Class Calendar
Weekly Resources
Monday - Standard 6.40 Chapter 8 Lesson 1 Reading comprehension - Students will use the text to answer question provided by the teacher. Click this link to access questions
Tuesday - Classwork Standard 6.41 questions
Thursday -
Friday - Ancient Israel Assessment
Tuesday - Classwork Standard 6.41 questions
- Homework - Standard 6.42 Chapter 8 Lesson 1 Reading comprehension - Students will use the text to answer question provided by the teacher. Click this link to access questions
- Gatewood's class - Israel Package
Thursday -
Friday - Ancient Israel Assessment
Monday Honors - Ancient Israel reading comp create a written piece that describes the 4 major events that took place after the rule of King Solomon
Tuesday - Using the text write summary that explains how Judaism survived after diaspora
Wednesday - Israel Assessment(Honors) - Mesopotamia Assessment(All other classes)
Thursday - Intro to Ancient Greece - identify important geographical features in Ancient Greece and discuss how they impacted Greek civilization.
Friday - EXPLAIN how the geography of ancient Athens and other city-states impacted trade, expansion and colonization All other classes will review Mesopotamia this week. Activities will be sent via Remind101
Week of 2-19 Lesson Plan
Week of 2-19 Lesson Plan
Task & Homework
Monday -
Monday -
- Gatewood/Springfield -
- Homework -Ancient Israel Guided Reading due Tuesday
- Classwork - Ancient China Retest
- Norwood/Randle
- Classwork - RETEST
- Homework - Vocabulary Foldables
- Classwork - RETEST
lesson_plan_1-29_2-2.docx |
Week of 1/22 - 1/26
Students will continue to work on exploring the civilization of India. This week all classes will focus on the following objectives:
- Student can explain the evolution of Hinduism
- Student can tell you how Buddhism evolved and spread through Asia.
6.25 Explain how the major beliefs and practices of Brahmanism in India evolved into early Hinduism
6.27 Write a narrative text describing how Siddhartha Gautama’s (Buddha) life experiences influenced his moral teachings and how those teachings became a new religion that spread throughout India and Central Asia as a new religion. (C, H, G)
6.28 Describe the growth of the Maurya Empire and the political and moral achievements of the Emperor Asoka. (C, H, P)
Monday - Classwork/Homework for - Ch. 6 L. 1 Ancient India Reading Essentials and Vocabulary Handout. Due on Tuesday 2/23
Tuesday -
- Classwork - Ch6 L2 Reading and Discussion. Create a flow chart the shows the transition of Indian religion. How was Hinduism developed?
- Homework Ch6 L2 -Ancient India Reading Essentials and Vocabulary Handout. Due on Tuesday 2/24
- Classwork - Group Reading and Discussion - Ch6 L2 pg 153-154
- Story Board - Life of Buddha
- Homework - Students will write a narrative text based on the life of Siddhartha Gautama, and how Buddhism was created in ancient India
- As with other civilizations, religion played a major part in how Indian civilization grew. Two major religions developed in India, write a paragraph to compare and contrast those two religions by answering:
How did each religion develop?
What were the major beliefs of each religion?
How did each religion spread?
Then, in your opinion, which religion was the most successful in Ancient India. Give at least one example to support your opinion from a text that you have read.
As you write, follow the directions below. - Address all parts of the prompt.
- Include information and examples from your own knowledge of social studies.
- Use evidence from the sources to support your response.
- As with other civilizations, religion played a major part in how Indian civilization grew. Two major religions developed in India, write a paragraph to compare and contrast those two religions by answering:
Week of 12/11 - 12/15
Students will continue to work on Ancient civilization Packets. This week some classes will focus on Ancient Egypt, Ancient India, and others on Ancient Mesopotamia. The PowerPoint to the Egypt Packet can be found by clicking here.
- 1st Period Randle - Mesopotamia Grapes Chart
- Student will understand the geography of Ancient Mesopotamia
- 2nd Period Norwood - Mesopotamia Grapes chart
- Student will understand the geography of Ancient Mesopotamia
- 3rd Period Gatewood - Egypt Grapes Chart
- Students will understand the Geography of Ancient Egypt
- 4th Period Springfield - Mesopotamia Grapes Chart
- Students will understand the geography of Ancient Mesopotamia
Students will continue to work on Ancient civilization Packets. This week we will focus on Ancient Egypt. The PowerPoint to the Packet can be found by clicking here.
The packets must be completed and are due by Monday December 11.
- 4th Period (Gatewood)
- 12/5 - class will create a model that represents the Social structure of Ancient Egypt, for classwork.
- 12/6 - Students will create an essay summarizing some of the important achievements of Ancient Egypt using their text as a reference
Week of 11/13 - 11/17
Monday - Tuesday
- Enriched class (Gatewood) will work on assignments for their Interactive notebooks using this PowerPoint. Please do not work ahead
- All other classes - complete outlines for Chapter 4 Lesson 1
- Enriched class will complete outline for Chapter 5 Lesson 1
- All other classes complete outline for Chapter 4 Lesson 2
Week of 11/06 - 11/08
Some students will be creating and completing outlines before moving on to the Egypt unit. This will serve as a review of the content not mastered on the last assessment.
Students will learn to create outlines while reading the chapters. This will assist them in organizing information which will help them improve their writing skills
Monday - Tuesday -
- Enriched class will create outlines as a measure to peer tutor their peers in other classes. I will assist by providing the information needed to be put into the outline.
- Teacher will go over the outlined that were due to November 1st
- Complete the following outlines Chapter 3 Lesson 1 and Chapter 3 Lesson 2
- Enriched Class - Create a diagram that compares and contrast the Nile River, Euphrates, and Tigris River
- All other classes continued review by completing the outlines for Chapter 4 lesson 1 and Chapter 4 Lesson 2.
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Week of 10/29 - 11/03
Standards for the week
6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan. (G, H)
Students will learn to create outlines while reading the chapters. This will assist them in organizing information which will help them improve their writing skills. They will also learn to identify the geographical features in the standard above
Task:
Monday - Tuesday -
- Enriched class will create (draw) a map and identify (label) the geographical features in the standard above. Teacher will also model how to create an outline using chapter 5 lesson 1 of the textbook as the content. Students will finish the outline due Wednesday Nov. 1st and vocabulary for homework due on Friday Nov 3rd.
- Springfield's homeroom class will retake their last assessment to try and improve their grades.
- No homework
- Norwood's class is to complete the outline outline using chapter 5 lesson 1 of the textbook as the content. Students will finish the outline and draw a map and labeling the geographical features in the standard above for homework.
Wednesday - Thursday
- Classwork All Classes - Create a diagram that compares and contrast the Nile River, Euphrates, and Tigris River
- All classes - Assessment students must be able to identify the items in the standard on a blank map.
Week of 10/16 - 10/20
Standards for the week
Study Guide for Test on 10/20 click here
STANDARDS FOR THE WEEK
6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. (G, H)
6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power. (C, E, H)
This week students will prepare presentations that will educate their classmates on the city-states of Mesopotamia and the empires Babylon, Sumer, and Assyria. They will provide background information about the people, leaders, social structure, religion, inventions and contributions etc. They will research and create a powerpoint, that includes pictures, and other information about the city-states and empires. Presentations will be presented on Monday and Tuesday of next week.
Homework
Students will complete the webquest at the following URLs: Mesopotamia Webquest 1 and Mesopotamia 2. This will be worked on in class as well. Students can download the questions for the WebQuest 1 here and write on the handout, Otherwise, they must write the questions. These two WebQuest will provide additional background information about Mesopotamia. Due Date is Friday Oct. 20th
Task:
Monday - Tuesday -
- We will review homework packets and then to refresh our knowledge of Ancient Mesopotamia
- Classwork will consist of working in groups to prepare presentations.
- Teacher will present an example of how the presentations will be compiled.
- Work or presentations
- Work on Webquest
- Work on Presentations
Week of 10/02 - 10/06
This week we will explore the development of city-states in ancient Mesopotamia. Students will jump between Chapter 4 Lesson 1 and Lesson 2, to discover information that will allow them to write their own summary of the the city-states of Sumer, Babylon, and Assyria.
STANDARDS FOR THE WEEK
6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. (G)
6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. (G, H)
Task:
Monday - Tuesday
- Complete a map that identifies the following: Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea, Sea of Galilee
- Students will complete Sumerian Handouts - You can click here and here to view the handouts.
- Explain why the Fertile Crescent is call the the Fertile Crescent
- Students will complete reading from the textbook pages 79-80 and 87-92 and in order to gain information about the three early city-states Sumer, Babylon, and Assyria in order to create a summary. This means they will explain how one city-state followed the other in development.
- Read the The Code of Hammurabi and Answer the Question set.
Week of 9/25- 9/29
Students will retake their test from last friday again on friday. The content covered is from Chapter 1 lesson 1 and Chapter 3 lesson 1 and 2
In Unit 2 Students will explore how civilizations grow and expand and the features of a civilization that allow it to thrive. They will understand how Ancient Mesopotamia saw the birth of socially complex civilizations that relied on new technology to project their power across the ancient world. Writing allowed civilizations to develop laws, religion and art, while developments in agriculture and engineering let civilizations get bigger and stronger. Students will explore this through anchor and supplementary texts related to the achievements of the Mesopotamian people with special emphasis placed on the Code of Hammurabi. Students will demonstrate this knowledge through continued collaborative protocols and content-focused writing.
Essential Questions:
What caused people to settle in Mesopotamia?
Why is writing and art so important for a growing civilization?
How does religion help to establish and maintain social order?
Monday and Tuesday - Objective - On a historical map locate and describe the Tigris and Euphrates rives, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Sea of Galilee and Dead Sea, and EXPLAIN why the region was called the fertile crescent.
Homework - Monday - Tuesday
- Chapter 4 Lesson 1 paragraph Diets - 1- 17 - Due on Wednesday for Gatewood/Randle's Homeroom and Thursday - for Springfield's/Norwoods' homeroom
- Chapter 4 Lesson 1 paragraph Diets - 18- 36 - Due on Thurs Randle/Gatewood and Friday for Norwood/Springfield's Homeroom
- Students will complete the vocabulary by defining each word, using each in a sentence and drawing a picture that represents each word - Due Friday, Sept. 29, 2016. *Click on the link to this PowerPoint to define the words.
Week of 9/18 - 9/22
This week students will be able to explain the following concepts:
Student can explain why it was important for early people to learn how to farm and work metal and what it meant for the lives of those early people.
Student can tell you how and why people started to raise plants and animals to get new sources of food and shelter.
Students can tell how farming helped people stay in one place for generation after generation and how it helped populations grow.
Standards for the week
6.3 Explain the importance of the discovery of metallurgy and agriculture. (E, H)
6.4 Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. (C, G, H)
6.5 Summarize the impact of agriculture related to settlement, population growth, and the emergence of civilization.
Homework for the Week
- Homework - Paragraph Diets Ch 3 L2 due on Wednesday
- Complete Early Humans and the Agricultural Revolution guided Reading Handout
Week of 9/11 - 9/15
Standard 6.2 - Provide textual evidence that characterizes the nomadic hunter-gather societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry)
Homework - Use the article that was handed out during class on Wednesday to answer the following questions:
- What key differences do you see between the Oldowan/Olduvai tools and the Acheulean tools?
- In the last sentence of the second paragraph, what does the author mean by “quality of workmanship?”
- Looking at these tools, what can you infer about the lives of the people who used them?
- Why does the author draw attention to the fact that some of these tools are “bifacial”?
- Which of the uses for the tools described in the third paragraph would be most important to early humans?
- How would these tools help early humans provide food and clothing?
- What advantages would these tools provide to early humans over other animals?
venn_diagram.pdf |
neolithic_ad.pdf |
Week of 9/12/16-9/15/15
Standard 6.2 - Provide textual evidence that characterizes the nomadic hunter-gather societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry)
Standard 6.4 - Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter
Standard 6.7 - Recognize time designations and the abbreviations, including: (B.C., B.C.E., A.D., C.E., circa (c. or ca) decades, centuries, prehistoric, historic)
Standard 6.2 - Provide textual evidence that characterizes the nomadic hunter-gather societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry)
Standard 6.4 - Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter
Standard 6.7 - Recognize time designations and the abbreviations, including: (B.C., B.C.E., A.D., C.E., circa (c. or ca) decades, centuries, prehistoric, historic)
stone_age.pptx |
chapter_3_lesson1_guided_reading_questions.pdf |
chapter_3_lesson_2_guided_reading_questions.pdf |