January 22-23, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe cultural elements of selected world regions
2. Formally develop, draft, discuss, and present research, assessed according to the following:

• Written Profile Report
• Presentation
• Annotated Bibliography
• Class Participation/Discussion Groups

AGENDA/Assessment:
1. Email final work to cjcarpenter@sterling.k12.nj.us
2. World Situation Presentations

January 19-21, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe cultural elements of selected world regions
2. Formally develop, draft, discuss, and present research according to the following (Assessment):

• Written Profile Report
• Presentation
• Annotated Bibliography
• Class Participation/Discussion Groups

AGENDA/Assessment:
1. Compiling an Annotated Bibliography (Handout)

• Separate annotated bibliography page
• Traditional citations of sources used in report
• One paragraph (75-150 words) in which students briefly summarize and evaluate each source, as well as identify its use in the THIRD person.
• The organization of the annotated bibliography should be alphabetical for this project.

2. Complete Topics (Observations and Conclusions)
3. Annotated Bibliography Completion
4. Presentation Word
5. Group Meetings
*Email to cjcarpenter@sterling.k12.nj.us

January 12-16, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe the following characteristics of selected world regions:

·       Culture and Family

·       Education

·       Business and Economy

·       Health Care and Human Services

·       Entertainment and Sports

·       Current Events

·       Crime and Poverty

Politics and Government

2. Formally develop, draft, discuss, and present research assessed according to the following:

• Written Profile Report 
• Presentation
• Annotated Bibliography
• Class Participation/Discussion Groups

AGENDA/Assessment:
1. Complete Project Components

• Observations and Conclusions
• Presentation
• Annotated Bibliography

2. Group Meetings
3. Reminder:

Breakdown EACH Topic:

I. Identify Topic:  Example:  Higher Education

A. Observation: 1-2 paragraphs, based on statistics/facts, parenthetically cited at end

• Example: ...A significant new trend in Eastern and Central Europe is the appearance of private institutions of higher education. Their nature and number vary country by country, of course, as do their institutional profiles and quality. For example, in Poland 72 private universities have been approved as degree-granting institutions; 100 more have their approval pending. In Bulgaria there are only isolated cases (of private universities), in Ukraine they are quite widespread, with few in the Czech Republic and Hungary. All award magister degrees (five years) or licencjat (the equivalent to a bachelor's) Structural reform of higher education in Eastern and Central Europe since 1989 has also been driven by the conviction that the university and academic research institutions inherited from the Soviet system are both economically inefficient and out of touch with society's needs. ... (Tymowski, 1998)

B. Conclusion: 1-2 paragraphs, based on YOUR observation of statistics/facts, not cited

• Example:   The current trend of countries to temper traditional liberal arts education with the need for college graduates to find actual employment in careers is a global reality that requires countries to adapt to a rapidly changing world in which traditional "ivory tower" liberal educations are a dime a dozen and jobs are scarce.  Conversely, while it is easy to understand the need to support reform efforts in the natural sciences and the social sciences. But why the humanities?  Balance between extremes may be the most prudent course of action.

January 8-9, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe the following characteristics of selected world regions:

·       Culture and Family

·       Education

·       Business and Economy

·       Health Care and Human Services

·       Entertainment and Sports

·       Current Events

·       Crime and Poverty

Politics and Government

2. Formally develop, draft, discuss, and present research according to the following:

1.       Written Profile Report 
2.       Presentation
3.       Annotated Bibliography
4.    Class Participation/Discussion Groups

AGENDA:
1. Develop Topics (10 -15) as approved
2. Reminders: Breakdown EACH Topic:

I. Identify Topic:  Example:  Higher Education

A. Observation: 1-2 paragraphs, based on statistics/facts, parenthetically cited at end

• Example: ...A significant new trend in Eastern and Central Europe is the appearance of private institutions of higher education. Their nature and number vary country by country, of course, as do their institutional profiles and quality. For example, in Poland 72 private universities have been approved as degree-granting institutions; 100 more have their approval pending. In Bulgaria there are only isolated cases (of private universities), in Ukraine they are quite widespread, with few in the Czech Republic and Hungary. All award magister degrees (five years) or licencjat (the equivalent to a bachelor's) Structural reform of higher education in Eastern and Central Europe since 1989 has also been driven by the conviction that the university and academic research institutions inherited from the Soviet system are both economically inefficient and out of touch with society's needs. ... (Tymowski, 1998)

B. Conclusion: 1-2 paragraphs, based on YOUR observation of statistics/facts, not cited

• Example:   The current trend of countries to temper traditional liberal arts education with the need for college graduates to find actual employment in careers is a global reality that requires countries to adapt to a rapidly changing world in which traditional "ivory tower" liberal educations are a dime a dozen and jobs are scarce.  Conversely, while it is easy to understand the need to support reform efforts in the natural sciences and the social sciences. But why the humanities?  Balance between extremes may be the most prudent course of action.

Group Meetings:
Australia/New Zealand (1:25)
Western Europe (1:45)
South America (2:00)
Eastern Europe (2:15)

January 7, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe the following characteristics of selected world regions:

·       Culture and Family

·       Education

·       Business and Economy

·       Health Care and Human Services

·       Entertainment and Sports

·       Current Events

·       Crime and Poverty

Politics and Government

2. Formally develop, draft, discuss, and present research according to the following:

1.       Written Profile Report 
2.       Presentation
3.       Annotated Bibliography
4.    Class Participation/Discussion Groups

AGENDA:
1. Revisit topics post-discussion (10 -15)
2. Reminder: Breakdown EACH Topic:

I. Identify Topic:  Example:  Higher Education

A. Observation: 1-2 paragraphs, based on statistics/facts, parenthetically cited at end

• Example: ...A significant new trend in Eastern and Central Europe is the appearance of private institutions of higher education. Their nature and number vary country by country, of course, as do their institutional profiles and quality. For example, in Poland 72 private universities have been approved as degree-granting institutions; 100 more have their approval pending. In Bulgaria there are only isolated cases (of private universities), in Ukraine they are quite widespread, with few in the Czech Republic and Hungary. All award magister degrees (five years) or licencjat (the equivalent to a bachelor's) Structural reform of higher education in Eastern and Central Europe since 1989 has also been driven by the conviction that the university and academic research institutions inherited from the Soviet system are both economically inefficient and out of touch with society's needs. ... (Tymowski, 1998)

A. Observation: 1-2 paragraphs, based on statistics/facts, parenthetically cited at end

• Example: ...A significant new trend in Eastern and Central Europe is the appearance of private institutions of higher education. Their nature and number vary country by country, of course, as do their institutional profiles and quality. For example, in Poland 72 private universities have been approved as degree-granting institutions; 100 more have their approval pending. In Bulgaria there are only isolated cases (of private universities), in Ukraine they are quite widespread, with few in the Czech Republic and Hungary. All award magister degrees (five years) or licencjat (the equivalent to a bachelor's) Structural reform of higher education in Eastern and Central Europe since 1989 has also been driven by the conviction that the university and academic research institutions inherited from the Soviet system are both economically inefficient and out of touch with society's needs. ... (Tymowski, 1998)

B. Conclusion: 1-2 paragraphs, based on YOUR observation of statistics/facts, not cited

• Example:   The current trend of countries to temper traditional liberal arts education with the need for college graduates to find actual employment in careers is a global reality that requires countries to adapt to a rapidly changing world in which traditional "ivory tower" liberal educations are a dime a dozen and jobs are scarce.  Conversely, while it is easy to understand the need to support reform efforts in the natural sciences and the social sciences. But why the humanities?  Balance between extremes may be the most prudent course of action.

Group Meetings

Polynesia (1:45)
Caribbean (2:00)
Australia/New Zealand (2:15)

January 6, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe the following characteristics of selected world regions:

·       Culture and Family

·       Education

·       Business and Economy

·       Health Care and Human Services

·       Entertainment and Sports

·       Current Events

·       Crime and Poverty

Politics and Government

2. Formally develop, draft, discuss, and present research according to the following:

1.       Written Profile Report 
2.       Presentation-
3.       Annotated Bibliography
4.    Class Participation/Discussion Groups

AGENDA/Assessment:
1. Identify Topics (i.e. Culture, Crime, etc.)
2. Breakdown of Topics:

• Observation
• Conclusion/Recommendation

Group Meetings: Topics

• Eastern Asia (1:45)
• Northern Europe (2:00)
• Polynesia (2:15)

January 5, 2015

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.2.6 Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders

• Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 

OBJECTIVES:
1. Identify and describe the following characteristics of selected world regions:

·       Culture and Family

·       Education

·       Business and Economy

·       Health Care and Human Services

·       Entertainment and Sports

·       Current Events

·       Crime and Povert

Politics and Government

2. Formally develop, draft, discuss, and present research according to the following:

1.       Written Profile Report
2.       Presentation-
3.       Annotated Bibliography
4.    Class Participation/Discussion Groups

AGENDA/Assessment:
1. World Situation Project Introduction (Handout)
2. Group and Region Research and Selection (Lottery)
3. Project Work Introduction