Working hard through the week before break...
All students, please plan on a productive week! There is absolutely nothing wrong with enjoying your holiday, but keep in mind it doesn't begin until 2:39 on Friday. We have a lot to do in class so do your best to finish the week strong.
World Issues: Everyone is doing great in class. I really appreciate your efforts to be understanding and tolerant towards others' viewpoints while stating your own in our debates. We'll continue discussing piracy this week...especially zeroing in on intellectual property rights in the music and movie industries.
World History: This week, we are studying India and China before we leave for break. These are typically difficult regions to understand for a number of different reasons, but so far it seems that most students are beginning to grasp these new ideas. On a side note, see me if you are interested in participating in this year's Model UN club.
German 3/4: Thank you for your patience while I try out a more permanent seating situation. There are a few students who have already benefited from the more distraction free atmosphere this provides. We continue to read short stories, dialogues and articles in the book and will perform a role play tomorrow that I anticipate will be very funny. I love this class's sense of humor...I wouldn't trade it for anything. Expect a short(er) quiz on Wednesday over the material and vocab. we have learned so far.
Ok...time to go! ...sorry for any typos...no time to edit :(
PS. check out new link to World History Matrix
Monday, December 12, 2011
Wednesday, December 7, 2011
December 7th Update
Keep up the good work students!
Here are a few comments about...
World Issues...
We wrap up our work on the topic human trafficking today and begin to explore other areas of illicit trade...like intellectual property and piracy. One of the big questions we'll be considering loosely is...have the internet and the freedom it offers gone too far? We'll start by exploring and debating some of our own opinions, assumptions, experiences, etc. and then we'll look at what it all means in a global context....who does piracy actually hurt? ...and who's happy if/when you pirate intellectual property? ...and how do people like Julian Assange play into the story, if at all? ...what role does censorship play into international politics?
World History...
We took our first test today. I'm hoping to get your essays back to you by Monday at the latest. The multiple choice tests look good. Please use your study guide to keep up with the homework. If you are in class on any given day, I expect you to be ready for that day...meaning be ready to take a quiz if assigned for that day.
We'll go over the multiple choice test results tomorrow and then jump right into sections 3.1 and 3.2. As the story has gone so far, humans have gone from being nomadic to settling down and establishing civilizations. This usually happens near rivers and is the result of agricultural advancements. In short, more food = more people. From here on out, the rest of Unit 1 focuses on the major examples of civilization and setting the stage for the future. We'll study China, India and Rome as major examples of civilizations.
German 3/4
We took a quiz today. I hope to have that graded by Friday. In the meanwhile, you now have a book and should be looking over vocab, stories and grammar to help you along in your quest to become experts in German. Herr Callendar MUST speak more German in class...don't let him get away with speaking in English! :)
Chapter 4B has a few interesting stories that include automobiles and street performers! ...should be interesting. Please keep up!
See you tomorrow...it's late!
Here are a few comments about...
World Issues...
We wrap up our work on the topic human trafficking today and begin to explore other areas of illicit trade...like intellectual property and piracy. One of the big questions we'll be considering loosely is...have the internet and the freedom it offers gone too far? We'll start by exploring and debating some of our own opinions, assumptions, experiences, etc. and then we'll look at what it all means in a global context....who does piracy actually hurt? ...and who's happy if/when you pirate intellectual property? ...and how do people like Julian Assange play into the story, if at all? ...what role does censorship play into international politics?
World History...
We took our first test today. I'm hoping to get your essays back to you by Monday at the latest. The multiple choice tests look good. Please use your study guide to keep up with the homework. If you are in class on any given day, I expect you to be ready for that day...meaning be ready to take a quiz if assigned for that day.
We'll go over the multiple choice test results tomorrow and then jump right into sections 3.1 and 3.2. As the story has gone so far, humans have gone from being nomadic to settling down and establishing civilizations. This usually happens near rivers and is the result of agricultural advancements. In short, more food = more people. From here on out, the rest of Unit 1 focuses on the major examples of civilization and setting the stage for the future. We'll study China, India and Rome as major examples of civilizations.
German 3/4
We took a quiz today. I hope to have that graded by Friday. In the meanwhile, you now have a book and should be looking over vocab, stories and grammar to help you along in your quest to become experts in German. Herr Callendar MUST speak more German in class...don't let him get away with speaking in English! :)
Chapter 4B has a few interesting stories that include automobiles and street performers! ...should be interesting. Please keep up!
See you tomorrow...it's late!
Sunday, December 4, 2011
December 5th Learning Targets
I'll try to get a more lengthy, detailed post in the next few days, but for now check below for blog context and here are learning targets for Friday and Monday.
Friday
Friday
Learning Targets
WI: Recognize different motivations for different nations concerning laws and attitudes about human trafficking. Recognize relationship between legal status of prostitution
WH: What were the characteristics of Mesopotamian civilization? What advancements develop as civilizations grow?
German ¾: Why did the two groups form? What makes a good band? Understand vocab as it is used in the story of the bands.
Monday
World Issues
For what reasons are humans trafficked? Read primary documents (UN Rapporteur Reports from 8 Visits to Nations) and identify human trafficking issues by nation and specific circumstances.
World History
How did the Nile influence the rise of the powerful civilization of Egypt?
How does monotheism distinguish the Jews from the rest of the ancient world?
German ¾
Recognize parts of Jörg’s story and be able to answer questions about Jörg’s story. How is grammar used in story and how can you transfer the grammar?
Thursday, December 1, 2011
December 1st
...just a quick note today...
Learning Targets were...
World Issues: What are the causes of human trafficking? Identify viable solutions to the problem.
World History: How and why do civilizations develop the way they do?
German 3/4: Recognize vocab (from Chapter 4A). Describe generally how to play a board or video game.
Learning Targets were...
World Issues: What are the causes of human trafficking? Identify viable solutions to the problem.
World History: How and why do civilizations develop the way they do?
German 3/4: Recognize vocab (from Chapter 4A). Describe generally how to play a board or video game.
Wednesday, November 30, 2011
November 30th, 2011
Thank you for another great day. Here are some brief notes about what we did, a framework for remembering and a few memorable moments.
World Issues
Learning Targets: Why is research important? Can you defend your position?
We started with a short getting to know you assignment. We wrote down favorite songs, preferred learning styles/modes, what you would do with 20,000 dollars...and then we practiced an informal debate using a crazy question from a game called Zobmondo. Thanks for humoring me on this. It lead to a more serious conversation about human trafficking and the possible role the UN has played or might play in solving the problem. Look forward to practicing writing a resolution based on your opinions.
The class also came up with a list of issues that the UN is likely to be concerned about.
Thanks!
World History
Learning Target: How is the introduction of agriculture a turning point in prehistory?
We started with sharing a few good things. We haven't needed a seating chart to this point, but I'm cautious and reserve the right to make one :) Good job learning names so quickly...I have a few I need to work on still. Don't let me get away with saying "hey you"! We'll be composing a social contract soon. Think about what is important to you and be ready to share. If you're reading this, you've obviously found my blog. Check its features out...for example, here is a link to your first unit outline. I'll put a link over to the right as well. Your homework can be found in the outline, but I'll post it here for the rest of this week and next week.
Thursday, December 1 The Neolithic Revolution/ Intro to essays 1.3
Friday, December 2 Mesopotamia 2.1, 2.2 (41-43)
Monday, December 5 Egypt and Judaism 2.3, 2.5
Tuesday, December 6 Review Ch. 1-2, Essay Prep Wednesday, December 7 Chapter 1 and 2 test
Thursday, December 8 Ancient India 3.1, 3.2 (Hinduism 76-78)
Friday, December 9 Indian Religions 3.2 (Buddhism 79-82)
German 3/4
Learning Target: Translate new German vocab.
We started with a few "Gutes". Thanks for sharing! As students walked in, they were asked to look for mistakes in a German Tea add. With some thought, we discovered that the creator of the add did NOT capitalize nouns...shame, shame. Good thing we caught it in time.
We wrote descriptions for pictures taken from the Süddeutsche Zeitung, peer corrected them and then shared with the class.
The quote for the day is...
Es ist besser, eine Sache zu 90 Prozent gut zu machen als sie zu 100 Prozent gar nicht zu machen. B. Unperfect
Can you translate it?
We learned and copied new vocab...please make sure this is in your notes! Then we took a short practice clicker quiz over the vocab. On a test or perhaps even the exam, you'll be expected to know articles and translations.
As a homework assignment, I asked students to draw a picture for each of the vocab...however you'd like! We'll share tomorrow.
Lastly, we sang a few German Weihnachtslieder and the old classic Im Wagen Vor Mir
All Classes
launch today (sorry I missed a few of you today) was a humorous video.
Tuesday, November 29, 2011
November 29th, 2011
All students: Thank you for a nice first day of the new trimester. I look forward to teaching and learning with you. I'll try to keep this blog up to date at least once a week. Feel free to talk to me before class about things you'd like added to this blog ...links, sites, etc.
Learning Targets: Today, everyone's goal was to learn each others' names.
German 3/4 Additional Learning Targets: Is there anything you can learn from reviewing exam mistakes? Design T-Shirt with words and concept to be voted upon.
World Issues Additional Learning Targets: What is the relationship between the news we receive and its place of origination? (Does most of your info concerning world events come from one news source, from one region?)
Thanks again...see you tomorrow. Mr. Callendar
Learning Targets: Today, everyone's goal was to learn each others' names.
German 3/4 Additional Learning Targets: Is there anything you can learn from reviewing exam mistakes? Design T-Shirt with words and concept to be voted upon.
World Issues Additional Learning Targets: What is the relationship between the news we receive and its place of origination? (Does most of your info concerning world events come from one news source, from one region?)
Thanks again...see you tomorrow. Mr. Callendar
Wednesday, November 16, 2011
Exam Review Guide
As suggested in class, you already have this! It is a collection of your three outlines condensed and compiled into one document. Enjoy!
Exam Review
Exam Review
Sunday, October 23, 2011
Week Oct. 24th-28th
...short on time at the moment...I'll be back with more, but for now wanted to post homework reminder and ask how people are doing on essay preparation...
Week 8 (10/24-10/28)
Monday Tang and Song China 12.1
Tuesday Mongols (376-379) 12.2
Wednesday Feudal Japan 12.4
Thursday Southeast Asia 12.5
Friday Connections and Review
Friday, October 14, 2011
World History Week of 10/17-21
...some more reminders and tips for the week...
Quiz Schedule(click section number for online practice quiz)
(Students expressed an interest in using Twitter to receive HW reminders...done...follow Rorz7)
This week I found that, while quiz scores remain consistent, some WH students are trying new things....rethinking how they learn and take notes. This is GREAT! Let me know what works so I can share with others who may need help. Some students are also using social networking to help others in WH...one of the FB groups out there is "Mr. Callendar's 5th Hour".
Context
For this week, here are a few connections/comparisons that are easy to make.
Middle East and Islam and Western Europe and Christianity: Both of these regions and culture groups experienced population growth during the postclassical era. This can sometimes be traced back to agricultural advancements for both. For the growing Islamic Empire, new techniques in irrigation brought water to new areas where new populations could grow. In Western Europe, crop rotation, new plows and horses pulling those plows instead of oxen contributed to an agricultural revolution. This along with a warming climate helped Europe's growing population to triple from 1000-1300.
Concerning religion and politics, Western Europe and the Islamic Empire both, at times, had blurred distinctions between church and state if any distinction could be made at all. The growing Islamic Empire was governed by Sharia law, meaning that clergy interpreted and enforced the law (from the Quran). In Western Europe the authority to govern shifted from secular rulers (kings, queens, etc) to the church (pope, bishops, priests, etc.). Ultimately the Pope would claim papal supremacy, or rule over everything, even secular rulers. During the postclassical era the Middle East and Western Europe *seemed* to be at odds with each other although the approach to governing through religion was a common theme.
These are the types of connections, that are useful when preparing for essay #2. If you decide to build on these ideas in your essay #2, please use your own words and include some of your own original ideas.
Conferences Thank you for attending students and parents. It was my honor to meet you. Contact me anytime with any questions. callendr@ghaps.org
Quiz Schedule(click section number for online practice quiz)
Tuesday Crusades 8.3
Wednesday Feudalism 8.4
Thursday The End of Feudalism 8.5
Friday The Byzantine Empire 9.1
(Students expressed an interest in using Twitter to receive HW reminders...done...follow Rorz7)
This week I found that, while quiz scores remain consistent, some WH students are trying new things....rethinking how they learn and take notes. This is GREAT! Let me know what works so I can share with others who may need help. Some students are also using social networking to help others in WH...one of the FB groups out there is "Mr. Callendar's 5th Hour".
Context
For this week, here are a few connections/comparisons that are easy to make.
Middle East and Islam and Western Europe and Christianity: Both of these regions and culture groups experienced population growth during the postclassical era. This can sometimes be traced back to agricultural advancements for both. For the growing Islamic Empire, new techniques in irrigation brought water to new areas where new populations could grow. In Western Europe, crop rotation, new plows and horses pulling those plows instead of oxen contributed to an agricultural revolution. This along with a warming climate helped Europe's growing population to triple from 1000-1300.
Concerning religion and politics, Western Europe and the Islamic Empire both, at times, had blurred distinctions between church and state if any distinction could be made at all. The growing Islamic Empire was governed by Sharia law, meaning that clergy interpreted and enforced the law (from the Quran). In Western Europe the authority to govern shifted from secular rulers (kings, queens, etc) to the church (pope, bishops, priests, etc.). Ultimately the Pope would claim papal supremacy, or rule over everything, even secular rulers. During the postclassical era the Middle East and Western Europe *seemed* to be at odds with each other although the approach to governing through religion was a common theme.
These are the types of connections, that are useful when preparing for essay #2. If you decide to build on these ideas in your essay #2, please use your own words and include some of your own original ideas.
Conferences Thank you for attending students and parents. It was my honor to meet you. Contact me anytime with any questions. callendr@ghaps.org
Sunday, October 9, 2011
World History ...week of 9-14 of Oct...
Hiya,
Here are a few important reminders and insights for the week.
Context: Just so we're all on the same page, let me provide some context for where we've been and where we're going this week in World History. We've discussed early civilizations and how they began (Unit 1). Then we talked about how they grew to be the classical civilizations (Unit 1, too), where we find things back then that still shape today. For example, Rome and Greece and their democratic stylings influence the West a lot today. The polytheistic nature of Hinduism and the caste system largely affect many things today in India. And Confucianism, Daoism and Buddhism are recognizable today in China in many areas of life.
OK...so now what?! After we discuss the development of classical civilizations, we need to move on to how the connections between those civilization grow and spread (see essay #1...what causes civilization to become more connected? Nomads, trade or religion?). Last week, we jumped right away into Islam the youngest of the 5 major religions we've discussed so far. From there, we will looked at how it spread as far as Spain in the West and India in the East. Next we will shed some light on the Dark Ages and Medieval Life in Europe.
Week 7, we'll hit Europe some more and then we'll go to Asia in week 8 where we'll read about Tang and Song China, Mongols, Feudal Japan and Southeast Asia. Week 9, Tuesday = Test!
Quizzes: Please pay attention to detail while taking your quizzes. I saw a few simple things that are easy to fix...for example, one question on quiz 10.4 asked to give specific examples for Muslim achievements and many students responded with pretty broad answers (mathematics instead of decimal system, literature instead of The Thousand and One Nights).
Quizzes: If you are taking more than 20-30 minutes to take notes over a section, try a different approach. One we look at it that might be helpful --- If you can answer the big question found in your outline using the vocab. found in your outline, you're probably ready for passing the quiz the next day.
Essays: Please think ahead. Consider writing a draft. The earlier you get a draft to me the more I can give feedback that will be of use to you. Here are the two essay questions as a reminder...
- During this period, societies throughout the world became more connected. Was this due mostly to religion, nomads, or trade?
- Compare and contrast any two postclassical civilizations (East Asia, India, Middle East, Africa, Europe, Americas) in any two of the following areas (Politics, Economics, Religion, Society, Intellectual Development, Artistic Development:
Reading:
The quiz schedule for the week is...
Monday - Quiz 11.3 (online practice quiz)
Tuesday - Quiz 11.4 (online practice quiz)
Wednesday - Conferences
Thursday - 7.1 and 7.2 (online practice quiz 7.1, online practice quiz 7.2)
Hope this helps...as always I take criticism (and kudos) well...so send any to callendr@ghaps.org
Thursday, October 6, 2011
Welcome
Here are some resources for World History students. To the right are links to things like crossword puzzles, one page summaries, timelines and more. Two REALLY IMPORTANT items in the list of links to the right are your first two outlines...Unit 1 Outline and Unit 2 Outline.
The Unit Outlines are really important because they help students focus on what is important from day to day as well as over the entire unit.
Please enter your email if you would like updates that I make to this blog sent to your email. Some of your email services include the ability to have your emails texted to you.
Please send a link to any of your Facebook World History groups to callendr@ghaps.org or to rory callendar on Facebook and I will help advertise those here in this blog.
Lastly, send any suggestions for this blog to callendr@ghaps.org.
The Unit Outlines are really important because they help students focus on what is important from day to day as well as over the entire unit.
Please enter your email if you would like updates that I make to this blog sent to your email. Some of your email services include the ability to have your emails texted to you.
Please send a link to any of your Facebook World History groups to callendr@ghaps.org or to rory callendar on Facebook and I will help advertise those here in this blog.
Lastly, send any suggestions for this blog to callendr@ghaps.org.
to do
update outlines
gather links
-one page summaries
-online quizzes
-online book instructions
-essay help
--portenga's stuff
--my stuff
--other
-youtube videos
-twitter info
-facebook group links
gather links
-one page summaries
-online quizzes
-online book instructions
-essay help
--portenga's stuff
--my stuff
--other
-youtube videos
-twitter info
-facebook group links
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