This week, we will shift into our seventh topic of the semester, which is the global issue of animal abuse. After focusing much of the semester on rights related to humans, students will be challenged to develop a list of rights that ALL animals should have, regardless of species. Students will also be introduced to a new form of discrimination that isn’t considered very often- speciesism.
To get a very poignant look at a wide variety of types of animal abuse, students will watch the award-winning film “Earthlings.” During this week, students will also learn about ISM’s partnership with the Philippine Animal Welfare Society (PAWS) which is one of our CWW sites.
This week in social studies, students will spend most of their time conducting research on their country for the Transformations performance task. By the end of the week, each student will need to have completed 15 notecards in NoodleTools – the computer-based program that is used to compile research at ISM. Students will be provided ample time to do this in class, however, there may be situations that arise that may require some work at home. It is important to realize that D and F blocks will not be meeting on Wednesday due to the Bonifacio Day holiday, so students in those blocks may need to complete some of their research at home.
Assignments for the Week
No Read & Respond this week
15 Notecards due in Noodle Tools by the end of the last block of the week.
This week in social studies will begin with students presenting their historical revolution to their tablemates. After all four presentations at a table have been made, students (in pairs) will create a diagram using the computer program Inspiration to visually show the commonalities shared by several or all of these revolutions.
During the second block, students will be introduced to the 2nd quarter performance task, which will focus on current transformations happening in the Middle East region. This will be a group project, and students will also learn their groupmates and the country that they will be focusing on for this project. They will also have some time to decide which transformation they would like to examine and possible ways they could present their performance task.
The rest of the week will be given for students to conduct research into the transformations taking place in their country.
Assignments for the Week
Read & Respond (due Thursday evening at 9PM)
This week in Changing Our World, we will shift our attention to the global issue of industrialized agriculture or “factory farming.” Through discussion and viewing of the documentary “Fresh,” students will learn why much of the world has converted to industrial agriculture and also some of the benefits and problems associated with it.
On Thursday, student groups will continue to work on development of their Action Plan. This Action Project must be completed by December 7 so students can prepare the presentation they will make about their issue and Action Project.
This week in Changing Our World, we will shift our focus to the fifth of our eight themes – discrimination based on ability. Through our study of this theme, students will come to understand some of the difficulties faced by people with disabilities and also the strengths people with disabilities have. Our focus will primarily be on young people with disabilities.
During the last block of the week, students will continue working on their Action Project. Groups have developed several good project ideas that could potentially bring about significant change in their areas. It will be exciting to see how the groups progress with these projects.
This week in social studies, students will continue their look at one particular historical revolution, and will apply the “Stages of Revolutions” that we have learned about, to these revolutions. In groups, they will also be preparing a presentation that will be used later in the week to inform their tablemates (who focused on different revolutions) about their particular revolution.
Assignments due this week
Read & Respond – at least one entry should relate to the Middle East (due Thursday at 9 PM)
Revolution reading / Anatomy of a Revolution chart and Questions – due third block this week – much of this will be worked on in class.
This week will be our final week focusing on indigenous rights. For the past few weeks, student pairs have focused on a particular indigenous group that is currently facing hardship.
On Monday, groups will record their presentation to the media of their choosing (Photo Story or Voicethread are possibilities). These presentations will then be made to the class on Tuesday, enabling students to learn about several different indigenous groups currently in peril.
On Thursday, the Action Project portion of the Issue & Action Project will begin. Student groups received the details about the Action project last Thursday. This week, each group will meet with Mr. Hamlin to discuss preliminary thoughts about what they might do for the action portion of this project.
This week begins with our Middle East map quiz. This quiz covers knowledge of Middle Eastern countries, capital cities, and geographic regions.
This week, students will continue to learn about transformations that come about as a result of revolutions. Last week, the “Stages of Revolutions” were introduced. This week, students will create a simile or metaphor indicating similarities between a revolution and something else of their choosing.
Later this week, students will be assigned one particular historical revolution (American / French / Russian / Iranian) and will learn about how this revolution followed the “stages” we have discussed. Students will then group with others who read about the same revolution and will create a presentation that will be used to teach other class members about this particular revolution.
Two Read & Respond entries (one must come from CNN – Inside the Middle East section)
Map of Middle East – assigned before the break. Due on Monday (B/D) and Tuesday (F/H)
A Revolution is Like a . . . – assigned on Monday. Due on Thursday (B) and Friday (D/F/H)
Revolution Interactive Reading – done in class during 2nd and 3rd blocks this week. May be homework for absent students or slower readers.