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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?