1st Period - Honors World History Assignments

Lesson Five
End of the Cold War
Textbook pages 582-590

Lesson Four Eastern Europe and the Soviet Union
Textbook pages 561 - 567
Use the guiding questions throughout the text to help support your note-taking
Be sure to title and date your notes in your spiral notebook.

Lesson Two China After World War II
Textbook pages 489 - 493 and 
Lesson Three Cold War Conflicts
Textbook pages 496 - 503
Be sure to title and date your notes in your spiral notebook

Lesson One
The Cold War Begins
Textbook pages 479 - 488
Focus Questions: Why did the US and the Soviet Union become political rivals after WWII? What is the purpose of the Truman Doctrine and the Marshall Plan? What new military alliances were formed after WWII? What motivated East Germany to build the Berlin Wall?Be sure to title and date your notes in your spiral notebook.

Lesson Five- World War II Ends
Textbook pages 469 - 475Guiding Questions: How did the tide of battle turn against Germany, Italy and Japan? What reasons did Truman give for using the atomic bomb to end the war with Japan? What led to the Cold War? What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies? How was Germany dealt with after its defeat in WWII?

Be sure to title and date your notes in your spiral notebook

Lesson Four - The New Order and the HolocaustTextbook pages 463 - 468Guiding Question: Describe Hitler’s New Order in Europe. How did Hitler's views of race influence the New Order? What characterized the New Order in Asia? In what ways was the New Order in Asia similar to the New Order in Europe?

Be sure to title and date your notes in your spiral notebook

Mrs. Burch will introduce this assignment during class Thursday 4/29 or Friday 4/30.
You are expected to practice your critical reading skills and annotate the text (for practice)
Complete the Guiding Questions worksheet and submit that worksheet here on Google Classroom.

Lesson Three - The Home Front and CiviliansTextbook pages 456 - 462Guiding Question: How did countries mobilize for war?

Be sure to title and date your notes in your spiral notebook.

Read textbook pages 447 - 453, World War II, and take notes in your spiral notebook in preparation for discussion in our next morning class; Thursday 4/29 or Friday 4/30
Guiding Questions: 

How did new technology impact the war? (German blitzkrieg and the Battle of Britain) What brought the U.S. into the war? 
Be sure to title and date your notes in your spiral notebook,

Mrs. Burch will introduce this assignment during class.
You will complete the assignment and submit it on Google Classroom.

Mrs. Burch will introduce this assignment during class.
Complete the assignment as directed and turn in to Google Classroom


Critically read the document, annotating significant information that helps you source the document.
What is the context of this document?
Who is the author? What is the point of view of the author?
Who is the audience?
What is the argument or main idea of the document?
What is the purpose of the document? Why was the document written? What did the author want to accomplish?

Lesson I World War II Begins
Textbook pages 437 - 446
Focus questions: What was Hitler's motivation for German expansion? How might the Treaty of Versailles have contributed to WWII? Why did Japan want to seize other countries? 
Be sure to title and date your notes in your spiral notebook.

The class will read this document together during our meeting time and Mrs. Burch will model critical reading practices and marking the text. Students will complete the guiding questions based on their understanding of the document and submit them here in Google Classroom.

Lesson Three Hitler and Nazi GermanyTextbook pages 379 - 385Focus Questions:What three ideologies were the basis of Hitler’s ideas? In what ways were economic difficulties a factor in the rise of the Nazi’s poltical power? What tactics did Hitler use to build a united Nazi state?

Complete this assignment in Google Classroom using a Google Doc and submit.
Title the assignment Writing Practice Addressing a Prompt - Totalitarian Control Methods
Type the following prompt on your Google Doc and then respond to the prompt.
I have attached a list of the Totalitarian Methods of Control that we discussed during class. The expectation is that you will respond to the prompt discussion one of these methods of control.


Prompt: Identify one method of control used by Stalin and explain how that method or practice would motivate Soviet citizens to comply with Stalin’s expectations.

Lesson Two The Rise of Dictatorial RegimesTextbook pages 371 - 378Focus Questions:How did Mussolini create a dictatorial state in Italy? How did Stalin gain and maintain power in the USSR? What was the goal of authoritarian governments in the West?Be sure to date and title your notes in your spiral notebook

Lesson One - Uneasy Peace, Uncertain Security
Textbook pages 364 - 370
Focus Questions:
What led to new problems in the years after WWI? Why did the Great Depression affect confidence in democracy? How were the arts and sciences influenced by WWI?

HistoryMakers - Vladimir Lenin
Practice your critical reading skills, annotating the text as needed.
Based on the reading, make a list of direct and indirect/inferred adjectives that describe Vladimir Lenin on a Google Doc and submit that list here in Google Classroom. Title the Google doc Description of Vladimir Lenin
I encourage you to provide a "because" statement after each of your indirect/inferred adjectives.
The expectation is that you will use different colors to signify direct adjectives vs indirect/inferred adjectives. I would also expect your list to include at least 10 adjectives total. I was able to identify 20.

Mrs. Burch modeled critically reading and marking this source in class.
Your assignment is to answer the guiding questions after the source and submit your work here in Google Classroom.

The Russian Revolution - textbook pages 342 - 349
Focus questions - What factors and events led to the Russian Revolution? Why were the Bolsheviks attractive to the industrial workers and peasants in Russia? How was the public's perception of the new government different from the reality? What factors helped the Bolsheviks/Communists win the Russian civil war? What similarities can you see in the Communist regime and the Czarist regime?
Remember to title and date your notes in your spiral notebook.

Prompt: Compare the reality of World War One with the people’s initial expectations of World War One.
Writing Frame: The realities of WWI were __________ from the expectations of WWI. Initially people believed __________ and __________, but once the war started they experienced __________ and __________.

Attached you will find a Google Doc with this prompt and writing frame. You are expected to use the writing frame to write your response (thesis statement) addressing the prompt on the Google Doc. after the writing frame. Submit your Google Doc when you complete the assignment.

Directions for this assignment were explained during class.
You are to practice your critical reading skills while reading Wilfred Owen's poem, Dulce Et Decorum Est and then answer the questions on the Google Doc provided. Submit the Google doc when you have completed the assignment.

Directions were explained during class.
Use the PDF provided for clarification
Write your thesis statement on the Google Doc provided and submit it here on Google Classroom.

Complete this critical reading practice assignment as directed on the slides and submit the slides on Google Classroom.
Later this week, we will compare and contrast the information is this reading with the earlier critical reading assignment we did, titled Excitement of War. Go back to that assignment in Google Classroom and review the reading. This earlier assignment was posted 2/4 and due 2/7 also posted under our World War One topic in Classwork.

Attached you will find the slides from our Introduction to Writing a Thesis lesson.
You will also find a Google Doc with a prompt to practice writing a thesis statement.
Submit your thesis statement here in Google Classroom.

Lesson Three* World War I Ends
Textbook pages 349-355
Focus Questions: How did WWI come to an end? How was a final settlement of WWI established? On what issues did the French, British, and Americans disagree in the peace negotiations?
Be sure to date and title your reading notes in your spiral notebook.

Lesson Two - Part 2 World War I
Textbook pages 336-339
Focus Questions: What impact does the U.S. entering the war have on WWI? What was the impact of total war?
Be sure to title and date notes you take in your spiral notebook

The film will stop periodically for you to answer questions.
You are required to watch the whole film and answer the questions.

Directions:
Carefully read the introduction to genocide and primary source excepts provided. (Practice your critical reading and thinking skills)
As you are reading, make note of how the Armenian people were treated by the Ottoman officials during WWI. (You can take these notes in your spiral notebook - title and date your work)
What would be the immediate effects of this type of treatment?
Be prepared to discuss your findings and ideas in class tomorrow.

You will visit each of the Jamboard slides. Each slide has a picture of Armenian life before WWI. Your objective is to gain a greater understanding of this time, place and the people.
Directions: Use the sticky notes in Jamboard to share one idea on each slide based on any of the following guiding questions. (You must include your first and last name to receive credit)
Consider what you see
a. Clothing - What might the clothing tell us about their profession, personality of social status?
b. Setting - What is life like for the Armenian people?
c. Objects - What might the objects tell us about the Armenian people?

What adjectives would you use to describe the people in the photographs?

This assessment is to be taken in class with your camera on.

Practice your critical reading skills. You are to read and mark the attached sources, respond to the comprehension questions and then practice your analysis and writing skills by responding to the Analysis questions. Always respond with complete thoughts and/or sentences.

Mrs. Burch will model critical reading practices and annotating a primary source, you are to follow along and practice your skills.
After critically reading and marking the source, complete the close reading questions and submit your work here in Google Classroom

Mrs. Burch will introduce this assignment in class and model how she would like you to practice your critical reading skills to identify main idea.
You are to complete the assignment as directed and respond to the questions provided.
Turn in your completed assignment in Google Classroom.

Watch the attached video to review the start of WWI.

Lesson Two, Part One - World War One
Textbook pages 330-336
Focus Questions: How did the war on the Eastern Front differ from war on the Western Front? What made WWI more devastating than any previous wars? Why did the war widen to become a world conflict?

Lesson Two assessment will be 10 questions and a writing prompt to address
Review your spiral notebook and class notes on textbook pages 260-267
Review supplementary readings assigned.
Review the guiding questions on your Reading and Study Guide (attached)
Review unit vocabulary (Vocabulary list attached)
Review Student Class Discussion Slides (attached *after lessons are discussed with classes)

Lesson One
World War I Begins
Textbook pages 324-329
Focus Questions: What factors contributed to the start of World War I? How did the assassination of Archduke Francis Ferdinand spark the outbreak of war?
Be sure to title and date the notes you take in your spiral notebook.

Complete the attached reading and answer the answer the comprehension questions that follow the reading.
Turn in your completed work in Google Classroom.

Mrs. Burch will give directions and answer questions about this assignment during class.
Use the two PDFs attached below to gain information and the complete the Student Response Sheet and turn it in to Google Classroom.

Lesson Two - Empire Building in Africa
Textbook pages 260 - 267
Reference your vocabulary list and reading study guide posted earlier in Google Classroom for guiding questions and support
Take notes in your spiral notebook - Be sure to title and date your notes

Use the characteristic list attached and create a Double Bubble map in your spiral notebook comparing and contrasting old and new Imperialism. Please post a picture of your completed Double Bubble Map in your spiral notebook.

Read textbook pages 250 - 257, Colonial Rule in Southeast Asia.
Reference the reading and study guide posted in Google Classroom - be sure that you can answer the questions proposed or prepare to ask clarifying questions during class.
Take notes in your spiral notebook and be sure to title and date your notes.
Remember... I have posted a vocabulary list to support your learning. Be sure to review it before and during your reading assignments. My expectation is that you will practice using these terms (speaking and writing) and learn the vocabulary as we work through the unit.

Complete the attached reflection as preparation for a class discussion live in Parlay later this week

Textbook pages 220 - 227, The Emergence of Mass Society
Focus Questions - How did class divisions in Europe change during the 19th century? List the order in which the women’s movement generally gained more rights for women. How did society change because of urbanization and industrialization?
Take notes in your spiral notebook. Be sure to date and title your notes

Complete the Drag and Drop activity comparing and contrasting the characteristics of capitalism and socialism. Submit your completed chart here on Google classroom.

We will work together in class on this Nearpod.

Textbook pages 214 - 219, The Growth of Industrial Prosperity
Focus Questions - How did inventions like electricity and steel work together to revolutionize transportation? How did socialist parties differ from one another and from Karl Marx? How did trade unions reflect socialist ideas?
Be sure to read the assigned textbook pages and take notes in your spiral notebook. Don't forget to title and date each reading assignment.

Using the writing frame provided, you are to address our inquiry question/the prompt; Were textile factories bad for the health of English workers? Type your response on a Google Doc, title your work with the inquiry question and submit your Google Doc here on Google Classroom.
You are not to quote your sources, paraphrase the evidence from the source. Use your document analysis chart to identify the evidence from the documents.

Essential Question: Were textile factories bad for the health of English workers?
Closely read and source each of the four documents, (Mrs. Burch will model Document C), focusing on your sourcing skills and gaining information to address the essential question. Complete the chart documenting information. Submit the chart in Google Classroom

What the linked film on YouTube and complete the Film Notes worksheet while watching the film.
Please use a different colored ink to respond to the prompts on the worksheet.
Submit the completed Google Doc worksheet on Google Classroom when you complete the assignment.

Working together in class, we identified the issues in the engraving that would need to be addressed in Manchester, England as a result of industrialization and urbanization. On your own, you are to read the secondary source provided for more background information on the impact of urbanization and industrialization. Then, complete the chart provided that follows the engraving slide. Submit the two slides on Google Classroom when you have completed the assignment.

The Industrial Revolution
Textbook pages 170-179
Focus Questions: Why is the Agricultural Revolution in Great Britain important? List the reasons why the Industrial Revolution began in Great Britain. How did industrialization change Europe?
Be sure to take quality notes in your spiral notebook before our class discussion of the topic. Always title and date your notes.

Be sure to carefully read and follow the directions on the assignment. There are two parts to the assignment.
Please type your responses on the Google Doc in a different color - not black.
Completion of this assignment will count as your attendance for class Friday afternoon because of our minimum day. Students who do not complete this assignment by Sunday, Nov. 8th will be marked absent from class 11/6.

Read the assigned textbook pages 156-161, The Fall of Napoleon and the European Reaction. Take active reading notes in your spiral notebook. Be sure to title and date all note-taking assignments in your spiral notebook.
Your purpose for reading includes: Mapping out how Napoleon lost his empire. How was Napoleon's decision to invade Russia affect his grand army and the French people? Why did the turmoil of the French revolutionary years result in a conservative European reaction? What was the main goal of the Congress of Vienna? Why did the idea of nationalism become popular in France after the French Revolution? What is liberalism? What is republicanism? How are liberalism and republicanism connected?

This is a common assessment taken by all RHS World history students.
The assessment is based on the Historical Thinking Skills that we have been practicing all semester.
You score will be recorded in my gradebook and submitted to the district for teacher reflection.

The directions for this assignment on are the PDF slides below. You will also find the primary source and a Google doc with guiding questions.

Complete the linked Nearpod lesson.

Read the assigned textbook pages 149-155, The Rise of Napoleon and the Napoleonic Wars. Take active reading notes in your spiral notebook BEFORE we discuss the content in class. Be sure to title and date all note-taking assignments.
Your purpose of reading includes: How did instability in the French government create an opportunity for Napoleon to take power? As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the France people? What military goals did Napoleon have for France? How did the spread of nationalism hurt Napoleon?

Complete the drag and drop activity to demonstrate your understanding of the Levels of Questioning.
This assignment needs to be done today, during our class period.
I have attached the PDF that you received previously to remind you of the characteristics of each level of questioning.

Read the assigned textbook pages 142-148, Radical Revolution and Reaction. Take active reading notes in your spiral notebook BEFORE we discuss the content in class. Be sure to title and date all note-taking assignments.
Your purpose of reading includes: Why did the French Revolution become more radical? Make a list of radical steps the National Convention took. What was the purpose of the Reign of Terror? Who was punished during the Reign of Terror? How was the new French army different from previous European armies? What becomes of Robespierre? Why was the Directory ineffective? How does Napoleon come to power?

Use the pre-writing assignment where you identified adjectives or adjective phrases to describe Louis XVI (What type of leader was Louis XVI?) to help you address the prompt, Was Louis XVI the right type of leader for France in 1789?
Attached you will find a PDF of the slides we discussed in class including a writing frame to support you.
Submit your written response on a Google Doc. Title your response with the prompt.

Attached you will find a reading on Louis XVI. As you are reading the description of Louis consider the guiding questions at the top of the reading. Use the hi-lighting tool in Google Docs to mark any adjectives and adjective phrases that directly describe Louis XVI. In the margins of the reading, type adjectives or adjective phrases that are inferred in the reading. Use a different color hi-light and mark the information in the reading that you used to infer.
After you have completed the reading and identifying adjectives or adjective phrases that describe Louis XVI, consider the second guiding question, Was Louis XVI the right type of leader for France in 1789? Be prepared to share your conclusion in class next week. You will also be expected to provide evidence from the text to support your conclusion.

Complete the first two columns of the linked Google Slide - KWL chart based on the question, What causes a revolution? In the first column, fill out the boxes on the side with what you know and move them into the column titled I Know. In the second column, identify and type at least three questions you have in response to What causes a revolution? (consider our levels of questioning if you need ideas) and move those boxes into the column titled I Wonder. At that point, submit your chart. There should be NOTHING in the third column titled I Learned.

Read the assigned textbook pages, 132-139 - The French Revolution Begins. Take active reading notes in your spiral notebook BEFORE we discuss the content in class. Be sure to title and date all note-taking assignments.
Your purpose of reading includes: How did the structure of social classes n France lead to discontent? How did the economic crises in France lead to the meeting of the Estates-General? Why did the Third Estate declare itself to be the National Assembly? What motivated the French peasants to rebel in the countryside in 1789? What is the significance of the Storming of the Bastille? Why did King Louis XVI try to leave France? How did the king's attempt to leave France impact the feelings of the French people? What do you think motivated the Women's March on Versailles?

You will have 15 minutes to address the Short Answer Question.
Be sure to read the prompt carefully and address all parts of the question.
Avoid the use of pronouns and vague terms. Be clear and specific.
You must be in class, on camera while you are testing.

In preparation for a Parlay "class discussion" on Thursday, you are to address the following question in your spiral notebook; How did the ideas of Enlightenment Thinkers influence British colonists’ response to British rule following the French and Indian War? Incorporate into your one paragraph response, a minimum of three of the following terms; challenge, grievance, popular sovereignty, reform, oppression, social contract.

One question historians face all the time is who to believe? What makes one account/source more trustworthy than another?
Review the Sourcing poster and the Sourcing - Reliability handout linked below.
Use what you learned from these handout to complete the Evaluating Sources worksheet to practice your sourcing skills.
Open the Evaluating Sources Practice Worksheet with the Chrome add-on DocHub. You will be able to answer right on the the PDF worksheet. When you finish the assignment, be sure to save your work in Google Drive. After you save your work, submit it to our Google Classroom.

Here you will find all the resources we used in class when Mrs. Burch introduced writing Levels of Questioning. You will also find the handout and response slide for the assigned homework related to this strategy. You will only submit the Practicing Levels of Questioning - Student Response Sheet to be graded.
WARNING: When using the supporting handout, Levels of Questioning pdf, do NOT just fill in the blanks of the sentence frames without thinking about what you are writing. Consider the characteristics of each level of questioning. Does the question you are writing match the characteristics?

Open the Google Doc below, read and follow the instructions. Upload your Google Doc when you finish the assignment.

Read the assigned textbook pages and take active reading notes in your spiral notebook BEFORE we discuss the content in class. Be sure to title and date all note-taking assignments.
Your purpose of reading includes: What philosophers do yo think might have influenced the Founding Fathers of the United States? What were the causes of the American Revolution? Why did intellectuals believe the formation of the United States carried out Enlightenment thought?

Review the Enlightenment philosophers and their ideas. Which philosopher do you connect with the most OR which philosopher’s ideas do you think are the most important?
Write out your response including examples or facts (evidence) to support your thinking. Be sure to explain how or why your evidence supports your thinking.
Type your work on a Google Doc and submit your work. Be sure to title the assignment.

Address the following question using the Google Form linked.
Question: Did Hobbes or Locke have more trust in self-governance? Explain your claim.
When you have completed the assignment, be sure to submit it.

Complete the linked drag and drop activity identifying the ideas of Thomas Hobbes and John Locke. (Class discussion and textbook pages 65-66)
Upload your slide when you complete the drag and drop activity.

Read the assigned textbook pages and take active reading notes in your spiral notebook BEFORE we discuss the content in class. Be sure to title and date all note-taking assignments.
Your purpose of reading includes: What role did philosophes play in the Enlightenment? How did the achievements of the Scientific Revolution influence the ideas of the Enlightenment? Why is belief in logic and reason important? How did the political ideas of the Enlightenment represent a break with the ideas of Europe's past? How did the Enlightenment influence society and culture?

Be sure to sign in LAST name, first name or as much of your first name fits

Create a Double-Bubble Map comparing and contrasting absolute monarchy and constitutional monarchy by moving the circled characteristics to the correct side of the slide.

Read War and Revolution in England – textbook pages 61 – 66
Your purpose for reading Revolutions in England is to be able to discuss the following information.
1) What were the disagreements between the Stuart kings and Parliament that led to the English Civil War?
2) What was the outcome of the English Civil War?
3) What were the causes and effects of the Glorious Revolution?
4) Who is Thomas Hobbes? Who is John Locke?
5)How are the political philosophies of Thomas Hobbes and John Locke similar? How are their political philosophies different?
You should prepare questions to ask in class for the information you do not understand in the reading.
Take quality notes in your spiral notebook and be sure to title and date your notes.
You do NOT turn a picture of your notes in. When you have completed your reading and spiral notebook notes you can mark the assignment completed.

You will complete this assessment during our Zoom class period. You are expected to have your camera on while you are working on this assessment. When you finish the assessment submit it here on Google Classroom.
Before each writing prompt there is a stimulus to provide information and context. Use information in the stimulus and/or your learning from our study of the chapter to write your response. Each prompts is worth 8 points. I encourage you to begin your response by using the wording of the prompt to insure you are addressing the prompt.

We will be assessing our learning from Chapter One at the end of next week; Thursday or Friday depending on the day you have morning class with me.
Start reviewing your reading and class discussion notes and take a look at pages 49 and 50 in your textbook. You will find review questions AND the page numbers to look up the information if you need help. Concentrate on question numbers 1,2,6,8,9,11,13,15,16,20, 21, and 22.
The student slides for lessons 1-3 have been posted in Google Classroom and lessons 4 and 5 will be posted Tuesday afternoon.

Read the attached secondary source and complete the guiding questions. Submit your work on Google Classroom.

Complete the drag and drop activity on the slide below. Do not use present mode. Move the characteristics to the correct columns. Use your Double-Bubble map to complete this task.

Using the characteristics on the direction sheet attached, create a Double-Bubble map in your spiral notebook comparing and contrasting autocracy and democracy.
You MUST write out the characteristics. Do NOT just write the number of the characteristics.
When you have completed this task, take a picture of your Double-Bubble map in your spiral notebook and upload it to Google Classroom.

Read the assigned pages and practice ACTIVE READING notes in your spiral notebook. See Eight Strategies of Highly Effective Readers and Thinkers in your Student Toolbox to support active reading.
Purpose: Be able to identify absolute monarchy and the divine right of kings. Be able to describe life in 1750 for the elite and the commoners.
Always title and date your reading notes in your spiral notebook. Use the Reading and Study Guide provided for the unit to support your content learning.
Be prepared to discuss this information in class. If you don't understand something, prepare a question to clarify.

Read the assigned pages and practice ACTIVE READING notes in your spiral notebook. See Eight Strategies of Highly Effective Readers and Thinkers in your Student Toolbox to support active reading.
Purpose: Be able to summarize the main ideas and supporting details of each subheading(4) in the reading. The subheadings are printed in capital letters and orange ink in the reading and also bold print on your Reading and Study Guide. The questions on your Reading and Study Guide are very important for this reading.
Always title and date your reading notes in your spiral notebook. Use the Reading and Study Guide provided for the unit to support your content learning.
Be prepared to discuss this information in class. If you don't understand something, prepare a question to clarify.

Watch the linked TED Talk on YouTube. It is called a Single Story.
Complete the attached Discussion Questions. Do your best to begin to form responses as you watch the video. You may find it beneficial to stop every few minutes to gather your thoughts.
When you complete the discussion question, submit them.
Be prepared to discuss what your ideas and what you have learned in a class discussion.

Read the assigned pages and practice ACTIVE READING notes in your spiral notebook. See Eight Strategies of Highly Effective Readers and Thinkers in your Student Toolbox to support active reading.
Purpose: What factors led to contact between cultures that had never before met during the Middle Ages? What technologies and social values would have to be present for this contact to occur?
Always title and date your reading notes in your spiral notebook. Use the Reading and Study Guide provided for the unit to support your content learning.
Be prepared to discuss this information in class. If you don't understand something, prepare a question to clarify.

Working in your assigned Breakout Group, individually read the excerpt from Pericles’ Funeral Oration.
After reading the text, discuss the content and working together answer the questions at the end of the document.
Submit your work on Google Classroom.

Attached you will find a Choice Board of activities. You are required to do activities 1 and 2. You must complete two more activities. You may choose which two from activities 3 - 6.
https://docs.google.com/presentation/d/1Y8vVhVWlmptWyz32cfA7T5mclxvYjGYnk0lxyu1_bu8/present?rm=minimal&authuser=0

Read the assigned pages and practice ACTIVE READING notes in your spiral notebook. See Eight Strategies of Highly Effective Readers and Thinkers in your Student Toolbox to support active reading.
Purpose: Identify significant characteristics of ancient Greece and Rome and how their practices continue to influence us today.
Always title and date your reading notes in your spiral notebook. Use the Reading and Study Guide provided for the unit to support your content learning.
Be prepared to discuss this information in class. If you don't understand something, prepare a question to clarify.

Reflect on your note-taking practices.
Title your reflection with your first and last name.
As we went over your notes and understanding of the reading assignment in class today…
What did you do well or what did you do that you are happy about? Explain how or why
What could you have done differently for better results? Explain how or why.

Always title and date your reading notes in your spiral notebook.
Practice ACTIVE READING notes in your spiral notebook. See Eight Strategies of Highly Effective Readers and Thinkers in your Student Toolbox to support active reading.
Use the Reading and Study Guide provided for the unit to support your learning.
Be prepared to discuss this information in class. If you don't understand something, prepare a question to clarify.
I) Introduction, read textbook pages 1 - 3
Purpose: Focus on the term civilization and what makes a civilization
II) The First Civilizations, read textbook pages 4 - 9
Purpose: Identify early civilizations and their characteristics
When you have completed the reading and spiral notes, mark this assignment complete. You do not need to turn anything in.

If you choose to use the online textbook, found on Clever - McGraw Hill, you can use the assigned Learn Smart. It takes you through the reading in chunks and stops you to ask comprehension questions. If you get the information wrong, it will hi-light what where to find the answer in the reading. This application is great to help you stay focused on important information or it would be a great review of the information. Check it out and let me know what you think when I see you in class on Thursday.

See instructions on linked slide.
I have also uploaded two infographic posters as examples for you.

Now that you have analyzed each of the possible culprits, you need to draw a conclusion about your findings. On the attached slide, type your claim or conclusion and be sure to provide evidence AND explain how the evidence supports your conclusion. Submit your work when you finish.

Who wrote the graffiti on the school wall? You will investigate 5 possible culprits for a crime committed on school grounds. One student has written graffiti on a school wall out of the way of the cameras. You will review the profile of the victim and 5 culprits. Each profile has a historical background, and each culprit is to be analyzed for their purpose, audience, and point of view. Complete the Note-taking graphic organizer. You will NOT be submitting any of this assignment, but it must be completed BEFORE class on Thursday. We will be discussing your notes in class on Thursday and you will write a conclusion to be submitted at the end of the week.

Go the the linked Padlet and read the directions. Be sure to title your response with your first and last name. (No credit if you don't identify yourself)

Read the text provided below. Practice marking the text as you read. Identify important or confusing vocabulary, main ideas and supporting details. Write summaries in the margins. Ask clarifying questions or wonderings. Reference your Interacting with Sources - Annotations handout from the Note-Taking assignments.

Complete the Sketch-notes answer sheet below and submit it on Google Classroom.

Students are to read the article, What You Should Know About Your BRAIN by Dr. Willis.
The article has be broken into three sections and the paragraphs have #s.
Practice different note-taking skills on each section. (Choice Board Assignment)
Students are to take notes in their spiral notebook. Be sure to title and date each section of notes from this reading.
Students are also encouraged to practice their annotation skills - marking the text.
Review handouts, Eight Strategies for Highly Effective Readers and Thinkers and Interacting with Sources - Annotations, for ideas and support.

Read the attached Classroom Community Standards and Expectations with your parent or guardian and complete and submit the Google Form.

Complete the attached student paced Nearpod lesson on Note-Taking to prepare for readings and discussions in World History.
I recommend you break this assignment up into two or three study sessions.
You can use the link to Nearpod or you can go to Nearpod.com and use the code, IVFLQ.