Soc. Studies 6

Tuesday, September 27:
Read the assigned pages that can be seen by clicking the following link (from your textbook):

Geography Alive Notebook pgs 15-18

And…Complete the following pages (from our accompanying workbook) that can be seen by clicking this link:

Monday, September 19:
Six Flags-Summative_Assessment
Your class has been divided into two different groups. Each group should decide which region of the United States (Midwest, Northeast, Southeast, or West) your group wants to work with for completing this Six Flags Project. Whichever group is first to notify your region selection to Mr. Jack, gets it! If both groups choose the same region, the second group to notify Mr. Jack of their choice will need to pick another region within the United States.
After choosing your region, please begin working on TASK ONE:
Summative_-_Part_One (Six Flags Project)
Deadline for Part One: Friday, September 23

Tuesday, September 13:
Current Events: The Nation Remembers

September 11, 2011, marks the tenth anniversary of the terrorist attacks on the U.S. that took thousands of lives and shocked the world. As Americans everywhere honor the memory of those who died, learn more about the events of that tragic day with these articles, videos, maps, and other resources.

CLICK HERE to browse through a collection of different Scholastic News Magazine articles related to what happened 10 years ago, and the 10th year anniversary of this tragic event that occurred Sunday, September 11, 2011.

This interactive timeline chronicles the events of 9/11 using images, audio and video from the 9/11 Memorial Museum’s permanent collection. The timeline tells the story of the day as it unfolded in the air and on the ground. It’s filled with first-person accounts from survivors, first responders and witnesses.

CLICK HERE for experiencing the 9/11 Interactive Timeline website

DUE DATE: Monday, September 19

Thursday, September 8:
Students are engaged in orally and visually presenting their “Thinking Like A Geographer” project which continues next class period. Each of them will be assessed in accordance to the following assessment document…


Throughout the ages, the movement of people (human migration) has left footprints on our planet. People move for many reasons: adventure, freedom, economic advantage, trade and survival. Some immigrants prosper in new environments; others do not. As the citizenry of the 21st century continues to become increasingly mobile and interdependent, people and countries face complex questions and concerns.
Tuesday, September 6: Your THINKING LIKE A GEOGRAPHER project is due on Thursday of this week. Please refer to the directions listed below – under Friday, September 2, for guidance. In class today, you were given time to work on your slides.
Friday, September 2:
Thinking Like A Geographer

DIRECTIONS: You are to make a slide presentation (e.g., PowerPoint or Keynote) (or something similar on size A4 paper) that includes the information provided to you in the example (see our class website for the example) titled, “Thinking Like A Geographer”. If you do not have access to a computer, you are welcome to do this assignment by hand on size A4 paper.
a. Give your presentation a title
b. Answer the question, How do geographers show information on maps? (your answer could be shown using 1 to 3 slides in a simple, listed fashion. An illustration and/or photo of each method would be a nice addition!
c. A picture of yourself; a memorable slogan (commonly known for your home town or country); a map that shows where your city is located; and a brief illustration and brief description of each of the following: landscape, average weather, plant life, the estimated number of people living in your city; and popular type of jobs and work (this section of your assignment may require about 3 or 4 different slides)
d. A “Get To Know Me” section (an advertisement that would encourage people to want to move to your home city or country).

Some more advice: Be creative; check grammar and spelling; and remember to cite all the sources you used (for websites and graphics).

Due Date: Thursday, September 8


Wednesday, August 31:

In class today you completed the viewing of HOME – and finished an in-class 5-paragraph essay about this documentary.
Homework: Geography Alive textbook: Read “Seeing the World Like a Geographer” (2.1 Introduction on pages 25, 26), and also read the section called Geoterms (page 27). Then, in your Geography Alive Student Notebook: Complete “GEOTERMS 2” (pages 13 and 14)

– Your essay regarding the “HOME” video documentary will be due on Wednesday, August 31. This essay MUST be typed, using a font size 11 or 12. Use either Arial or Times New Roman font. This essay must also include a bibliography. In other words, you will be expected to cite the sources you used for helping you to write your essay. And, again, your essay needs to follow the “five-paragraph essay” format. The format is:
1. Introduction, the main idea, or thesis
2. Support/Proof/Details
3. Support/Proof/Details
4. Support/Proof/Details
5. Summary and/or conclusion

A more detailed explanation of the: The Five Paragraph Essay

An OVERVIEW about “HOME”, can be found here (excerpts with edits) taken from a wikipedia website about the documentary can be read below.
The video documentary, “HOME”, chronicles the present day state of the Earth, its climate and how humans have long-term repercussions on its future. A theme expressed throughout the documentary is that of linkage—how all organisms and the Earth are linked in a “delicate but crucial” natural balance with each other, and how no organism can be self-sufficient.
Video clips of the beginning of the natural world, starting with single-celled algae developing at the edges of volcanic springs. By showing algae’s essential role in the evolution of photosynthesis, it also explores the innumerable species of plants which all have their origins in this one-celled life form.
And, later in the documentary, there is more focus upon “human-environmental interaction”, showing the agricultural revolution and its impacts, before moving on to talk about our dependance of oil, leading to fire, industry, cities and inequality gaps like never before. The video also highlights concern regarding cattle ranches, deforestation, food and water shortages, the use of non-renewable “fossil water”, the over-quarrying crisis and the shortage of energy, namely electricity. Cities such as New York City, Las Vegas, Los Angeles, Shenzhen, Mumbai, Tokyo and Dubai are used as examples of the mismanagement and wastage of energy, water and food. The recession of marshlands and glaciers are shown in vast aerial shots of Antarctica, The North Pole and Africa, while mass emigration and refugee counts are shown currently and forecast in the event that these events remains unchanged.
It is at this point that the film begins to focus on climate-change and the carbon crisis. “HOME” shows how melting glaciers, rising sea levels and changing weather patterns are ravaging the people who have least to do with climate change, but also how it soon will affect rich populous areas.
The video documentary ends with a positive conclusion. The documentary attempts to show the “awful truths” regarding our impact on the Earth, but also what we are now doing to help solve these problems and reverse it: including renewable energy, the creation of more and more national parks, international co-operation between various nations on environmental issues and the extra education and reform being had across the globe in response to the current problems facing the earth.

– We are currently watching a documentary called “HOME”. Environmental concerns for the world at-large are discussed. In your notes that you are taking while you’re viewing it, you were told to jot down important issues that were raised. After we have completed the documentary, you will write a FIVE PARAGRAPH ESSAY that is connected to the documentary “HOME”.