Unit 4 = Autocracy & Democracy
Unit 3 = World Myths, Religions & Philosophy
Unit 2 = Foundation Lessons
Unit 1 = Geography (Retake Exams still offered)
Greetings and welcome Mr P's Website for the 2017-2018 school year.
INTERESTED IN JOINING SWEN CLUB - Check and Post SWEN Here
A) Mr
P's Class Syllabus
- Still need to get signed or just want to read it again?
B) INTRO VIDEO - Want to know the basic of Mr P's class?
2009 - Romero Intro Video
with 2017 Re-Edit
C) GEO RETAKE STUDY LINKS
D) GET YOUR TEXTBOOK ONLINE HERE
First log into your etusd account then click on link above.
If needed, enrollment key is Mr P's last name and your period all low keys and all together like: pesusichperiod1
E) P PUBLIC RADIO (PPR)
Autocracy vs Democracy is
the next unit. Students will spend about 2 weeks on this unit. There
will be a total of 7 assignments. At the conclusion of the unit,
students will turn in their unit packet (assignments 1-7) for points.
Each assignment should be completed as they are assigned during the
unit. Below is the order of the assignments 1-7 so that students can
keep their unit work organized.
GET YOUR TEXTBOOK ONLINE HERE
First log into your etusd account then click on link above
Big Book Questions (BBQ) - Click here for:
a) General info on BBQ
b) Suggested format
c) Table of Contents
BBQs
for the Unit. These are the grand questions that are a sort of glue
that sticks to all the various parts to the unit. Hence, it brings all
the parts of the unit together and hopefully makes sense of it all.
1) What makes a good society?
2) What is the good life?
3) What is the ideal form of government?
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island (Omit) - This transformed into your BBQs questions for unit.
3) Scenarios / Spectrum
4) Vocabulary Worksheet
.....a) Milie's 2008 Power Pt Vocab Game Email Milie and tell her thanks for helping you out
.....b) Vocab List and Vocab Game Point System
5) Timeline
6) Historical Figures - Front Page includes John Locke & Back Page includes King Louis XIV
.....a) Historical Figure Group Prep & Instructions
.....b) Biographical Briefing of Historical Figures - Forgot some info, want to read them again, absent, etc?
7)
NO QuickWrite: Which historical figure's ideas do you like the most?
Why are those ideas better than others? - Be prepared to speak on such
matter.
7a) Discussion Notes (Worksheet) & Discussion Questions (Power Point)
FRIDAY October 20, 2017
1) Nader's Island - For over a decade, students vote this one of World History's Top 5 lessons
HW:
Do the BEFORE part of your BBQ #3 questions for this unit. What did you think BEFORE studying or considering these questions.
1) What makes a good society?
2) What is the good life?
3) What is the ideal form of government?
MONDAY October 23, 2017
1) Do the BEFORE part of your BBQ questions for this unit. What did you think BEFORE studying or considering these questions.
A) What makes a good society?
B) What is the good life?
C) What is the ideal form of government?
2) Intro to Auto & Demo / TOC (Assign #1)
3) Scenarios / Spectrum (Assign #3)
4) Vocab 1-33 (Assign
#4) – Complete by end of unit. Have in class each day as Mr P will
demonstrate vocab words each day. Or refer to student legacy projects
for help. Write your definitions in PENCIL in case you need to change
them. Always, put your vocab in your own words. Do NOT copy a definition
directly. That is plagiarism and also CHEATING.
5) Start - Timeline (Assign #5)
HW:
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
NOTE
- Geo Retake Exam#5 Wednesday after school – 3:22 pm - Mr P will likely
do only a few more this semester. Take advantage of this offering while
it lasts.
TUESDAY October 24, 2017
1) Timeline – Greeks and Romans
2) Vocab - work on
HW:
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
B) Complete Timeline (Assign #5) – Due Friday
EXTRA GREEK STUFF --- This is NOT required work
e) Yale's Professor Kagan's Greek Lectures - This is for students who enjoy and want to learn more about Ancient Greece. This is NOT required work.
f) Read Plato’s - Allegory of the Cave… if you want. Just some extra reading. This is not required work.
g) Don't like reading? Watch an animated version of Allegory of the Cave.
h) BBC Documentary: What the Ancient Greeks did for us? (1 hour)
i) BBC Documentary: Ancient Worlds - Who were the Greeks (1 hour)
WEDNESDAY October 25, 2017
1) Timeline – Greeks and Romans
2) Vocab - work on
HW
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
B) Read Plato’s - Allegory of the Cave… if you want. Just some extra reading. This is not required work.
THURSDAY October 26, 2017
1) Model Milie's 2008 Power Pt Vocab Game
2) Allegory of the Cave
3) Timeline – Romans -US Constitution
a) Fall of Rome
b) Visigoths
c) Rome & US - Fall of Rome Annotation
d) Ask P is he is going to do the Roman Empire Radio Broadcast for Extra Credit
4) Vocab - work on
HW
A) Complete Auto Demo Timeline (Due Friday)
B) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
FRIDAY October 27, 2017
3) Timeline – Romans -US Constitution
a) Fall of Rome
b) Visigoths
c) Rome & US - Fall of Rome Annotation
d) Ask P is he is going to do the Roman Empire Radio Broadcast for Extra Credit
4) Vocab - work on
MONDAY October 30, 2017
1) Vocab Game Instructional Video?
2) Investigation: Rome & US
3) Complete Timeline
4) Groups become Experts on Historical Figures of Autocracy & Democracy
HW
None
TUESDAY October 31, 2017
Due to "Modernization" of Building #3, there are no
longer window blinds in Mr P's Room. This means the room can no longer
be made dark. Unfortunately, this year there will be NO continuing of
the long standing tradition of Mr P's Halloween Sub appearing in Room
3301 to teach the History of Halloween and provide a good spooky time.
1) Auto Demo Historical Figures (Assign #6)
2) Group Prep for Historical Figures Mini-Presentation
3) Vocab Game Instructional Video
HW
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
B) Watch Vocab Game Instructional Video - So you will know how to play in class
WEDNESDAY November 1, 2017
1) Auto Demo Historical Figures (Assign #6)
2) Historical Figures - Front Page includes John Locke & Back Page includes King Louis XIV
.....a) Historical Figure Group Prep & Instructions for Mini-Presentations
.....b) Biographical Briefing of Historical Figures - Forgot some info, want to read them again, absent, etc?
3) Vocab Game Instructional Video
HW
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
THURSDAY November 2, 2017
1) Any Questions about How Vocab Game Works?
2) Expert Groups Present their Historical Figure
HW:
A) Work on and Study Vocab (Assign #4) – Milie's 2008 Power Pt Vocab Game
B) Be ready to present your Historical figure
C) Vocab Game Instructional Video
D) Check out these Legacy Projects on the Auto vs Democracy Historical Figures done by students from the past:
1) Cory Gehr's 2010 Autocracy Democracy Time Travel
2) Bill & Ed Show 2000 Autocracy Democracy Historical Interviews
3)
Who will make an even greater short film? Is it you? Would you rather
do a cool meaningful final project than a final exam? Think about making
a short youtube clip like this to show Mr P you have technical skill. Yet, before you start doing anything, scroll down to read over the Legacy Project Information.
FRIDAY November 3, 2017
1) Conclude Group Presentations of their Historical Figure
2) Review Vocab
3) Start Vocab Game
HW:
A) Study for Vocab Game (Thurs) -- (Vocab List & Point System)
B) Auto v Demo Packet - Assigns 1-6 should be completed
C) Auto v Demo Discussion Day Questions & Worksheet (Assign 7)
MONDAY November 6, 2017
1) Vocab Game (Vocab List & Point System)2) Review Discussion Day Questions / Procedures & Worksheet
HW
A) Auto v Demo Packet - Assigns 1-6 should be completed Auto v Demo Assignments 1-7 are due TBA
B) Prepare for the Discussion Day with PBS Legacy Video
C) Extra viewing: How Nepal's youth discuss if democracy is the best form of government
TUESDAY November 7, 2017
1)
Auto v Demo Discussion Day (Assign 7) - Do well in the discussion and
avoid having to do an essay. More details to follow in class. Pay
Attention!
HW
A) Auto v Demo Assignments 1-7 are due Thursday
B) Watch Alex & Mel's 2016 Legacy Essay Basics Video - for how to write your Auto & Demo BBQ
C) Prepare for the Discussion Day with PBS Legacy Video
D) Extra viewing: How Nepal's youth discuss if democracy is the best form of government
EXTRA CLASSIC ESSAY VIDEOs
A) Essay Video Notes while watching Essay Bunch and to guide your essay writing.
B) Watch the Essay Bunch video for tips for how to write an essay in Mr P's Class.
C) Essay Intro and body paragraph samples
OTHER ONLINE INSTRUCTIONAL ESSAY VIDEOS
This
videos below are extra support for writing an essay. Be sure to watch
the Essay Bunch above before watching these videos below. Also, if there
is any contradictions between the Essay Bunch and the videos posted
below it is best to follow the Essay Notes for the Essay Bunch.
1) How to write a good essay?
2) Walking Through the 5 Paragraph Essay
3) 5 Paragraph Essay - Essay Basics
4) Short Video with Nice Mapping of Essay for Visual Learners
WEDNESDAY November 8, 2017
1) What shall we do with all that was learned from Auto & Demo / DOD selection
3) Nomination Process
4) Begin Most Radical Nerds Unit
HW:
None
P-VILLE BLOG
For everything that is P-Ville, check out this blog to get informed.
BASIC INSTRUCTIONAL VIDEOS FOR P-VILLE
1) Instructional Video for Supreme Council / Committees / Debates
2) Bird's Tutorial for Supreme Council Website
3) Daily Announcements Instructional Video
4) P Stock Market Tutorial Video
5) La Rue's DOD Advisory Video
THURSDAY November 9, 2017
1) TBA
FRIDAY November 10, 2017
Veteran Day Holiday - No School
Look for Geo Retake Exams times on front board in class.
PREP FOR RADIO BROADCAST:
Myths, Religion, Philosophy & Some 15 year old Minds
Pick
one or all and listen to NPR reports. By listening, you will get a
sense of how radio interviews work. This will hopefully enhance your
reporting in class this week.
Just don't listen to the report, LISTEN to the report! In other words:
a) Notice structure of the interview (intro - end)
Intro = Pose question Middle = what answers were discovered End = summarize answer (walk away)
b) notice the no-nonsense quick pace of interview,
c) pay attention to how information is said, explained and shared
d) how the interviewer and reporter's conversation flows,
e) how statistics are used to make a point,
f) how the reporter uses comments from those she interviewed
g) In the end, what does the report tell the listener. How does the report enhance a listener's life?
QUALITY SAMPLE OF RADIO INTERVIEW:
A) The Smartest Kids in the World - If you are only going to listen to one report, P says listen to this
1) reporter has gone out gathered info about education around the world,
2) throughout report, shares interesting information gathered from interviews
3) Selects relevant short comments from students interviewed
4) Final Comment: At end, reporter explains what is the big thing she learned or found out (or "walk away") after investigating this topic.
WANT TO LISTEN TO MORE RADIO REPORTS? Below B-F is extra listening.
B) Secret Behind Finland's Super Smart Kids? Recess - Great facts about Finnish educational success and how it might relate to us.
C) Tuition Policy Behind Korean Student Suicides? good use of short remarks from people interviewed
D) South Koreans Consider The Trades Over University Education
E) Confucian Teaching in Britain -
Notice historical & current facts the reporter chose to put in
radio report. Notice how the report connects history (Confucius) with
today (us).
F) Do you trust Wikipedia with your health?
PPR PURPOSE
1)
Can student gather data surveying other students regarding student
experience of studying myths, religion & philosophy?
2) Can student create statistics from survey and then discuss the statistical findings with Mr P?
PPR LIMITATIONS
1) Due to the lack of time, student will report on 1 of 2 questions.
2) Conversation with Host (Mr P) & Reporter (You) should be between 30-90 seconds
PPR STRUCTURE
1) P will introduce topic then P will engage
reporters in conversation by asking: (See 2-5 Below)
2) P will ask reporter (you) to explain the survey topic
3) P will ask reporter (you) to explain survey results using statistics
4) Reporter should include quotes or comments from surveyed students
5) P will ask about Interesting Findings & Big Picture of the survey.
What is the most important thing learned from your survey?
LISTEN TO SAMPLE PPR SEGMENT
Are
you confused about the radio broadcast and how it is going to work?
Click on the link above and the confusion will go away. This short
segment gives students an idea of how the interview process will go. It
explains the purpose of the lesson. The lesson limitations as well as
the structure of the radio broadcast. Check it out so you will know what
to expect and what to do on the day of the broadcast
PPR ALTERNATIVE LESSON PREP INFO
STUDENT JOURNALIST NOTE SHEETS TO REVIEW & PRINT FOR P RADIO BROADCAST
If
you have signed up and plan to do the P Radio Broadcast instead of BBQ
3, then you need to check out this link above, print guide notes to help
put your news story together.
1) PPR BASIC INSTRUCTIONAL VIDEO by PBS LEGACY PROJECT
-Pierce, Bri and Sister Sarah put this video together to NOT only save
Mr P time, energy but his voice. In addition, the video will give
interested students insight into what is expected of them for the radio
broadcast.
2) PPR Sample - Mr P does a very basic sample broadcast with a cool 7 year old. (Students should be faster, more
3) PPR More In-depth Sample
- Mr P interviews Mike B & The Recap Specialist about their
Statistical findings on West High Students & Myths, Religion and
Philosophy. (Students interviews should be shorter, as in-depth and
overall as good or better)
LISTEN TO AN PPR PROGRAM FROM 2013 ON ROME & AMERICA
Part 1
Part 2
LEGACY PROJECT INFORMATION
A) Legacy Project approval deadline is the Friday before Thanksgiving.
B)
Semester Final is either the Final Exam or a Legacy Project. All
students wishing to do a Legacy Project must get approval from Mr. P
prior to Friday before Thanksgiving.
C)
All students not doing a Legacy Project will take a semester Final
Exam. The Final Exam is usually multiple choice. Questions for the
multiple choice exam will be cumulative. Thus, any content covered
during the first semester can appear on the Semester Final Exam.
D)
The Semester Final will be at the end of semester. Students taking the
Final Exam will take it at the end of the school year. Students doing a
legacy project will turn it in the day the students (not doing a legacy
project) take the Semester Final Exam.
LEGACY PROJECT FORMS
1) Blank Proposal Application & Sample of filled out Application
2) Contract
3) Update Form & Calendar
4) Legacy Project Ideas - if you can't come up with ideas of your own
5) Sample WWI Vocab - Gives ideas on how to do Legacy Vocab.
6) Sample - WWI Play - Gives ideas on how to do Legacy Play.
7)
Sample - Video Proposal - If you can't provide a sample of your video
skills like this, don't even bother with a Video Project
a) Gehr Video Proposal
b) Grace Video Proposal
SEMESTER FINAL
LEGACY PROJECT OR FINAL EXAM
Each semester students will have a choice of taking either the Final Exam or doing a Legacy Project as
their ‘semester’ final. The semester final (exam or project) will
equate to 20% - 25 % of the student’s semester grade. There is an
application and qualification process that involves doing a legacy
project. All students who do not apply or qualify to do a Legacy Project
will partake in Final Exam process as a means of fulfilling their
semester final obligation for the course. Written below are the
specifics for both the Legacy Project and Final Exam.
LEGACY PROJECT
There are several purposes for students to apply to do a legacy project.
1) Students want to create a project to assist & inspire future students’ learning.
2) Students actually want to make a difference and contribute to the betterment of Mr. P’s class.
3) Students prefer to create a project versus taking an Exam for a final.
All
student interested in doing a Legacy Project for their semester final
must apply and qualify to do a legacy project. To apply and qualify for
the Legacy Project, students must submit at least 3 typed proposals to
Mr. P. In addition, students are required to schedule a brief meeting
with Mr P after school to explain their legacy project proposals.
Basically, students are to ‘sell’ their legacy project idea to Mr. P.
Students will “qualify” to do a legacy project, if students convince Mr.
P of the usefulness of their Legacy Proposal(s). Students should bring
their 3 typed legacy proposals and explain them to Mr. P. At the after
school meeting, students MUST do the following:
A) Be prepared, articulate and brief (Mr. P is a busy guy and doesn’t like to waste time)
B) Quickly & clearly explain to Mr. P your Legacy ideas (Mr. P has to be able to understand what it is)
C) Explain how it will be beneficial to future students, Mr. P, etc.
D) A typed working schedule that explains how you will be completing the project
E)
Samples that demonstrate your ability to do certain kinds of work (i.e.
your artwork, video equipment, computer skills or previous projects
your done).
The
deadline to apply and qualify for doing a Legacy Project as a student’s
“Final” for the Fall semester will be Friday after October 31st
(Halloween) and for the Spring semester March 21st (Equinox). If a
student does not apply and qualify by this date, the student will then,
by way of default, partake in the Final Exam process at the end of the
semester. If a student qualifies and agrees to do a Legacy Project, then
he/she is committed to doing a Legacy Project. They will not be allowed
to change from doing a Legacy Project to taking the “Final Exam.”
GROUP or SOLO WORK:
Mr. P highly recommends that students work solo on their legacy
project. Once again, he advises students do NOT work with other
students. However, students might be allowed to work with others if they
can justify the need to have more than one person do the project. Yet,
the group work limit is 3 students. Students may also work with students
in Mr. P’s other World History classes. Most importantly, if students
qualify to work in a group it is entirely their choice and
responsibility to do so. Mr. P will NOT, once again, will NOT hear any
grievances or feel any sympathy pertaining to group work problems. Group
work is a choice of the students. Again, Mr. P suggests students do NOT
work in groups. Yet, students are old enough to make their own decision
on such matter.
LEGACY GRADING SYSTEM:
A Grade:
Most
likely any legacy project that will be or is actually used in Mr. P’s
class achieves an “A” grade. If Mr. P will not use it in the future, it
probably is NOT going to get an “A” grade. Legacy projects rarely take 1
day or 1 weekend to complete. Students with a desire to achieve an “A”
should put in a fair amount of time and effort to complete their legacy
project. However, time and effort does NOT necessarily equate to an “A”
grade. Students can work very hard and still not achieve an “A” grade.
The project should be of the utmost quality. It should also be ready for
classroom use. Usually any needed adjustments that Mr. P has to do will
deduct from the grade of the Legacy Project. All students witness how
Mr. P runs the class on a daily basis. Students should become aware of
what is “needed” and what “works” with regards to legacy projects. Also,
“A” legacy projects are well labeled, packaged, easily stored or
accessed. Presentation of the Legacy Project is memorable. It is NOT
just another boring final presentation. Fellow students believe the
project is useful and of quality.
B Grade:
Usually
a good legacy project but does not do all the requirements listed for
an “A” grade. Most likely, a “B” grade results because Mr. P will have
to “adjust” the project so that it can be used in class. “B” rate Legacy
Projects lack the originality, usefulness and quality in comparison to
“A” rate Legacy Projects. Presentation of the project is above average
and is somewhat memorable.
C Grade:
Results
when the Legacy Project will NOT be used in the classroom. It does NOT
fulfill the general standards of a “B” grade. Presentation of the
project is average and is NOT memorable.
D Grade:
“D”
stands for Disappointment. This project is obviously substandard to
what is expected of Legacy Projects. It appears to be done quickly and
with substandard care. It will NOT be used in the classroom.
Presentation is unprepared, robotic and/or boring.
F Grade:
Produces
an overall gross Legacy Project. There is a sense of making a mockery
out of doing the Legacy Project. Unorganized and poor presentation. If
anything, this project serves as a sample of what NOT to do for a Legacy
Project.
FINAL EXAM
The
Final Exam will take place the day of the scheduled final in late
January for the fall semester and in June for the spring semester. The
Final Exam will consist of approximately 100 multiple choice questions.
The questions will be related to the unit topics covered during the
semester. Students are welcome to pick the Final Exam as their semester
final.
180 – 200 correct; 90% - 100% = A
160 – 179 correct; 80% - 89% = B
140 – 159 correct; 70% - 79% = C
120 – 139 correct; 60% - 69% = D
0 – 119 correct; 0 - 59% = F
THIS WAS AN OLD PROJECT NOW LAYING DORMANT. You do NOT need to do this.
4) Group Prep for Mini-Presentations (Start Tomorrow)
HW:
PREP FOR RADIO BROADCAST: Myths, Religion, Philosophy & Some 15 year old Minds
Pick
one or all and listen to NPR reports. By listening, you will get a
sense of how radio interviews work. This will hopefully enhance your
reporting in class this week.
Just don't listen to the report, LISTEN to the report! In other words:
a) Notice structure of the interview (intro - end)
Intro = Pose question Middle = what answers were discovered End = summarize answer (walk away)
b) notice the no-nonsense quick pace of interview,
c) pay attention to how information is said, explained and shared
d) how the interviewer and reporter's conversation flows,
e) how statistics are used to make a point,
f) how the reporter uses comments from those she interviewed
g) In the end, what does the report tell the listener. How does the report enhance a listener's life?
QUALITY SAMPLE OF RADIO INTERVIEW:
A) The Smartest Kids in the World - If you are only going to listen to one report, P says listen to this
1) reporter has gone out gathered info about education around the world,
2) throughout report, shares interesting information gathered from interviews
3) Selects relevant short comments from students interviewed
4) Final Comment: At end, reporter explains what is the big thing she learned or found out (or "walk away") after investigating this topic.
WANT TO LISTEN TO MORE RADIO REPORTS? Below B-F is extra listening.
B) Secret Behind Finland's Super Smart Kids? Recess - Great facts about Finnish educational success and how it might relate to us.
C) Tuition Policy Behind Korean Student Suicides? good use of short remarks from people interviewed
D) South Koreans Consider The Trades Over University Education
E) Confucian Teaching in Britain -
Notice historical & current facts the reporter chose to put in
radio report. Notice how the report connects history (Confucius) with
today (us).
F) Do you trust Wikipedia with your health?
Keep
going
down
and
you will
find
this:
Check out Josh Klein and what he has to say about crows
Passport
to a crazy drum solo
P
