Download File - Ms. Emily Fuselier

LESSON 1
GEOGRAPHY: PHYSICAL AND CULTURAL
SYSTEMS
AGENDA 8.13.13
O BELLRINGER/DO NOW:
O
O
O
O
5 MIN
INTRO(NEW LEARNING): 15 MIN
I DO(MODEL):
5 MIN
WE DO: #’D HEADS
10 MIN
YOU DO/EXIT TICKET:
15 MIN
NO. 1
A CONFLICT HAS BROKEN OUT BETWEEN TWO
COUNTRIES. ONE OF THE COUNTRIES THREATENS
TO ATTACK THE OTHER COUNTRY. WHAT
ORGANIZATION WOULD WORK TO RESOLVE THE
CONFLICT BETWEEN THESE TWO NATIONS?
A.
B.
C.
D.
REPUBLICAN PARTY
SUPREME COURT
HOUSE OF REPRESENTATIVES
UNITED NATIONS
GLE’S 3,4
O Construct a map based on given narrative
information
O Construct a chart or diagram to display
geographical information in an organized
way
GLE’S 1, 2
O Use time zones in the United States or the
International Date Line to interpret a map
or representation of a globe and calculate
current times in different places
Locate major landforms and geographic
features, places, and bodies of
water/waterways on a map of Louisiana
OBJECTIVE
O By the end of this class, I will be able to
construct a map based on given narrative
information, using a blank outline map of
Louisiana with 85% accuracy
TYPES OF MAPS
O PHYSICAL MAP: SHOWS LANDFORMS AND
BODIES OF WATER OF AN AREA
O LANDFORM: NATURAL GEOGRAPHIC
FEATURE
O POLITICAL MAP: SHOWS FEATURES THAT
HUMAN BEINGS HAVE CREATED
O CITIES AND TOWNS, STATES, PROVINCES,
COUNTRIES, NATIONAL BORDERS
OTHER TYPES OF MAPS
O TOPOGRAPHIC MAP: SHOWS BOTH NATURAL
AND HUMAN-MADE FEATURES OF AN AREA
O ELEVATION, RIVERS, LAKES, CANALS, BRIDGES,
ROADS
O CLIMATE MAP: AVERAGE TEMPERATURE AND
PRECIPITATION FOR AN AREA
O THEMATIC MAP: SPECIFIC TYPES OF
INFORMATION FOR AN AREA
O POPULATION DENSITY, NATURAL RESOURCES
READING AND
INTERPRETING A MAP
O COMMON FEATURES: TITLE, KEY OR LEGEND,
COMPASS ROSE, DISTANCE SCALE
O TITLE: TELLS MAP’S SUBJECT AND THE TYPE OF
INFORMATION IT CONTAINS
O KEY OR LEGEND: LISTS AND EXPLAINS THE
SYMBOLS AND/OR COLORS USED ON THE MAP
O COMPASS ROSE: DIRECTIONS N, S, W, E
O DISTANCE SCALE: RELATIONSHIP OF A UNIT OF
LENGTH ON THE MAP TO A UNIT OF DISTANCE
ON THE EARTH
I DO
O FIRST I WILL MODEL HOW TO
READ/INTERPRET A MAP
O NEXT, I WILL MODEL HOW TO PARTICIPATE
IN NUMBERED HEADS TOGETHER
WE DO
O 1. WHY MIGHT YOU FIND A COMPASS ROSE ON
A MAP?
O 2. EXPLAIN WHY SOMEONE MAY WANT TO HAVE
A MAP WITH CLIMATE TYPE AND
TEMPERATURES?
O 3.
O 4.
WHY IS THE TITLE OF A MAP IMPORTANT?
DIFFERENTIATE HOW A POLITICAL MAP IS
DIFFERENT FROM A PHYSICAL MAP?
YOU DO/EXIT TICKET
O I WILL NOW GIVE YOU A PHYSICAL MAP OF
LOUISIANA. YOU WILL BEGIN CREATING
THIS MAP USING SPECIFIC INFORMATION
THAT WILL BE GIVEN TO YOU!
O EXIT TICKET: HOW IS A POLITICAL MAP
DIFFERENT THAN A PHYSICAL MAP? WHY IS
THIS IMPORTANT?
AGENDA 8.14.13
O BELLRINGER/DO NOW:
O
O
O
O
5 MIN
INTRO/NEW MATERIAL: 15 MIN
I DO (MODEL READING TEXT AND
ANNOTATING):
5 MIN
WE DO:
10 MIN
YOU DO/EXIT TICKET:
15 MIN
NO. 2
O OPRAH AND PHYLIS WERE STUDENTS AT THE SAME
SCHOOL. PHYLIS CHOSE TO DROP OUT OF HIGH
SCHOOL. OPRAH CHOSE TO GRADUATE FROM HIGH
SCHOOL. NEITHER TEEN HAD EVER WORKED
BEFORE. OPRAH AND PHYLIS APPLIED FOR THE
SAME JOB. OPRAH GOT THE JOB. WHY?
O A.
IT IS A NATIONAL LAW THAT HIGH SCHOOL
DROPOUTS CANNOT GET A JOB
O B.
OPRAH HAD MORE KNOWLEDGE AND SKILLS
THAT PHYLIS HAD.
O C.
PHYLIS HAD A POOR WORK RECORD
O D.
OPRAH HAD WORKED AT THE STORE BEFORE
GLE 1
O Use time zones in the United States or the
International Date Line to interpret a map
or representation of a globe and calculate
current times in different places
OBJECTIVE
O By the end of this class, I will be able to use
time zones in the United States or the
International Date Line to interpret a map
O or representation of a globe and calculate
current times in different places with 85%
accuracy
GEOGRAPHY BASICS
O LATITUDE LINES OR PARALLELS: IMAGINARY
LINES THAT RUN EAST AND WEST AROUND THE
GLOBE
O PARALLEL TO THE EQUATOR AND SHOW
DISTANCES IN DEGREES NORTH OR SOUTH
O EQUATOR: LOCATED HALFWAY BETWEEN THE
NORTH AND SOUTH POLES, AT 0 DEGREE
LATITUDE
O DIVIDES GLOBE INTO NORTHERN AND SOUTHERN
HEMISPHERES
WORLD GEOGRAPHY
BASICS
O TROPIC OF CANCER: 23.5 DEGREES NORTH
O TROPIC OF CAPRICORN: 23.5 DEGREES
SOUTH
O WITHIN THESE LINES IS THE CLIMATE ZONE
WORLD GEOGRAPHY
BASICS
O LONGITUDE LINES: IMAGINARY LINES RUNNING
NORTH AND SOUTH AROUND THE GLOBE
O SHOW DISTANCES EAST AND WEST OF THE PRIME
MERIDIAN
O PRIME MERIDIAN: LOCATED AT 0 DEGREES
LONGITUDE
O RUNS FROM NORTH POLE TO SOUTH POLE
O DIVIDES WORLD INTO WESTERN AND EASTERN
HEMISPHERES
TIME ZONES
O LINES OF LONGITUDE USED TO DETERMINE
WORLD’S TIME ZONES
O U.S. HAS 6
O INTERNATIONAL DATE LINE LOCATED AT 180
DEGREES LONGITUDE
O SUNDAY JUST WEST OF LINE, SATURDAY EAST
OF LINE
TIME ZONE MAP
I DO
O WATCH, LISTEN AND PAY CLOSE ATTENTION
AS I MODEL HOW TO READ A PIECE OF NONFICTION TEXT AND ANNOTATE THE TEXT TO
HELP ME UNDERSTAND
WE DO
O WE WILL NOW READ THE NEXT PARAGRAPH
TOGETHER AND ANNOTATE THE
PARAGRAPH. WE WILL ALSO ANSWER A
QUESTION
YOU DO/EXIT TICKET
O COMPLETE READING THE TEXT AND
ANSWER THE QUESTIONS THAT FOLLOW.
O EXIT TICKET: WRITE A HALF-PAGE
SUMMARY, USING COMPLETE SENTENCES,
OF THE TEXT WE READ TODAY
AGENDA 8.15.13
O BELLRINGER/DO NOW:
O
O
O
O
5 MIN
INTRO (REGIONS; PHYSICAL
CHARACTERISTICS):
15 MIN
I DO( MODEL READING NON-FICTION TEXT
AND ANNOTATING):
5 MIN
WE DO: READING AND ANNOTATING: 10 MIN
YOU DO/EXIT TICKET:
15 MIN
NO. 3
In the 1700s, under an economic system
called mercantilism, Great Britain expected
its American colonies to provide
A.
B.
C.
D.
labor to work in British factories.
manufactured goods to sell in British
cities.
citizens elected to serve in the British
Parliament.
raw materials and markets for British
products.
GLE’S 5, 7, 8
O Describe and analyze the distinguishing physical
and/or human characteristics of Louisiana
regions (G-1B-M1);
O Explain how or why specific regions are changing
as a result of physical phenomena (e.g., changes
in the coastal wetlands) (G-1B-M3);
O Identify and describe factors that cause a
Louisiana region to change (e.g., natural
occurrences, disasters, migration) (G-1B-M3)
OBJECTIVE
O By the end of this class, I will be able to
explain how and why regions change and
why this is specifically important to us in
Louisiana with 85% accuracy on my exit
ticket
PLACES AND REGIONS
O REGIONS: AREA WITH COMMON FEATURES
O MAY RELATE TO PHYSICAL FEATURES,
HUMAN FEATURES OR BOTH
O 7 GEOGRPAHIC REGIONS IDENTIFIED ON
NORTH AMERICAN CONTINENT
7 GEOGRAPHIC REGIONS
O ATLANTIC COASTAL PLAIN
O APPALACHIAN MOUNTAIN REGION
O CENTRAL LOWLANDS
O GREAT PLAINS
O INTERMOUNTAIN REGION
O CANADIAN SHIELD
O ROCKY MOUNTAIN
HOW AND WHY REGIONS
CHANGE
O EROSION: GRADUAL WEARING AWAY OF
LANDFORMS BY WATER, WIND, AND HARSH
WEATHER
O HURRICANES CAN RESULT IN SEVERE BEACH
ERSOSION
O LEVEE: EMBANKMENT BUILT BESIDE A BODY OF
WATER TO PREVENT FLOODING
O PEOPLE’S NEEDS AND WANTS ALSO CHANGE
REGIONS
O GOLD RUSH IN 1849; WARM CLIMATE
PHYSICAL FEATURES
O THE NATURAL GEOGRAPHIC
CHARACTERISTICS THAT DEFINE AN AREA
O LOUISIANA: 47,752 SQUARE MILES; 3,000
MILES OF INLAND WATERS;
SOUTHERNMOST STATE IN U.S.
O LOUISIANA HAS 3 NATURAL REGIONS:
LOWLANDS, TERRACES, HILLS
PHYSICAL FEATURES
O Lowlands: include coastal marshes and
Mississippi Flood Plain
O Terraces: include parishes northeast of the
Mississippi and prairies in southwestern
Louisiana
O Upland Hills: surround the Red River Valley
I DO
O WATCH, LISTEN AND PAY CLOSE ATTENTION
TO HOW I READ AND ANNOTATE THE
FOLLOWING TEXT. I WILL THEN MODEL
HOW TO ANSWER A TEXT BASED QUESTION
WE DO
O WE WILL NOW READ THE NEXT PARAGRAPH
AND ANSWER A TEXT BASED QUESTION
YOU DO/EXIT TICKET
O INDIVIDUALLY, COMPLETE THE READING
AND THE QUESTIONS THAT FOLLOW
O EXIT TICKET: WRITE A ½ PAGE ANALYSIS
explaining how and why regions change and
why this is specifically important to us in
Louisiana
AGENDA 8.16.13
O BELLRINGER/DO NOW:
O
O
O
O
O
5 MIN
INTRO: PHYSICAL FEATURES:
15 MIN
I DO:
MODEL HOW TO READ A PHYSICAL
MAP
(5)
WE DO: COMPLETE PHYSICAL MAP (10)
YOU DO: CREATE A DESCRIPTION OF THE
PHYSICAL MAP TO BE DISTRIBUTED AT
VISITOR CENTER (15)
CLOSE:
EXIT TICKET (5)
GLE’S 5, 7, 8
O Describe and analyze the distinguishing physical
and/or human characteristics of Louisiana
regions (G-1B-M1);
O Explain how or why specific regions are changing
as a result of physical phenomena (e.g., changes
in the coastal wetlands) (G-1B-M3);
O Identify and describe factors that cause a
Louisiana region to change (e.g., natural
occurrences, disasters, migration) (G-1B-M3)
OBJECTIVE
O BY THE END OF THIS CLASS, I WILL BE ABLE
TO EXPLAIN HOW AND WHY PHYSICAL
FEATURES HAVE INFLUENCED THE
DEVELOPMENT OF LOUISIANA WITH 85%
ACCURACY ON MY EXIT TICKET
PHYSICAL FEATURES
O Mississippi River, largest in the United States
and one of busiest commercial waterways in the
world, flows through Louisiana
O Atchafalaya River: a tributary or branch of the
Mississippi River
O Red River
O Louisiana’s southern boundary is Gulf of Mexico
PHYSICAL FEATURES
O Subtropical Climate: mild winters, hot and
humid summers
O Climate: typical weather of a region over a long
period of time
O Fertile soil is abundant throughout Louisiana
and a GEOGRAPHICAL factor that helped make
state a major cotton and sugar cane producer
throughout the 1800s
PHYSICAL FEATURES
O New Orleans: bounded on the west by the
Mississippi River and on north by Lake
Pontchartrain
O Commands the river and located at head of
Mississippi delta
I DO
O WATCH, LISTEN AND PAY ATTENTION AS I
MODEL HOW TO READ A PHYSICAL MAP
WE DO
O COMPLETE THE MAP WE BEGAN WORKING
ON TUESDAY. INCLUDE IN YOUR MAP THE
MISSISSIPPI RIVER, THE SABINE RIVER, THE
ATCHAFALAYA RIVER, THE PERAL RIVER, THE
3 GEOGRAPHIC REGIONS OF LOUISIANA
YOU DO/EXIT TICKET
O WRITE A DESCRIPTION OF THE MAP SO THAT
A VISITOR TO OUR VISITOR CENTER WOULD
BE ABLE TO UNDERSTAND THE MAP
O HOW AND WHY HAVE THE PHYSICAL
FEATURES OF LOUISIANA INFLUENCED THE
DEVELOPMENT OF LOUISIANA?
No. 5
O Corey is trying to decide what to do with her birthday
money. She would like to buy a new sweater, a CD,
and a book. She is also trying to save money for a
new bicycle. After thinking about her decision, Corey
decides to buy the CD and the book, and to put some
money in her savings account. What is the
opportunity cost of Corey’s decision?
A.
B.
C.
D.
the bicycle
the CD
the book
the sweater
AGENDA 8.20.13
O BELLRINGER/DO NOW:
O
O
O
O
O
LEAP ? (5 MIN)
INTRO: POWERPOINT ON POPULATION
SETTLEMENT AND MIGRATION (15)
I DO: MODEL #’D HEADS TOGETHER (5)
WE DO: NUMBERED HEADS TOGETHER (15)
YOU DO: CREATE A CHART IDENTIFYING
HISTORICAL REASONS FOR SETTLEMENT
(10)
CLOSE:
EXIT TICKET (5)
GLE 11
O EXPLAIN WHY HUMANS SETTLED AND
FORMED SOCIETIES IN SPECIFIC REGIONS
OR WHY IMMIGRANTS SETTLED IN SPECIFIC
AREAS OF LOUISIANA
OBJECTIVE
O BY THE END OF TODAY’S CLASS I WILL BE
ABLE TO EXPLAIN, WITH SPECIFIC
EXAMPLES, WHY HUMANS SETTLED AND
FORMED SOCIETIES IN SPECIFIC REGIONS
OR WHY IMMIGRANTS SETTLED IN SPECIFIC
AREAS OF LOUISIANA WITH 85% ACCURACY
ON MY EXIT TICKET
POPULATION SETTLEMENT
AND MIGRATION
O Many different reasons people settle in given
geographic areas
O Some Ancient civilizations developed around river
valleys, where had access to fresh water and
could farm the rich fertile land
O River also served as transportation route
O In North America, Native American settlement
followed patterns influenced by factors such as
climate and availability of plants and animals for
food
POPULATION, SETTLEMENT
AND MIGRATION
O Europeans in 1500s also chose settlements
because of climate and availability of fresh
water and other natural resources
O Also influenced by interests and goals
POPULATION, SETTLEMENT
AND MIGRATION
O Landforms also affected settlement patterns
O Mountain ranges, canyons, and broad rivers
make movement difficult
O Flat land and navigable rivers make movement
much easier
O Other influences on settlement are economic
and cultural
POPULATION, SETTLEMENT
AND MIGRATION
O Immigrants manly settled in cities because
of job opportunities
O Factories located in cities needed labor
O Immigrants also followed cultural pattern in
that often settled where others from
homeland lived
I DO
O WATCH, LISTEN AND PAY CLOSE ATTENTION
AS I MODEL HOW TO PARTICIPATE AND
THINK IN OUR NUMBERED HEADS
TOGETHER ACTIVITY
WE DO
O 1.
WHY DID SOME ANCIENT CIVILIZATIONS
DEVELOP AROUND RIVER VALLEYS?
O 2.
WHAT FACTORS INFLUENCED NATIVE
AMERICAN SETTLEMENT IN NORTH AMERICA?
O 3.
HOW DID ORIGINAL NATIVE AMERICAN
SETTLEMENT IN NORTH AMERICA INFLUENCE
WHERE EUROPEANS IN NORTH AMERICA SETTLED?
O 4.
HOW DID LANDFORMS AFFECT SETTLEMENT
PATTERNS?
YOU DO/EXIT TICKET
O USING THE MODIFIED UNRAAVEL STRATEGY WE
HAVE PRACTICED, READ THE FOLLOWING
EXCERPT ON SETTLEMENT AND MIGRATION AND
ANSWER THE QUESTIONS THAT FOLLOW.
O EXIT TICKET: WHY DID ANCIENT CIVILIZATIONS
DEVELOP AROUND WATER SYSTEMS? HOW IS
THIS SIMILAR OR DIFFERENT TO THE
SETTLEMENT AROUND NEW ORLEANS?
No. 6
O Use the information below to answer question XX.
“Concerned parents address board of education”
“Local citizens’ group demonstrates peacefully in front of town hall”
“Local citizen describes serving on jury”
“Record number turn out on Election Day”
The actions reflected in the newspaper headlines above are all
examples of
A. majority rule.
B. civil disobedience.
C. due process.
D. civic duty.
AGENDA 8.21.13
O BELLRINGER:
O
O
O
O
O
LEAP QUESTION (5)
INTRO:
DEMOGRAPHY AND
CULTURAL DIFFUSION POWERPOINT (15)
I DO:
MODEL #’D HEADS (5)
WE DO:
#’D HEADS (15)
YOU DO:
ANALYZE POPULATION
CHARTS AND
GRAPHS(10)
CLOSE:
EXIT TICKET (5)
GLE’S 10 AND 12
O Analyze the population characteristics and
other demographic information about the
United States and Louisiana, including rates
of increase/decrease for demographic
variables
O Describe the causes and effects of cultural
diffusion and the effects of cultural diversity
in Louisiana
OBJECTIVE
O By the end of this class I will be able to
analyze population characteristics and
explain how population density may
influence where people may live with 85 %
accuracy on my exit ticket.
DEMOGRAPHY
O The science dealing with the distribution and
vital statistics of populations
O Population density is an important feature of
populations
O The number of people living within a given
geographic area
O Demographic indicators: rates of literacy, infant
mortality and life expectancy, religious
preferences, race, gender, ethnic background,
education level and income distribution
CULTURAL DIFFUSION
O What is culture?
O The beliefs, customs, laws, art and ways of living that a
group of people share
O What is diffusion?
O Spreading through a given area
O Columbian Exchange: the movement of people, plants,
animals and diseases between North and South
America and Europe during the 1500 and 1600s
O Corn, peppers, tomatoes, sweet potatoes, peanuts,
turkeys, tobacco brought to Europe, while horses, pigs,
sheep, cattle, wheat, peaches, olives, honeybees, smallpox
and typhus brought to the Americas
I DO
O I WILL NOW MODEL THE THINKING
PROCESS FOR ANALYZING AND ANSWERING
A QUESTION USING THE KAGAN STRATEGY
OF NUMBERED HEADS TOGETHER.
WE DO
O 1. WHAT IS POPULATION DENSITY?
O 2.
HOW COULD HIGH POPULATION DENSITY
BE AN ISSUE TO A LOCATION?
O 3.
O 4.
WHAT IS CULTURAL DIFFUSION?
HOW IS THE COLUMBIAN EXCHANGE AN
ILLUSTRATION OF CULTURAL DIFFUSION AT
WORK?
YOU DO/EXIT TICKET
O YOU WILL NOW USE POPULATION CHARTS
AND GRAPHS TO ANSWER DATA AND TO
ANSWER QUESTIONS.
O EXIT TICKET: Why would people want to live
in areas with a low population density?
No. 7
The photograph shows a mural
drawn thousands of years ago. It
was discovered by archaeologists
in the 1800s. In which country did
the archaeologists most likely find
the mural?
A. Egypt
B. Greece
C. Italy
D. India
AGENDA 8.26.13
O BELLRINGER:
O INTRO:
O I DO:
O WE DO:
LEAP QUESTION (5)
SPREAD OF CULTURE
(15)
MODEL #’D HEADS (5)
#’D HEADS (15)
O YOU DO:
O CLOSE:
EXIT TICKET (5)
GLE 12
O . Describe the causes and effects of cultural
diffusion and the effects of cultural diversity
in Louisiana
OBJECTIVE
O By the end of this class I will be able to
explain how cultural diffusion and the
spread of culture brought different types of
religions to Louisiana with 85% accuracy on
my exit ticket.
O
THE SPREAD OF CULTURE
O Spread of culture may also be motivated by
religion
O Spanish eager to convert native inhabitants to
Christianity
O Crusades were wars to win back Holy Land from
Muslims after Islam had spread from Arabian
Peninsula across Mediterranean coast of North
Africa and into Spain
THE SPREAD OF CULTURE
O Cultural diffusion may be triggered by trade,
advances in knowledge or technology
O Trade along Silk Road prompted exchange of
goods, ideas and customs between Asia and
Europe
O Renaissance it Italy
THE SPREAD OF CULTURE
O 1600s and 1700s in Europe was the
enlightenment
O Valued science and philosophy
O Prized rationalism, the belief that the universe
could be understood and problems solved
through human reasoning
O Spread to English colonies of the New World
O Leaders of American Revolution wrote these ideas
into founding documents of the U.S.
Locke
John Locke
Montesquieu
Voltaire
Rousseau
I DO
O WATCH, LISTEN AND PAY ATTENTION TO HOW
YOU SHOULD THINK WHEN ANSWERING
QUESTIONS USING THE KAGAN STRATEGY
OF NUMBERED HEADS TOGETHER
WE DO
O 1. HOW DOES RELIGION MOTIVATE THE DESIRE TO
SPREAD CULTURE?
O 2.
GIVE AN EXAMPLE OF THE SPREADING OF
CULTURE THROUGH RELIGION,
O 3.
THINK ABOUT THE SPREAD OF CULTURE
THROUGH RELIGION: HOW IS IT SOMETIMES
ACCOMPLISHED?
O 4.
HOW DOES TRADE CAUSE CULTURAL
DIFFUSION TO BEIGN?
YOU DO/EXIT TICKET
O YOU WILL USE A LOUISIANA HISTORY
TEXTBOOK FOR THIS ACTIVITY: READ PAGES
26-29. AFTER READING COMPLETE THE
CULTURAL DIFFUSION WORKSHEET
O EXIT TICKET: HOW HAS CULTURAL
DIFFUSION IMPACTED YOUR PERSONAL
LIFE?
No. 8
A requirement for becoming a naturalizedU.S.
citizen is
A. having been born in the United States.
B. taking an oath of allegiance to the United
States.
C. singing the national anthem.
D. reciting the preamble to the U.S.
Constitution.
AGENDA 8.23.13
O BELLRINGER:
O INTRO:
O I DO:
O WE DO:
O YOU DO:
O CLOSE:
LEAP QUESTION (5)
DIVERSITY AND
MULTICULTURALISM (15)
MODEL #’D HEADS (5)
#’D HEADS (15)
ANALYZE MAP(10)
EXIT TICKET (5)
GLE’S 12 AND 13
O . Describe the causes and effects of cultural
diffusion and the effects of cultural diversity
in Louisiana
O Describe factors that contribute to economic
interdependence at the local, national,
O and global level, as related to Louisiana’s
past and present
OBJECTIVE
O By the end of this class I will be able to
explain the effects of cultural diversity in
Louisiana with 85% accuracy on my exit
ticket
DIVERSITY,
MULTICULTURALISM, AND
MODERNIZATION
O Diversity is a variety of cultures and
viewpoints
O Multiculturalism is an acceptance of many
cultures instead of just one
O Both the U.S. and Canada are multicultural
nations after years of immigration
DIVERSITY,
MULTICULTURALISM, AND
MODERNIZATION
O Cultural diversity hallmark of Louisiana
O Combined settlement by the French and
Spanish, Native American influences, European
immigrant cultures, and African-American
people
O Mid 1700’s, exiles from Acadie in Southeastern
Canada came to Louisiana to settle
DIVERSITY,
MULTICULTURALISM AND
MODERNIZATION
O Air travel has made long journeys to distant
places more inexpensive and convenient
O Internet and electronic mail have
revolutionized global communications
O Interdependence of world’s economies
DIVERSITY,
MULTICULTURALISM, AND
MODERNIZATION
O Modernization: developing countries quickly
acquire industries and technological
resources
O Positive effects: income rises, agricultural
improvements allow nation to grow most of
own food
O Negative effects
I DO
O WATCH, LISTEN AND PAY ATTENTION AS I
MODEL THE THOUGHT PROCESS YOU
SHOULD USE IN ANSWERING QUESTIONS
USING THE KAGAN STRATEGY OF
NUMBERED HEADS TOGETHER
WE DO
O 1. WHAT IS MULTICULTURALISM?
O 2.
WHY IS MULTICULTURALISM IMPORTANT
TO OUR SOCIETY?
O 3.
HOW HAS THE INTERNET AND
TECHNOLOGY IMPROVED GLOBAL
COMMUNICATION?
O 4.
HOW HAS THE INTERDEPENDENCE OF
WORLD ECONOMIES IMPACTED LOUISIANA?
YOU DO/EXIT TICKET
O YOU WILL ANSWER THE QUESTIONS ON
PAGE 57 OF THE PASSING THE LEAP BOOK.
YOU WILL THEN READ PAGES 57-61 AND
ANSWER THE QUESTIONS ON PAGE 60-61
and QUESTIONS ON PAGE 63
O EXIT TICKET: How is cultural diversity visible
in Louisiana?
No. 9
Use the excerpt below to answer question XX.
“ I introduced in Congress and supported other measures to bring about
the sharing of our wealth when I first reached the United States Senate in
January 1932. . . . Since then I have been abused in the newspapers and
over the radio for everything under the sun. Now that I am pressing this
program, the lies and abuse in the big newspapers and over the radio are
a matter of daily occurrence. It will all become greater with this effort.
Expect that. Meantime go ahead with the work to organize a share-ourwealth society.”
O
Which person from Louisiana made this statement in 1934?
A. Huey Long
B. Lavinia Egan
C. Jimmie Davis
D. Robert Kennon
AGENDA 8.27.13
O BELLRINGER: LEAP QUESTION (5)
O INTRO:
COOPERATION AND
O I DO:
O WE DO:
O YOU DO:
O CLOSE:
CONFLICT(15)
MODEL ROUND TABLE(5)
ROUND TABLE TO DEVELOP
QUESTIONS YOU WOULD
ASK ABOUT COOPERATION
AND CONFLICT(10)
ANSWER THE QUESTIONS
THAT HAVE BEEN
CREATED(15)
EXIT TICKET(5)
GLE’S 37
Explain the role of nation-states in various
alliances and international organizations (e.g.,
NATO, the United Nations, OPEC) and identify
effects of their decisions upon
Louisiana (C-1C-M1
STATE STANDARDS
O 8.9: Compare and contrast the information
gained from experiments, simulations,
video, or multimedia sources with that
gained from reading a text on the same topic
OBJECTIVE
O BY THE END OF THIS LESSON I WILL BE
ABLE TO Explain the role of nation-states in
various alliances and international
organizations (e.g., NATO, the United
Nations, OPEC) and identify effects of their
decisions upon Louisiana by comparing the
information gained from experiments,
simulations, video, or multimedia sources
with that gained from reading a text on the
same topic with 85% accuracy.
COOPERATION AND
CONFLICT
O City-states and nations have made alliances
with each other for various reasons
O Ex: Iroquois Confederacy; NATO(1949)
O Motivations for international cooperation
can be economic
O Organization of Petroleum Exporting
Countries(OPEC); European Union (EU); North
American Free Trade Agreement(NAFTA)
COOPERATION AND
CONFLICT
O Unfortunately, cooperation has unintended
consequences
O World War I: agreement between Germany,
Austria-Hungary and Italy vs. Great Britain,
France and Russia
I DO
O WATCH, LISTEN AND PAY CLOSE ATTENTION
AS I MODEL THE STRATEGY OF ROUND
TABLE. WE WILL USE THIS STRATEGY IN THE
WE DO
WE DO
O USING THE STRATEGY OF ROUND TABLE, WE
WILL CREATE QUESTIONS ABOUT CONFLICT
AND COOPERATION ON THE WORLD STAGE
THAT AFFECTS LOUISIANA. EACH GROUP
SHOULD COME UP WITH AT LEAST 4
QUESTIONS
YOU DO
O THE GROUPS WILL NOW EXCHANGE THEIR
QUESTIONS. EACH PERSON AT THE TABLE
WILL ANSWER EACH QUESTION.
O EXIT TICKET: How have international
organizations, or agreements, affected
Louisiana?
CONFLICT: THE CASE OF
IMPERIALISM
O Territorial expansion and need for resources can
lead to conflict among nations
O Imperialism: practice by which one nation
secures and maintains control over another
O European nations eager to exploit natural
resources in Africa
O Founded on economic philosophy known as
mercantilism
CONFLICT: THE CASE OF
IMPERIALISM
O Mercantilism: colonies exist for profit of the
mother country
O Country seeks wealth by selling more goods
abroad than it buys
O U.S. became involved in imperialist trend
with outbreak of Spanish-American War in
1898
No. 10
Use the list below to answer question XX.
• eighteen years of age or older
• legal resident in the country for at least fi ve years
• no criminal convictions
• ability to read, write, and speak English
The requirements listed are directly related to
A. becoming a United States citizen through naturalization.
B. obtaining a passport.
C. registering to vote.
D. establishing residency in any of the fifty states.
AGENDA 8.28.13
O BELLRINGER: LEAP QUESTION (5)
O INTRO:
O I DO:
O WE DO:
O YOU DO:
O CLOSE:
POWERPOINT ON RENEWABLE
AND NON-RENEWABLE
RESOURCES (15)
MODEL RALLY TABLE (5)
RALLY TABLE IDENTIFYING
LOUISIANA RESOURCES (10)
LA. RESOURCE BLM (15)
EXIT TICKET (5)
GLE 16
O ANALYZE THE DISTRIBUTION AND USES OF
LOUISIANA’S NATURAL RESOURCES
CCSS 8.7
O Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with
other information in print and digital texts
OBJECTIVE
O BY THE END OF TODAY’S LESSON I WILL BE
ABLE TO ANALYZE THE DISTRIBUTION AND
USES OF LOUISIANA’S NATURAL RESOURCES
BY INTEGRATING VISUAL INFORMATION BY
USING A MAP, WITH PRINT INFORMATION,
AND REPORTING TH E INFORMATION ON MY
BLM WITH 85% ACCURACY
ENVIRONMENT AND
SOCIETY
O Renewable and Nonrenewable resources
O Renewable: includes water, air, solar energy,
grass and wood
O Nonrenewable: include fossil fuels, such as
coal, petroleum, and natural gas, gold and
uranium
O Fossil fuels used for energy in form of heat,
electricity and gasoline
HUMAN INTERACTIONS
WITH THE ENVIRONMENT
O Industrialization and technological advances
such as railways, automobiles, mining and
factory system have left their mark on the
environment in the form of pollution
O Global Warming in an increase in global
average temperatures caused by rise in
carbon dioxide and certain other gases
O Byproduct of burning fossil fuels
I DO
O WATCH, LISTEN AND PAY CLOSE ATTENTION
AS I MODEL THE KAGAN STRATEGY OF
RALLY TABLE
WE DO
O USING THE KAGAN STRATEGY OF RALLY
TABLE, WITH YOUR ENTIRE TABLE YOU WILL
IDENTIFY LOUISIANA RESOURCES AND
THEIR RESOURCES. YOU WILL USE THE
MAP ON PAGE 86 OF THE TEXTBOOK AND
ON PAGE 49 OF THE TEXTBOOK. YOU WILL
IDENTIFY WHICH OF LOUISIANA’S REGIONS
THE RESOURCE IS LOCATED IN
YOU DO/EXIT TICKET
O YOU WILL NOW COMPLETE THE LOUISIANA
RESOURCES BLM
O EXIT TICKET: HOW HAS THE DISTRIBUTION
OF LOUSIANA’S NATURAL RESOURCES
AIDED TO THE DEVELOPMENT OF
LOUISIANA?