1. Warm Up Questions
   1. For school lunches, one’s gotta go (pizza, chicken sandwich, peanut butter and jelly sandwich, or hamburger). Which one and why?
   
   
2. Discuss Unit 1 Test
   
   
3. Review Unit 1 Essential Questions
   
   
4. Sourcing Introduction
   Using the sources about the lunch room fight, figure out what happened and who was responsible (Google Classroom)

1. Warm Up Questions
   1. Why was 1750 chosen as the starting point for this course?
   2. What are the best toppings to put on pizza?
   
   
2. Finish Unit 1 Overview Video
   Watch the video and answer the questions (Edpuzzle)
   
   
3. Present Unit 1 Quiz
   See directions from Thursday

1. Warm Up Questions
   1. One’s gotta go (wealth, power, water, food). Which one and why?
   
   
2. Unit 1 Overview Video
   Watch the video and answer the questions (Edpuzzle)
   
   
3. Work on Unit 1 Quiz
   See directions from Thursday
   
   
4. Finish Unit 1 Quiz (Homework--Due Tomorrow)

1. Warm Up Questions
   1. In his 1963 book, what evidence did William McNeill provide to support his opinion that “the west is the best”?
   2. Which option for the Unit 1 quiz are you choosing? Why?
   
   
2. Finish "Rise of the West" Article Analysis
   Use the Three Close Reads worksheet to read and analyze the article
   
   
3. Work on Unit 1 Quiz
   See directions from yesterday

1. Warm Up Questions
   1. What are the three “frames” through which we will view world history?
   2. What part of the world are we referring to when we say “the west”?
   
   
2. Finish Claim Testing--Introduction
   Answer the final evaluation question
   
   
3. Discuss Unit 1 Quiz (Due by or presented on Tuesday, August 30th)
   You will choose one of the three assessments:
   1. Work with a partner to create an 8 line rhyming poem that:
      1. Identifies and explains what claim testers are...and what they do.
      2. Explains each of the four claim testers
      3. You will need to read the poem to the class
   2. Work individually to create a ‘foldable’ that addresses how frames can be useful to make sense of history. Your foldable should:
      1. Include at least 5 of the Unit 1 vocabulary words
      2. Identify what historians can see when they use each frame
      3. Include artwork and explanations related to your response
      4. Include an explanation of what each frame is and how it works
      5. Remember to use your own words.
   3. Complete an individual 1-on-1 interview with Mr. Yauger or Mr. Lee and explain the following:
      1. Identify what claim testers are...and what they do.
      2. Identify the three frames and give examples of what historians can see when they use each frame.
      3. Explain why a single story is dangerous.
      4. Come to the interview with prepared responses to these prompts.
   
   
4. Continue "Rise of the West" Article Analysis
   Use the Three Close Reads worksheet to read and analyze the article

1. Warm Up Questions
   For each of the following statements, which of the four claim testers (intuition, authority, logic, or evidence) would apply?
   1. To determine who is the greatest quarterback of all time, I looked at stats like passing yards and touchdowns.
   2. I say that a hot dog is not a sandwich because it's just not.
   3. The auto mechanic says that my brakes are very worn and I should replace them as soon as possible.
   4. My cat likes his food a little bit soft, so he'll drop some in his water bowl and then scoop them out with his paw.
   
   
2. Finish Claim Testing--Introduction
   Within groups, students will determine which claim tester (intuition, authority, logic, or evidence) goes with each statement
   
   
3. Frames--Introduction
   Watch the video and answer the questions
   
   
4. "Rise of the West" Article Analysis
   Use the Three Close Reads worksheet to read and analyze the article

1. Warm Up Questions
   1. What are the dangers of a “single story”?
   2. What are the four “claim testers”?
   
   
2. Continue Claim Testing--Introduction
   Within groups, students will determine which claim tester (intuition, authority, logic, or evidence) goes with each statement

1. Short Histories of the World Quiz
   
   
2. More Class Info
   Discuss unit essential questions and vocabulary
   
   
3. The Danger of a Single Story
   Watch the video and answer the evaluation questions
   
   
4. Claim Testing--Introduction
   Within groups, students will determine which claim tester (intuition, authority, logic, or evidence) goes with each statement
   
   
5. Unit 1 Essential Questions (Homework--Due the day of the unit test)

1. Finish Reviewing Unit 1 DBQ Documents
   
   
2. Unit 1 DBQ Essay
   
   
3. Study for Short Histories of the World Quiz (Homework)

1. Present Short Histories of the World
   Group presentations
   
   
2. Review Unit 1 DBQ Documents

1. Finish Draw Your History
   On the back of your paper, answer the following questions:
   1. Why did you pick the facts and events that you picked?
   2. You only had a few minutes to draw your entire history - how did you decide what was important enough to include?
   3. Is it possible for a “history of you” to ever be complete? What would it mean for the history to be complete? How could you tell? How long do you think it would take to write or draw it?
   
   
2. Short History of the World
   With your group write a short history of the world. You have 20 minutes to write a minimum of 200 words. Don’t worry about being “right” or “wrong." You can include any people, any places, any inventions - ANYTHING that is part of the history of the world. Try to identify 3-4 MAJOR moments in the history of the world. Each group's history will be read to the class.

1. Finish Is a Hot Dog a Sandwich?
   Answer questions
   
   
2. Draw Your History
   Take 5 minutes to draw a “history of you”—your own personal history. This won’t be graded, and you shouldn’t get stressed out about whether you’re a good artist. You can use text to label your pictures, stick figures for people, however you want to do it is fine.

1. Is a Hot Dog a Sandwich?
   Answer questions

1. Survey Says...
   Teachers answer the questions from the Student Survey
   
   
2. J-9 Core Beliefs
   Watch presentation and videos about Empathy
   
   
3. Get Acquainted
   Fine someone who... has each of those attributes and fill our your chart with signatures
   
   
4. Parent/Guardian Contact Sheet (Homework--Due Monday)
   Take syllabus home and have parent(s)/guardian(s) fill out the Contact Sheet

1. Class Information
   Review syllabus and course description
   
   
2. Why Study History? Video
   
   
3. Student Survey
   Answer questions
   
   
4. Parent/Guardian Contact Sheet (Homework--Due Monday)
   Take syllabus home and have parent(s)/guardian(s) fill out the Contact Sheet