4/29: World History 2- Info Graphics and Exchange Rates

LT1b: I can differentiate between barter, token, and money economies.
LT4d: I can explain how inflation and exchange rates impact the value of resources.

POD: 
1. Do Now
2. AOL Discussion (what it is, when it's due, etc)
3. Complete Money Booklet: Exchange Rates
4. Building an INFOGRAPHIC for Exchange Rates using EXCEL or http://infogr.am/beta/

DO NOW: Answer these questions on the back of the image:
1. What is this data showing you?
2. What would you title this image?
3. What makes this image GREAT (quality factors)?


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TASK 2: AOL DISCUSSION



EXAMPLES of VIDEOGRAPHICS
 http://econ.st/13hRUqK
http://www.pbs.org/pov/foodinc/trailer.php#.UX6AHoIW9eE

EXAMPLES of INFOGRAPHICS

  Food Infographics from Visual.ly   Infographic World   Obama’s Budget Comparison   USA Today Snaphsots   GOOD: Transparency   iPod Phone/Touch/iPad Apps   Hamburgers   MyPlate.gov   Resume Timeline   History of Human Communication   History of the Printing Process   Lightning   Will Smartphones Replace Your Wallet?   Conversation Prism   Kodak Company   They Draw and Cook   Carland   The Trilogy Meter   iPad Purchase   Flags by Colors

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TASK 3: 
VIII. Why do exchange rates change so much? (pg. 9) MONEY BOOKLET LINK.

1. When you exchange money, you are basically BUYING it… like you would buy sneakers or candy. So each country’s money has a PRICE, like any other good. Exchange rates are the PRICE of another country’s money.

2. The PRICE (exchange rate) of money is based on MANY factors, like inflation, interest rates, imports, exports, purchasing power, and FAITH in that currency.

3. Where is the Big Mac most expensive? Be sure to include the prices. Click here to view: Big Mac Index

 
4. Why do you think the EU adopted the same currency (view the EU's answer)?

 
5. What currency did you bring in? What VALUE does it have?
http://www.xe.com/





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TASK 4: Creating an INFOGRAPHIC
1. Question to Address
2. Where to get the data/cite it
3. How you want to see it (sketch it out)
4. Make it GORGEOUS.
5. Title and caption it.

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HOMEWORK: 
1. Currency CHART (if you are Wade, Sabrina, Chelsea, Riley, Sebastian, Elijah, Abi and Cheyanne, you do not have to do this for HW!)
    1) Go to xe.com and to chartgo.com
    2) Figure out the DOLLAR exchange rate for five different currencies. 
    3) Use the data to create a basic bar chart. This should be ready to share digitally.



2. INFOGRAPHIC IDEA DUE Wednesday. You turn in the idea in the comment box BELOW with at least one data link.

3. DOCUMENTARY GROUP- owe TOMORROW in RenLab:
  Idea Chosen, Format Chosen, Partner Chosen, and THREE CHUNKS Chosen

4/25: World History 1

DO NOW:
 1. Take out either a BILL or coined money (don't worry, you won't lose it).
 2. On a post-it note, write all of the security measures developed to protect the value of money.
 3. Also on the note, tell me the three functions of money?

POD:
1. Do Now
2. HW Review- On pg. 5... draw an image to represent the function/job.
3. Pg 6: How do they MAKE money and who's they? Video support and flow chart.
4. Pg 8 and reading: What factors influence the VALUE of MONEY?
5. Pg. 9 for reflection.


pg. 6: How Money is Made Resources:
1. http://money.howstuffworks.com/54-how-money-is-made-video.htm
2. http://youtu.be/9mvoPWl4VDE
3. http://youtu.be/X131p3S_XqI

pg. 8: What factors influence the VALUE of MONEY?
http://www.usinflationcalculator.com/


HOMEWORK:
 1. Bring in any foreign money you have...
 2.  Complete pg. 7. Use this resource to assist you: http://www.pbs.org/wgbh/nova/ancient/history-money.html
 3. Complete pg. 12. Use your imagination (and innovative ideas) to assist you.

VI. How has money changed over time?
Create a timeline below, showing the evolution of money.

IX. What is the future of money?
You should be able to answer this question using clear writing with specific
reasons and examples. For example: In the future, money will be
___________ because _________. I think that it will work as
__________....

4/23- World History 1

DO NOW: Get into a group of no more than 5. Answer your QUESTION. Every person's handwriting MUST be on the paper. Distribute your GOODS. Now, PLAY.

Objective: To score most points, while satisfying basic needs.

Rules:

1.     Each group must meet basic needs.

2.     Try to make a profit

3.     Must cooperate and work together as a group.  It is essential that all members of the group participate.

4.     Shortest person is the group leader.

HOW DID YOU DO?

REFLECTION

____________________________________

POD:

1. Do Now: Barter Simulation

2. Intro to new unit- Highlight terms you need to know.

3.  GREEN BOOKLET- What is Money? (pg 2)

4.  Why money is "better" than bartering? (pg 3)

I. What is money? Money is any good that is widely used and accepted in transactions involving the transfer of goods and services from one person to another.  II. Why is money "better" than bartering? 

 III. What makes a money "good"? (pg. 4) At least 7 characteristics... Brainstorm if needed. HW: Research the three functions of money. Write them into the booklet on PG. 5. Put them into your own words to show that you have processed the information. NEW UNIT!! Global Price Indicators and Economics of FOOD

1. I can explain what motivates trade.
1. I can differentiate between needs and wants.
2. I can differentiate between barter, token, and money economies.
3. I can differentiate between local and global chains of distribution.
4. I can explain why China didn't 'discover' America.

2. I can determine influences on the price/value of a product.
1. I can describe Price Determinants: Point of origin, Distance traveled, Scarcity, Supply and demand, Levels of production (raw materials less expensive), etc.
2. I can connect price determinants using the historical example of the Silk Road.
3. I can explain the determinants behind food prices.

3. I can identify historical change and continuity within historical trade systems.
1. I can provide historical examples of economic systems: Classical World (Rome), Medieval Guild Systems, Triangle Trade (products, routes, people), Industrial Revolution
2. I can describe types of economies (capitalism, free market, Communism, socialism, mixed economies).
3. I can differentiate between levels of economic development (1^st level, 2^nd level, 3^rd level)
4. I can explain how advances in technology and transportation have economic impact.

4. I can explain how world resource distribution and global economic issues impact food inequalities.
1. I can determine how the natural resources of a location impact its economic performance.
2. I can explain Inequalities in resource development and distribution: developed vs. developing nations
3. I can explain why food Inequality exists.
4. I can explain how inflation and exchange rates impact the value of resources.
5. I can convince a reader to agree with my ideas.
1. I can draw evidence from informational texts to support analysis, reflection, and research
2. I can provide precise points and counterpoints to support a them
3. I can organize evidence to best support my writing
4. I can produce clear analytical writing
5. I can demonstrate my knowledge through writing

4/24: World History 2

DO NOW:
 1. Take out either a BILL or coined money (don't worry, you won't lose it).
 2. On a post-it note, write all of the security measures developed to protect the value of money.
 3. Also on the note, tell me the three functions of money?

POD:
1. Do Now
2. HW Review- On pg. 5... draw an image to represent the function/job.
3. Pg 6: How do they MAKE money and who's they? Video support and flow chart.
4. Pg 8 and reading: What factors influence the VALUE of MONEY?
5. Pg. 9 for reflection.


pg. 6: How Money is Made Resources:
1. http://money.howstuffworks.com/54-how-money-is-made-video.htm
2. http://youtu.be/9mvoPWl4VDE
3. http://youtu.be/X131p3S_XqI

pg. 8: What factors influence the VALUE of MONEY?
http://www.usinflationcalculator.com/


HOMEWORK:
 1. Bring in any foreign money you have...
 2.  Complete pg. 7. Use this resource to assist you: http://www.pbs.org/wgbh/nova/ancient/history-money.html
 3. Complete pg. 12. Use your imagination (and innovative ideas) to assist you.

VI. How has money changed over time?
Create a timeline below, showing the evolution of money.

IX. What is the future of money?
You should be able to answer this question using clear writing with specific
reasons and examples. For example: In the future, money will be
___________ because _________. I think that it will work as
__________....

4/22: World History 2- Global Price Indicators

DO NOW: Get into a group of no more than 5. Answer your QUESTION. Every person's handwriting MUST be on the paper. Distribute your GOODS. Now, PLAY.

Objective: To score most points, while satisfying basic needs.

Rules:

1.     Each group must meet basic needs.

2.     Try to make a profit

3.     Must cooperate and work together as a group.  It is essential that all members of the group participate.

4.     Shortest person is the group leader.

HOW DID YOU DO?

REFLECTION

____________________________________

POD:

1. Do Now: Barter Simulation

2. Intro to new unit- Highlight terms you need to know.

3.  GREEN BOOKLET- What is Money? (pg 2)

4.  Why money is "better" than bartering? (pg 3)

I. What is money? Money is any good that is widely used and accepted in transactions involving the transfer of goods and services from one person to another. 



II. Why is money "better" than bartering? 

 III. What makes a money "good"? (pg. 4)
At least 7 characteristics... Brainstorm if needed.

HW: Research the three functions of money. Write them into the booklet on PG. 5. Put them into your own words to show that you have processed the information.



NEW UNIT!! Global Price Indicators and Economics of FOOD

1. I can explain what motivates trade.
1. I can differentiate between needs and wants.
2. I can differentiate between barter, token, and money economies.
3. I can differentiate between local and global chains of distribution.
4. I can explain why China didn't 'discover' America.

2. I can determine influences on the price/value of a product.
1. I can describe Price Determinants: Point of origin, Distance traveled, Scarcity, Supply and demand, Levels of production (raw materials less expensive), etc.
2. I can connect price determinants using the historical example of the Silk Road.
3. I can explain the determinants behind food prices.

3. I can identify historical change and continuity within historical trade systems.
1. I can provide historical examples of economic systems: Classical World (Rome), Medieval Guild Systems, Triangle Trade (products, routes, people), Industrial Revolution
2. I can describe types of economies (capitalism, free market, Communism, socialism, mixed economies).
3. I can differentiate between levels of economic development (1^st level, 2^nd level, 3^rd level)
4. I can explain how advances in technology and transportation have economic impact.

4. I can explain how world resource distribution and global economic issues impact food inequalities.
1. I can determine how the natural resources of a location impact its economic performance.
2. I can explain Inequalities in resource development and distribution: developed vs. developing nations
3. I can explain why food Inequality exists.
4. I can explain how inflation and exchange rates impact the value of resources.
5. I can convince a reader to agree with my ideas.
1. I can draw evidence from informational texts to support analysis, reflection, and research
2. I can provide precise points and counterpoints to support a them
3. I can organize evidence to best support my writing
4. I can produce clear analytical writing
5. I can demonstrate my knowledge through writing

SPRING BREAK WORK:

1. Watch Episode 2 of GGS:




2. Answer the questions below into the worksheet: Click here if the worksheet below doesn't appear.

4/8: World History 1 and 2

LT: I can tell where my food comes from.
LT: I can explain how human innovation impacts food.
LT: I can describe how food can be used to show historical change and continuity. -->
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DO NOW: Use the stickers to show where you are in your learning right now for the following LTs (each person needs three stickers).


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FieldWork Journal Review:
 Grab a FW journal, flip through it. What Qs do you have?
________________________________________________
Historical Context for Coggeshall:
  
________________________________________________
FieldWork HW Expectations:

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HW for Coggeshall Farm & Museum (Due Wed, April 10)

1.   Peruse through the PhotoStream: http://flic.kr/ps/Sgu8R

2.   Read Pg. 4-5 and answer the questions.

3.   Read through the rules below for proper conduct at CFM

·      Watch your step!   Our grounds and buildings are like those of 18th century Rhode Island, and may be rougher than expected.

·      Do not walk or climb on walls, fences, or trees.

·      Do not feed livestock without the permission of a staff member.

·      Carry out all trash.  Remember that the grass you walk on is food for the museum's livestock, and must be kept clean of plastic and refuse for their health.

·      Do not attempt to pick up or hold livestock without permission of a staff member.

·      All dogs must be leashed.  Fowl and other animals free range on the grounds and dogs, however docile, may startle, injure, or kill livestock.

·      Do not enter pens, pastures, or barns containing livestock without permission of a staff member.

** Violation of any of these specific rules will result in immediately issued detention. No redirects first.

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HW for Swiss Village Farm Foundation (Due Thurs., April 11)

Read Pg. 9-10 and answer those questions. Create four questions to ask at SVF, write them on the back of the FW journal.