Daily Class Log
The Day's Agenda is typically up no later than 3:00 pm each day.
*For items found in Google Classroom click here. Will need student's Google login to access.
*Agendas are also found on Facebook
*For items found in Google Classroom click here. Will need student's Google login to access.
*Agendas are also found on Facebook
Monday, April 10
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about common features of early civilizations
--Success Criteria: I can identify and explain ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication (W2.1.3)
Critical Thinking Activity: Thinking about Ancient Egypt's Geography, compare and contrast it to the geography of Ancient Mesopotamia. Give your response in a paragraph.
--Pair/Share, Discuss
1. Content Quiz, in Illuminate---Can use any notes/assignments (From Friday)
2. Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along (From Thursday)
3. Reading notes: pg. 48-53
--Ancient Egypt
4. Content Quiz Thursday (No School Friday)
Friday, March 31
BRING HEADPHONES/EARBUDS
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations. Be successful on my quiz.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on the quiz.
--Critical Thinking Activity: None
1. Content Quiz, in Illuminate---Can use any notes/assignments
2. Finish from yesterday: Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along
Thursday, March 30
BRING HEADPHONES/EARBUDS
Pick up questions on the table
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: None
1. Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along
2. Content Quiz tomorrow. All notes/assignments can be used.
Wednesday, March 29
**You do NOT need computers today**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
Critical Thinking Activity: None
*Second hour only: If you did not have notes finished yesterday and do today, please have them ready to show me when I ask to see them.
1. Go over notes, pg 39-46
https://docs.google.com/presentation/d/1wwgW6QrqTdTfaSukXso4WYk4SSXnGR_IxA39NDu7FBQ/edit#slide=id.p23
2. Exit questions (End of the notes/slides)
3. Content Quiz Friday
Tuesday, March 28
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: Looking at the map on pg. 39, why do you think the Great Pyramid and Sphinx was built so close to the Nile Delta? Explain in a paragraph.
1. Pair/Share, Discuss
2. Have reading notes pg. 38-41 out to be checked for a grade
3. Finish Video: Intro to Ancient Egypt https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
4. Page 42-46 Reading Notes (Ancient Egypt).
5. Q & A: Like Ancient Mesopotamia, Ancient Egypt had a surplus of food. Having a surplus of food freed others up to be able to do what? Answer in the Google Classroom in the Google Doc provided.
6. Content Quiz Friday
Monday, March 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: Using only your book, find the longitude and latitude of: Paris (France), Tokyo (Japan), and Moscow (Russia). Write your answers on a scrap sheet of paper.
1. Pair/Share, Discuss
2. Go over the Guided Reading
3. Finish Reading Notes pg. 38-41 from Wednesday
4. Finish Video: Intro to Ancient Egypt https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
5. Begin reading/taking notes pg. 42-46 Ancient Egypt notes.
6. Content Quiz Friday
Friday, March 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers and common features of civilizations. Be proficient on the Content Quiz.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on the quiz.
--Critical Thinking Activity: None
1. Content Quiz
2. Make up missing quiz from last week. Check Illuminate.
3. Finish Ancient Egypt Guided Reading, if not completed.
4. Finish Ancient Egypt Reading notes (pg. 38-41), if not completed.
5. Ancient Egypt Video: https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
Thursday, March 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: 1. List the Five Themes of Geography. 2. Then, use two of those themes to explain features of Ancient Egypt. Explain in a paragraph.
1. Pair/Share, Discuss
2. Finish up Tuesday's Vocabulary--handed out
3. Go over Tuesday’s Egyptian Vocabulary
4. Ancient Egypt Guided Reading worksheet--handed out
5. Read pg 38-41, take notes
6. Content Quiz tomorrow--Bring notes/assignments to use
Wednesday, March 22--1/2 Day (P/T Conferences)
YOU DO NOT NEED A COMPUTER TODAY
1. If you did not receive an Ancient Egypt Vocabulary yesterday, pick one up on the table.
2. Get started/continue the vocabulary sheet. Use the page numbers at the top of the sheet.
--Define the term
--Draw a picture of the term. Be detailed.
3. Due today for a grade?
4. Content Quiz Friday
Tuesday, March 21
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: In Google Classroom from YESTERDAY, respond the the following question: When thinking about Ancient Mesopotamia what idea, invention, person, etc. do you feel had the greatest impact on not only Mesopotamia, but the world thousands of years later (present day). Please write in at least a paragraph.
1. Pair/Share, Discuss CTA
2. Listing--List out as many ideas about Ancient Egypt you can think about WITHOUT using the computer, phone, or book.
3. Ancient Egypt Vocabulary--Pick up after you have completed CTA and Listing.
--Define the term, then draw out a picture explaining your comprehension of the term.
4. Content Quiz Friday--Can use notes/assignments
Monday, March 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). --Critical Thinking Activity: None
1. Go over these items from the previous week: 1. CTA Comparing/Contrasting Ancient Mesopotamia and Ancient Egypt, 2. pg. 17-23 reading questions, and 3. Video questions: Mesopotamia Nomads to Farmers.
2. Exit: In a paragraph, respond the the following question: When thinking about Ancient Mesopotamia what idea, invention, person, etc. do you feel had the greatest impact on not only Mesopotamia, but the world thousands of years later (present day).
3. Pair/Share, Discuss
4. Content Quiz Friday
5. 6th hour only: Report Cards
Friday, March 17
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations. Be proficient on my quiz today.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on my quiz.
--Critical Thinking Activity: None
1. Content Quiz--Notes/assignments can be used. Found in Google Classroom.
2. Finish up anything not completed from Thursday/the week. Including Video Questions!
3. Read through Hammarabi's Code of Laws: http://www.phillipmartin.info/hammurabi/hammurabi_law001-50.htm
4. After reading through Hammarabi's Code of Laws, explain what your reactions are.
--What is your opinion? Fair? Unfair? How do you think the Mesopotamia Society responded? How would they be viewed today? Found in Google Classroom
Thursday, March 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: In a paragraph, explain the difference between the Fertile Crescent and Mesopotamia. Answer in comments section below.
1. Pair/Share, Discuss
2. If not finished with:
A. Reading questions pg. 17-23 (Ancient Mesopotamia)
B. Monday's CTA (Compare/Contrast Mesopotamia and Egypt)
C. pg. 17-23 reading notes
---These need to be finished and shown to me for credit, last day!
3. Continue Thursday's video/questions..........https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False
4. Exit: In a paragraph, name one thing you learned from the video and explain the importance of it to Mesopotamia. Answer in the Google Classroom and turn in.
5. Discuss findings/questions response from video
6. Content Quiz tomorrow
Wednesday, March 15
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: In a paragraph, explain what social classes were in Ancient Mesopotamia and how a person's "rank" in society was determined.
1. Go over CTA, Pair/Share, Discuss
2. Reading questions pg. 17-23 (Ancient Mesopotamia), Monday's CTA, and/or pg. 17-23 reading notes if not complete. All need to be completed by the end of the class period.
3. Mesopotamia Video: Nomads to Farmers and video sheet............https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False (13:58)
4. Content Quiz Friday--Notes/Assignments can be used.
Tuesday, March 14
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: Yesterday we touched on inventions of Ancient Mesopotamia/Sumer. Explain in a paragraph how ideas/inventions of Ancient Mesopotamia (Ex. Geometery, sailboat, etc.) spread.
*Any Final Exams to be made up need to see me ASAP.
1. Pair/Share, Discuss
2. Time to work on pg. 17-23 Reading questions from Monday.
3. Begin going over the Reading Questions with 10-15 minutes left in class.
4. Content Quiz Friday
Monday, March 13
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
Critical Thinking Activity: comparing/contrasting Mesopotamia and Egypt questions.docx (Do only Mesopotamia side). Found in Google Classroom
*Any Final Exams to be made up need to see me ASAP.
1. Go over CTA, Pair/Share/Discuss
2. Mesopotamian Civilization.pptx (review first 10-11 slides, finish up the rest) Found in Google Classroom.
3. Jot down any information you do not have into your notes.
4. Reading questions (pg. 17-23).......found in Google Classroom/Google Docs
5. Content Quiz Friday.
Thursday, March 9/Friday, March 10
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on my T2 Final Exam.
--Success Criteria: To show growth from the pretest and score at least 80% on the T2 Final Exam, which, is proficient by the district.
--Critical Thinking Activity: None
1. Log into Illuminate, go to Assessments
2. T2 Final Exam
3. When you are finished, have something to do (study for another exam, read, homework, make up missing quizzes in illuminate, word search). No computer games, phone use, drawing, rubic cube, use the time to better yourself in this or another class.
4. Good Luck!
Wednesday, March 8
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. T2 Review--Kahoot
2. Take any final questions/problems/concerns
3. Make up Final Countries Test (From Friday)
4. Trimester 2 Final Exams--Thursday/Friday (20% of final grade)
5. After each Social Studies hour the study guides will be coming down.
6. If you choose to work on your study guide instead of Kahoot, that is fine.
Tuesday, March 7
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Time to work on T2 Study Guide
2. Load completed version of study guide into the Google Classroom
--Students can verify correct answers
3. Make up Final Countries Test (From Friday)
4. Trimester 2 Final Exams--Thursday/Friday (20% of final grade)
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, March 6
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Time to work on T2 Study Guide in class
2. Make up Final Countries Test (From Friday)
3. Trimester 2 Final Exams--March 9/10 (20% of final grade)
4. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Friday, March 3
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: Score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Final Countries Test--Today!
2. Work on T2 Study Guide
3. Complete any missing quizzes in Illuminate
4. Finish up taking notes pg. 17-21
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Thursday, March 2
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: In a paragraph, describe Mesopotamia's location using two of the Five Themes of Geography we have learned about this year.
1. Pair/Share, Discuss
2. Go over pg 17-20 reading notes
3. Final Countries Test March 3 (Tomorrow)........if not taking, bring study guide to work on.
4. Trimester 2 Final Exams--March 9/10
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Wednesday, March 1
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Go online (Google) and find two fun facts about Ancient Mesopotamia, then summarize, in a paragraph, those two facts in the Google classroom. See who can find the funniest, most shocking, or grossest. Be sure to include the web address in your summary to give credit to the author/publisher.
1. Pair/Share, Discuss
2. Go over Agricultural Settlements chart, in Google Classroom. Verify/compare your answers with answer key.
3. Continue working on reading notes from pg. 17-21 "Mesopotamian Civilization."
--Go around and mark with a highlighter on students paper where they begin the day to show progress through the hour.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Tuesday, February 28
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: None
1. Finish up Agricultural Settlements Chart--Google Classroom from Monday
2. Reading/taking notes on pg. 17-21 "Mesopotamia Civilization"
3. Final Countries Test March 3
4. Trimester 2 Final Exams--March 9/10
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, February 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Looking at the map on pg. 17, explain what you think MESOPOTAMIA means and then explain why you think the Fertile Crescent played a role in the rise of a major civilization.
1. Pair/Share, Discuss
2. Agricultural Settlements Chart--Google Classroom
3. When finished with chart: Read pg. 17-20 "Mesopotamia's Civilization" and take notes.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, February 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Looking at the map on pg. 17, explain what you think MESOPOTAMIA means and then explain why you think the Fertile Crescent played a role in the rise of a major civilization.
1. Pair/Share, Discuss
2. Agricultural Settlements Chart--Google Classroom
3. When finished with chart: Read pg. 17-20 "Mesopotamia's Civilization" and take notes.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Friday, February 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To be successful on my quiz(zes).
--Success Criteria: Score at least 80% on my quiz(zes) which is proficient according to the district.
--Critical Thinking Activity: Summarize the 4 part video you watched this week titled From Hunter Gatherers to Farmers. Things to think about, consider, and explain, but not limit to: What surprised you the most? What impact did the change have on people? What theories maybe do you disagree with? And why? Etc. Your summary, your ideas. Needs to be a half page. Respond in the Google Doc found in the Google Classroom.
1. Content and Countries Quiz
2. Pair/Share, Discuss
3. If you were absent yesterday, see me to get a T2 Study Guide and sign for it.
4. Finish From Hunter Gatherers to Farmers videos
5. Make up any missing quizzes in Illuminate
6. Study for Final Countries Test---Next Friday
7. Work on T2 Study Guide---March 9/10
Thursday, February 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer to Farmer Video: Part 4
1. Pair/Share, Discuss
2. Finish up going over pg. 13-15 Reading Notes? (2nd Hour)
3. Go over reading/questions 13-15
4. Go over Paleolithic/Neolithic T-Chart (from Tuesday)
5. Content and Countries Quiz #3 Friday--Last Countries Quiz!
6. Final Countries Test March 3--Next Friday!
7. Trimester 2 Final Exam Study Guide in Google Classroom
8. Trimester 2 Final Exams--March 9/10--2 weeks from today/tomorrow!
*T2 Study Guide handed out and signed for.
Thursday, February 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer to Farmer Video: Part 4 (Wait to do after we go over #3,4, and 5 below)
1. Hand out and sign/date for T2 Study Guide.
2. Pair/Share, Discuss
3. Finish up going over pg. 13-15 Reading Notes? (2nd Hour)
4. Go over reading/questions 13-15
5. Go over Paleolithic/Neolithic T-Chart (from Tuesday)
6. Content and Countries Quiz #3 Friday--Last Countries Quiz!
7. Final Countries Test March 3--Next Friday!
8. Trimester 2 Final Exam Study Guide in Google Classroom
9. Trimester 2 Final Exams--March 9/10--2 weeks from today/tomorrow!
Wednesday, February 22
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer Video: Part 3
1. Pair/Share, Discuss
2. Finish up Paleolithic/Neolithic T-Chart from Tuesday
3. Go over pg. 13-15 Notes (Neolithic)
4. Go over Reading Questions pg 13-15 (Neolithic)?
5. Content and Countries Quiz #3 Friday
6. Final Countries Test March 3
7. Trimester 2 Final Exam Study Guide in Google Classroom
8. Trimester 2 Final Exams--March 9/10
Tuesday, February 21
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can be successful on my Practice Final Countries Test. Look at regions of Eastern Hemisphere being populated.
--Success Criteria: Score at least 60% (39/64) on Practice Final Countries Test. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
Monday, February 20--No School
Friday, February 17
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on quizzes. Look at regions of Eastern Hemisphere being populated.
--Success Criteria: Score at least 80%, which is proficient. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
1. Content and Countries Quiz
2. Finish up Reading notes pg. 13-15.
3. Finish up Reading Questions pg. 13-15
4. Video: Paleolithic and Neolithic: Part 1 From Hunter Gatherer to Farmer https://www.youtube.com/watch?v=CJLHewx6PHQ
5. Final Countries Test March 3
6. Practice Final Countries Test Tuesday--Last one!
7. Trimester 2 Final Exam Study Guide in Illuminate--Exams March 9/10
Thursday, February 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Found in Google Classroom. Cause and Effect: If the discovery of fire is the cause, list four effects.
1. Pair/Share, Discuss
2. Go over pg. 8-11 reading questions.
4. Start/Continue reading notes pg. 13-15
5. Reading Questions part 2. Hard copy or Found in Google Classroom (Yesterday)
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
8. Exit: How did domestication change the people of the Neolithic Age?
Wednesday, February 15
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: On a piece of scrap paper,put the following years in order on a timeline: 12 BC, 24 BC, 53 BCE, 4 BCE, 42 BC, 2 BC...........Create a timeline using 10 year intervals, then place the years in order on that timeline.
1. Pair/Share, Discuss
2. Go over pg. 8-11 reading notes. (Early Humans)
3. Go over pg. 8-11 reading questions
4. Start/Continue reading notes pg. 13-15
5. reading/questions 13-15. Found in Google Classroom (Yesterday)
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
8. Exit: One interesting thing you learned about the Paleolithic Era.
Tuesday, February 14
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: On a piece of scrap paper, put the following years in order on a timeline: 16 BC, 241 AD, 532 BCE, 44 CE, 2 BC, 13 AD...........Create a timeline using 100 year intervals, then place the years in order on that timeline.
1. Pair/Share, Discussion
2. Continue pg. 8-11 notes (Paleolithic Era).........Will be around to check for completion for a grade.
3. pg. 8-11 reading questions, using notes only. Found in Google Classroom (Yesterday)
4. Finished with 2 and 3 above? Read and take notes over pg. 13-15 (Neolithic times).
5. reading/questions 13-15. Found in Google Classroom (Today)--Do AFTER your reading and taking of notes pg. 13-15.
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
Monday, February 13
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: In a paragraph, describe what Pre-History, or Prehistoric Times was. When did it occur, What may have it sounded like? Looked like? What inventions or discoveries were created?
1. Pair/Share, Discuss CTA
2. Finish reading pg. 8-11, taking notes
4. Questions over reading section--Hard copy or found in Google Classroom
4. Read pg. 12-15, take notes
5. Content and Countries Quiz #2 Friday.
6. Final Countries Test--Friday, March 3
Friday, February 10
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on my quizzes. Look at regions of Eastern Hemisphere being populated. --Success Criteria: Score at least 80% on my quizzes. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
1. Content Quiz--EVERYONE takes this!
2. Countries Quiz #1--If you have tested out of the final you are exempt from these, everyone else takes it.
3. Start reading and taking notes over pg. 8-11 "Early Humans"
--Notes are not just vocabulary
--Pull out the important information from each section.
4. Make up any missing quizzes you may have.
Thursday, February 9
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at personal historical perspectives. Prepare for my Content Quiz tomorrow
--Success Criteria: I can compare and evaluate competing historical perspectives about the past based on proof. I can pass my Content Quiz with at least 80%.
--Critical Thinking Activity: Practice Content Quiz, you have 15 minutes.
1. Go over practice quiz
2. Work with a partner on finishing First Day of School Perspectives using “History Has Two Meanings” sheet--Found in Google Classroom.
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
4. Exit: Explain what you understand, or learned, about history from doing this assignment.
5. Content and Countries Quiz #1 Friday
Wednesday, February 8
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at personal historical perspectives.
--Success Criteria: I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: Start/Continue writing about first day of school this year. (Found in Google Classroom--Yesterday)
1. Compare First Day of School Perspectives using “History Has Two Meanings” sheet--Found in Google Classroom.
2. Exit: Explain what you understand, or learned, about history from doing this assignment.
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet…….if we have time
4. Content and Countries Quiz #1 Friday
Tuesday, February 7
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Work on Early Human Vocabulary, Look at personal historical perspectives.
--Success Criteria:I can learn vocabulary to help better understand the area of focus and improve my reading comprehension. I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: Have your Early Historians Vocabulary out read to go over.
1. Go over/Discuss Vocabulary
2. Assignment: Have students write about their first day of school this year. (Found in Google Classroom)
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
4. Content and Countries Quiz #1 Friday
Monday, February 6
-Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Work on Early Human Vocabulary, Look at personal historical perspectives.
--Success Criteria:I can learn vocabulary to help better understand the area of focus and improve my reading comprehension. I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: In your opinion, explain the greatest historical event you have witnessed or been a part of. Describe who was involved, when it happened, where it happened, how you witnessed the event, and why it is considered the greatest event to YOU. Your responses must be at least a half page. This is found in a Google Doc in the Google Classroom (Found in Google Classroom).
1. Pair/Share, Class Discussion
2. **Finish Vocabulary first.
3. Assignment: Have students write about their first day of school this year. (Found in Google Classroom)
4. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
5. Exit: Explain what you understand, or learned, about history from doing this assignment.
6. Content and Countries Quiz #1 Friday
Friday, February 3
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be Successful on my quizzes, Work on Early Human Vocabulary
--Success Criteria: I can score at least 80% on my quizzes, I can learn vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: None
Thursday, February 2
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: Found in Google Doc in Google Classroom
Wednesday, February 1
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: None
1. Pair/Share, Discuss
2. Continue/finish up TOOLS 1-5, 8-9 notes
3. Reading Questions: ONLY when you finish your notes. Use ONLY your notes to test how well you took notes. Pick them up at my desk.
4. Go over notes TOOLS 1-5?
5. Content and Countries Quiz #4 Friday.
Tuesday, January 31
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: In the Google Classroom in a Google Doc.
1. Pair/Share, Discuss
2. Continue/finish up TOOLS 1-5, 8-9 notes
3. Reading Questions: Use ONLY your notes to test how well you took notes. Pick them up at my desk.
4. Content and Countries Quiz #4 Friday.
Monday, January 30
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
Critical Thinking Activity: In Google Classroom (Doc), list the years in the correct order.
1. Pair/Share, Class Discussion
2. Go over Primary and Secondary Assignment from end of last week.
3. Continue/finish up TOOLS 1-5, 8-9 notes
--Go over first two paragraphs with students, demonstrate how to pull information.
--Not just writing down vocabulary.
4. Reading Questions (using only notes taken) over Pg. TOOLS 1-5, 8-9. Students must show their notes before receiving questions.
5. Content and Countries Quiz #4 Friday
Friday, January 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources and be proficient on my quiz(zes).
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources) and score at least 80% on my quiz(zes).
--Critical Thinking Activity: None
1. Content and Countries Quiz
2. Finish up Primary/Secondary Sources assignment. http://mrtaylor116.weebly.com/primarysecondary-sources.htm
3. Go over Primary/Secondary Sources Assignment (#2 above) last 15 minutes of class.
Thursday, January 26
1st/4th = 8:20-10:05 am = 1 hour 45 minutes
2nd/5th = 10:10-12:35 pm (w/lunches) = 1 hour 45 minutes + 30 minute lunch
3rd/6th = 12:40-2:30 pm = 1 hour 50 minutes
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: None
1. Today: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes. Test in Illuminate.
2. Finish up notes: Primary and Secondary Sources (Primary-and-Secondary-Sources-1.ppt)........when finished with test continue/begin on your own.
3. Finish going over notes as a class
4. Primary and Secondary Sources Assignment: http://mrtaylor116.weebly.com/primarysecondary-sources.html
5. Content and Countries Quiz #3 Friday
Wednesday, January 25
1st/4th = 8:20-10:05 am = 1 hour 45 minutes
2nd/5th = 10:10-12:35 pm (w/lunches) = 1 hour 45 minutes + 30 minute lunch
3rd/6th = 12:40-2:30 pm = 1 hour 50 minutes
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: None
1. Today: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes. Test in Illuminate.
2. Finish up notes: Primary and Secondary Sources (Primary-and-Secondary-Sources-1.ppt)........when finished with test continue/begin on your own.
3. Finish going over notes as a class
4. Primary and Secondary Sources Assignment: http://mrtaylor116.weebly.com/primarysecondary-sources.html
5. Content and Countries Quiz #3 Friday
Tuesday, January 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: Check Google Classroom. (Putting years in order using BC, AD, BCE, and CE).
Critical Thinking Activity:
1. Pair/Share, Class Discussion
2. Finish going over Vocabulary from Monday
3. Look at primary and secondary sources (Primary-and-Secondary-Sources-1.ppt).
4. Exit: What is the purpose of Primary and Secondary Sources?
5. Content and Countries Quiz #3 Friday
6. Wednesday/Thursday: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes.
Monday, January 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: Check Google Classroom. (Putting years in order using BC, AD, BCE, and CE).
1. Pair/Share, Discuss
2. Go over History Vocabulary.
3. Go over History Vocabulary Crossword.
4. Content and Countries Quiz #3 Friday
5. Thursday: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes.
Friday, January 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary and be successful on my quizzes
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension. In addition, pass the quizzes with at least 80%.
--Critical Thinking Activity: None
--Pair/Share/Discuss: None
1. Content and Countries Quiz #2. Have notes/Assignments for Content Quiz.
2. History Vocabulary. (Blue Books)--Continued from yesterday
--BCE: Before Current Era, CE: Current Era
3. History Vocabulary Crossword, if vocabulary is completed.
4. If you are finished with the above, feel free to watch the live stream of the Presidential Inauguration Activities found in the Google Classroom.
Thursday, January 19
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: In a paragraph, explain how you think B.C. and A.D. works in term or time and on timelines.
1. Begin Intro to History Vocabulary. (Blue Books)--Continued from yesterday
2. History Vocabulary Crossword, if vocabulary is completed.
3. Finish #1 and 2 above, study Countries #2 or organize your notes/assignments in your binder for tomorrow.
4. Content and Countries Quiz #2 Friday
Wednesday, January 18
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: I can learn vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: In a paragraph, explain what history is and how it plays a role in your life today.
1. Begin Intro to History Vocabulary .
2. Historical Vocabulary Crossword., if vocabulary is completed.
3. Content and Countries Quiz #2 Friday
Thursday, January 12-Tuesday, January 17: No School (PD Day, MLK Day, Snow Day)
Wednesday, January 11
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can take a quiz to show what I learned and my understanding through the Economics section.
--Success Criteria: Scoring at least 28/35 (80%), which would be considered proficient by the district.
--Critical Thinking Activity: None
1. Round up Quiz--General Economic questions/items covered since December. Do in Illuminate.
2. Webbing: Everything and anything you know about HISTORY.
3. Exit: Go over the most missed questions (scored 80% or less)...........you will see some on your Content Quiz tomorrow.
4. Content and Countries Quiz #2 tomorrow.
Tuesday, January 10--No School (Snow Day)
Monday, January 9
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor. I can be successful on my quizzes.
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated. Scoring at least 80% on my quizzes, which is considered proficient by the district.
--Critical Thinking Activity: Explain why you think we had you look for 20 products and where they were from in the Eastern Hemisphere.
1. Pair/Share, Discussion
2. Go over Chart Questions/Graphs from Wednesday.
--Discuss rankings, patterns that may emerge
--Graphs: Illustrate on the board
3. Discussion: Products From Around the World list/map
--What region of the world did most your items come from?
--Specifically, what country did most of your items from home come from?
--Why is most of all of our items coming from this region of the world (SE Asia)?
4. Exit: Rank the Top Three Most Important Countries for your household, based on the items you found.
5. Content and Countries Quiz #2 Thursday.
Friday, January 6
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor. I can be successful on my quizzes.
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated. Scoring at least 80% on my quizzes, which is considered proficient by the district.
Critical Thinking Activity: None
Content and Countries Quiz #1---Illuminate
Finish up Wednesday's Chart and Questions. Graph paper is on table by the door..
Products from Around the World list due.........turn into basket when you arrive in class.
Mapping exercise:
Pick up map on the table by the door.
Need Products From Around the World list
On the map, place the number of the product inside the country it is from.....EX. Product #3 produced in China, place the #3 in the country of China. Then color in the countries that you found products from.
Exit: What patterns do you see from the Comparing Economics chart we worked on the past two days?
Thursday, January 5
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor..
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated.
--Critical Thinking Activity: If China charged Germany a TARIFF of $1288 per BMW what is the total amount of $$$ China would make on 178 BMW cars?
1. Pair/Share, Class discussion
2. Finish up Economics chart from Tuesday. Will go over with 15 minutes left in class.
3. Graphing/Questions (worksheet) over the chart.
4. Exit: Pair/Share: From your chart, what trends do you see? Why do you think this is? What predictions can you make using this information?
5. Content and Countries Quiz #1 tomorrow.
6. Products from Around the world list due tomorrow, handed out yesterday.
Wenesday, January 4
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor..
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated.
--Critical Thinking Activity: Take the United States, China, North Korea, Sudan, Afghanistan, Germany. In a paragraph, predict what you think you will find out about the economies of these countries. Wealthy? Poor? In between? Major producers? Trade partners? Etc.? Explain why you think this to support your responses.
1. Pair/Share
2. Class Discussion
3. Comparing Economics Chart
*Using China, India, Indonesia, Bangladesh, and Germany.
*Collect information on the countries above in regards to: GDP-Per Capita, Unemployment Rate, GDP- Purchasing Power, Poverty, Import/Export Goods and Partners.
*Use https://www.cia.gov/library/publications/resources/the-world-factbook/index.html
4. Exit: Pair/Share: With a partner, explain if your predictions have turned out correct or incorrect. Explain why your feel the way you do.
5. Handout Products From Around the World sheet---due Friday.
6. Content and Countries Quiz #1 Friday
Tuesday, January 3
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can practice my Final Countries Test
--Success Criteria: Score at least 60% (39/64)
--Critical Thinking Activity: None
1. Practice Final Countries Test (Illuminate).
2. Have something to do when you are finished (read, make up work, homework from another class, etc.)
3. Extra Credit:
64-58: 4pts
57-52: 3pts
51-45: 2pts
44-39: 1pt
Thursday, December 22
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can be successful on my quizzes.
--Success Criteria: Scoring at least 80% on my quizzes.
--Critical Thinking Activity: none
1. Content and Countries Quiz #4. Found in Illuminate.
2. Holiday Celebrations Readings/Questions . Found in Google Classroom. Due by end of class.
Wedneday, December 21
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: In the Circular Flow Model, explain who is selling in the resources in the Market for Goods and Resources. Explain and support your answer in a paragraph.
1. Pair/Share, Discuss
2. Trade Restrictions story problems, go over.
3. Go over story problems.
4. Holiday Celebrations Readings/Questions. Found in Google Classroom.
5. Exit Question
6. Content and Countries Quiz #4 Thursday………..Today for 6th hour.
Tuesday, December 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: If a country has a democracy, what type of economy can you estimate or assume that country will have. Explain in a paragraph.
1. Pair/Share, Discuss
2. Trade Restrictions Story Problems .
3. Go over story problems (last 10-15 minutes of class).
4. Exit Question
5. Content and Countries Quiz #4 Thursday………..Tomorrow for 6th hour.
Monday, December 19
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production.
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: 1. According to your Circular Flow Model and class discussions, when looking at the Market for Resources, who is paying for the resources? 2. What is the term used to refer to the work to create a good or service?
1. Pair Share/Discussion
2. Trade Restrictions Video: https://www.youtube.com/watch?v=Y2X3KPilAt0
3. Discuss Video
4. Tariffs, Quotas, Embargoes reading handout .
5. Questions over hand out.
6. Go over questions/discuss.
7. Content Countries Quiz Thursday........Wednesday for 6th hour.
Friday, December 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production……..and I can explain purposes of government and differences in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: To be able to understand who is control with various economic systems and explain why specific government types have certain economic systems.
--Critical Thinking Activity: None
1. Content Quiz--May use any notes/assignments------>Illuminate
2. Countries Quiz #3---------->Illuminate
3. Finish up your Matching Government Types/Economy Types sheet
4. Go over your Matching Government Types/Economy Types sheet
5. Exit: India is the world’s largest democracy. Vietnam is a communist state. What type of economy do you assume each has? Why?
Thursday, December 15
--Grades: Daily Check Student Evaluation: Daily Update
--Goal: I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production……..and I can explain purposes of government and differences in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: To be able to understand who is control with various economic systems and explain why specific government types have certain economic systems.
--Critical Thinking Activity: When thinking about countries like North Korea and Cuba, what type of economic systems would you assume they had knowing their government types from looking at them in the past. Explain in a paragraph.
1. Pair/Share, Discuss
2. Finish Economics Systems Chart (Market, Command, Mixed, Traditional) together.
3. Assignment: Matching government type with economic type (15 minutes).
4. Go over Matching government type with economic type.
5. Exit: How might the circular flow model be different in a command economy?
6. Content and Countries Quiz #3 tomorrow.
Wednesday, December 14
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: Describe circular flow model and apply it to public services.
--Success Criteria: Be able to understand, detail, and explain how money and resources move through an economy.
--Critical Thinking Activity: What is a producer and what impact does a producer have on the Circular Flow Model? Explain in the Google Classroom.
1. Continue Circular Flow Model video questions and flip chart/notes.
2. Pair/Share CTA
3. In Google Classroom, the Economics Systems Chart (Market, Command, Mixed, Traditional) needs to be completed.
4. Exit-Found in Google Classroom
5. Content and Countries Quiz #3 Friday.
Tuesday, December 13
**BRING EARBUDS/HEAD PHONES**
Grades: Daily Check
Student Evaluation: Daily Update
Goal: Describe circular flow model and apply it to public services.
Success Criteria: Be able to understand, detail, and explain how money and resources move through an economy.
Critical Thinking Activity: Circular Flow Model Video (8:28): https://www.youtube.com/watch?v=2wM0jHL6TQs, video questions to follow along.
1. Pair/Share, Discussion--video/questions
2. Explain the idea of the Circular Flow Model in an everyday situation. Write your explanation in the Google Classroom.
3. Use Circular Flow Model Flip Chart to explain.
--Market for Resources
--Market for Goods and Services
4. Circular Flow Model handout--shows how model works. Student have for own reference.
5. Content and Countries Quiz #3 Friday
Monday, December 12--Snow Day
Friday, December 9
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can be successful on my quizzes.
Success Criteria: Score at least 80% on my quizzes.
Critical Thinking Activity: None
1. Content Quiz--Illuminate
2. Countries Quiz #2--Illuminate
3. Pass back T1 papers---Keep them! You can use on future quizzes and assignments.
Thursday, December 8
Critical Thinking Activity: None
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
1. Student rotations--Discuss drawing of each Econ Voc. term.
--Split students into two even groups, group A and group B.
--Then group A students will rotate group B partners discussing their vocab term drawings (kind of like how speed dating is set up).
--One minute per term, then rotate.
2. Come back as a whole class, discuss any misunderstandings, troubles, etc.
3. Content and Countries Quiz #2 tomorrow
Wednesday, December 7
This Day in History-1945: Japanese attack of Pearl Harbor, propelling the United States into World War II.
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: To Respond Check Google Classroom (Assignment)
1. Pair/Share, Discussion
2. Finish up Intro to Economics video questions............... https://www.youtube.com/watch?v=gsa92tiWZxQ and Drawing of Economic Vocabulary--You need it tomorrow!
3. Go over Economy Vocabulary (Questions on how to explain a term for drawings?)
4. If you are finished with Vocab, Economic Vocabulary Crossword, Intro to Economics Video/Questions, and Drawing Economics you can watch the video Pearl Harbor: 75 Years Later
5. Content and Countries Quiz #2 Friday
6. Exit Question
Tuesday, December 6
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics
Critical Thinking Activity: 56 degrees WEST is what kind of line and why?
1. Pair/Share, Discussion
2. Go over Economy Vocabulary, Economic Vocabulary Crossword--Due today
3. Work on Intro to Econ Video/Questions https://www.youtube.com/watch?v=gsa92tiWZxQ and Drawing of Economic Vocabulary
4. Exit Question
Monday, December 5
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can learn economic vocabulary to help better understand economics.
--Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: 39 degrees NORTH is what kind of line and why?
1. Pair/Share, Discuss
2. Work on/Complete Economy Vocabulary, Economic Vocabulary Crossword, and Intro to Economics Video/Intro to Economics video questions............... https://www.youtube.com/watch?v=gsa92tiWZxQ
3. Econ Voc and Crossword due today
4. Finished with all of the above? Begin Drawing Economic Vocabulary
5. Exit Question
6. Content and Countries Quiz #2 Friday
Friday, December 2
**Grades: Daily Check
**Student Evaluation Form: Update Daily
Goal: I can be successful on my quizzes and I can learn economic vocabulary to help better understand economics.
Success Criteria: Score at least 80% on my quizzes and fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: None
1. Countries Quiz #1---in Illuminate
2. Content Quiz---In Illuminate (you may use any notes/assignments)
3. When you are finished with above, complete Economy Vocabulary .
4. When you finish Economic Vocabulary------->Economic Vocabulary Crossword
5. Finished with Economic Vocabulary Crossword? Intro to Economics Video and Intro to Economics video questions
6. Get Intro to Economics Video Questions by presenting a completed Crossword to me. https://www.youtube.com/watch?v=gsa92tiWZxQ
7. If you did not take the pretest Monday, please do so after you complete your quizzes.
Thursday, December 1
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: In the Classroom Assignment: 1. List the seven continents, 2. Name lines that run east/west, but measure north/south, and 3. Name lines that run north/south, but measure east/west.
**Grades: Daily Check
**Student Evaluation Form: Update Daily
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: Yesterday, we webbed out a number of Economic ideas created by the class. Chose one idea you feel very confident in understanding with and one you are not confident in understanding. In a paragraph, explain an example of each idea. Feel free to to use the web to help you with the idea you are not confident in.
1. Revisit yesterday’s Economic Webbing
2. Pair/Share, Discuss
3. Economy Vocabulary--Hand Out
4. Exit: What is the role of the producer in a Market Economy?
5. Content and Countries Quiz #1 Friday
Tuesday, November 29
**Grades: Daily Check (focus on T1 grades)
**Student Evaluation Form: Update Daily
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions and being able to draw out each one.
Critical Thinking Activity: What is economics? In a paragraph explain what economics means and provide examples of economics in your life.
1. Pair/Share, Discuss--web ideas on the board
2. Economy Vocabulary Sheet-define by using chromebooks to look up terms.
3. Content and Countries Quiz #1 Friday
Monday, November 28
***DO NOT NEED CHROME BOOKS TODAY***
1. Pick up a chart and pretest on the table.
2. Goal: I can take the T2 Pretest
3. Success Criteria: My score at the end of T2 will have improved by at least 25pts.
4. Critical Thinking Activity: None
Wednesday, November 22-Sunday, November 27
Thanksgiving Break
Tuesday, November 21
*Bring head phones/ear buds and colored pencils!
--Goal: I can learn about pardons and the annual Presidential Thanksgiving Turkey Pardon.
--Success Criteria: To be able to explain what a pardon is and create a hand turkey for the class Turkey Pardon.
1. Critical Thinking Activity: Watch the short video in Google Classroom about the history of the Turkey Pardon. https://www.youtube.com/watch?v=0H4aKhqikRQ
2. Have a short discussion on what Presidential Pardon is and how it relates to the Thanksgiving Turkey Pardon.
3. On the sheet provided, create your hand turkey, keep themes school appropriate. You do not have to stay with the traditional turkey look. Dress him up! Maybe make him a fan of a sports team or college. Maybe make him look stylish. Or maybe make him look like a famous person. It's up to you!
4. Post your hand turkey on the board. All turkeys must be posted no later than with 10 minutes left in class.
5. Vote: Pardon one hand turkey per class. Vote for the best hand turkey on Google Classroom, do not vote for your own. Winner gets 10 pts. extra credit. In the event of a tie, Mr. Taylor, Mr. Domerese, and a third teacher will decide.
Monday, November 21
Grades: Daily Check
Student Evaluation sheet: Daily update
Goal: I can be successful on my Practice Final Countries Test or the Trimester Exam.
Success Criteria: Score at least 80% on my exam, which is proficient by the district.
Critical Thinking Activity: None
Make up T1 Final Exam--Google Classroom, Study Guide is due.
Practice Final Countries Test (64 countries--extra credit)
Thursday, November 17/Friday, November 18
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can prepare/review to be successful on my final exam.
*Success Criteria: Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None
2. Kahoot! Review
3. Questions? Problems? Concerns? On Study Guide
4. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
5. Study Guide is due day of your exam.
Wednesday, November 16
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can prepare/review to be successful on my final exam.
*Success Criteria: Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None
2. Kahoot! Review
3. Questions? Problems? Concerns? On Study Guide
4. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
5. Final Exam Study Guide is due day of your exam.
Tuesday, November 15
HAVE YOUR Final Exam Study Guide WITH YOU!!
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can work on my study guide and study to be successful on my final exam.
*Success Criteria: Complete my Study Guide and Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None today
2. Work on study guide…...use past assignments, notes, internet to help you.
3. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
4. Study Guide is due day of your exam.
Monday, November 14
*Daily Check of grades
*Daily update of Student Evaluation
Critical Thinking Activity: Summarize/describe in a paragraph each, the RISKS and REWARDS of countries who join together in organizations or to create alliances.
--Goal: Explain why governments belong to different types of international and regional organizations and challenges governments have with international issues.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
1. Pair/Share, Discuss--Web out
2. Final Exam Study Guide work time.....use previous assignments, notes, etc. to help
3. Exit: Which World Organization we focused on is the most important in your eyes? Rank the six in order of importance, in your opinion. Then defend your top choice in a paragraph in Google Classroom.
4. Vote: Most important World Organization
5. Exams: Thursday: Hours 1-3, Friday: Hours 4-6........Study Guides due day of your exam.
Friday, November 11
HAVE YOUR Final Exam Study Guide TO WORK ON!
Critical Thinking Activity: None
1. Content Quiz (do this first!)....found in Google Classroom
2. Countries Quiz #4
3. Work on T1 Final Exam Study Guide when you finish your quizzes
4. Study Guide due day of exam…..November 17th (hrs 1-3)/18th (hrs 4-6).
*Daily Check of Grades
*Daily Student Evaluation form needs to be completed.
Goal: I can be successful on my quizzes and prepare for my exam.
Success Criteria: Score at least 80% on my quiz and exam.
Thursday, November 10
*Daily Check of grades
*Complete Daily Student Evaluation Form
--Critical Thinking Activity: After discussing the 2016 Presidential election yesterday, is the presidency finalized? Why or why not? Explain in a paragraph.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
1. Kahoot! Review
2. Pair/Share, Discuss--CTA
3. Go over World Organization packet
4. Work on Study Guide, due day of exam…….Final exams November 17/18
5. Exit: In your opinion, which World Organization in your packet is most important? Explain your answer in a paragraph in the Google Classroom.
6. Content and Countries Quiz #4 tomorrow
Wednesday, November 9
*Daily Check of Grades
*Complete Daily Student Evaluation form
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Critical Thinking Activity: Go to the 2016 election map at the following link: https://elections16.usatoday.com/results/president
According to USA Today, as of right now Hillary Clinton won the popular vote, meaning more people actually voted for her. In a paragraph, explain how/why Donald Trump was declared the President of the United States.
1. CTA: Pair/Share, Discuss
2. Reaction to last night's election: How many of you watched? What was most interesting to you? Does the national outcome reflect our local/school outcome? What does this tell you?
DID NOT GET TO--Do Thursday
3. Go over World Organizations packet (partners?)
--NATO: Judging by the map, what can you tell about NATO?
--UN: Why is nearly every country in world part of the UN?
--OPEC: From your map, what part of the world is the majority of influence in OPEC?
--European Union: Looking at the map, is there anything that stands out about the EU?
**Remove United Kingdom (no longer a part)
--G7: Why do you think the G7 is limited to seven countries?
--African Union: What is the purpose of the African Union? Who is not part?
Tuesday, November 8--No School
Monday, November 7
*Have head phones/ear buds
*Daily check of your grades
*Fill out Student Evaluation form.
1. Electoral Collage Video: https://www.youtube.com/watch?v=W9H3gvnN468
2. Critical Thinking Activity: What is the Electoral Collage and how does it work? Explain what you think it is in a paragraph.
3. Mock Election - you are FLORIDA
4. Pick up Final Exam Study Guide
5. Work on Study Guide
6. Content and countries Quiz #4 Friday
7. Final Exam/Study Guide: Nov. 17 (Hours 1-3)/18 (Hours 4-6)
--Goal(s): I can learn about the electoral college process. I can vote in mock elections, I can work to prepare for my final exam.
--Success Criteria: Understand and explain the Electoral Collage process, casting my vote, and scoring at least 80% on my Final Exam.
Friday, November 4
**Have all your notes and assignments to use on your Content Quiz.
Critical Thinking Activity: None
1. Pick up a sheet of paper and #1-16.
2. Content and Countries Quiz #3
3. Do the Countries Quiz first, then pick up your computer to do the Content Quiz.
4. When you are finished, make sure you have completed the World Organizations Packet and the Video/Questions.
5. If you are finished with packet and video/questions, check out the website to the World Organizations we have been looking at.
Things to Consider as you look over the websites (websites found in Google Classroom):
a. How does each organization help/benefit the world?
b. Is the organizations/alliance a military, political, or economic group?
c. Pick an article from each site to read to get a better understanding for the focus and work of each group.
d. Below, in a paragraph, respond commenting on which group you feel is most important and why.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Thursday, November 3
Critical Thinking Activity: None
1. Pick up Chrome Book
2. Kahoot! Map #3
3. Content and Countries Quiz #3 tomorrow
Wednesday, November 2
* Have your ear buds/head phones
*Quick daily check of your grades
*Fill out Student Evaluation form
1. Continue Working on World Organizations Packet
2. Continue World Organizations Videos/Questions from yesterday--Google Classroom.
3. If time permits....Go over World Organizations Packet
4. Content Quiz and Countries Quiz #3 Friday
**If you finish all of the above:
--Critical Thinking Activity: Research your Presidential Candidate's views/sides on current political issues. Then, research those same issues, except focus on the your candidate's opposition. This is done to prepare yourself for the school mock election Monday.
*Voting courtesy: Do not lead or ask people about who they support or vote for. If they openly provide the information that is their choice. Otherwise, it is a private matter.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Tuesday, November 1
* Have your ear buds/head phones
*Quick daily check of your grades
*Fill out Student Evaluation form
1. Critical Thinking Activity: Thinking back to the Five Themes of Geography, in a paragraph detail and explain what region of the world MOST of NATO is found. Defend your answer.
2. Pair/Share, Discuss CTA
3. Continue/Finish up World Organizations packet.
4. When finished with packet: View brief videos on each of the World Organizations in packet--Found in Google Classroom.
5. Research questions over video and organizations--Found in Google Classroom.
6. Content and Countries Quiz #3 Friday
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Monday, October 31
--Critical Thinking Activity: From your Government Vocabulary and World Organizations packet (from Friday), and focusing on the United Nations specifically, explain in a paragraph why you thinking all the world's countries are part of the United nations. Answer in Google Classroom.
1. Pair/Share, Discuss
2. Time to work on/finish World Organizations packet--with partners.
3. Exit question on Google Classroom--In a paragraph, explain what similarities/characteristics you see in the creation of these World Organizations.
4. Content and Countries Quiz #3 Friday
Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Friday, October 28
Critical Thinking Activity: None
6. World Organizations packet--begin after quizzes
Thursday, October 27
Critical Thinking Activity: In a paragraph, explain why countries may or may not want to be part of alliances. Explain both sides (may or may not).
*Kahoot! Countries Quiz #2 review: Beat the teacher, exempt tomorrow.
1. Pair/Share, Class Discussion: CTA (webbing both sides)
2. Whole Class: Students put ideas from their webbing on the board to
create a class web.
3. Introduce World Organizations/Alliances
4. Content and Countries Quiz #2 tomorrow.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances
Wednesday, October 26
--Critical Thinking Activity: In your own words, explain what an alliance is. Give two examples of an alliance you are part of. Explain in a paragraph.
Go over Thursday's Comparing Political Systems Questions
Go over Friday's Limited/Unlimited Government Sheet
Pair/Share CTA
Class Discussion: CTA--Alliance-two or more people, countries, etc. work together to accomplish the same goal.
Pair/Share: Create an alliance that you think would benefit society as a whole. Submit a paragraph explaining how the alliance would work, why it would benefit society, and explain one negative that would possibly occur if this alliance was made.
Class discussion: Pairs Creating Alliances--Cold Call for informal presentations.
Content/Countries Quiz #2 Friday
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances
Tuesday, October 25
--Critical Thinking Activity: If you did not complete on Friday--Political Quiz: http://www.isidewith.com/political-quiz
1. Work on Limited/Unlimited Government Sheet from Friday, if you are not completed
2. If finished with Limited/Unlimited Government sheet, work on studying for Friday’s quiz over Map #2 or Thursday's Comparing Political Systems Questions w/chart..
3. Correct Monday's Practice Countries Quiz
4. Pair/Share, Discussion Thursday’s Comparing Political Systems Questions
Limited/unlimited Government Sheet
5. Go over Thursday's Comparing Political Systems Questions
6. Go over Friday's Limited/Unlimited Government Sheet
7. Content/Countries Quiz #2 Friday
--Goals: I can be successful on my quizzes today. I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Friday, October 21
**Pick up a sheet of paper and number 1-16. Full name, date, hour.**
Critical Thinking Activity: None
1. Countries Quiz
2. Content Quiz
3. Limited/Unlimited Gov. Chart/Questions worksheet, if not finished.
4. When finished with Government Chart/Questions worksheet, take the Political Quiz. See which candidate you are most like.http://www.isidewith.com/political-quiz
5. Content and Countries Quiz #2 next Friday.
--Goals: I can be successful on my quizzes today. I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: Score at least 80% on my quizzes. I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Thursday, October 20
Critical Thinking Activity: In a paragraph, Compare and Contrast Constitutional Monarchy and Representative Government.
1. Kahoot Countries Review: Map #1
2. Go over Limited and Unlimited Government T-Chart and Comparing Political Systems Questions sheet
3. Pair/Share, Discussion of CTA
4. Content and Countries Quiz #1 tomorrow.
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Wednesday, October 19
Critical Thinking Activity: Explain in a paragraph what form of government best represents your school and how it is run. Use the Government Vocabulary to help you.
1. Go over Government Vocab Crossword (pg. 1, pg. 2)--hand back.
2. Work on/Finish Limited and Unlimited Government T-Chart--Collect at end of the hour.
3. Work on Comparing Political Systems Questions sheet--Comparing/Contrasting multiple forms of government.
--Use Government Vocabulary to help
4 Pair/Share, Discuss CTA
5. Content and Countries Quiz #1 Friday
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Tuesday, October 18
Critical Thinking Activity: In a paragraph, explain how you have seen or heard about unlimited power by the government used in the United States. Then explain if this example is a good or bad idea for the people of the U.S. Defend your answer. Respond in Google Classroom.
1. Pair/Share
2. Student Presentations of CTA (a few students)
3. Class Discussion
4. Continue working on Voc. Crossword---New Vocab to be handed out yesterday. Government Vocabulary" and Crossword (pg. 1, pg. 2)
5. T Chart: Pros and Cons of Limited Government--when finished with Crossword
6. Go over Crossword/T-Chart with 20 minutes to go.
6. Exit--Vote: Unlimited government good or bad for people of a country?
7. Content and Countries Quiz #1 Friday
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Monday, October 17
Critical Thinking Activity: In a paragraph, explain how you have seen limited power by the government used in the United States. Then explain if this example is a good or bad idea for the people of the U.S. Defend your answer. Respond in Google Classroom.
1. Pair/Share
2. Student Presentations of CTA (a few students)
3. Class Discussion
4. Continue working on Voc. Crossword---New Vocab to be handed out.
5. T Chart: Pros and Cons of Limited Government--when finished with Crossword
6. Exit--Vote: Limited government good or bad for people of a country?
7. Content and Countries Quiz #1 Friday
Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Friday, October 14
*Pick up Chrome Book
*Pick up Government Vocabulary, CrossWord, and sheet of paper #1-16.
*Go to Kahoot! Link in the Google Classroom.
1. Play Kahoot! Beat the teacher, exempt. If teacher is out of Top 5, the top 5 only will be exempt.
2. Countries Quiz #4
Critical Thinking Activity: Answer in the Google Classroom. In a paragraph, compare and contrast limited and unlimited government.
3. Work on Government Vocabulary" and Crossword (pg. 1, pg. 2)
4. Correct Countries Quiz #4
5. Content and Countries Quiz #1 next Friday
--Goal: I can be successful on my quiz and I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: Score at least 80% on my quiz and explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Thursday, October 13
*Pickup Chromebooks
*Not here yesterday? See me for your Geography Unit Test
1. Critical Thinking Activity: Brainstorming Activity: List out all the things that you can associate with government (types, people, power, etc.). Then in a paragraph detail what government is and the impact it has on individuals. Answer in Google Classroom. (10 min)
2. Kahoot! Map #4.......beat the teacher, exempt from Friday's quiz.
3. Pair/Share/class discussion
4. Hand out Government Vocabulary" and Crossword (pg. 1, pg. 2)
5. Countries Quiz #4 Friday…….No Content Quiz.
--Goal: I can review/prepare for my Countries quiz. I can explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: Score at least 80% on my Countries Quiz, which is proficient by the district. Be able to recognize and identify characteristics of government
Wednesday, October 12
*Have something to do after the test
*No Chromebooks today
*Have your Study Guide
*No talking or disruptions. These may result in a zero.
1. Staple and turn in Study Guide to basket on the cart…...First and Last name
2. Critical Thinking Activity: None
3. Geography Unit Test (50pts.)
4. Countries Quiz #4 Friday…….No Content Quiz.
--Goal: I can be successful on my Geography Unit test.
--Success Criteria: Score at least 80%, which is proficient by the district.
Tuesday, October 11
*Have your Study Guide
*Do NOT need your Chrome Book today.
Success Criteria: Scoring 80% or higher on the test.
Monday, October 10
*Have your Study Guide with you.
*Do your Student Evaluation form
Critical Thinking Activity: In a paragraph (4-5 sentences) Compare/Contrast Island and Continent.
1. Pair/Share, Discuss
2. Time to work/finish study guide
3. If finished with study guide, and it passes inspection, study with a partner.
4. Geography Unit test Wednesday, Study Guides due Wednesday.
5. Countries Quiz #4 ONLY Friday
Goal: I can work on my study guide to prepare for my Geography Unit Test.
Success Criteria: Scoring 80% or higher on the test.
Friday, October 7
--Critical Thinking Activity: Using pg RA 28-RA 29 in your book, list five examples of archipelago and then figure out which country is at 20 degrees North and 80 degrees East. Answer in the Google Classroom.
1. Content Quiz
2. Countries Quiz #3
3. Work on Study guide
4. Geography Unit Test and Study Guide due Wednesday.
5. Taylor’s 5th hour ONLY…..Kahoot Challenge
--Goal: I can be successful on my Content Quiz, Countries Quiz, and Geography Unit Test.
--Success Criteria: Scoring 80% or higher on the test.
Thursday, October 6
--Fill in your Daily Student Evaluation sheet.
--Critical Thinking Activity: In a paragraph, compare and contrast Isthmus and Strait.
1. Pair/Share, Discuss
2. Content Quiz Review
3. Countries Quiz Review…..Kahoot!
4. Content and Countries Quiz #3 tomorrow
5. Geography Unit Test and Study Guide due Wednesday.
--Goal: I can work on my study guide to prepare for my Content Quiz, Countries Quiz, and Geography Unit Test.
--Success Criteria: To know and understand how landform features and the impacts each have on human beings. Scoring 80% or higher on the test.
Wednesday, October 5
Critical Thinking Activity: In a paragraph, compare and contrast a small scale and large scale map. Answer in the the Google Classroom.
1. Pair/Share
2. Discuss
3. Time to work on Geography Unit Test Study Guide.......Due October 12........Test October 12
--At minimum vocabulary needs to be finished today.
4.Test Wednesday, October 14, study guide handed out yesterday
5. Content and Countries Quiz #3 Friday
Goal: I can work on my study guide to prepare for my Geography Unit Test.
Success Criteria: Scoring 80% or higher on the test.
Tuesday, October 4
Critical Thinking Activity: None
1. Go over Creating a Geographic Dictionary/Drawings
2. Geography Vocabulary Crossword
3. Go over Geographic Crossword
4. Handout Geography Unit Test Study Guide.....Test Wednesday, October 14
Goal: I can describe the landform features and the climate of the region under study.
Success Criteria: To know and understand landform features and the impacts each have on human beings.
Monday, October 3
* Not here Friday? Need to make up your quizzes, see me ASAP.
Critical Thinking Activity: In a paragraph, name and explain one activity you did this weekend and explain which Theme of geography it relates to and why.
1. Pair/Share
2. Class Discussion
3. Continue working on Creating a Geographic Dictionary if not finished.
4. If you are finished with above: Geographic Crossword
5. Content/Countries Quiz #3 Friday
Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth and describe landform features.
Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes and to recognize/draw landform features
Friday, September 30
*Have ALL your notes/assignments…..you will not have an option to go back to your locker.
*Sharing notes/assignments is considered cheating.
Critical Thinking Activity: None
1. Content and Countries Quiz #2
2. Finish up Creating a Geographic Dictionary
3. Time to study list #3 for next week.
4. Binder organization--Sections: Notes, Assignments, Maps, Vocabulary
--Goal: I can be successful on my quizzes today and I can describe the landform features
--Success Criteria: Score at least 80% correct on each quiz and To know and understand landform features and the impacts each have on human beings.
Thursday, September 29
1. Critical Thinking Activity-None
2. Creating a Geographic Dictionary --30mins to work
3. Map #2 review--Kahoot!
4. Content and Countries Quiz #2 tomorrow
--Goal: I can describe the landform features and the climate of the region under study.
--Success Criteria: To know and understand landform features and the impacts each have on human beings.
Wednesday, September 28
*Bring colored pencils
1. Critical Thinking Activity: Pick up your CTA in the basket on the cart. Read the directions to complete……...10 mins
2. Turn in your drawing the Five Themes of Geography from yesterday to the basket on the front table.
3. Pair/Share--CTA
4. Discuss--CTA
5. Hand back drawing of Five Themes of Geography
6. Assignment: Creating a Geographic Dictionary
--Define each term
--Draw and color a picture of the term
7. Content/Countries Quiz #2 Friday
--Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth and describe landform features.
--Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes and to recognize/draw landform features
Tuesday, September 29
*Bring colored pencils
*If you were absent on Friday, you need to make up the Countries Quiz #1 today. See me.
*If you were absent yesterday, you need to get the notes from a classmate.
1. CTA: Write a brief story that includes examples of all Five Themes of Geography, not just listing them of stating them…...10 mins.
2. Monday's Five Themes notes (continued).
3. Five Themes of Geography drawings
4. Content and Countries Quiz #2 Friday
Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.
Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes.
Monday, September 26
*If you were absent Friday, you need to make up the Countries Quiz #1 today.
1. Critical Thinking Activity: The Five Themes of Geography are: Movement, Human Environment Interaction (HEI), Region, Place, and Location. Now, explain what each of the themes means. Respond below.
2. Pair/Share
3. Class Discussion
4. Vocabulary Assignment (terms pg. 15)--Five Themes of Geography (pg. 1, pg. 2)
--Each word is defined completely for you, you must restate the meaning in your own words, then on the back draw it to show comprehension.
5. Content and Countries Quiz #2 Friday
--Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.
--Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes.
Friday, September 23
--Goal: I can be successful on my countries quiz.
--Success Criteria: Score at least 80% (13/16) on my countries quiz.
--Critical Thinking Activity: None
1. Pick up a sheet of paper and number 1-16.
2. Countries Quiz #1
3. Countries Quiz #2 map handed out. Quiz over #2 next Friday.
4. Pretest make ups
5. Finished with Countries Quiz #1 and all pretests? Start studying Map #2.
6. Chromebook forms?
Thursday, September 22
1. Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
2. Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
3. Critical Thinking Activity: None
4. Have you Intro to Geography sheet (pg. 1, pg. 2) out. If you are not finished, you have 10mins to work. If you are, you can study your countries with a partner who is also finished with the Geography sheet.
5. Go over Geography sheet
6. Kahoot! Countries Quiz #1 review
7. Countries Quiz #1 tomorrow
Wednesday, September 21
Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1.Critical Thinking Activity: What is a geographer? How do you think maps play a role in a geographer's work? Explain in a paragraph. Respond in Google Classroom.
2. Pair/Share, Class Discussion
3. Work on Intro to Geography assignment (pg. 1, pg. 2) from Monday when finished with CTA. 20 mins.
4. If you are finished with Intro to Geography assignment, read pg. 15-17 (Five Themes of Geography)
a. What is a theme?
b. According to the reading, what are the Five Themes of Geography? (Student response)
c. On a sheet of paper, briefly explain each Theme of Geography in your own words.
5. Countries Quiz #1 Friday
6. Chromebook Forms? No signed form, no Chromebook use in class.
Tuesday, September 20
--Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
--Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1. Critical thinking Activity: NONE
2. No Chromebooks today.
3. Pick up a sheet of paper and number 1-16.
4. Practice Countries Quiz #1
5. When you finish your practice quiz, continue your geography voc. and questions (pg. 1, pg. 2) from yesterday, using the green book at your desk.
6. Countries Quiz #1 Friday
**Practice Countries Quiz #1 today showed many students have not been studying their maps. Please encourage your students to study for Friday's quiz.
Monday, September 19
--Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
--Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1. Hand in Chromebook use form agreement sheets. Keep until I collect.
2. Go over Friday’s Constitution Day video/questions.
3. Critical Thinking Activity: What is Geography? Explain your answer in a paragraph and include at least two examples. Respond below.
4. Pair/Share, Discuss
5. Intro to Geography sheet (pg. 1, pg. 2) (analyzing maps, applying maps, finding landforms, vocab.)--Use green book in class.
6. Countries quiz #1 Friday
Friday, September 16
1. Pick up Chromebook
2. Pick up a Constitution Video questions sheet on the front table.
3. Constitution Day (tomorrow), Video.................The Almost Painless Guide to the U.S. Constitution
--Complete Constitution video sheet as you watch the video
4. If you need head phones you can pick them up on the front table. Take bag numbered with your computer number.
5. Go over video sheet
6. Chromebook forms?
7. Countries Quiz #1 next Friday.
Thursday, September 15
1. Pick up your Chrome Book and sign in.
--Courtesy Mode--When it is time to listen to directions, discussion, etc. the computer screen is adjusted to half closed (IE. Mr. Hamilton)
--Only respond in Google Class when asked to. Please no random comments are conversations.
2. Goal: Practice my countries for next Friday’s first countries quiz.
3. Signed Chromebook agreement forms---Due tomorrow
4. 1st 15 minutes: Independent study of countries--No talking!
5. 2nd 15 minutes: Study with a partner
6. 3rd 15 minutes: Cold Calls to locate countries/bodies of water.
7. New Map #1 handed out.
8. Countries Quiz #1: Next Friday, September 23
Wednesday, September 14
1. Pick up a Chrome book, and the two sheets on the front table.
2. Goal: Begin to study and learn my countries list #1.
3. Hand out/explain countries quiz Map #1
--Color in numbered countries/bodies of water (different colors) and Study independent
--Study/practice with a partner
--Go over as a class
3. Issue Chrome Books
4. Hand out Chrome Book Usage Agreement--Due Friday. If not returned, there will be no computer usage.
5. Enter Google Classroom
6. Countries Quiz #1: next Friday, September 23
Tuesday, September 13
**Have all electronics put away, out of sight.**
Goal: Take a pretest to show baseline for where you started the class.
1. Any signed slips/papers to turn in? Due today.
2. Pretest: Final Countries Test
--Hand out answer sheets
--Hand out pretest (64 questions)
--Come to my desk to turn in and be corrected.
3. If you have not, when you finish: A. Pick up a popsicle stick. Put your name on both sides using a marker provided. B. Have something to do after.
Monday, September 12
**Have all electronics put away, out of sight.**
Goal: Take a pretest to show baseline for where you started the class.
1. Any signed slips/papers to turn in?
2. Pretest: Social Studies End of the Year Final
--Hand out answer sheets
--Hand out pretest (100 questions)
--Come to my desk to turn in and be corrected.
3. If you have not, when you finish: 1. Pick up a popsicle stick. Put your name on both sides using a marker provided. 2. Have something to do after.
4. Signed slips/papers due Tuesday, September 13
Friday, September 9
**6th hour: Pretest-Final Vocabulary
1. Introductions:
a. My self
--Background
b. Class Web Site www.mrtaylor116.weebly.com
c. The class (areas of focus)
--What we will study, state decides, limited time
--Daily routine, Daily Student Evaluation Sheet
--Chromebooks
--Dismissing from class
d. Students introduce themselves
2. Collect signed slips/papers from Tuesday.
Thursday, September 8
4. Signed slips/papers due Tuesday, September 13.
Wednesday, September 7
1. Goal: Take a pretest to show baseline for where you started the class.
2. Any signed slips/papers to turn in? Turn them into the correct basket on the front table now please.
--Trimester 1 pretest
--Hand out answer sheets
--Hand out pretest (62 questions)
--Come to my desk to turn in and be corrected.
3. When you finish have something to do.
4. Signed slips/papers due Tuesday, September 13. Class Rules, Welcome Letter, Contact Info
_________________________________________________________________________________________________________________________________________________
2015-16
Class Rules
Welcome Letter
Contact Info
https://www.youtube.com/watch?v=TYETfIwu7D4
Intro to Geography sheet (pg. 1, pg. 2).
Assignment: 5 Themes Voc. and Drawing (pg. 15 will help you). (pg. 1, pg. 2)
Geography Term Website, click here
Creating a Geographic Dictionary
Geographic Crossword
Geography Unit Study Guide
Government Vocabulary" and Crossword (pg. 1, pg. 2)
Limited/Unlimited Government sheet
Comparing Political Systems chart
Comparing Political Systems Chart questions
Pardon presentation
Economy Vocabulary
Economic Vocabulary Crossword
Drawing of Economic Vocabulary
Intro to Economics video questions
https://www.youtube.com/watch?v=gsa92tiWZxQ (stop @ 10:35)
Circular Flow Model video
Circular Flow Model video questions
Circular Flow Model sheet
Comparing Economic Systems Chart
Connecting Governments and Economic Systems
Tariffs, Quotas, Embargoes reading handout
https://www.cia.gov/library/publications/resources/the-world-factbook/index.html
Comparing Economics Chart
Graphing/Questions (worksheet)
Trimester 2 Midterm Study Guide
Begin Intro to History Vocabulary
Primary/Secondary notes
http://mrtaylor116.weebly.com/primarysecondary-sources.html
Primary/Secondary Sources sheet
video Hunter-Gatherers to Farmer https://www.youtube.com/watch?v=CJLHewx6PHQ
https://www.youtube.com/watch?v=iDxDPvkzr1s (Pt. 2 Hunter-Gatherers to Farmers)
Continue/finish up TOOLS 1-5, 8-9 notes
https://www.youtube.com/watch?v=lv_AaR6SRII (Pt. 3 Hunter-Gatherers to Farmers))
https://www.youtube.com/watch?v=PLnFp8JFxCg (pt. 4 Hunter-Gatherers to Farmers).
Go over pg. 8-11 reading notes
Trimester 2 Study Guide
Go over Notes 13-15, Neolithic Times
Paleolithic/Neolithic T-Chart
Paleolithic/Neolithic reading questions
Ancient Mesopotamia Vocabulary
The Agricultural Revolution Crash Course Video
Natural Environment in Development of Agricultural Settlements
Start going over pg. 17-20 notes (Mesopotamia Civilization)
Revisit Reading notes, pg. 17-20, Ancient Mesopotamia.......https://docs.google.com/…/1-6OVHb8Hb1UVcN63PJkH1ulycK…/edit…
Mesopotamia Video: Nomads to Farmers (https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False) and video sheet
When you finish the video ( https://www.youtube.com/watch?v=Ki8S5I83Ccc) and video sheet, In a paragraph, name one thing you learned from the video and explain the importance of it to Mesopotamia. Answer in Google Classroom.
notes from 17-23
Ancient Egypt Vocabulary
Ancient Egypt Guided Reading wksheet
Ancient Egypt Video: Journals Through History--Ancient Egypt Constructing Civilization https://www.youtube.com/watch?v=ZvshtiEYdOQ
pg. 38-46 Ancient Egypt notes (together)........https://docs.google.com/…/1wwgW6QrqTdTfaSukXso4WYk4SS…/edit…
Comparing/Contrasting Ancient Mesopotamia and Egypt Chart
Modern Marvels: The Kings Chamber - The Secret Passages Of Ancient Egypt https://www.youtube.com/watch?v=KiKl11FGoRo
--Questions to follow along
Hieroglyphics Writing sheet (pg. 1 and pg. 2)--http://discoveringegypt.com/egyptian-hieroglyphic-writing/…/
Hieroglyphic Math (pg. 1 and pg. 2)
City-States, Civilizations, and Empires
World Religions Chart
Religions Voc/Crossword
Watch Spreading of Religion Video (www.mapsofwar.com/images/Religion.swf)
Vocabulary Final Exam Study Guide
Religions video: https://www.youtube.com/watch
End of the Year Final Exam study guide
2014-15
Final Exam Study Guide
Vocabulary Final Exam Study Guide
World Religions Chart (Pg. 1, pg. 2) and Crossword(Pg. 1, Pg. 2).
Video clip Spreading of Religions (http://www.mapsofwar.com/images/Religion.swf)
Major Empires Map Packet See me for packet.
City-State, Civilization, and Empire Power Point--Notes
Major Empires Voc./Crossword
Cultural Diffusion video (Youtube) http://www.youtube.com/watch?v=OrixSTWc7Ag;
https://www.youtube.com/watch?v=PDFaQkK9nkI (McDonald’s)
Hieroglyphics Packet (pgs. 1, 2, 3, 4)
Ancient Egypt notes
Comparing/Contrasting Nile and Mesopotamia chart.
Ancient Egypt Vocabulary/Drawings
Ancient Egypt Notes (pg. 38-46)
Comparing/Contrasting Mesopotamia and Nile River Valley sheet.
Reading/Notes pg. 17-23
Go over notes pg. 16-23 notes
Natural Environment in Development of Agricultural settlements chart.
Critical Thinking Activity #66: Paleolithic/Neolithic Questions
Paleolithic/Neolithic T-Chart
Early Human Vocab sheet
Study Guide for Final Exam (Tri #2)
Historical Vocabulary
Historical Vocabulary in your own words
Historical Vocabulary Crossword.
Products from Around the World sheet.
Mapping exercise: Students will map where the products from around their house are from.
Tariff, Quota, etc. sheet.
Comparing Economics Chart
Economic Systems Chart.
Circular Flow Model Video: https://www.youtube.com/watch?v=2wM0jHL6TQs
Midterm Study Guide (Tri #2)
Economic Vocabulary Drawing
Economic Crossword
Economic Vocabulary
CCR: History of the United Nations and Fight World Hunger by Eating Bugs, Urges UN
CCR answer sheets
History of the United Nations (Pg. 1/Pg. 2)
-Fighting World Hunger by Eating Bugs..........Reading Questions
Comparing Governments Chart Questions
Comparing Political Systems chart
Gov. Vocab (Pg. 1 and Pg. 2)
Gov. Crossword (Pg. 1 and Pg. 2)
Limited/Unlimited Government sheet with you.
Geographic Dictionary (Pg 1 and Pg 2)
World Time Zone Work sheet
Reading a Time Zone Map worksheet pg. 1 and pg. 2
Climate Regions Reading Notes (pg. 56-61) ready to go over.
Study Guide (Midterm Tri #1)
Applying The Five Themes of Geography to Carter Middle School.
Five Themes of Geography Definitions/Drawings (pg. 1, pg. 2).
Reading Longitude/latitude worksheet (pg. 1, pg. 2)
Intro to Geography sheet (pg. 1, pg. 2)
Reading review assignment/questions pg. 15-17.
Video: U.S. Constitution: http://app.discoveryeducation.com/player/view?assetGuid=58094c39-c2b2-4165-910a-08138a1b0db5
Bill of Rights: http://app.discoveryeducation.com/player/view?assetGuid=58094c39-c2b2-4165-910a-08138a1b0db5##
Master Map of the World (handout)
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about common features of early civilizations
--Success Criteria: I can identify and explain ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication (W2.1.3)
Critical Thinking Activity: Thinking about Ancient Egypt's Geography, compare and contrast it to the geography of Ancient Mesopotamia. Give your response in a paragraph.
--Pair/Share, Discuss
1. Content Quiz, in Illuminate---Can use any notes/assignments (From Friday)
2. Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along (From Thursday)
3. Reading notes: pg. 48-53
--Ancient Egypt
4. Content Quiz Thursday (No School Friday)
Friday, March 31
BRING HEADPHONES/EARBUDS
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations. Be successful on my quiz.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on the quiz.
--Critical Thinking Activity: None
1. Content Quiz, in Illuminate---Can use any notes/assignments
2. Finish from yesterday: Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along
Thursday, March 30
BRING HEADPHONES/EARBUDS
Pick up questions on the table
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: None
1. Modern Marvels: Egyptian Pyramids https://www.youtube.com/watch?v=J6aAvogH-ks (45:08)
--Questions to follow along
2. Content Quiz tomorrow. All notes/assignments can be used.
Wednesday, March 29
**You do NOT need computers today**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
Critical Thinking Activity: None
*Second hour only: If you did not have notes finished yesterday and do today, please have them ready to show me when I ask to see them.
1. Go over notes, pg 39-46
https://docs.google.com/presentation/d/1wwgW6QrqTdTfaSukXso4WYk4SSXnGR_IxA39NDu7FBQ/edit#slide=id.p23
2. Exit questions (End of the notes/slides)
3. Content Quiz Friday
Tuesday, March 28
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: Looking at the map on pg. 39, why do you think the Great Pyramid and Sphinx was built so close to the Nile Delta? Explain in a paragraph.
1. Pair/Share, Discuss
2. Have reading notes pg. 38-41 out to be checked for a grade
3. Finish Video: Intro to Ancient Egypt https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
4. Page 42-46 Reading Notes (Ancient Egypt).
5. Q & A: Like Ancient Mesopotamia, Ancient Egypt had a surplus of food. Having a surplus of food freed others up to be able to do what? Answer in the Google Classroom in the Google Doc provided.
6. Content Quiz Friday
Monday, March 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Nile) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: Using only your book, find the longitude and latitude of: Paris (France), Tokyo (Japan), and Moscow (Russia). Write your answers on a scrap sheet of paper.
1. Pair/Share, Discuss
2. Go over the Guided Reading
3. Finish Reading Notes pg. 38-41 from Wednesday
4. Finish Video: Intro to Ancient Egypt https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
5. Begin reading/taking notes pg. 42-46 Ancient Egypt notes.
6. Content Quiz Friday
Friday, March 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers and common features of civilizations. Be proficient on the Content Quiz.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on the quiz.
--Critical Thinking Activity: None
1. Content Quiz
2. Make up missing quiz from last week. Check Illuminate.
3. Finish Ancient Egypt Guided Reading, if not completed.
4. Finish Ancient Egypt Reading notes (pg. 38-41), if not completed.
5. Ancient Egypt Video: https://www.youtube.com/watch?v=ZvshtiEYdOQ (17:38)
Thursday, March 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: 1. List the Five Themes of Geography. 2. Then, use two of those themes to explain features of Ancient Egypt. Explain in a paragraph.
1. Pair/Share, Discuss
2. Finish up Tuesday's Vocabulary--handed out
3. Go over Tuesday’s Egyptian Vocabulary
4. Ancient Egypt Guided Reading worksheet--handed out
5. Read pg 38-41, take notes
6. Content Quiz tomorrow--Bring notes/assignments to use
Wednesday, March 22--1/2 Day (P/T Conferences)
YOU DO NOT NEED A COMPUTER TODAY
1. If you did not receive an Ancient Egypt Vocabulary yesterday, pick one up on the table.
2. Get started/continue the vocabulary sheet. Use the page numbers at the top of the sheet.
--Define the term
--Draw a picture of the term. Be detailed.
3. Due today for a grade?
4. Content Quiz Friday
Tuesday, March 21
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3)
--Critical Thinking Activity: In Google Classroom from YESTERDAY, respond the the following question: When thinking about Ancient Mesopotamia what idea, invention, person, etc. do you feel had the greatest impact on not only Mesopotamia, but the world thousands of years later (present day). Please write in at least a paragraph.
1. Pair/Share, Discuss CTA
2. Listing--List out as many ideas about Ancient Egypt you can think about WITHOUT using the computer, phone, or book.
3. Ancient Egypt Vocabulary--Pick up after you have completed CTA and Listing.
--Define the term, then draw out a picture explaining your comprehension of the term.
4. Content Quiz Friday--Can use notes/assignments
Monday, March 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). --Critical Thinking Activity: None
1. Go over these items from the previous week: 1. CTA Comparing/Contrasting Ancient Mesopotamia and Ancient Egypt, 2. pg. 17-23 reading questions, and 3. Video questions: Mesopotamia Nomads to Farmers.
2. Exit: In a paragraph, respond the the following question: When thinking about Ancient Mesopotamia what idea, invention, person, etc. do you feel had the greatest impact on not only Mesopotamia, but the world thousands of years later (present day).
3. Pair/Share, Discuss
4. Content Quiz Friday
5. 6th hour only: Report Cards
Friday, March 17
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations. Be proficient on my quiz today.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3). Score at least 80% on my quiz.
--Critical Thinking Activity: None
1. Content Quiz--Notes/assignments can be used. Found in Google Classroom.
2. Finish up anything not completed from Thursday/the week. Including Video Questions!
3. Read through Hammarabi's Code of Laws: http://www.phillipmartin.info/hammurabi/hammurabi_law001-50.htm
4. After reading through Hammarabi's Code of Laws, explain what your reactions are.
--What is your opinion? Fair? Unfair? How do you think the Mesopotamia Society responded? How would they be viewed today? Found in Google Classroom
Thursday, March 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: In a paragraph, explain the difference between the Fertile Crescent and Mesopotamia. Answer in comments section below.
1. Pair/Share, Discuss
2. If not finished with:
A. Reading questions pg. 17-23 (Ancient Mesopotamia)
B. Monday's CTA (Compare/Contrast Mesopotamia and Egypt)
C. pg. 17-23 reading notes
---These need to be finished and shown to me for credit, last day!
3. Continue Thursday's video/questions..........https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False
4. Exit: In a paragraph, name one thing you learned from the video and explain the importance of it to Mesopotamia. Answer in the Google Classroom and turn in.
5. Discuss findings/questions response from video
6. Content Quiz tomorrow
Wednesday, March 15
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: In a paragraph, explain what social classes were in Ancient Mesopotamia and how a person's "rank" in society was determined.
1. Go over CTA, Pair/Share, Discuss
2. Reading questions pg. 17-23 (Ancient Mesopotamia), Monday's CTA, and/or pg. 17-23 reading notes if not complete. All need to be completed by the end of the class period.
3. Mesopotamia Video: Nomads to Farmers and video sheet............https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False (13:58)
4. Content Quiz Friday--Notes/Assignments can be used.
Tuesday, March 14
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn why people settle by rivers, importance of language, and common features of civilizations.
--Success Criteria: I can locate, describe, and analyze major river systems (Tigris/Euphrates) and understand how a permanent settlement developed here (W2.1.2), the importance of the development of human language (W2.1.1) and examine early civilizations to describe their common features (technology, government, social structure, communication, etc.) (W2.1.3).
--Critical Thinking Activity: Yesterday we touched on inventions of Ancient Mesopotamia/Sumer. Explain in a paragraph how ideas/inventions of Ancient Mesopotamia (Ex. Geometery, sailboat, etc.) spread.
*Any Final Exams to be made up need to see me ASAP.
1. Pair/Share, Discuss
2. Time to work on pg. 17-23 Reading questions from Monday.
3. Begin going over the Reading Questions with 10-15 minutes left in class.
4. Content Quiz Friday
Monday, March 13
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
Critical Thinking Activity: comparing/contrasting Mesopotamia and Egypt questions.docx (Do only Mesopotamia side). Found in Google Classroom
*Any Final Exams to be made up need to see me ASAP.
1. Go over CTA, Pair/Share/Discuss
2. Mesopotamian Civilization.pptx (review first 10-11 slides, finish up the rest) Found in Google Classroom.
3. Jot down any information you do not have into your notes.
4. Reading questions (pg. 17-23).......found in Google Classroom/Google Docs
5. Content Quiz Friday.
Thursday, March 9/Friday, March 10
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on my T2 Final Exam.
--Success Criteria: To show growth from the pretest and score at least 80% on the T2 Final Exam, which, is proficient by the district.
--Critical Thinking Activity: None
1. Log into Illuminate, go to Assessments
2. T2 Final Exam
3. When you are finished, have something to do (study for another exam, read, homework, make up missing quizzes in illuminate, word search). No computer games, phone use, drawing, rubic cube, use the time to better yourself in this or another class.
4. Good Luck!
Wednesday, March 8
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. T2 Review--Kahoot
2. Take any final questions/problems/concerns
3. Make up Final Countries Test (From Friday)
4. Trimester 2 Final Exams--Thursday/Friday (20% of final grade)
5. After each Social Studies hour the study guides will be coming down.
6. If you choose to work on your study guide instead of Kahoot, that is fine.
Tuesday, March 7
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Time to work on T2 Study Guide
2. Load completed version of study guide into the Google Classroom
--Students can verify correct answers
3. Make up Final Countries Test (From Friday)
4. Trimester 2 Final Exams--Thursday/Friday (20% of final grade)
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, March 6
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: To show growth from the pretest and score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Time to work on T2 Study Guide in class
2. Make up Final Countries Test (From Friday)
3. Trimester 2 Final Exams--March 9/10 (20% of final grade)
4. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Friday, March 3
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on the Final Countries test. Work on my T2 Final Exam Study Guide
--Success Criteria: Score at least 80% on the Countries Test and T2 Final Exam, which is proficient by the district.
--Critical Thinking Activity: None
1. Final Countries Test--Today!
2. Work on T2 Study Guide
3. Complete any missing quizzes in Illuminate
4. Finish up taking notes pg. 17-21
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Thursday, March 2
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: In a paragraph, describe Mesopotamia's location using two of the Five Themes of Geography we have learned about this year.
1. Pair/Share, Discuss
2. Go over pg 17-20 reading notes
3. Final Countries Test March 3 (Tomorrow)........if not taking, bring study guide to work on.
4. Trimester 2 Final Exams--March 9/10
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Wednesday, March 1
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Go online (Google) and find two fun facts about Ancient Mesopotamia, then summarize, in a paragraph, those two facts in the Google classroom. See who can find the funniest, most shocking, or grossest. Be sure to include the web address in your summary to give credit to the author/publisher.
1. Pair/Share, Discuss
2. Go over Agricultural Settlements chart, in Google Classroom. Verify/compare your answers with answer key.
3. Continue working on reading notes from pg. 17-21 "Mesopotamian Civilization."
--Go around and mark with a highlighter on students paper where they begin the day to show progress through the hour.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Tuesday, February 28
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: None
1. Finish up Agricultural Settlements Chart--Google Classroom from Monday
2. Reading/taking notes on pg. 17-21 "Mesopotamia Civilization"
3. Final Countries Test March 3
4. Trimester 2 Final Exams--March 9/10
5. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, February 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Looking at the map on pg. 17, explain what you think MESOPOTAMIA means and then explain why you think the Fertile Crescent played a role in the rise of a major civilization.
1. Pair/Share, Discuss
2. Agricultural Settlements Chart--Google Classroom
3. When finished with chart: Read pg. 17-20 "Mesopotamia's Civilization" and take notes.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Monday, February 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Learn about importance of human language and the invention of agriculture.
--Success Criteria: I can describe the importance of human language, oral and written, and its relationship to culture. I can describe how agriculture led to the emergence of villages and civilizations.
--Critical Thinking Activity: Looking at the map on pg. 17, explain what you think MESOPOTAMIA means and then explain why you think the Fertile Crescent played a role in the rise of a major civilization.
1. Pair/Share, Discuss
2. Agricultural Settlements Chart--Google Classroom
3. When finished with chart: Read pg. 17-20 "Mesopotamia's Civilization" and take notes.
4. Final Countries Test March 3
5. Trimester 2 Final Exams--March 9/10
6. T2 Study Guide handed out 2/23/17 and in Google Classroom. See me if you did not get one, must sign for it.
Friday, February 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To be successful on my quiz(zes).
--Success Criteria: Score at least 80% on my quiz(zes) which is proficient according to the district.
--Critical Thinking Activity: Summarize the 4 part video you watched this week titled From Hunter Gatherers to Farmers. Things to think about, consider, and explain, but not limit to: What surprised you the most? What impact did the change have on people? What theories maybe do you disagree with? And why? Etc. Your summary, your ideas. Needs to be a half page. Respond in the Google Doc found in the Google Classroom.
1. Content and Countries Quiz
2. Pair/Share, Discuss
3. If you were absent yesterday, see me to get a T2 Study Guide and sign for it.
4. Finish From Hunter Gatherers to Farmers videos
5. Make up any missing quizzes in Illuminate
6. Study for Final Countries Test---Next Friday
7. Work on T2 Study Guide---March 9/10
Thursday, February 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer to Farmer Video: Part 4
1. Pair/Share, Discuss
2. Finish up going over pg. 13-15 Reading Notes? (2nd Hour)
3. Go over reading/questions 13-15
4. Go over Paleolithic/Neolithic T-Chart (from Tuesday)
5. Content and Countries Quiz #3 Friday--Last Countries Quiz!
6. Final Countries Test March 3--Next Friday!
7. Trimester 2 Final Exam Study Guide in Google Classroom
8. Trimester 2 Final Exams--March 9/10--2 weeks from today/tomorrow!
*T2 Study Guide handed out and signed for.
Thursday, February 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer to Farmer Video: Part 4 (Wait to do after we go over #3,4, and 5 below)
1. Hand out and sign/date for T2 Study Guide.
2. Pair/Share, Discuss
3. Finish up going over pg. 13-15 Reading Notes? (2nd Hour)
4. Go over reading/questions 13-15
5. Go over Paleolithic/Neolithic T-Chart (from Tuesday)
6. Content and Countries Quiz #3 Friday--Last Countries Quiz!
7. Final Countries Test March 3--Next Friday!
8. Trimester 2 Final Exam Study Guide in Google Classroom
9. Trimester 2 Final Exams--March 9/10--2 weeks from today/tomorrow!
Wednesday, February 22
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Hunter Gatherer Video: Part 3
1. Pair/Share, Discuss
2. Finish up Paleolithic/Neolithic T-Chart from Tuesday
3. Go over pg. 13-15 Notes (Neolithic)
4. Go over Reading Questions pg 13-15 (Neolithic)?
5. Content and Countries Quiz #3 Friday
6. Final Countries Test March 3
7. Trimester 2 Final Exam Study Guide in Google Classroom
8. Trimester 2 Final Exams--March 9/10
Tuesday, February 21
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can be successful on my Practice Final Countries Test. Look at regions of Eastern Hemisphere being populated.
--Success Criteria: Score at least 60% (39/64) on Practice Final Countries Test. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
- Giant Countries Map Test Practice
- Paleolithic and Neolithic T Chart - on laptop cart
- Video: Paleolithic and Neolithic: Part 1 From Hunter Gatherer to Farmer https://www.youtube.com/watch?v=CJLHewx6PHQ - if done go on to Part 2 found in classroom.
- Final Countries Test March 3
- Trimester 2 Final Exam Study Guide in Google Classroom
- Trimester 2 Final Exams--March 9/10
- Content and Countries Quiz #3 - Friday 2-24-17
Monday, February 20--No School
Friday, February 17
**BRING HEADPHONE/EAR BUDS**
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on quizzes. Look at regions of Eastern Hemisphere being populated.
--Success Criteria: Score at least 80%, which is proficient. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
1. Content and Countries Quiz
2. Finish up Reading notes pg. 13-15.
3. Finish up Reading Questions pg. 13-15
4. Video: Paleolithic and Neolithic: Part 1 From Hunter Gatherer to Farmer https://www.youtube.com/watch?v=CJLHewx6PHQ
5. Final Countries Test March 3
6. Practice Final Countries Test Tuesday--Last one!
7. Trimester 2 Final Exam Study Guide in Illuminate--Exams March 9/10
Thursday, February 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: Found in Google Classroom. Cause and Effect: If the discovery of fire is the cause, list four effects.
1. Pair/Share, Discuss
2. Go over pg. 8-11 reading questions.
4. Start/Continue reading notes pg. 13-15
5. Reading Questions part 2. Hard copy or Found in Google Classroom (Yesterday)
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
8. Exit: How did domestication change the people of the Neolithic Age?
Wednesday, February 15
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: On a piece of scrap paper,put the following years in order on a timeline: 12 BC, 24 BC, 53 BCE, 4 BCE, 42 BC, 2 BC...........Create a timeline using 10 year intervals, then place the years in order on that timeline.
1. Pair/Share, Discuss
2. Go over pg. 8-11 reading notes. (Early Humans)
3. Go over pg. 8-11 reading questions
4. Start/Continue reading notes pg. 13-15
5. reading/questions 13-15. Found in Google Classroom (Yesterday)
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
8. Exit: One interesting thing you learned about the Paleolithic Era.
Tuesday, February 14
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: On a piece of scrap paper, put the following years in order on a timeline: 16 BC, 241 AD, 532 BCE, 44 CE, 2 BC, 13 AD...........Create a timeline using 100 year intervals, then place the years in order on that timeline.
1. Pair/Share, Discussion
2. Continue pg. 8-11 notes (Paleolithic Era).........Will be around to check for completion for a grade.
3. pg. 8-11 reading questions, using notes only. Found in Google Classroom (Yesterday)
4. Finished with 2 and 3 above? Read and take notes over pg. 13-15 (Neolithic times).
5. reading/questions 13-15. Found in Google Classroom (Today)--Do AFTER your reading and taking of notes pg. 13-15.
6. Content and Countries Quiz #2 Friday.
7. Final Countries Test: Friday, March 3
Monday, February 13
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at regions of Eastern Hemisphere being populated.
--Success Criteria: I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: In a paragraph, describe what Pre-History, or Prehistoric Times was. When did it occur, What may have it sounded like? Looked like? What inventions or discoveries were created?
1. Pair/Share, Discuss CTA
2. Finish reading pg. 8-11, taking notes
4. Questions over reading section--Hard copy or found in Google Classroom
4. Read pg. 12-15, take notes
5. Content and Countries Quiz #2 Friday.
6. Final Countries Test--Friday, March 3
Friday, February 10
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be successful on my quizzes. Look at regions of Eastern Hemisphere being populated. --Success Criteria: Score at least 80% on my quizzes. I can explain how and when human communities adapted to and populated major regions of the Eastern Hemisphere. I can explain importance of natural environment in developing agricultural settlements in different locations.
--Critical Thinking Activity: None
1. Content Quiz--EVERYONE takes this!
2. Countries Quiz #1--If you have tested out of the final you are exempt from these, everyone else takes it.
3. Start reading and taking notes over pg. 8-11 "Early Humans"
--Notes are not just vocabulary
--Pull out the important information from each section.
4. Make up any missing quizzes you may have.
Thursday, February 9
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at personal historical perspectives. Prepare for my Content Quiz tomorrow
--Success Criteria: I can compare and evaluate competing historical perspectives about the past based on proof. I can pass my Content Quiz with at least 80%.
--Critical Thinking Activity: Practice Content Quiz, you have 15 minutes.
1. Go over practice quiz
2. Work with a partner on finishing First Day of School Perspectives using “History Has Two Meanings” sheet--Found in Google Classroom.
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
4. Exit: Explain what you understand, or learned, about history from doing this assignment.
5. Content and Countries Quiz #1 Friday
Wednesday, February 8
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Look at personal historical perspectives.
--Success Criteria: I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: Start/Continue writing about first day of school this year. (Found in Google Classroom--Yesterday)
1. Compare First Day of School Perspectives using “History Has Two Meanings” sheet--Found in Google Classroom.
2. Exit: Explain what you understand, or learned, about history from doing this assignment.
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet…….if we have time
4. Content and Countries Quiz #1 Friday
Tuesday, February 7
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Work on Early Human Vocabulary, Look at personal historical perspectives.
--Success Criteria:I can learn vocabulary to help better understand the area of focus and improve my reading comprehension. I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: Have your Early Historians Vocabulary out read to go over.
1. Go over/Discuss Vocabulary
2. Assignment: Have students write about their first day of school this year. (Found in Google Classroom)
3. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
4. Content and Countries Quiz #1 Friday
Monday, February 6
-Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Work on Early Human Vocabulary, Look at personal historical perspectives.
--Success Criteria:I can learn vocabulary to help better understand the area of focus and improve my reading comprehension. I can compare and evaluate competing historical perspectives about the past based on proof.
--Critical Thinking Activity: In your opinion, explain the greatest historical event you have witnessed or been a part of. Describe who was involved, when it happened, where it happened, how you witnessed the event, and why it is considered the greatest event to YOU. Your responses must be at least a half page. This is found in a Google Doc in the Google Classroom (Found in Google Classroom).
1. Pair/Share, Class Discussion
2. **Finish Vocabulary first.
3. Assignment: Have students write about their first day of school this year. (Found in Google Classroom)
4. Compare First Day of School Perspectives using “History Has Two Meanings” sheet.
5. Exit: Explain what you understand, or learned, about history from doing this assignment.
6. Content and Countries Quiz #1 Friday
Friday, February 3
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: Be Successful on my quizzes, Work on Early Human Vocabulary
--Success Criteria: I can score at least 80% on my quizzes, I can learn vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: None
- Content and Countries Quiz #4 today in Illuminate.
- Work on Early Humans Vocabulary (On cart)
- Write out definition
- Draw out a scene that represents the meaning of the term completely.
Thursday, February 2
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: Found in Google Doc in Google Classroom
- Pair/Share, Discuss
- Go over Continue/finish up TOOLS 1-5, 8-9 notes….also found in Google Classroom.
- Go over Reading Questions pg. TOOLS 1-5
- Early Humans Vocabulary?
- Content and Countries Quiz #4 tomorrow
Wednesday, February 1
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: None
1. Pair/Share, Discuss
2. Continue/finish up TOOLS 1-5, 8-9 notes
3. Reading Questions: ONLY when you finish your notes. Use ONLY your notes to test how well you took notes. Pick them up at my desk.
4. Go over notes TOOLS 1-5?
5. Content and Countries Quiz #4 Friday.
Tuesday, January 31
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
--Critical Thinking Activity: In the Google Classroom in a Google Doc.
1. Pair/Share, Discuss
2. Continue/finish up TOOLS 1-5, 8-9 notes
3. Reading Questions: Use ONLY your notes to test how well you took notes. Pick them up at my desk.
4. Content and Countries Quiz #4 Friday.
Monday, January 30
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To look at a variety of ways historian analyze and use information
--Success Criteria: I can arrange eras/periods, understand the importance of calendars, identify points of view, and describe cause/effect.
Critical Thinking Activity: In Google Classroom (Doc), list the years in the correct order.
1. Pair/Share, Class Discussion
2. Go over Primary and Secondary Assignment from end of last week.
3. Continue/finish up TOOLS 1-5, 8-9 notes
--Go over first two paragraphs with students, demonstrate how to pull information.
--Not just writing down vocabulary.
4. Reading Questions (using only notes taken) over Pg. TOOLS 1-5, 8-9. Students must show their notes before receiving questions.
5. Content and Countries Quiz #4 Friday
Friday, January 27
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources and be proficient on my quiz(zes).
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources) and score at least 80% on my quiz(zes).
--Critical Thinking Activity: None
1. Content and Countries Quiz
2. Finish up Primary/Secondary Sources assignment. http://mrtaylor116.weebly.com/primarysecondary-sources.htm
3. Go over Primary/Secondary Sources Assignment (#2 above) last 15 minutes of class.
Thursday, January 26
1st/4th = 8:20-10:05 am = 1 hour 45 minutes
2nd/5th = 10:10-12:35 pm (w/lunches) = 1 hour 45 minutes + 30 minute lunch
3rd/6th = 12:40-2:30 pm = 1 hour 50 minutes
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: None
1. Today: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes. Test in Illuminate.
2. Finish up notes: Primary and Secondary Sources (Primary-and-Secondary-Sources-1.ppt)........when finished with test continue/begin on your own.
3. Finish going over notes as a class
4. Primary and Secondary Sources Assignment: http://mrtaylor116.weebly.com/primarysecondary-sources.html
5. Content and Countries Quiz #3 Friday
Wednesday, January 25
1st/4th = 8:20-10:05 am = 1 hour 45 minutes
2nd/5th = 10:10-12:35 pm (w/lunches) = 1 hour 45 minutes + 30 minute lunch
3rd/6th = 12:40-2:30 pm = 1 hour 50 minutes
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: None
1. Today: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes. Test in Illuminate.
2. Finish up notes: Primary and Secondary Sources (Primary-and-Secondary-Sources-1.ppt)........when finished with test continue/begin on your own.
3. Finish going over notes as a class
4. Primary and Secondary Sources Assignment: http://mrtaylor116.weebly.com/primarysecondary-sources.html
5. Content and Countries Quiz #3 Friday
Tuesday, January 24
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn the difference between primary and secondary sources.
--Success Criteria: I can explain how historians use a variety of sources to explore the past and give examples of each (eg artifact, primary, secondary sources).
--Critical Thinking Activity: Check Google Classroom. (Putting years in order using BC, AD, BCE, and CE).
Critical Thinking Activity:
1. Pair/Share, Class Discussion
2. Finish going over Vocabulary from Monday
3. Look at primary and secondary sources (Primary-and-Secondary-Sources-1.ppt).
4. Exit: What is the purpose of Primary and Secondary Sources?
5. Content and Countries Quiz #3 Friday
6. Wednesday/Thursday: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes.
Monday, January 23
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: Check Google Classroom. (Putting years in order using BC, AD, BCE, and CE).
1. Pair/Share, Discuss
2. Go over History Vocabulary.
3. Go over History Vocabulary Crossword.
4. Content and Countries Quiz #3 Friday
5. Thursday: Only Opportunity to Test out the Final Countries Test and all remaining Countries Quizzes.
Friday, January 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary and be successful on my quizzes
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension. In addition, pass the quizzes with at least 80%.
--Critical Thinking Activity: None
--Pair/Share/Discuss: None
1. Content and Countries Quiz #2. Have notes/Assignments for Content Quiz.
2. History Vocabulary. (Blue Books)--Continued from yesterday
--BCE: Before Current Era, CE: Current Era
3. History Vocabulary Crossword, if vocabulary is completed.
4. If you are finished with the above, feel free to watch the live stream of the Presidential Inauguration Activities found in the Google Classroom.
Thursday, January 19
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: Learning vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: In a paragraph, explain how you think B.C. and A.D. works in term or time and on timelines.
1. Begin Intro to History Vocabulary. (Blue Books)--Continued from yesterday
2. History Vocabulary Crossword, if vocabulary is completed.
3. Finish #1 and 2 above, study Countries #2 or organize your notes/assignments in your binder for tomorrow.
4. Content and Countries Quiz #2 Friday
Wednesday, January 18
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: To learn history vocabulary
--Success Criteria: I can learn vocabulary to help better understand the area of focus and improve my reading comprehension.
--Critical Thinking Activity: In a paragraph, explain what history is and how it plays a role in your life today.
1. Begin Intro to History Vocabulary .
2. Historical Vocabulary Crossword., if vocabulary is completed.
3. Content and Countries Quiz #2 Friday
Thursday, January 12-Tuesday, January 17: No School (PD Day, MLK Day, Snow Day)
Wednesday, January 11
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can take a quiz to show what I learned and my understanding through the Economics section.
--Success Criteria: Scoring at least 28/35 (80%), which would be considered proficient by the district.
--Critical Thinking Activity: None
1. Round up Quiz--General Economic questions/items covered since December. Do in Illuminate.
2. Webbing: Everything and anything you know about HISTORY.
3. Exit: Go over the most missed questions (scored 80% or less)...........you will see some on your Content Quiz tomorrow.
4. Content and Countries Quiz #2 tomorrow.
Tuesday, January 10--No School (Snow Day)
Monday, January 9
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor. I can be successful on my quizzes.
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated. Scoring at least 80% on my quizzes, which is considered proficient by the district.
--Critical Thinking Activity: Explain why you think we had you look for 20 products and where they were from in the Eastern Hemisphere.
1. Pair/Share, Discussion
2. Go over Chart Questions/Graphs from Wednesday.
--Discuss rankings, patterns that may emerge
--Graphs: Illustrate on the board
3. Discussion: Products From Around the World list/map
--What region of the world did most your items come from?
--Specifically, what country did most of your items from home come from?
--Why is most of all of our items coming from this region of the world (SE Asia)?
4. Exit: Rank the Top Three Most Important Countries for your household, based on the items you found.
5. Content and Countries Quiz #2 Thursday.
Friday, January 6
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor. I can be successful on my quizzes.
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated. Scoring at least 80% on my quizzes, which is considered proficient by the district.
Critical Thinking Activity: None
Content and Countries Quiz #1---Illuminate
Finish up Wednesday's Chart and Questions. Graph paper is on table by the door..
Products from Around the World list due.........turn into basket when you arrive in class.
Mapping exercise:
Pick up map on the table by the door.
Need Products From Around the World list
On the map, place the number of the product inside the country it is from.....EX. Product #3 produced in China, place the #3 in the country of China. Then color in the countries that you found products from.
Exit: What patterns do you see from the Comparing Economics chart we worked on the past two days?
Thursday, January 5
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor..
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated.
--Critical Thinking Activity: If China charged Germany a TARIFF of $1288 per BMW what is the total amount of $$$ China would make on 178 BMW cars?
1. Pair/Share, Class discussion
2. Finish up Economics chart from Tuesday. Will go over with 15 minutes left in class.
3. Graphing/Questions (worksheet) over the chart.
4. Exit: Pair/Share: From your chart, what trends do you see? Why do you think this is? What predictions can you make using this information?
5. Content and Countries Quiz #1 tomorrow.
6. Products from Around the world list due tomorrow, handed out yesterday.
Wenesday, January 4
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can determine the impact of trade on a region of the Eastern hemisphere by graphing and analyzing the Gross Domestic Product of the region and I can map the movement of a consumer good/product from where it is manufactured to where it is sold to demonstrate the flow of materials, goods, and labor..
--Success Criteria: Completing Comparing Economics Chart, Questions, and Chart. Also, finding items in my house and listing where it was made and then completing a map showing where those items originated.
--Critical Thinking Activity: Take the United States, China, North Korea, Sudan, Afghanistan, Germany. In a paragraph, predict what you think you will find out about the economies of these countries. Wealthy? Poor? In between? Major producers? Trade partners? Etc.? Explain why you think this to support your responses.
1. Pair/Share
2. Class Discussion
3. Comparing Economics Chart
*Using China, India, Indonesia, Bangladesh, and Germany.
*Collect information on the countries above in regards to: GDP-Per Capita, Unemployment Rate, GDP- Purchasing Power, Poverty, Import/Export Goods and Partners.
*Use https://www.cia.gov/library/publications/resources/the-world-factbook/index.html
4. Exit: Pair/Share: With a partner, explain if your predictions have turned out correct or incorrect. Explain why your feel the way you do.
5. Handout Products From Around the World sheet---due Friday.
6. Content and Countries Quiz #1 Friday
Tuesday, January 3
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can practice my Final Countries Test
--Success Criteria: Score at least 60% (39/64)
--Critical Thinking Activity: None
1. Practice Final Countries Test (Illuminate).
2. Have something to do when you are finished (read, make up work, homework from another class, etc.)
3. Extra Credit:
64-58: 4pts
57-52: 3pts
51-45: 2pts
44-39: 1pt
Thursday, December 22
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can be successful on my quizzes.
--Success Criteria: Scoring at least 80% on my quizzes.
--Critical Thinking Activity: none
1. Content and Countries Quiz #4. Found in Illuminate.
2. Holiday Celebrations Readings/Questions . Found in Google Classroom. Due by end of class.
Wedneday, December 21
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: In the Circular Flow Model, explain who is selling in the resources in the Market for Goods and Resources. Explain and support your answer in a paragraph.
1. Pair/Share, Discuss
2. Trade Restrictions story problems, go over.
3. Go over story problems.
4. Holiday Celebrations Readings/Questions. Found in Google Classroom.
5. Exit Question
6. Content and Countries Quiz #4 Thursday………..Today for 6th hour.
Tuesday, December 20
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: If a country has a democracy, what type of economy can you estimate or assume that country will have. Explain in a paragraph.
1. Pair/Share, Discuss
2. Trade Restrictions Story Problems .
3. Go over story problems (last 10-15 minutes of class).
4. Exit Question
5. Content and Countries Quiz #4 Thursday………..Tomorrow for 6th hour.
Monday, December 19
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain how national governments make decisions that impact both that country and other countries that use its resources (ie. sanctions, tariffs). I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production.
--Success Criteria: To be able to understand and apply trade restrictions in given examples.
--Critical Thinking Activity: 1. According to your Circular Flow Model and class discussions, when looking at the Market for Resources, who is paying for the resources? 2. What is the term used to refer to the work to create a good or service?
1. Pair Share/Discussion
2. Trade Restrictions Video: https://www.youtube.com/watch?v=Y2X3KPilAt0
3. Discuss Video
4. Tariffs, Quotas, Embargoes reading handout .
5. Questions over hand out.
6. Go over questions/discuss.
7. Content Countries Quiz Thursday........Wednesday for 6th hour.
Friday, December 16
--Grades: Daily Check, Student Evaluation: Daily Update
--Goal: I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production……..and I can explain purposes of government and differences in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: To be able to understand who is control with various economic systems and explain why specific government types have certain economic systems.
--Critical Thinking Activity: None
1. Content Quiz--May use any notes/assignments------>Illuminate
2. Countries Quiz #3---------->Illuminate
3. Finish up your Matching Government Types/Economy Types sheet
4. Go over your Matching Government Types/Economy Types sheet
5. Exit: India is the world’s largest democracy. Vietnam is a communist state. What type of economy do you assume each has? Why?
Thursday, December 15
--Grades: Daily Check Student Evaluation: Daily Update
--Goal: I can explain and compare how economic systems answer: 1. What should be produced, 2. How a good should be produced, 3. How it will be distributed, and 4. Who will receive the benefits of production……..and I can explain purposes of government and differences in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: To be able to understand who is control with various economic systems and explain why specific government types have certain economic systems.
--Critical Thinking Activity: When thinking about countries like North Korea and Cuba, what type of economic systems would you assume they had knowing their government types from looking at them in the past. Explain in a paragraph.
1. Pair/Share, Discuss
2. Finish Economics Systems Chart (Market, Command, Mixed, Traditional) together.
3. Assignment: Matching government type with economic type (15 minutes).
4. Go over Matching government type with economic type.
5. Exit: How might the circular flow model be different in a command economy?
6. Content and Countries Quiz #3 tomorrow.
Wednesday, December 14
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: Describe circular flow model and apply it to public services.
--Success Criteria: Be able to understand, detail, and explain how money and resources move through an economy.
--Critical Thinking Activity: What is a producer and what impact does a producer have on the Circular Flow Model? Explain in the Google Classroom.
1. Continue Circular Flow Model video questions and flip chart/notes.
2. Pair/Share CTA
3. In Google Classroom, the Economics Systems Chart (Market, Command, Mixed, Traditional) needs to be completed.
4. Exit-Found in Google Classroom
5. Content and Countries Quiz #3 Friday.
Tuesday, December 13
**BRING EARBUDS/HEAD PHONES**
Grades: Daily Check
Student Evaluation: Daily Update
Goal: Describe circular flow model and apply it to public services.
Success Criteria: Be able to understand, detail, and explain how money and resources move through an economy.
Critical Thinking Activity: Circular Flow Model Video (8:28): https://www.youtube.com/watch?v=2wM0jHL6TQs, video questions to follow along.
1. Pair/Share, Discussion--video/questions
2. Explain the idea of the Circular Flow Model in an everyday situation. Write your explanation in the Google Classroom.
3. Use Circular Flow Model Flip Chart to explain.
--Market for Resources
--Market for Goods and Services
4. Circular Flow Model handout--shows how model works. Student have for own reference.
5. Content and Countries Quiz #3 Friday
Monday, December 12--Snow Day
Friday, December 9
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can be successful on my quizzes.
Success Criteria: Score at least 80% on my quizzes.
Critical Thinking Activity: None
1. Content Quiz--Illuminate
2. Countries Quiz #2--Illuminate
3. Pass back T1 papers---Keep them! You can use on future quizzes and assignments.
Thursday, December 8
Critical Thinking Activity: None
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
1. Student rotations--Discuss drawing of each Econ Voc. term.
--Split students into two even groups, group A and group B.
--Then group A students will rotate group B partners discussing their vocab term drawings (kind of like how speed dating is set up).
--One minute per term, then rotate.
2. Come back as a whole class, discuss any misunderstandings, troubles, etc.
3. Content and Countries Quiz #2 tomorrow
Wednesday, December 7
This Day in History-1945: Japanese attack of Pearl Harbor, propelling the United States into World War II.
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: To Respond Check Google Classroom (Assignment)
1. Pair/Share, Discussion
2. Finish up Intro to Economics video questions............... https://www.youtube.com/watch?v=gsa92tiWZxQ and Drawing of Economic Vocabulary--You need it tomorrow!
3. Go over Economy Vocabulary (Questions on how to explain a term for drawings?)
4. If you are finished with Vocab, Economic Vocabulary Crossword, Intro to Economics Video/Questions, and Drawing Economics you can watch the video Pearl Harbor: 75 Years Later
5. Content and Countries Quiz #2 Friday
6. Exit Question
Tuesday, December 6
Grades: Daily Check
Student Evaluation: Daily Update
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics
Critical Thinking Activity: 56 degrees WEST is what kind of line and why?
1. Pair/Share, Discussion
2. Go over Economy Vocabulary, Economic Vocabulary Crossword--Due today
3. Work on Intro to Econ Video/Questions https://www.youtube.com/watch?v=gsa92tiWZxQ and Drawing of Economic Vocabulary
4. Exit Question
Monday, December 5
--Grades: Daily Check
--Student Evaluation: Daily Update
--Goal: I can learn economic vocabulary to help better understand economics.
--Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: 39 degrees NORTH is what kind of line and why?
1. Pair/Share, Discuss
2. Work on/Complete Economy Vocabulary, Economic Vocabulary Crossword, and Intro to Economics Video/Intro to Economics video questions............... https://www.youtube.com/watch?v=gsa92tiWZxQ
3. Econ Voc and Crossword due today
4. Finished with all of the above? Begin Drawing Economic Vocabulary
5. Exit Question
6. Content and Countries Quiz #2 Friday
Friday, December 2
**Grades: Daily Check
**Student Evaluation Form: Update Daily
Goal: I can be successful on my quizzes and I can learn economic vocabulary to help better understand economics.
Success Criteria: Score at least 80% on my quizzes and fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: None
1. Countries Quiz #1---in Illuminate
2. Content Quiz---In Illuminate (you may use any notes/assignments)
3. When you are finished with above, complete Economy Vocabulary .
4. When you finish Economic Vocabulary------->Economic Vocabulary Crossword
5. Finished with Economic Vocabulary Crossword? Intro to Economics Video and Intro to Economics video questions
6. Get Intro to Economics Video Questions by presenting a completed Crossword to me. https://www.youtube.com/watch?v=gsa92tiWZxQ
7. If you did not take the pretest Monday, please do so after you complete your quizzes.
Thursday, December 1
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: In the Classroom Assignment: 1. List the seven continents, 2. Name lines that run east/west, but measure north/south, and 3. Name lines that run north/south, but measure east/west.
- Pair/Share, Discuss
- Continue on Economy Vocabulary
- If finished with Economic Vocabulary------->Begin Economic Vocabulary Crossword
- Content and Countries quiz #1 tomorrow.
- Exit Question
**Grades: Daily Check
**Student Evaluation Form: Update Daily
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions, being able to draw out each one, and correctly using the term in our study of economics.
Critical Thinking Activity: Yesterday, we webbed out a number of Economic ideas created by the class. Chose one idea you feel very confident in understanding with and one you are not confident in understanding. In a paragraph, explain an example of each idea. Feel free to to use the web to help you with the idea you are not confident in.
1. Revisit yesterday’s Economic Webbing
2. Pair/Share, Discuss
3. Economy Vocabulary--Hand Out
4. Exit: What is the role of the producer in a Market Economy?
5. Content and Countries Quiz #1 Friday
Tuesday, November 29
**Grades: Daily Check (focus on T1 grades)
**Student Evaluation Form: Update Daily
Goal: I can learn economic vocabulary to help better understand economics.
Success Criteria: Fully completing the economic definitions and being able to draw out each one.
Critical Thinking Activity: What is economics? In a paragraph explain what economics means and provide examples of economics in your life.
1. Pair/Share, Discuss--web ideas on the board
2. Economy Vocabulary Sheet-define by using chromebooks to look up terms.
3. Content and Countries Quiz #1 Friday
Monday, November 28
***DO NOT NEED CHROME BOOKS TODAY***
1. Pick up a chart and pretest on the table.
2. Goal: I can take the T2 Pretest
3. Success Criteria: My score at the end of T2 will have improved by at least 25pts.
4. Critical Thinking Activity: None
Wednesday, November 22-Sunday, November 27
Thanksgiving Break
Tuesday, November 21
*Bring head phones/ear buds and colored pencils!
--Goal: I can learn about pardons and the annual Presidential Thanksgiving Turkey Pardon.
--Success Criteria: To be able to explain what a pardon is and create a hand turkey for the class Turkey Pardon.
1. Critical Thinking Activity: Watch the short video in Google Classroom about the history of the Turkey Pardon. https://www.youtube.com/watch?v=0H4aKhqikRQ
2. Have a short discussion on what Presidential Pardon is and how it relates to the Thanksgiving Turkey Pardon.
3. On the sheet provided, create your hand turkey, keep themes school appropriate. You do not have to stay with the traditional turkey look. Dress him up! Maybe make him a fan of a sports team or college. Maybe make him look stylish. Or maybe make him look like a famous person. It's up to you!
4. Post your hand turkey on the board. All turkeys must be posted no later than with 10 minutes left in class.
5. Vote: Pardon one hand turkey per class. Vote for the best hand turkey on Google Classroom, do not vote for your own. Winner gets 10 pts. extra credit. In the event of a tie, Mr. Taylor, Mr. Domerese, and a third teacher will decide.
Monday, November 21
Grades: Daily Check
Student Evaluation sheet: Daily update
Goal: I can be successful on my Practice Final Countries Test or the Trimester Exam.
Success Criteria: Score at least 80% on my exam, which is proficient by the district.
Critical Thinking Activity: None
Make up T1 Final Exam--Google Classroom, Study Guide is due.
Practice Final Countries Test (64 countries--extra credit)
Thursday, November 17/Friday, November 18
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can prepare/review to be successful on my final exam.
*Success Criteria: Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None
2. Kahoot! Review
3. Questions? Problems? Concerns? On Study Guide
4. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
5. Study Guide is due day of your exam.
Wednesday, November 16
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can prepare/review to be successful on my final exam.
*Success Criteria: Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None
2. Kahoot! Review
3. Questions? Problems? Concerns? On Study Guide
4. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
5. Final Exam Study Guide is due day of your exam.
Tuesday, November 15
HAVE YOUR Final Exam Study Guide WITH YOU!!
*Daily Check of grades
*Daily update of Student Evaluation
*Goal: I can work on my study guide and study to be successful on my final exam.
*Success Criteria: Complete my Study Guide and Score at least 80% on my exam, which is proficient by the district.
1. Critical Thinking Activity: None today
2. Work on study guide…...use past assignments, notes, internet to help you.
3. Final Exam: Hours 1-3 Thursday, Hours 4-6 Friday
4. Study Guide is due day of your exam.
Monday, November 14
*Daily Check of grades
*Daily update of Student Evaluation
Critical Thinking Activity: Summarize/describe in a paragraph each, the RISKS and REWARDS of countries who join together in organizations or to create alliances.
--Goal: Explain why governments belong to different types of international and regional organizations and challenges governments have with international issues.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
1. Pair/Share, Discuss--Web out
2. Final Exam Study Guide work time.....use previous assignments, notes, etc. to help
3. Exit: Which World Organization we focused on is the most important in your eyes? Rank the six in order of importance, in your opinion. Then defend your top choice in a paragraph in Google Classroom.
4. Vote: Most important World Organization
5. Exams: Thursday: Hours 1-3, Friday: Hours 4-6........Study Guides due day of your exam.
Friday, November 11
HAVE YOUR Final Exam Study Guide TO WORK ON!
Critical Thinking Activity: None
1. Content Quiz (do this first!)....found in Google Classroom
2. Countries Quiz #4
3. Work on T1 Final Exam Study Guide when you finish your quizzes
4. Study Guide due day of exam…..November 17th (hrs 1-3)/18th (hrs 4-6).
*Daily Check of Grades
*Daily Student Evaluation form needs to be completed.
Goal: I can be successful on my quizzes and prepare for my exam.
Success Criteria: Score at least 80% on my quiz and exam.
Thursday, November 10
*Daily Check of grades
*Complete Daily Student Evaluation Form
--Critical Thinking Activity: After discussing the 2016 Presidential election yesterday, is the presidency finalized? Why or why not? Explain in a paragraph.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
1. Kahoot! Review
2. Pair/Share, Discuss--CTA
3. Go over World Organization packet
4. Work on Study Guide, due day of exam…….Final exams November 17/18
5. Exit: In your opinion, which World Organization in your packet is most important? Explain your answer in a paragraph in the Google Classroom.
6. Content and Countries Quiz #4 tomorrow
Wednesday, November 9
*Daily Check of Grades
*Complete Daily Student Evaluation form
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Critical Thinking Activity: Go to the 2016 election map at the following link: https://elections16.usatoday.com/results/president
According to USA Today, as of right now Hillary Clinton won the popular vote, meaning more people actually voted for her. In a paragraph, explain how/why Donald Trump was declared the President of the United States.
1. CTA: Pair/Share, Discuss
2. Reaction to last night's election: How many of you watched? What was most interesting to you? Does the national outcome reflect our local/school outcome? What does this tell you?
DID NOT GET TO--Do Thursday
3. Go over World Organizations packet (partners?)
--NATO: Judging by the map, what can you tell about NATO?
--UN: Why is nearly every country in world part of the UN?
--OPEC: From your map, what part of the world is the majority of influence in OPEC?
--European Union: Looking at the map, is there anything that stands out about the EU?
**Remove United Kingdom (no longer a part)
--G7: Why do you think the G7 is limited to seven countries?
--African Union: What is the purpose of the African Union? Who is not part?
Tuesday, November 8--No School
Monday, November 7
*Have head phones/ear buds
*Daily check of your grades
*Fill out Student Evaluation form.
1. Electoral Collage Video: https://www.youtube.com/watch?v=W9H3gvnN468
2. Critical Thinking Activity: What is the Electoral Collage and how does it work? Explain what you think it is in a paragraph.
3. Mock Election - you are FLORIDA
4. Pick up Final Exam Study Guide
5. Work on Study Guide
6. Content and countries Quiz #4 Friday
7. Final Exam/Study Guide: Nov. 17 (Hours 1-3)/18 (Hours 4-6)
--Goal(s): I can learn about the electoral college process. I can vote in mock elections, I can work to prepare for my final exam.
--Success Criteria: Understand and explain the Electoral Collage process, casting my vote, and scoring at least 80% on my Final Exam.
Friday, November 4
**Have all your notes and assignments to use on your Content Quiz.
Critical Thinking Activity: None
1. Pick up a sheet of paper and #1-16.
2. Content and Countries Quiz #3
3. Do the Countries Quiz first, then pick up your computer to do the Content Quiz.
4. When you are finished, make sure you have completed the World Organizations Packet and the Video/Questions.
5. If you are finished with packet and video/questions, check out the website to the World Organizations we have been looking at.
Things to Consider as you look over the websites (websites found in Google Classroom):
a. How does each organization help/benefit the world?
b. Is the organizations/alliance a military, political, or economic group?
c. Pick an article from each site to read to get a better understanding for the focus and work of each group.
d. Below, in a paragraph, respond commenting on which group you feel is most important and why.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Thursday, November 3
Critical Thinking Activity: None
1. Pick up Chrome Book
2. Kahoot! Map #3
3. Content and Countries Quiz #3 tomorrow
Wednesday, November 2
* Have your ear buds/head phones
*Quick daily check of your grades
*Fill out Student Evaluation form
1. Continue Working on World Organizations Packet
2. Continue World Organizations Videos/Questions from yesterday--Google Classroom.
3. If time permits....Go over World Organizations Packet
4. Content Quiz and Countries Quiz #3 Friday
**If you finish all of the above:
--Critical Thinking Activity: Research your Presidential Candidate's views/sides on current political issues. Then, research those same issues, except focus on the your candidate's opposition. This is done to prepare yourself for the school mock election Monday.
*Voting courtesy: Do not lead or ask people about who they support or vote for. If they openly provide the information that is their choice. Otherwise, it is a private matter.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Tuesday, November 1
* Have your ear buds/head phones
*Quick daily check of your grades
*Fill out Student Evaluation form
1. Critical Thinking Activity: Thinking back to the Five Themes of Geography, in a paragraph detail and explain what region of the world MOST of NATO is found. Defend your answer.
2. Pair/Share, Discuss CTA
3. Continue/Finish up World Organizations packet.
4. When finished with packet: View brief videos on each of the World Organizations in packet--Found in Google Classroom.
5. Research questions over video and organizations--Found in Google Classroom.
6. Content and Countries Quiz #3 Friday
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Monday, October 31
--Critical Thinking Activity: From your Government Vocabulary and World Organizations packet (from Friday), and focusing on the United Nations specifically, explain in a paragraph why you thinking all the world's countries are part of the United nations. Answer in Google Classroom.
1. Pair/Share, Discuss
2. Time to work on/finish World Organizations packet--with partners.
3. Exit question on Google Classroom--In a paragraph, explain what similarities/characteristics you see in the creation of these World Organizations.
4. Content and Countries Quiz #3 Friday
Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances.
Friday, October 28
Critical Thinking Activity: None
- Pick up a sheet of notebook paper and #1-16
- Countries Quiz #2
- Content Quiz--Found in Illuminate
- *** ONLINE QUIZ DIRECTIONS ***
- Click below to take your online test. The username is your student Id - with NO zeros at the beginning. Password is same as last year.
- You will then be asked to change your password when you log in. Please change it to the same password you use to get into the computer each day.
6. World Organizations packet--begin after quizzes
Thursday, October 27
Critical Thinking Activity: In a paragraph, explain why countries may or may not want to be part of alliances. Explain both sides (may or may not).
*Kahoot! Countries Quiz #2 review: Beat the teacher, exempt tomorrow.
1. Pair/Share, Class Discussion: CTA (webbing both sides)
2. Whole Class: Students put ideas from their webbing on the board to
create a class web.
3. Introduce World Organizations/Alliances
4. Content and Countries Quiz #2 tomorrow.
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances
Wednesday, October 26
--Critical Thinking Activity: In your own words, explain what an alliance is. Give two examples of an alliance you are part of. Explain in a paragraph.
Go over Thursday's Comparing Political Systems Questions
Go over Friday's Limited/Unlimited Government Sheet
Pair/Share CTA
Class Discussion: CTA--Alliance-two or more people, countries, etc. work together to accomplish the same goal.
Pair/Share: Create an alliance that you think would benefit society as a whole. Submit a paragraph explaining how the alliance would work, why it would benefit society, and explain one negative that would possibly occur if this alliance was made.
Class discussion: Pairs Creating Alliances--Cold Call for informal presentations.
Content/Countries Quiz #2 Friday
--Goal: Explain why governments belong to different types of international and regional organizations.
--Success Criteria: To be able to summarize and describe the risks and rewards of countries who join together to create alliances
Tuesday, October 25
--Critical Thinking Activity: If you did not complete on Friday--Political Quiz: http://www.isidewith.com/political-quiz
1. Work on Limited/Unlimited Government Sheet from Friday, if you are not completed
2. If finished with Limited/Unlimited Government sheet, work on studying for Friday’s quiz over Map #2 or Thursday's Comparing Political Systems Questions w/chart..
3. Correct Monday's Practice Countries Quiz
4. Pair/Share, Discussion Thursday’s Comparing Political Systems Questions
Limited/unlimited Government Sheet
5. Go over Thursday's Comparing Political Systems Questions
6. Go over Friday's Limited/Unlimited Government Sheet
7. Content/Countries Quiz #2 Friday
--Goals: I can be successful on my quizzes today. I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Friday, October 21
**Pick up a sheet of paper and number 1-16. Full name, date, hour.**
Critical Thinking Activity: None
1. Countries Quiz
2. Content Quiz
3. Limited/Unlimited Gov. Chart/Questions worksheet, if not finished.
4. When finished with Government Chart/Questions worksheet, take the Political Quiz. See which candidate you are most like.http://www.isidewith.com/political-quiz
5. Content and Countries Quiz #2 next Friday.
--Goals: I can be successful on my quizzes today. I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: Score at least 80% on my quizzes. I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Thursday, October 20
Critical Thinking Activity: In a paragraph, Compare and Contrast Constitutional Monarchy and Representative Government.
1. Kahoot Countries Review: Map #1
2. Go over Limited and Unlimited Government T-Chart and Comparing Political Systems Questions sheet
3. Pair/Share, Discussion of CTA
4. Content and Countries Quiz #1 tomorrow.
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Wednesday, October 19
Critical Thinking Activity: Explain in a paragraph what form of government best represents your school and how it is run. Use the Government Vocabulary to help you.
1. Go over Government Vocab Crossword (pg. 1, pg. 2)--hand back.
2. Work on/Finish Limited and Unlimited Government T-Chart--Collect at end of the hour.
3. Work on Comparing Political Systems Questions sheet--Comparing/Contrasting multiple forms of government.
--Use Government Vocabulary to help
4 Pair/Share, Discuss CTA
5. Content and Countries Quiz #1 Friday
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Tuesday, October 18
Critical Thinking Activity: In a paragraph, explain how you have seen or heard about unlimited power by the government used in the United States. Then explain if this example is a good or bad idea for the people of the U.S. Defend your answer. Respond in Google Classroom.
1. Pair/Share
2. Student Presentations of CTA (a few students)
3. Class Discussion
4. Continue working on Voc. Crossword---New Vocab to be handed out yesterday. Government Vocabulary" and Crossword (pg. 1, pg. 2)
5. T Chart: Pros and Cons of Limited Government--when finished with Crossword
6. Go over Crossword/T-Chart with 20 minutes to go.
6. Exit--Vote: Unlimited government good or bad for people of a country?
7. Content and Countries Quiz #1 Friday
--Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Monday, October 17
Critical Thinking Activity: In a paragraph, explain how you have seen limited power by the government used in the United States. Then explain if this example is a good or bad idea for the people of the U.S. Defend your answer. Respond in Google Classroom.
1. Pair/Share
2. Student Presentations of CTA (a few students)
3. Class Discussion
4. Continue working on Voc. Crossword---New Vocab to be handed out.
5. T Chart: Pros and Cons of Limited Government--when finished with Crossword
6. Exit--Vote: Limited government good or bad for people of a country?
7. Content and Countries Quiz #1 Friday
Goals: I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
Success Criteria: I will be able to explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Friday, October 14
*Pick up Chrome Book
*Pick up Government Vocabulary, CrossWord, and sheet of paper #1-16.
*Go to Kahoot! Link in the Google Classroom.
1. Play Kahoot! Beat the teacher, exempt. If teacher is out of Top 5, the top 5 only will be exempt.
2. Countries Quiz #4
Critical Thinking Activity: Answer in the Google Classroom. In a paragraph, compare and contrast limited and unlimited government.
3. Work on Government Vocabulary" and Crossword (pg. 1, pg. 2)
4. Correct Countries Quiz #4
5. Content and Countries Quiz #1 next Friday
--Goal: I can be successful on my quiz and I can learn about different government types (Ex. Monarchies, Dictatorships, Representative Governments)
--Success Criteria: Score at least 80% on my quiz and explain how the purposes served by government affect relationships between the individual, government, and society as a whole.
Thursday, October 13
*Pickup Chromebooks
*Not here yesterday? See me for your Geography Unit Test
1. Critical Thinking Activity: Brainstorming Activity: List out all the things that you can associate with government (types, people, power, etc.). Then in a paragraph detail what government is and the impact it has on individuals. Answer in Google Classroom. (10 min)
2. Kahoot! Map #4.......beat the teacher, exempt from Friday's quiz.
3. Pair/Share/class discussion
4. Hand out Government Vocabulary" and Crossword (pg. 1, pg. 2)
5. Countries Quiz #4 Friday…….No Content Quiz.
--Goal: I can review/prepare for my Countries quiz. I can explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.
--Success Criteria: Score at least 80% on my Countries Quiz, which is proficient by the district. Be able to recognize and identify characteristics of government
Wednesday, October 12
*Have something to do after the test
*No Chromebooks today
*Have your Study Guide
*No talking or disruptions. These may result in a zero.
1. Staple and turn in Study Guide to basket on the cart…...First and Last name
2. Critical Thinking Activity: None
3. Geography Unit Test (50pts.)
4. Countries Quiz #4 Friday…….No Content Quiz.
--Goal: I can be successful on my Geography Unit test.
--Success Criteria: Score at least 80%, which is proficient by the district.
Tuesday, October 11
*Have your Study Guide
*Do NOT need your Chrome Book today.
- Critical Thinking Activity: None
- Questions over Study Guide?
- Complete Study Guide
- Geography Unit Test tomorrow, Study Guide due tomorrow.
- Countries Quiz #4 Friday….No Content Quiz!
Success Criteria: Scoring 80% or higher on the test.
Monday, October 10
*Have your Study Guide with you.
*Do your Student Evaluation form
Critical Thinking Activity: In a paragraph (4-5 sentences) Compare/Contrast Island and Continent.
1. Pair/Share, Discuss
2. Time to work/finish study guide
3. If finished with study guide, and it passes inspection, study with a partner.
4. Geography Unit test Wednesday, Study Guides due Wednesday.
5. Countries Quiz #4 ONLY Friday
Goal: I can work on my study guide to prepare for my Geography Unit Test.
Success Criteria: Scoring 80% or higher on the test.
Friday, October 7
--Critical Thinking Activity: Using pg RA 28-RA 29 in your book, list five examples of archipelago and then figure out which country is at 20 degrees North and 80 degrees East. Answer in the Google Classroom.
1. Content Quiz
2. Countries Quiz #3
3. Work on Study guide
4. Geography Unit Test and Study Guide due Wednesday.
5. Taylor’s 5th hour ONLY…..Kahoot Challenge
--Goal: I can be successful on my Content Quiz, Countries Quiz, and Geography Unit Test.
--Success Criteria: Scoring 80% or higher on the test.
Thursday, October 6
--Fill in your Daily Student Evaluation sheet.
--Critical Thinking Activity: In a paragraph, compare and contrast Isthmus and Strait.
1. Pair/Share, Discuss
2. Content Quiz Review
3. Countries Quiz Review…..Kahoot!
4. Content and Countries Quiz #3 tomorrow
5. Geography Unit Test and Study Guide due Wednesday.
--Goal: I can work on my study guide to prepare for my Content Quiz, Countries Quiz, and Geography Unit Test.
--Success Criteria: To know and understand how landform features and the impacts each have on human beings. Scoring 80% or higher on the test.
Wednesday, October 5
Critical Thinking Activity: In a paragraph, compare and contrast a small scale and large scale map. Answer in the the Google Classroom.
1. Pair/Share
2. Discuss
3. Time to work on Geography Unit Test Study Guide.......Due October 12........Test October 12
--At minimum vocabulary needs to be finished today.
4.Test Wednesday, October 14, study guide handed out yesterday
5. Content and Countries Quiz #3 Friday
Goal: I can work on my study guide to prepare for my Geography Unit Test.
Success Criteria: Scoring 80% or higher on the test.
Tuesday, October 4
Critical Thinking Activity: None
1. Go over Creating a Geographic Dictionary/Drawings
2. Geography Vocabulary Crossword
3. Go over Geographic Crossword
4. Handout Geography Unit Test Study Guide.....Test Wednesday, October 14
Goal: I can describe the landform features and the climate of the region under study.
Success Criteria: To know and understand landform features and the impacts each have on human beings.
Monday, October 3
* Not here Friday? Need to make up your quizzes, see me ASAP.
Critical Thinking Activity: In a paragraph, name and explain one activity you did this weekend and explain which Theme of geography it relates to and why.
1. Pair/Share
2. Class Discussion
3. Continue working on Creating a Geographic Dictionary if not finished.
4. If you are finished with above: Geographic Crossword
5. Content/Countries Quiz #3 Friday
Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth and describe landform features.
Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes and to recognize/draw landform features
Friday, September 30
*Have ALL your notes/assignments…..you will not have an option to go back to your locker.
*Sharing notes/assignments is considered cheating.
Critical Thinking Activity: None
1. Content and Countries Quiz #2
2. Finish up Creating a Geographic Dictionary
3. Time to study list #3 for next week.
4. Binder organization--Sections: Notes, Assignments, Maps, Vocabulary
--Goal: I can be successful on my quizzes today and I can describe the landform features
--Success Criteria: Score at least 80% correct on each quiz and To know and understand landform features and the impacts each have on human beings.
Thursday, September 29
1. Critical Thinking Activity-None
2. Creating a Geographic Dictionary --30mins to work
3. Map #2 review--Kahoot!
4. Content and Countries Quiz #2 tomorrow
--Goal: I can describe the landform features and the climate of the region under study.
--Success Criteria: To know and understand landform features and the impacts each have on human beings.
Wednesday, September 28
*Bring colored pencils
1. Critical Thinking Activity: Pick up your CTA in the basket on the cart. Read the directions to complete……...10 mins
2. Turn in your drawing the Five Themes of Geography from yesterday to the basket on the front table.
3. Pair/Share--CTA
4. Discuss--CTA
5. Hand back drawing of Five Themes of Geography
6. Assignment: Creating a Geographic Dictionary
--Define each term
--Draw and color a picture of the term
7. Content/Countries Quiz #2 Friday
--Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth and describe landform features.
--Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes and to recognize/draw landform features
Tuesday, September 29
*Bring colored pencils
*If you were absent on Friday, you need to make up the Countries Quiz #1 today. See me.
*If you were absent yesterday, you need to get the notes from a classmate.
1. CTA: Write a brief story that includes examples of all Five Themes of Geography, not just listing them of stating them…...10 mins.
2. Monday's Five Themes notes (continued).
3. Five Themes of Geography drawings
4. Content and Countries Quiz #2 Friday
Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.
Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes.
Monday, September 26
*If you were absent Friday, you need to make up the Countries Quiz #1 today.
1. Critical Thinking Activity: The Five Themes of Geography are: Movement, Human Environment Interaction (HEI), Region, Place, and Location. Now, explain what each of the themes means. Respond below.
2. Pair/Share
3. Class Discussion
4. Vocabulary Assignment (terms pg. 15)--Five Themes of Geography (pg. 1, pg. 2)
--Each word is defined completely for you, you must restate the meaning in your own words, then on the back draw it to show comprehension.
5. Content and Countries Quiz #2 Friday
--Goal: I can use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.
--Success Criteria: To be able to understand how EVERYTHING is related in some way to geography and its themes.
Friday, September 23
--Goal: I can be successful on my countries quiz.
--Success Criteria: Score at least 80% (13/16) on my countries quiz.
--Critical Thinking Activity: None
1. Pick up a sheet of paper and number 1-16.
2. Countries Quiz #1
3. Countries Quiz #2 map handed out. Quiz over #2 next Friday.
4. Pretest make ups
5. Finished with Countries Quiz #1 and all pretests? Start studying Map #2.
6. Chromebook forms?
Thursday, September 22
1. Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
2. Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
3. Critical Thinking Activity: None
4. Have you Intro to Geography sheet (pg. 1, pg. 2) out. If you are not finished, you have 10mins to work. If you are, you can study your countries with a partner who is also finished with the Geography sheet.
5. Go over Geography sheet
6. Kahoot! Countries Quiz #1 review
7. Countries Quiz #1 tomorrow
Wednesday, September 21
Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1.Critical Thinking Activity: What is a geographer? How do you think maps play a role in a geographer's work? Explain in a paragraph. Respond in Google Classroom.
2. Pair/Share, Class Discussion
3. Work on Intro to Geography assignment (pg. 1, pg. 2) from Monday when finished with CTA. 20 mins.
4. If you are finished with Intro to Geography assignment, read pg. 15-17 (Five Themes of Geography)
a. What is a theme?
b. According to the reading, what are the Five Themes of Geography? (Student response)
c. On a sheet of paper, briefly explain each Theme of Geography in your own words.
5. Countries Quiz #1 Friday
6. Chromebook Forms? No signed form, no Chromebook use in class.
Tuesday, September 20
--Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
--Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1. Critical thinking Activity: NONE
2. No Chromebooks today.
3. Pick up a sheet of paper and number 1-16.
4. Practice Countries Quiz #1
5. When you finish your practice quiz, continue your geography voc. and questions (pg. 1, pg. 2) from yesterday, using the green book at your desk.
6. Countries Quiz #1 Friday
**Practice Countries Quiz #1 today showed many students have not been studying their maps. Please encourage your students to study for Friday's quiz.
Monday, September 19
--Goal: I can explain and use a variety of maps, globes, and web based geography to study the world.
--Success Criteria: to be able to read and use geographic tools to help help better understand the world both past and present.
1. Hand in Chromebook use form agreement sheets. Keep until I collect.
2. Go over Friday’s Constitution Day video/questions.
3. Critical Thinking Activity: What is Geography? Explain your answer in a paragraph and include at least two examples. Respond below.
4. Pair/Share, Discuss
5. Intro to Geography sheet (pg. 1, pg. 2) (analyzing maps, applying maps, finding landforms, vocab.)--Use green book in class.
6. Countries quiz #1 Friday
Friday, September 16
1. Pick up Chromebook
2. Pick up a Constitution Video questions sheet on the front table.
3. Constitution Day (tomorrow), Video.................The Almost Painless Guide to the U.S. Constitution
--Complete Constitution video sheet as you watch the video
4. If you need head phones you can pick them up on the front table. Take bag numbered with your computer number.
5. Go over video sheet
6. Chromebook forms?
7. Countries Quiz #1 next Friday.
Thursday, September 15
1. Pick up your Chrome Book and sign in.
--Courtesy Mode--When it is time to listen to directions, discussion, etc. the computer screen is adjusted to half closed (IE. Mr. Hamilton)
--Only respond in Google Class when asked to. Please no random comments are conversations.
2. Goal: Practice my countries for next Friday’s first countries quiz.
3. Signed Chromebook agreement forms---Due tomorrow
4. 1st 15 minutes: Independent study of countries--No talking!
5. 2nd 15 minutes: Study with a partner
6. 3rd 15 minutes: Cold Calls to locate countries/bodies of water.
7. New Map #1 handed out.
8. Countries Quiz #1: Next Friday, September 23
Wednesday, September 14
1. Pick up a Chrome book, and the two sheets on the front table.
2. Goal: Begin to study and learn my countries list #1.
3. Hand out/explain countries quiz Map #1
--Color in numbered countries/bodies of water (different colors) and Study independent
--Study/practice with a partner
--Go over as a class
3. Issue Chrome Books
4. Hand out Chrome Book Usage Agreement--Due Friday. If not returned, there will be no computer usage.
5. Enter Google Classroom
6. Countries Quiz #1: next Friday, September 23
Tuesday, September 13
**Have all electronics put away, out of sight.**
Goal: Take a pretest to show baseline for where you started the class.
1. Any signed slips/papers to turn in? Due today.
2. Pretest: Final Countries Test
--Hand out answer sheets
--Hand out pretest (64 questions)
--Come to my desk to turn in and be corrected.
3. If you have not, when you finish: A. Pick up a popsicle stick. Put your name on both sides using a marker provided. B. Have something to do after.
Monday, September 12
**Have all electronics put away, out of sight.**
Goal: Take a pretest to show baseline for where you started the class.
1. Any signed slips/papers to turn in?
2. Pretest: Social Studies End of the Year Final
--Hand out answer sheets
--Hand out pretest (100 questions)
--Come to my desk to turn in and be corrected.
3. If you have not, when you finish: 1. Pick up a popsicle stick. Put your name on both sides using a marker provided. 2. Have something to do after.
4. Signed slips/papers due Tuesday, September 13
Friday, September 9
**6th hour: Pretest-Final Vocabulary
1. Introductions:
a. My self
--Background
b. Class Web Site www.mrtaylor116.weebly.com
c. The class (areas of focus)
--What we will study, state decides, limited time
--Daily routine, Daily Student Evaluation Sheet
--Chromebooks
--Dismissing from class
d. Students introduce themselves
2. Collect signed slips/papers from Tuesday.
Thursday, September 8
- Goal: Take a pretest to show baseline for where you started the class.
- Any signed slips/papers to turn in? Social Studies Vocabulary pretest
- Hand out answer sheets
- Hand out pretest (100 questions)
- Come to my desk to turn in and be corrected.
4. Signed slips/papers due Tuesday, September 13.
Wednesday, September 7
1. Goal: Take a pretest to show baseline for where you started the class.
2. Any signed slips/papers to turn in? Turn them into the correct basket on the front table now please.
--Trimester 1 pretest
--Hand out answer sheets
--Hand out pretest (62 questions)
--Come to my desk to turn in and be corrected.
3. When you finish have something to do.
4. Signed slips/papers due Tuesday, September 13. Class Rules, Welcome Letter, Contact Info
_________________________________________________________________________________________________________________________________________________
2015-16
Class Rules
Welcome Letter
Contact Info
https://www.youtube.com/watch?v=TYETfIwu7D4
Intro to Geography sheet (pg. 1, pg. 2).
Assignment: 5 Themes Voc. and Drawing (pg. 15 will help you). (pg. 1, pg. 2)
Geography Term Website, click here
Creating a Geographic Dictionary
Geographic Crossword
Geography Unit Study Guide
Government Vocabulary" and Crossword (pg. 1, pg. 2)
Limited/Unlimited Government sheet
Comparing Political Systems chart
Comparing Political Systems Chart questions
Pardon presentation
Economy Vocabulary
Economic Vocabulary Crossword
Drawing of Economic Vocabulary
Intro to Economics video questions
https://www.youtube.com/watch?v=gsa92tiWZxQ (stop @ 10:35)
Circular Flow Model video
Circular Flow Model video questions
Circular Flow Model sheet
Comparing Economic Systems Chart
Connecting Governments and Economic Systems
Tariffs, Quotas, Embargoes reading handout
https://www.cia.gov/library/publications/resources/the-world-factbook/index.html
Comparing Economics Chart
Graphing/Questions (worksheet)
Trimester 2 Midterm Study Guide
Begin Intro to History Vocabulary
Primary/Secondary notes
http://mrtaylor116.weebly.com/primarysecondary-sources.html
Primary/Secondary Sources sheet
video Hunter-Gatherers to Farmer https://www.youtube.com/watch?v=CJLHewx6PHQ
https://www.youtube.com/watch?v=iDxDPvkzr1s (Pt. 2 Hunter-Gatherers to Farmers)
Continue/finish up TOOLS 1-5, 8-9 notes
https://www.youtube.com/watch?v=lv_AaR6SRII (Pt. 3 Hunter-Gatherers to Farmers))
https://www.youtube.com/watch?v=PLnFp8JFxCg (pt. 4 Hunter-Gatherers to Farmers).
Go over pg. 8-11 reading notes
Trimester 2 Study Guide
Go over Notes 13-15, Neolithic Times
Paleolithic/Neolithic T-Chart
Paleolithic/Neolithic reading questions
Ancient Mesopotamia Vocabulary
The Agricultural Revolution Crash Course Video
Natural Environment in Development of Agricultural Settlements
Start going over pg. 17-20 notes (Mesopotamia Civilization)
Revisit Reading notes, pg. 17-20, Ancient Mesopotamia.......https://docs.google.com/…/1-6OVHb8Hb1UVcN63PJkH1ulycK…/edit…
Mesopotamia Video: Nomads to Farmers (https://www.youtube.com/watch?v=Ki8S5I83Ccc&nohtml5=False) and video sheet
When you finish the video ( https://www.youtube.com/watch?v=Ki8S5I83Ccc) and video sheet, In a paragraph, name one thing you learned from the video and explain the importance of it to Mesopotamia. Answer in Google Classroom.
notes from 17-23
Ancient Egypt Vocabulary
Ancient Egypt Guided Reading wksheet
Ancient Egypt Video: Journals Through History--Ancient Egypt Constructing Civilization https://www.youtube.com/watch?v=ZvshtiEYdOQ
pg. 38-46 Ancient Egypt notes (together)........https://docs.google.com/…/1wwgW6QrqTdTfaSukXso4WYk4SS…/edit…
Comparing/Contrasting Ancient Mesopotamia and Egypt Chart
Modern Marvels: The Kings Chamber - The Secret Passages Of Ancient Egypt https://www.youtube.com/watch?v=KiKl11FGoRo
--Questions to follow along
Hieroglyphics Writing sheet (pg. 1 and pg. 2)--http://discoveringegypt.com/egyptian-hieroglyphic-writing/…/
Hieroglyphic Math (pg. 1 and pg. 2)
City-States, Civilizations, and Empires
World Religions Chart
Religions Voc/Crossword
Watch Spreading of Religion Video (www.mapsofwar.com/images/Religion.swf)
Vocabulary Final Exam Study Guide
Religions video: https://www.youtube.com/watch
End of the Year Final Exam study guide
2014-15
Final Exam Study Guide
Vocabulary Final Exam Study Guide
World Religions Chart (Pg. 1, pg. 2) and Crossword(Pg. 1, Pg. 2).
Video clip Spreading of Religions (http://www.mapsofwar.com/images/Religion.swf)
Major Empires Map Packet See me for packet.
City-State, Civilization, and Empire Power Point--Notes
Major Empires Voc./Crossword
Cultural Diffusion video (Youtube) http://www.youtube.com/watch?v=OrixSTWc7Ag;
https://www.youtube.com/watch?v=PDFaQkK9nkI (McDonald’s)
Hieroglyphics Packet (pgs. 1, 2, 3, 4)
Ancient Egypt notes
Comparing/Contrasting Nile and Mesopotamia chart.
Ancient Egypt Vocabulary/Drawings
Ancient Egypt Notes (pg. 38-46)
Comparing/Contrasting Mesopotamia and Nile River Valley sheet.
Reading/Notes pg. 17-23
Go over notes pg. 16-23 notes
Natural Environment in Development of Agricultural settlements chart.
Critical Thinking Activity #66: Paleolithic/Neolithic Questions
Paleolithic/Neolithic T-Chart
Early Human Vocab sheet
Study Guide for Final Exam (Tri #2)
Historical Vocabulary
Historical Vocabulary in your own words
Historical Vocabulary Crossword.
Products from Around the World sheet.
Mapping exercise: Students will map where the products from around their house are from.
Tariff, Quota, etc. sheet.
Comparing Economics Chart
Economic Systems Chart.
Circular Flow Model Video: https://www.youtube.com/watch?v=2wM0jHL6TQs
Midterm Study Guide (Tri #2)
Economic Vocabulary Drawing
Economic Crossword
Economic Vocabulary
CCR: History of the United Nations and Fight World Hunger by Eating Bugs, Urges UN
CCR answer sheets
History of the United Nations (Pg. 1/Pg. 2)
-Fighting World Hunger by Eating Bugs..........Reading Questions
Comparing Governments Chart Questions
Comparing Political Systems chart
Gov. Vocab (Pg. 1 and Pg. 2)
Gov. Crossword (Pg. 1 and Pg. 2)
Limited/Unlimited Government sheet with you.
Geographic Dictionary (Pg 1 and Pg 2)
World Time Zone Work sheet
Reading a Time Zone Map worksheet pg. 1 and pg. 2
Climate Regions Reading Notes (pg. 56-61) ready to go over.
Study Guide (Midterm Tri #1)
Applying The Five Themes of Geography to Carter Middle School.
Five Themes of Geography Definitions/Drawings (pg. 1, pg. 2).
Reading Longitude/latitude worksheet (pg. 1, pg. 2)
Intro to Geography sheet (pg. 1, pg. 2)
Reading review assignment/questions pg. 15-17.
Video: U.S. Constitution: http://app.discoveryeducation.com/player/view?assetGuid=58094c39-c2b2-4165-910a-08138a1b0db5
Bill of Rights: http://app.discoveryeducation.com/player/view?assetGuid=58094c39-c2b2-4165-910a-08138a1b0db5##
Master Map of the World (handout)