IB Econ Lesson for Thursday

IB Economics: Your task for today is to find an article and outline your IA plan. Pay attention to all of the criteria in the scoring guide/peer editing form. In particular, work out what graph you are going to use and how you are going to effectively apply it to your commentary.

What are you going to evaluate? If there are inherent trade-offs in the type of action (tariff perhaps?) that is taking place in your news article, what specific conditions change the weight of the pro’s and con’s?

Think about how that nation’s economy works; do they have to import most of their goods? Are they an export based economy? Is it likely that domestic production is going to replace imports?

You should leave class with a pretty comprehensive outline. Since we are still covering some of the points in the syllabus, you may need to add additional points as you learn.

(Remember to check the date of the article, and use a new source.)

World History 10 Lesson for Wednesday

Read the section in the text on the American Revolution (640-645) and answer these questions at the end: 1-7 and 9. For number 9, choose on of the topics in the prompt to write a paragraph about.(separation of powers, basic rights of freedom, and popular sovereignty)

I will collect your work on Tuesday, but your teacher (substitute)  may want to go over your responses in class if there is time. Listen to other folks ideas, like we do in a Socratic seminar, and see if they had ay thoughts you want to add to your writing.

If you have extra time, try to find out more about the relationship of Turkey and Russia with regards to the Syrian civil war. In what ways are they allies, and what tensions exist between them? Bonus points for whoever finds the “best” source! Try applying the OPCVL tool to a news source. How is this different from using OPCVL for a primary source from history?

Link to text:

http://www.msturnbull.com/uploads/3/8/1/3/38134823/chapter_22_enlightenment_and_revolution.pdf1

Revolutions- How do we know?

Many revolutions begin with a story, a common understanding of what is going on. We have talked about “preference cascades” and the ways in which

 

Background

Thomas Paine’s Common Sense played no small part in convincing large numbers of Americans to relinquish an English identity and risk their lives for the cause of freedom, revolution and a new nation. In his modest pamphlet of 46 pages, Common Sense, Paine put forth the first comprehensive, public call for independence, advancing arguments that far exceeded previous critiques of English rule in their radicalism and scope. It quickly reached a broad, mass audience, extending beyond the literate public as colonists read it aloud in a wide variety of settings. George Washington, for example, was so affected by Common Sense that he relinquished all personal hope of mending fences with England and ordered the pamphlet to be distributed to his troops.

Common Sense made a clear case for independence and directly attacked the political, economic, and ideological obstacles to achieving it. Paine relentlessly insisted that British rule was responsible for nearly every problem in colonial society and that the 1770s crisis could only be resolved by colonial independence. That goal, he maintained, could only be achieved through unified action. Hardnosed political logic demanded the creation of an American nation. Implicitly acknowledging the hold that tradition and deference had on the colonial mind, Paine also launched an assault on both the premises behind the British government and on the legitimacy of monarchy and hereditary power in general. Challenging the King’s paternal authority in the harshest terms, he mocked royal actions in America and declared that “even brutes do not devour their young, nor savages make war upon their own families.”…(edited for length)…Paine, despite his immigrant status, was on familiar terms with the popular classes in America and the taverns, workshops, and street corners they frequented. His writing was replete with the kind of popular and religious references they readily grasped and appreciated…As historian Scott Liell argues in Thomas Paine, Common Sense, and the Turning Point to Independence: “[B]y including all of the colonists in the discussion that would determine their future, Common Sense became not just a critical step in the journey toward American independence but also an important artifact in the foundation of American democracy”

A handy timeline of the American Revolution:

http://www.pbs.org/ktca/liberty/chronicle_timeline.html

Read the excerpt from Common Sense, and answer the attached questions. Be prepared to share your answers in class.

College planningLinks and info from 3/6

This is based on the presentation by Counsellor O’Quinn on 3/6.

http://www.actstudent.org

College Board: go for SAT as alternative/addition to ACT (which you will take in school)

Pathway to college: check in with your mentor. There are several date-dependent tasks, it helps to have guidance.

Choosing a college: If you did not get the handout I can make you one.

Talk to your family about expectations about life after high school. (Both plans and finances.) It is easier to adjust plans when they change earlier.

Oregon Promise: tuition and fees for up to 2 years (approx.) are covered. If youare planning on finishing a 4 year degree you need to work with counselors at PCC to make sure the classes you take are transferable. Some 4 year schools have scholarships for freshmen that are not available to transfer students. (Many relate to Pell grant eligible students.)

Jan 15 is a pretty common (but not universal) due date for applications. Plan back from that date.

Play around with prospective schools’ websites.

May 23, 1:30 Private college application process.

May 25, 1:30 Public college application process.

Khan Academy: Partnership with college board for test prep based on PSAT scores.

Letters of Rec: Give O’Quinn an informal teacher recommendation form before she leaves!