m just so bored with what we have to learn. I can’t remember things if they’re not interesting to me.” //

Mark up the handout. Then: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Directions: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Imagine that you find one of your good friends crying in the hall between classes because he or she is failing many classes. This friend is too upset to talk or listen to you and leaves school early to go home. You know this friend does well on classwork and homework assignments but always fails tests. You decide to write a long note with your advice about how to remember information for tests.
 * 21.15 - Handout**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Before you begin writing, you might want to think about the different problems people have that cause them difficulty in remembering information on tests days. Think about specific solutions to these different problems. Also, think about ways to encourage your friends to use your suggestions. Write you response below, save and then upload to your virtual notebook.

Day 22 - Friday July 27th

 * 22.1 - Week 5 Checklist**


 * 22.2 -What are the Olympics? Why are they important?**

Find the answers to the following questions:
 * 22.3 - Olympics Challenge**



Use these resources or find your own: Olympics Primer Olympics Facts Interesting Olympic Facts FAQ about the Olympics Olympic Fun Facts Symbols of the Olympics

Go to the following website: BBC - Olympic Primer Read through each section the complete the activities at the bottom. Copy and paste your results to your wikispace page.
 * 22.4 - Olympics Primer**

Read the following article: BBC News - London 2012 Olympics - Saudi Arabian Women to Compete > //"There is almost no public tradition of women participating in sport in Saudi Arabia, and officials have found it difficult to find athletes who could meet the minimum criteria for competing."// What chance do these women have in the Olympics? >
 * 22.5 - Saudi Arabia Women in the Olympics**
 * 1) What events will these women compete in?
 * 2) What other two countries are allowing women to compete for the first time?
 * 3) Based on what you have read about women in Saudi Arabia, describe the significance of this event. How is this a step forward?
 * 4) Respond to the following quote:

Which topics were your favorite and why? Which topics were your least favorite and why?
 * 22.6 - Summer Summary**

Pick one of the technology tools we have used over the past few weeks and create a presentation sharing what you learned in summer school history. You must include the following:
 * 22.7 - Final Presentation**
 * at least five new concepts, events, skills and/or technology tools that you learned about - //ONE FROM EACH WEEK//
 * explain why you enjoyed it
 * explain how you will use this information or skill in the future.

Glogster Prezi SlideRocket Wikispaces MindMaps PowerPoint


 * 22.8 - Exit Survey**


 * 22.9 - Use the rest of your time today to work on missing work.**


 * It's been great working with you, good luck and enjoy the rest of your summer!**