Why Do Societies Collapse?

With a small group, discuss the following questions. Choose someone to read the question out loud, and direct the discussion so that each person can offer his/her opinion on the topic. Have another student record the group’s response and choose a third student to report the information gathered to the class in a discussion.

Assessment: I will observe student behavior during their discussion and during the creation of their self-portrait. Also, I will assess students’ ability to come up with 10 positive

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

We coordinate interactive lesson plans by evaluating each student from a comprehensive test that demonstrates their oral and written skills. This assessment helps us identify the student’s strengths and weaknesses to define the tutoring lesson plans that will be most effective. Upon completion of the test, our tutoring center director will discuss the test results with the student’s parent or guardian.

The unit of work will start by exploring how individual identity is built up of a combination personal experiences and social experiences. The context of this unit of work is that it starts after students have started to develop a sense of what their personal identity in previous lessons. The lessons now start to look away from the micro and more towards the meso through understanding the role of location as identity, particularly issues like nationalism and global citizenship. This lesson was left in the unit of work because it shows a lesson where students of different cultural backgrounds can contribute to the discussion in their own way. Students have room to argue that through the process of globalisation their family may have moved to Australia and this experience is a change in their identity while an equally valid argument can be made that because of

Participate in class discussion by posting a total of 6 notes over 3 or more days. Initial answers to the Discussion Questions count toward the participation requirement.

You will find at least two people to participate in this discussion with you. They could be classmates from other courses and friends but they can`t be siblings. They should be roughly your age, if possible, so you can have a thoughtful discussion with peers. You will set a time and place for the discussion and share the Discussion Guidelines for them to read prior to the discussion.

Describe your teaching functions during activity. Review the textbook for items to be included in this discussion. At least 3 must be discussed. Include the list of feedback statements to your class (see handout). Complete the handout. Staple the handout to your

The word “collapse” has a number of connotations associated with it. Some view it exclusively the degradation of societies of the highest order. Others see it as the complete disintegration of economic prospects and commerce. Some even think of it political ruin with the demise of states and ruling factions that maintain order. The most general definition for collapse can includes elements from these three viewpoints. American anthropologist and historian Joseph A. Tainter is best known for his writings on societal collapses. In 1988 he published his most widely recognized work, The Collapse of Complex Societies.

Graphing Function Applet Activity – Using the given scenario, pairs will complete the graphing investigation on the computer applet (http://cs.jsu.edu/~leathrum/Mathlets/grapher.html). Consider having the following questions on a sheet for students to answer as a pair: What do the graphs look like? Have them draw a sketch of the graphs. Have students consider the realistic values for x and y. Have students find the y-intercept for both functions.

The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,

to the topics to be discussed in class. We will proceed on the assumption that you have done the