5th Period Honors World Studies Assignments

Answer these questions below. Please make sure that your answers are complete, honest, and thorough. You will earn a 100% just by completing this form!!!

This unit we have been investigating how the choices that people made led to the Holocaust, a massive human rights violation. For your final project you will be investigating a current human rights violation happening in the world.

Part 1: Criterion B
Pick ONE human rights violation currently happening in the world
Fill in your research chart about this human rights violation

Part 2: Criterion C
Choose ONE way to bring awareness to the human rights violations you researched
Infographic, blog post, commercial/PSA post

1. Open up the assignment: Bearing Witness to the Holocaust
2. You will see a google classroom discussion question AND a jamboard
3. First: read through and annotate the jamboard accounts (use your group’s color text!). All of the text on the jamboard are testimonies from Holocaust survivors. These are their experiences and can be difficult to read, take a break if needed
4. Then: Answer the exit ticket reflection form: What did you find surprising? Interesting? Troubling? What was the Holocaust? Why is it important to confront the brutality of this history?

You will earn a 100% if you explain your thinking!!! Paragraph responses needed


Post it note colors:
Green- Diego, Emily, Isaac, Ezequiel
Blue- Alondra, Ivelis, Jude, Bryan,
Pink- Martin, Brian, Yasmin, Ricardo, Jesus
Yellow- Ivan, Jorge, Nick, Alex, SaeedOrange- Genesis, Eugenio, Ivon, Valeria, Eduardo

1. Choose an account to read from Kristallnacht
2. Copy and paste the Kristallnacht account you chose in the box on your doc
3. Read the Kristallnacht account you chose
4. Complete the chart
5. Answer the reflection question

1. We are going to read the Nuremberg Laws, in addition to TWO eye-witness accounts. 
2. Slides 2-4 → 15 minutes to read all three slides & annotate (Do not move onto slides 6 or 7)
3. Slide 6 or Slide 7 → Half of the class will read Slide 6 and the other half will read Slide 7. 

Don’t forget to include your initials or name in your post!

1. READ ALL OF THE DIRECTIONS. When done reading, click on the Padlet
2. On this padlet you will see a timeline with different events about Jewish people being persecuted
3. Read and comment on at least 10 of the posts. Remember to sign your name or initials!
4. Then, answer the reflection question posted on google classroom: What is antisemitism, and how has it impacted Jews in the past and today?. Make sure all comments have been made before answering the google classroom question!!

QUESTION TO RESPOND TO: What is antisemitism, and how has it impacted Jews in the past and today? (Paragraph response required!!)

Context: Guido Calabresi, then the dean of Yale Law School, gave a graduation speech in 1988 in which he told four stories about individuals who made choices during World War II. Calabresi’s stories reveal the complexity of human behavior and suggest how difficult it can be to make sweeping judgments about good and evil.

Directions: Read and annotate Calabrei’s speech which has been broken up in the blue boxes, and identify the choice that is being made and state whether it is an active or passive choice. After identifying the choice made in the light blue box, explain why that choice was made next to where it says “Justification”.  After reading the speech, answer the reflection questions at the end in the light blue box. Be specific in your responses and use the speech to support your thinking.

1. Open up the google doc Armenian Genocide Found Poem 
2. Click on the first link and open up the testimonies (first hand accounts of the genocide)
3. Pick ONE testimony to read (also the second google doc)
4. Copy and paste the testimony into your doc in box two
5. Then, read and highlight words phrases that stand out to you
6. After reading through use the black highlight to “blackout” the words and phrases you want to ignore to create a found poem



(See the example for help)

This assignment is a CHOOSE your OWN adventure! For your unit 5 formative you will be studying the 1920s. Pick the one topic discussed that interests you the MOST (view the "Unit 5 formative options" slideshow to learn about the topics)! 


Options: Suffragettes and women's rights, flappers and youth, the Lost Generation, or innovation in science and technology. 

There are 4 documents attached to this assignment. You are CHOOSING WHICH DOCUMENT YOU WANT TO COMPLETE. This is for a formative grade. Each option has two activities. Remember to choose a topic that sounds interesting to YOU!!

View the "Options" Google slideshow to see an overview of each topic! After deciding which topic to research. Begin your assignment.

Directions: Because of how bloody and devastating this war was, there was a loss of morale (the confidence, enthusiasm, and discipline of a person or group at a particular time). To understand this feeling and how individuals were responding to the war, examine the following sources (data chart & book excerpt) to make sense of the devastation of the war, and to consider the impacts this could have for individuals and nations after WW1.

Please complete the google form below. This will be one of your last grades for quarter 3, please answer honestly and thoughtfully.

The National WWI Museum and Memorial is America's leading institution dedicated to remembering, interpreting and understanding the Great War and its enduring impact on the global community. It is located in Kansas City, Missouri. Today you will be visiting one of their online exhibitions called Home Before the Leaves Fall

In the chart below take notes on each of the long term causes that we study throughout the week. Focus on identifying how each term caused WWI. On Friday you will use your notes to respond to the question, “Was WWI inevitable?”

On each slide is a different artifact or description to help you learn about the the causes to WWI. Annotate each artifact/description. Use the drawing tool, post it notes, make arrows, respond to other people's questions. etc. Write down connections, questions, reflections, reactions, identify patterns, and any other annotations. EACH STUDENT NEEDS TO SIGN THEIR NAME BY THEIR ANNOTATION AND USE A DIFFERENT COLOR TO ANNOTATE.

Directions: “Cuba and the Cameraman” is a 2017 documentary created by journalist Jon Alpert. The film shows Cuba over the course of 45 years through the lens of Alpert. Alpert began visiting Cuba in the 1970s. At this point the Cuban Revolution is over and Fidel Castro is the leader. This film shows the successes and failures of socialist programs Castro implemented. As you watch, answer the questions below with details from the movement.

Answer the questions below with evidence from either the Cuban or French Revolution. Make sure to fully explain your answers and thoughts. Do not use first person. Use the rubric at the bottom of the page to understand how you will be evaluated.

As you learn about the Cuban Revolution, use this document to track & record the stages of the revolution in your own words. The more information you include in this document, the more helpful it will be in summative assessment.

1. With your group fill in the Venn Diagram comparing the Cuban and French Revolution
2. Focus on the stages of a revolution! What potential similarities and differences do you see?
3. First person listed make a copy of the venn diagram for your group
4. Share it with group members
5. Upload it to the assignment on google classroom

Directions: Watch this video, and then answer the questions below. Start the video at 10:35 and end at 28:23. When you are done with the video & questions, fill in Stages 2 & 3 in your note catcher document!

Create annotations on the document below. Annotate anything and everything that sticks out to you. There is no right or wrong way to annotate! :) Then, answer the questions that follow.

Comment your favorite pizza topping for extra points if you read these directions!!!

As you read please answer the discussion questions. Be prepared to share your findings as a whole class. Respond to the questions below FULLY & use evidence when asked to provide evidence. Then, After reading, go back through the text and highlight reasons for change using the key below:
Green for economic reasons that could lead to a desire for change
Blue for social reasons that could lead to a desire for change
Red for political reasons that could lead to a desire for change

Complete the following formative assessment. Make sure your answers are SPECIFIC and CLEAR. Use evidence to support ideas. You may use your notes on this assignment.

Directions: As you learn about the French Revolution, use this document to track & record the stages of the revolution in your own words. The more information you include in this document, the more helpful it will be in your formative assessment.

Directions: Using the Wakelet about Enlightenment philosophers, complete Part 1 & Part 2 below. Be careful to read the directions carefully.

Part 1: Who are the Enlightened philosophers?
As you read about each philosopher, record notes in the table below. Your notes should summarize the key ideas about each philosopher. Here are questions to consider: Who are they? What did they believe in? What book did they write?

Directions: The goal of this activity is to identify how the events of the American Revolution fall into the stages of Crane Brinton’s theory of Anatomy of a Revolution. As you read the following text, explain how each stage of the Revolutionary War fits within the stages in Brinton’s theory. Refer to the descriptors under each phase in the “Anatomy of a Revolution”(find notes in slides or class website). Include evidence from the text in your responses. Please use a different color or font for your responses.


Brinton's theory: Crane Brinton was a historian who studied revolutions. After studying various revolutions in depth, he decided on certain stages that a revolution has to go through to be considered a successful revolution.
Brinton compares a revolution to a sickness that induces a fever. A revolution --> was an overthrow of power. Extremists take over → More moderate regime. A revolution is similar to a fever that rises due to complaints among people, a symptom that leads to the breakdown of the body or power. Then, as the fever rises and rages, it is made clear that people cannot tolerate the fever, and at this rate is then replaced with an improved body of power and happier people.

Follow along with the notes from class and complete the chart below. You will be using these notes for the entirety of unit 4. If you miss the notes remember you can find all information on the BOYCP World Studies website.

Each group is assigned a slide (look below for your group number).
On the slide assigned to your group, discuss the similarities & differences between revolutions, rebellions, & movements. Use your notes taken in class to assist you.

Jot down the differences & similarities in the venn diagram.
Use post it notes or text boxes to write in the spaces. Repeat this process for the rest of the diagram. Feel free to use arrows, symbols, & other tools on the jamboard to add to your slide.

Be prepared to discuss this as a class after the agreed upon time!

5th
Group 1: Diego, Alondra, Nick
Group 2: Martin, Ivan, Ezequiel,
Group 3: Genesis, Eugenio, Isaac
Group 4: Jorge, Brian, Ivelis
Group 5: Emily, Judith, Eduardo
Group 6: Saeed, Bryan, Ivon
Group 7: Natalia, Ricardo, Yasmin
Group 8: Jesus, Valeria, Alex

When researching for answers to your sustainability topic, evaluate the reliability of a source with the CRAAP test below. Make sure to include the links and answer each of the questions. Sources must be reliable in order to use them.

Directions: Using your graphic organizer (FROM ENGLISH), write (copy and paste) your speech below that answers the prompt above. Make sure that you have all parts necessary.

You will have 5 minutes to read and annotate each jamboard slide. Ms. Schack will tell you which slide to start on and what color to use. Only switch when Ms. Schack says to!
On each slide, make annotations with post it notes, drawing tools, highlight, etc. Ask questions, make connections, state reactions. Make sure to sign your name!! Interact with each other’s post its!

If at any point you need to take a step back for a mental health break please do so.

Read and annotate the document. Then answer the questions that follow.

Ask questions, make connections, comments, reactions, identify patterns, etc.

Pick 3 different European Explorers to learn about
Record their names, years exploring, who sponsored the voyage, and the significance of their voyage
Record the positives and the negatives!
Think about the effects of their voyages
Use the Wakelet!
Turn the assignment in!
If you are done early, please work on any missing assignments.

Question: In history the Mongols are remembered as “ruthless barbarians.” Is this representation accurate? Using the terms stereotype, xenophobia, or prejudice explain why this representation is or is not accurate. Write your response in a claim, evidence, reasoning paragraph with a focus on your concluding sentence.

Annotate and read the attached source. As you read notice patterns of similarities in the text and patterns of differences. Then answer the questions that follow.

Answer the two questions listed below:

1. How should the Mongols be remembered? Respond with a claim, evidence, reasoning paragraph. Focus on your last sentence. Work on connecting your whole paragraph with a strong concluding sentence.

2. List three positives and three negative effects of globalization

After you have written your response, read through your classmate’s answers. COMMENT on ONE other person’s response. The comment needs to be a couple of sentences. Avoid using “i agree/disagree” instead, find other ways to respond (ex. "This is interesting" "You explained __ in a different way because"). Your comment should be a couple of sentences.

DIRECTIONS
On each slide is a different artifact or description of an achievement from the Mongol Empire. Annotate each artifact/description. Use the drawing tool, post it notes, make arrows, etc. Write down connections, questions, reflections, reactions, identify patterns, and any other annotations.

QUESTION TO FOCUS ON
How should the Mongols be remembered?
What are the positive and negative aspects of globalization?

Answer the questions below on your Civilization group project. Please be honest in your answers, I am the only one who sees this work.

You and your group members have been hired to create an exhibition on an ancient civilization! The exhibit will include the story of the civilization, evidence as to how it is a civilization, and feature artifacts and images of how the civilization brought about an innovative and/or revolutionary idea, object, event, etc. You will be using the characteristics of a civilization as a guide to help you create your exhibition.

Part 1: Choose your Civilization
Part 2: Part 2: Research Graphic Organizer
Part 3: Final Project (CER and Online Museum)

View the examples Wakelet

What makes a museum "good"? What makes a virtual museum "good"?

You will explore ONE museum (of six) and reflect on three slides/artifacts of your choosing. Identify what you like about the museum, what you dislike about the museum. For you final project you will be creating your own virtual museum. You will use this information as an observer to help make your own museum interesting.

Answer the questions below on your Renaissance Man group project. Please be honest in your answers, I am the only one who sees this work.

After that you will view THREE other Renaissance Man Facebook pages and record three facts from each page.

You and your partner will be researching a Renaissance Man to learn about. See the assignments picture to find out who your group members are.

Steps:
1. Choose your Renaissance Man (highlight your choice and get approval from Ms. Schack
2. Research your Renaissance Man. Who was he? Why is he important? What are some of his accomplishments?
3. Complete the Claim, evidence reasoning paragraph
4. Create a FB profile page for your Renaissance Man (See the Example for help)

Label the following world map with the correct continents, oceans, Prime Meridian, Longitude, Latitude, and countries we are studying this unit.

This map will be checked for completion throughout the unit.

Below are the excerpts written by two Italians who later go on to be founding figures in the Renaissance. As you read…
Make connections, comments, ask questions with the text
Highlight in blue ideas, themes, and words that are repeating
What does this text tell you about life during the Black Death?

After reading, answer the questions at the bottom of the page using the excerpts below to guide your writing.

Directions: Read and annotate (using the comment button! It is a speech box with a plus in the middle) the following article and answer the questions as you go. After reading the entire article respond to the last question with a claim, evidence, reasoning paragraph: Why did the Western Roman Civilization Fall?

You will be analyzing various artifacts from the Roman civilization and filling in the chart below. You will have three different “museum exhibits” to explore. Analyze four artifacts in each of the three exhibits (12 artifacts total). Once done, respond to the final question with a claim and evidence, “How ‘great’ was the Roman Civilization?”

Watch the explanation video to make sure you understand the question.

After you have finished reading these directions, for extra credit comment a private comment that says "Aye, Aye captain!"

Answer the following two questions in a discussion post. Comment on at least TWO other classmate's post.

1. Do similar laws exist today for similar crimes?
2. What can you infer about what life was like in Mesopotamia from Hammurabi's Code?

(View the slides if you forgot about Hammurabi's Code)

You will be analyzing various artifacts from the Mesopotamian civilization and filling in the chart below. Choose SIX artifacts to analyze from the exhibitAfter you have completed the chart will be using the information you gathered to answer the question, “What was life like in Mesopotamia?”

1. Visit the link to the museum
2. Record: primary or secondary source?
3. Provide a description of the artifact
4. Under what civilization characteristic does this artifact fall under? Why?
5. What does this particular artifact tell you about life in Mesopotamia?

With your group:
1. Read the article “Characteristics of a Civilization Article”
2. Take notes in the doc, “Characteristics of a Civilization GO." Make sure you summarize the entire paragraph and cite examples!!!

After reading the poem, "Two Names, Two Worlds" you will be reflecting on your own name story.

In the box below, tell me your name story, your history, who you are, how your name may empower you and limit you. You have a choice to write a poem like Jonathan Rodriguez, or you can write a short narrative, rap, etc. This is your space to be creative about the story you tell.

Then based off what you wrote above, create a six word phrase that summarizes your story. Here are some examples from a collection of six word memoirs from the book titled “Six Words Fresh Off the Boat: Stories of Immigration, Identity, and Coming to America”.

View the examples of the 6 word memoirs below for more ideas.

Please fill out this survey with your parents/guardians. This survey will take about 7 minutes to complete and asks some very important information that I will need for the school year. Please take your time with this survey and answer all questions thoughtfully.