On this page you can get the daily schedule/Agenda 
What did we do in class? What's the homework?  
(what you see on the board daily). Use this page to stay caught up.

***Important Note: I do my best to update the Schedule every A day, at the end of the day. this is done so that  that all information is accurate.  experience has shown me that if I update my website in advance I end up making changes based on needs of the class.   If  you are going to be absent due to a vacation, and want your work ahead of time, I likely won't be able to give it to you.  This is not due to lack of preparation but because I aim to provide an authentic education, one that is based on the learning needs of my class and my students.

Term
​Unit

DATE
​
WEEK OF
DAY OF

    

​

Daily Schedule

Term 2

Unit 4

NOVEMBER 11 - NOVEMBER 15

NOVEMBER 14 & 15

Question for the Unit: NEW UNIT QUESTION-Do wealthy countries benefit when other countries are healthier?
Question For the Day (Ender): What does it mean to be an effective collaborator?
Daily Agenda: 
  • Turn in Mini-Q Essay
  • Glue in new notebook papers
  • UNIT PROJECT INTRODUCTION
​​ ​Starter: Think back through all of your education.  What has been your most favorite lessons?  What did you like that the teacher did?  How did the teacher keep the attention of the students?  Then, think back through all of your education.  What has been your least favorite lessons?  What did you not like that the teacher did?  If you could change something about how you are taught, what would it be?  
Objective:  Students will collaborate to create a lesson on a unit topic.
Assignments/Announcements: ​
  • French Revolution-Reign of Terror Mini-Q-Due NEXT CLASS
  • Notebook Check-Monday & Tuesday-Nov. 18 & 19-NEXT WEEK

Unit 3

NOVEMBER 12 & 13

Question for the Unit: What's worth fighting for?
Question For the Day (Ender): The Reign of Terror: Was it Justified?
Daily Agenda: 
  • CCR's
  • Work on Mini-Q: "The Reign of Terror: Was it Justified"
​​ ​Starter: CCR's & Work on your Mini-Q
Objective:  Students will work on their Mini-Q Doc analysis or type their 5 paragraph essay.
Assignments/Announcements: ​
  • French Revolution-Reign of Terror Mini-Q-Due NEXT CLASS
  • Notebook Check-Monday & Tuesday-Nov. 18 & 19-NEXT WEEK

NOVEMBER 4 - November 8

NOVEMBER 8 & 11

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): How did the czarist leadership set Russia up for a revolution?
Daily Agenda:  ​​ ​Starter: Come up with a list of criteria to decide what historical events should be commemorated by a nation 100 years later. 
╺Here are some questions to consider as you come up with their list:
╺What makes a historical event important and worthy of remembering decades later?
╺Should the event be symbolic? Should it represent larger ideals? Explain.
╺Should the event have noteworthy consequences or effects?
╺Should the event be unifying, for society today and into the future? Or, can it be divisive?
​╺Should the event have global repercussions? Or, is that not necessary?
Objective:  Students will understand the Russian Revolution and discuss what historical events should be commemorated.
Assignments/Announcements: ​
French Revolution-Reign of Terror Mini-Q-Due Nov. 14 & 15

NOVEMBER 6 & 7

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): What were the causes and effects of the French Revolution?
Daily Agenda:  ​​ ​Starter: What rights do people have and where do they come from?  Who gets to make decisions for others and on what authority?  And how can we organize society to meet peoples needs? ​
Objective:  Students will be able to understand cause and effect by looking at the French Revolution.
Assignments/Announcements: ​
French Revolution-Reign of Terror Mini-Q-Due Nov. 14 & 15

NOVEMBER 4 & 5

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): What are the global costs and benefits of the Industrial Revolution?
Daily Agenda: ​​ ​Starter: 
  • “ Society is collapsing, and people are starting to recognize that the reason they feel like they’re mentally ill is that they’re living in a system that’s not designed to suit the human spirit.” 
    • ​Do you agree/disagree?  When did life change?
​Objective:  Students will be able to use a variety of data to identify push and pull factors affecting migration during the Industrial Revolution.
Assignments/Announcements: 

OCTOBER 28-November 1

OCTOBER 31 & November 1

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): How did the Renaissance and Reformation change life on almost every continent?
Daily Agenda: ​ ​Starter: 
  • If you could reform (change) one thing about your education, what would it be?
​Objective:  Students will analyze the ideas that embodied movements such as Renaissance and Reformation and determine how they led to the changing balance of world power.
Assignments/Announcements: 
  • ​Nothing

OCTOBER 29 & 30

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): How did the Renaissance and Reformation change life on almost every continent?
Daily Agenda: 
  • Quiz on Types of Revolution
  • Journal Entry-╶"Imagine that you had lived in Florence, Italy immediately following the Black Death.  You have survived, but many around you have not.  Describe your environment.  How do you feel?"
  • List of Causes
  • Map Analysis
  • Primary Source Close Reading
​ ​Starter: 
  • ╺Pick up the new papers on the counter (do not put them in your notebook yet)
    ╺Pull out your notes and review the definitions for Political Revolution, Social Revolution, and Independence Movement.
​Objective:  Students will analyze the ideas that embodied movements such as Renaissance and Reformation and determine how they led to the changing balance of world power.
Assignments/Announcements: 
  • Types of Revolutions quiz-Today

OCTOBER 22-OCTOBER 25

OCTOBER 25 & 28

​Question for the Unit: What's worth fighting for?
Question For the Day (Ender): What is the difference between a political revolution, a social revolution, and an independence movement?
Daily Agenda: 
  • Starter
  • What is Revolution?
    • ​Class watched this video too deepen our understanding of what revolutions are, after the group collaboration activity.
  • Types of Revolution (Prezi Presentation)
    • ​Goes along with page 34 in your notebook
  • ​Revolution in Pictures (Answer questions at the end on page 35 of notebook)
​ ​Starter: 
  • With your group, collaborate to answer the questions.  Use the poster paper in front of your to create a poster that you will share in class.  
    • How you would define the word revolution?  How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?
​Objective:  Students will be able to identify the types of revolutions that have existed in history and give an example.
Assignments/Announcements: 
  • Types of Revolutions quiz -Next Class

Unit 2

OCTOBER 23 & 24

Unit 2 
​World Religions Assessment

Term 1
​Unit 2

Fall Break October 17-21

OCTOBER14-October 16

OCTOBER 14 & 15

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): What are the main beliefs of Confucianism?
Daily Agenda: 
  • Starter
  • Canvas-Confucianism & Taoism
​ ​Starter: ​Objective:  Students will explain what Confucianism is and what impact it had on China.
Assignments/Announcements: 
  • Unit Test-October 22 & 23
  • Notebook Check-October 22 & 23

SEPTEMBER 7-OCTOBER11

OCTOBER 10 & 11

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): What are the basic tenets (beliefs) of Muslims and how dd it spread throughout the Middle East?
Daily Agenda: 
  • Starter
  • Kahoot
  • Debunk Stereotypes
  • Basics
  • Doc Analysis
​ ​Starter: ​Objective:  Students will be able to explain what Muslims believe and what the major religions of Islam are and how it spread through the Middle East and the world.
Assignments/Announcements: 
  • Unit Test
  • Notebook Check

OCTOBER 8 & 9

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): What are the basic tenets (beliefs) of Christianity and how dd it spread throughout the Middle East?
Daily Agenda: ​ ​Starter: 
  • Fill out Tracker #3
​How did Christianity go from a feared, hated, illegal, and heavily persecuted relation, to the largest religion in the world?
​Objective:  Students will be able to explain what Christians believe and what the major religions of Christianity are and how it spread through the Middle East and the world.
Assignments/Announcements: 
  • Mini-Q Paper-Oct. 8 & 9 Today
    • ​Take paper home and do corrections.

SEPTEMBER 30-October 4

OCTOBER 4 & 7

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): What are the basic tenets (beliefs) of Judaism and how dd it spread throughout the Middle East?
Daily Agenda: 
  • Starter
  • Hinduism/Buddhism Quiz
  • Judaism 
    • QR Codes (different Sects of Judaism)
    • Beliefs
    • Holidays
​ ​Starter: 
  • Complete Tracker #2
​Objective:  Students will be able to explain what Jews believe and what the major branches of Judaism are.
Assignments/Announcements: 
  • Mini-Q Paper-Oct. 8 & 9 (Tuesday & Wednesday-Next Class)
    • ​Take paper home and do corrections.

October 2 & 3

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): How are Hinduism & Buddhism similar and different from each other?
Daily Agenda: 
  • Peer Edit Rough Drafts
  • Finish Buddhism
  • Compare & Contrast Hinduism & Buddhism
  • Hind/Budd Game
​ ​Starter: 
  • Peer Edit another students paper.
​Objective:  Students will compare and contrast the beliefs and practices of Hinduism and Buddhism.
Assignments/Announcements: 
  • Mini-Q Paper-Oct. 8 & 9
    • ​Take paper home and do corrections.

SEPTEMBER 30 & October 1

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): How are Hinduism & Buddhism similar and different from each other?
Daily Agenda: 
  • Outline to Rough Draft
  • Finish Hinduism
  • Why do we struggle?  Why is there suffering?​​
  • Buddhism
    • Starbucks Mode-Buddhism Reading
​ ​Starter: 
  • Pick up new papers
  • Share your outline with your table-mates & talk about your evidence and your analysis.
​Objective:  Students will compare and contrast the beliefs and practices of Hinduism and Buddhism.
Assignments/Announcements: 
  • Unit 1 Notebook Check -Today
  • Mini-Q Paper-Oct. 8
    • ​Do Rough Draft For Next Class

September 23-27

SEPTEMBER 26 & 27

Question for the Unit: What role does religion play in the world?
Question For the Day (Ender): How are Hinduism & Buddhism similar and different from each other?
Daily Agenda: 
  • Thesis & Outline
  • Why do we have religion?
  • Hinduism
    • ​Modern Caste
    • Questions
​Starter: Pick up new papers & Share your chicken foot thesis with your table mates.
Objective:  Students will compare and contrast the beliefs and practices of Hinduism and Buddhism.
Assignments/Announcements: 
  • Unit 1 Notebook Check -Today
  • Mini-Q Paper-Oct. 8

Unit 1

SEPTEMBER 24 & 25

Question for the Unit: What does it mean to be civilized?  How does stereotyping devalue individuals and groups?  How does coming in contact with new people and cultures change who we are?
Question For the Day (Ender): What are the long-lasting contributions of classic civilizations?
Daily Agenda: 
  • Mini-Q Fall of Rome
​Starter: What could cause an empire to collapse?  Is our world in danger of collapse?
Objective:  Students will construct an argument for the significant and enduring political, economic, technological, social, and/or cultural contributions of classical civilizations.
Assignments/Announcements: 
  • Turn-in Disclosure Documents
  • ​Get Composition Notebook
  • Complete Unit 1 Trackers #1-8

September 16-20

SEPTEMBER 20 & 23

Question for the Unit: What does it mean to be civilized?  How does stereotyping devalue individuals and groups?  How does coming in contact with new people and cultures change who we are?
Question For the Day (Ender): What are the long-lasting contributions of classic civilizations?
Daily Agenda: 
  • Starter
  • Arab Empire Lasting Contributions
  • Group Collaboration 
    • ​Ancient Asia
    • Ancient Mediterranean
Starter: Where do you think the English language came from?
Objective:  Students will construct an argument for the significant and enduring political, economic, technological, social, and/or cultural contributions of classical civilizations.
Assignments/Announcements: 
  • Turn-in Disclosure Documents
  • ​Get Composition Notebook
  • Complete Unit 1 Trackers #1-7

September 18 & 19

Question for the Unit:
Question For the Day (Ender):
Daily Agenda: 
  • Introductions
  • Expectations-Kahoot
  • Procedures
  • Notebooks
Starter: Introduce yourself to someone you do not know.
Objective:  Students will understand what is expected of them and how to be successful in Mrs. Snow's Classroom.
Assignments/Announcements: 
  • Turn-in Disclosure Documents
  • ​Get Composition Notebook