Monday 17
Play review game off of study guide.
Tuesday 18
Play review game off of study guide.
Wedneday 19
Final exam
Tuesday 20
Final exam
Monday, December 17, 2012
Monday, December 3, 2012
Agenda for World History Week of Nov 26 - Nov 30
11/30/2012
Week 15 World History Agenda
Monday- November 26, 2012
Warm-Up:
• Positive/Negatives about Thanksgiving break.
What do you remember? Students will be presented with buzz words from WWI. (ie. Treaty of Versailles, trench warfare, Archduke Franz Ferdinand).
Work Session:
Students will be presented with information about WWII using PowerPoint with guided notes.
Closing:
Students will use an index card to answer EQ for the lesson.
Tuesday-November 27, 2012
Warm-Up:
•How does the outcome of WWII impact us today?
Work Session:
Station activity: Students will move to stations and complete a 8 fold. Each station will present information in the standard such as Pablo Picasso, the Rape of Nanjing in China, Italian invasion in Ethiopia, Mohandas Gandhi etc. Students will complete tasks for every station. Each task will focus on different learning styles and levels.
Closing:
Puzzled. Each group will be given a set of puzzles. They will first have to categorize the puzzles, they will then have to complete each puzzle after separating the pieces that go with each person, event, or things puzzle. The students will be competing against different groups.
Wednesday-November 28, 2012
Warm-Up:
• Writing prompt: Students will write a 1 paragraph summary on whether or not we should have dropped the atomic bomb.
Work Session:
Review of WWII. Finishing PowerPoint and Guided notes.
Closing:
Post-It: Ticket out the door. Write what they still don’t understand about WWII.
Thursday- November 29, 2012
Warm-Up :
Yesterday , I learned about________......
Work Session:
Ellie Wiesel: Oprah interview. Oprah interviews Ellie Wiesel, the author of night, to talk about his experience in concentration camp and the holocaust.
Students will read stories of people who were in the holocaust and share the stories with classmates.
Closing:
N.E.W.S- Students will write what the noticed about WWII. What they were excited about during WWII. What they wonder about WWII. What they still want to know about WWII.
Friday-November 30, 2012
Warm-Up:
Unit 7 Pictionary
Work Session:
Holocaust discussion
Study Guide
Closing:
Writing response: Compare and Contrast WWI and WWII
11/30/2012
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11/14/2012
World War I- PPT
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
WWI analogy box. Students will compare WWI to four different real life objects, jobs, etc. (ie. WWI is like a grocery store because…).
Work Session:
Day 1: Causes of WWI discussion based question. Students will be divided into groups. Each group will start at assigned location. Teacher and students will read the background essay of the Causes of WWI. Teacher will use this time to create further understanding of the causes of WWI.
Stations: Students will analyze different documents for the DBQ at every station. They will be given questions to think about while analyzing the documents. Students will be given 10-12 minutes at each station.
Teacher and Students will hold a class discussion sharing their analysis of each document.
Closing:
I can statements.. Students will look back at the standard and essential question for Unit 7. Using a post-it note, students will write I can ______ over Unit 7. (ie. I can remember that militarism, alliances, imperialism, and nationalism are causes of WWI).
Week 15 World History Agenda
Monday- November 26, 2012
Warm-Up:
• Positive/Negatives about Thanksgiving break.
What do you remember? Students will be presented with buzz words from WWI. (ie. Treaty of Versailles, trench warfare, Archduke Franz Ferdinand).
Work Session:
Students will be presented with information about WWII using PowerPoint with guided notes.
Closing:
Students will use an index card to answer EQ for the lesson.
Tuesday-November 27, 2012
Warm-Up:
•How does the outcome of WWII impact us today?
Work Session:
Station activity: Students will move to stations and complete a 8 fold. Each station will present information in the standard such as Pablo Picasso, the Rape of Nanjing in China, Italian invasion in Ethiopia, Mohandas Gandhi etc. Students will complete tasks for every station. Each task will focus on different learning styles and levels.
Closing:
Puzzled. Each group will be given a set of puzzles. They will first have to categorize the puzzles, they will then have to complete each puzzle after separating the pieces that go with each person, event, or things puzzle. The students will be competing against different groups.
Wednesday-November 28, 2012
Warm-Up:
• Writing prompt: Students will write a 1 paragraph summary on whether or not we should have dropped the atomic bomb.
Work Session:
Review of WWII. Finishing PowerPoint and Guided notes.
Closing:
Post-It: Ticket out the door. Write what they still don’t understand about WWII.
Thursday- November 29, 2012
Warm-Up :
Yesterday , I learned about________......
Work Session:
Ellie Wiesel: Oprah interview. Oprah interviews Ellie Wiesel, the author of night, to talk about his experience in concentration camp and the holocaust.
Students will read stories of people who were in the holocaust and share the stories with classmates.
Closing:
N.E.W.S- Students will write what the noticed about WWII. What they were excited about during WWII. What they wonder about WWII. What they still want to know about WWII.
Friday-November 30, 2012
Warm-Up:
Unit 7 Pictionary
Work Session:
Holocaust discussion
Study Guide
Closing:
Writing response: Compare and Contrast WWI and WWII
11/30/2012
Permalink
Comments (0)
11/14/2012
World War I- PPT
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
WWI analogy box. Students will compare WWI to four different real life objects, jobs, etc. (ie. WWI is like a grocery store because…).
Work Session:
Day 1: Causes of WWI discussion based question. Students will be divided into groups. Each group will start at assigned location. Teacher and students will read the background essay of the Causes of WWI. Teacher will use this time to create further understanding of the causes of WWI.
Stations: Students will analyze different documents for the DBQ at every station. They will be given questions to think about while analyzing the documents. Students will be given 10-12 minutes at each station.
Teacher and Students will hold a class discussion sharing their analysis of each document.
Closing:
I can statements.. Students will look back at the standard and essential question for Unit 7. Using a post-it note, students will write I can ______ over Unit 7. (ie. I can remember that militarism, alliances, imperialism, and nationalism are causes of WWI).
Monday, November 12, 2012
World History Week of Nov 12-16
« Week 13 World History Agenda
Main
11/12/2012
Week 14 World History Agenda
Week 14 World History Agenda
Monday 11/12/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties
Warm-Up:
•Students will watch a video about Franz Ferdinand’s assassination.
Work Session:
•Students will be presented with information about WWI through a PowerPoint presentation. Students will follow presentation/lecture using guided notes. Presentation will include information textual evidence, images, and short clips.
Closing:
•Picture Response: Teacher will display three pictures that describe WWI (ie. Trench warfare, Palace of Versailles, Map of alliances in WWI).
Students will work together to write down and discuss what they know about the pictures and what they believe the pictures are symbolizing.
Tuesday 11/13/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
•WWI analogy box. Students will compare WWI to four different real life objects, jobs, etc. (ie. WWI is like a grocery store because…).
Work Session:
•Day 1: Causes of WWI discussion based question. Students will be divided into groups. Each group will start at assigned location. Teacher and students will read the background essay of the Causes of WWI. Teacher will use this time to create further understanding of the causes of WWI.
•Stations: Students will analyze different documents for the DBQ at every station. They will be given questions to think about while analyzing the documents. Students will be given 10-12 minutes at each station.
•Teacher and Students will hold a class discussion sharing their analysis of each document.
Closing:
•I can statements.. Students will look back at the standard and essential question for Unit 7. Using a post-it note, students will write I can ______ over Unit 7. (ie. I can remember that militarism, alliances, imperialism, and nationalism are causes of WWI).
Wednesday 11/14/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
•Think-Pair-Share: Students will write the answer to this unit essential Question. Once the students finish writing, they will pair with their elbow partner and share their answer. After giving students 2 minutes to share, teacher should call on volunteers and non-volunteers to share what the pair came up with.
Work Session:
•Day 2: Causes of WWI discussion based question. Students should have essay outlined from their homework. Using the outline, students will write their Causes of WWI essay. The essay will be due at the end of class.
•If students finish their DBQ essay before the class period is up, the students will read/complete workbook pages on the Russian Revolution.
Closing:
•3-2-1: Students will write three things they feel confident about in this unit. Students will write 2 things that they learned about the DBQ. Students will write 1 thing that they enjoyed learning about WWI.
Thursday 11/15/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Warm-Up:
•Race Car Review game: Teacher will review information from Unit 1-6 playing the race car review game. PowerPoint template in which teams of students race to the finish line. The team that can answer the most correct answers wins.
Work Session:
•Common Assessment #3
•Short video clip on trench warfare and the warfront. Followed by class discussion on the conditions of the war front.
•Teacher will present information using Reading guide handouts that explain the collapse of great empires: Romanov and Hapsburg dynasties.
Closing:
•What do you know game show: Students will be given individual white boards.Teacher will ask questions about what has been covered in Unit 7. Students will write their answer on the white board. Team (Boys vs Girls) who has the most correct answers will earn points.
Friday 11/16/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Warm-Up:
•Yesterday, I learned about ____________ and important thing about ________________ is _________________.
Work Session:
•Understanding the Treaty of Versailles. Students will be presented with information about the impact of the Treaty of Versailles.
•Treaty of Versailles Negotiation game: Students will play a simulation game, in which each student will play a role in the Treaty of Versailles. They will be given background information on their character and options for which stand they want to take. The students will discuss and negotiate the terms of the treaty.
Closing:
•Post it, I know it- Students will illustrate something that they know and enjoyed learning about WWI on a post it note.
Wednesday, November 7, 2012
World History 11/6/12
Monday 11/5/12
GPS Standards: SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism , and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
d. Describe imperialism in African and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.
Warm-up:
I can remember… Students will identify what they remember about the scientific revolution, absolutism, revolutions around the world, and the unification of both Germany and Japan.
Work Session:
Students will take notes using a lecture/PowerPoint presentation on the Industrial Revolution.
Students will be broken up into groups. They will read and discuss imperialism in their assigned region. Teacher will provide students with poster paper. They will use the information from their handout discussion to create a poster presentation on imperialism. The students will present information.
Students will write a checklist of Unit 6. Students should use this check list to help them study for their Unit 6 Assessment (November 8th).
Closing:
Students will answer this question using a post it note. Why did industrialization lead to urbanization?
Tuesday 11/6/12- NO SCHOOL
Wednesday 11/7/12
GPS Standards: SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.
d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies
Warm-Up:
What do you know? White board activity for students to write what they know about each topic on the Unit 6 Check list.
Work Session:
Students will be given 25 minutes to work on their checklist with a partner.
Battleship review game
Closing:
N.E.W.S students will write about Unit 6. What did you notice about unit 6? What is exciting about unit 6? What do you wonder about Unit 6? What do you still want to know?
Thursday 11/8/12
GPS Standards: SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.
d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies
Warm-Up:
Think- Pair- Share Review
Work Session:
Students will complete Unit 6 Assessment
What is Nationalism? Students will read a short handout with questions about nationalism.
Closing:
Are you satisfied? Students will discuss with peers the questions on the Unit 6 Assessment that they did not understand. Students will then share with class the questions that were difficult and the questions that they felt confident with. This will help the teacher assess the content that is difficult for students and prepare me for future lessons.
Friday 11/9/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
Students will listen to the national anthems of 5 different countries. Teacher will display lyrics to each national anthem as the song plays.
Teacher will hold class discussion on the ideas of nationalism and what nationalism means.
Work Session:
Teacher will present students with a short PowerPoint presentation with guided notes.
Students will be split into groups. These groups will create a commercial for the assigned country. Students will create a commercial selling their nation. At the end of class students will present commercials to the class.
Closing:
1 minute response- What is nationalism? What did you learn in today’s lesson?
Thursday, November 1, 2012
World History Oct 29 - Nov 2
Week 12 World History Agenda
Monday 10/29
GPS Standards: SSWH12 the student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-up:
The students will create a bubble board of both the China empires and the Creating of Tokugawa Japan.
Work Session:
The students will complete an interactive PowerPoint on the Safavid and Mughal empires. Students will be able to compare the influence of the three Muslim Empires (Ottoman, Safavid, and Mughal) on religion, law and arts.
Students will draw and distinguish the geographical extent of all three empires.
Closing:
Students will be given topics (i.e., Tokugawa, Suleyman, diamyo). The student will be given 1 minute to write everything that they have learned about each topic.
Tuesday 10/30
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b. Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Students will compare the three Muslim empires using a Venn Diagram.
Work Session:
Students will work in pairs to complete their Unit 5 Study Guide.
Students/Teachers will play the “Pyramid games”. Students will compete in teams with the teacher describing topics showed in the Pyramid.
Closing:
Whiteboard response: Teacher will distribute small white boards to each student’s. Teacher will ask questions regarding Unit 5. Students will write their answer on the whiteboard and demonstrate their knowledge of the Unit.
Wednesday 10/31
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a.Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b.Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Study Buddies
Work Session:
Students will take their Unit 5 Assessment.
Students will turn in their Exploration Tasks (assigned October 16th).
Students will create a vocabulary wheel as an introduction for Unit 6.
Closing:
Brainstorming/Class Discussion: What is the scientific revolution? How does technology impact us today?
Thursday 11/1
GPS Standards:
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Scientific revolution video. Introduction to the scientific revolution
Work Session:
Students will use a graphic organizer and scientific revolution flashcards. Each flashcard will demonstrate the roles and ideas of Copernicus, Galileo, Kepler, Newton, Locke, Voltaire, and Rousseau.
Students will reach each card aloud and work as a group to determine who they were? What they did? Why it is important today?
Closing:
Summarize the importance of the scientific revolution in 12 words or less.
Friday 11/2
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a.Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b.Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Students will write the scientific revolution is like, ___________, ___________, __________and ______________. Students will pick objects as they come into class. Each student will write a sentence comparing the scientific revolution to whichever objects that are chosen.
Work Session:
Students will complete pages 80-81 in their student workbooks. They will be able to use their textbook and graphic organizer on the scientific revolution to help them complete the assignment.
Closing:
N-E-W-S: Students will write about SSWH13. What did you NOTICE about this standard? What did you ENJOY about this standard? What do you WONDER about this standard? What do you still need to know about this standard?
Monday 10/29
GPS Standards: SSWH12 the student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-up:
The students will create a bubble board of both the China empires and the Creating of Tokugawa Japan.
Work Session:
The students will complete an interactive PowerPoint on the Safavid and Mughal empires. Students will be able to compare the influence of the three Muslim Empires (Ottoman, Safavid, and Mughal) on religion, law and arts.
Students will draw and distinguish the geographical extent of all three empires.
Closing:
Students will be given topics (i.e., Tokugawa, Suleyman, diamyo). The student will be given 1 minute to write everything that they have learned about each topic.
Tuesday 10/30
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b. Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Students will compare the three Muslim empires using a Venn Diagram.
Work Session:
Students will work in pairs to complete their Unit 5 Study Guide.
Students/Teachers will play the “Pyramid games”. Students will compete in teams with the teacher describing topics showed in the Pyramid.
Closing:
Whiteboard response: Teacher will distribute small white boards to each student’s. Teacher will ask questions regarding Unit 5. Students will write their answer on the whiteboard and demonstrate their knowledge of the Unit.
Wednesday 10/31
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a.Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b.Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Study Buddies
Work Session:
Students will take their Unit 5 Assessment.
Students will turn in their Exploration Tasks (assigned October 16th).
Students will create a vocabulary wheel as an introduction for Unit 6.
Closing:
Brainstorming/Class Discussion: What is the scientific revolution? How does technology impact us today?
Thursday 11/1
GPS Standards:
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Scientific revolution video. Introduction to the scientific revolution
Work Session:
Students will use a graphic organizer and scientific revolution flashcards. Each flashcard will demonstrate the roles and ideas of Copernicus, Galileo, Kepler, Newton, Locke, Voltaire, and Rousseau.
Students will reach each card aloud and work as a group to determine who they were? What they did? Why it is important today?
Closing:
Summarize the importance of the scientific revolution in 12 words or less.
Friday 11/2
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a.Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b.Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Students will write the scientific revolution is like, ___________, ___________, __________and ______________. Students will pick objects as they come into class. Each student will write a sentence comparing the scientific revolution to whichever objects that are chosen.
Work Session:
Students will complete pages 80-81 in their student workbooks. They will be able to use their textbook and graphic organizer on the scientific revolution to help them complete the assignment.
Closing:
N-E-W-S: Students will write about SSWH13. What did you NOTICE about this standard? What did you ENJOY about this standard? What do you WONDER about this standard? What do you still need to know about this standard?
Tuesday, October 23, 2012
Oct 22 - Oct 26
Week 11 World History Agenda
Monday 10/22/12
GPS Standards: SSWH12 the student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-up:
The students will create a bubble board of both the China empires and the Creating of Tokugawa Japan.
Work Session:
The students will complete an interactive PowerPoint on the Safavid and Mughal empires. Students will be able to compare the influence of the three Muslim Empires (Ottoman, Safavid, and Mughal) on religion, law and arts.
Students will draw and distinguish the geographical extent of all three empires.
Closing:
Students will be given topics (i.e., Tokugawa, Suleyman, diamyo). The student will be given 1 minute to write everything that they have learned about each topic.
Tuesday 10/23/12
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b. Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Students will compare the three Muslim empires using a Venn Diagram.
Work Session:
Students will work in pairs to complete their Unit 5 Study Guide.
Students/Teachers will play the “Pyramid games”. Students will compete in teams with the teacher describing topics showed in the Pyramid.
Closing:
Whiteboard response: Teacher will distribute small white boards to each student’s. Teacher will ask questions regarding Unit 5. Students will write their answer on the whiteboard and demonstrate their knowledge of the Unit.
Wednesday 10/24/12
GPS Standards:
SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
a.Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.
b.Analyze the impact of population growth and its impact on social structure of Japan and China.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.
b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.
Warm-Up:
Study Buddies
Work Session:
Students will take their Unit 5 Assessment.
Students will turn in their Exploration Tasks (assigned October 16th).
Students will create a vocabulary wheel as an introduction for Unit 6.
Closing:
Brainstorming/Class Discussion: What is the scientific revolution? How does technology impact us today?
Thursday 10/25/12
GPS Standards:
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Scientific revolution video. Introduction to the scientific revolution
Work Session:
Students will use a graphic organizer and scientific revolution flashcards. Each flashcard will demonstrate the roles and ideas of Copernicus, Galileo, Kepler, Newton, Locke, Voltaire, and Rousseau.
Students will reach each card aloud and work as a group to determine who they were? What they did? Why it is important today?
Closing:
Summarize the importance of the scientific revolution in 12 words or less.
Friday 10/26/12
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a.Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b.Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.
Warm-Up:
Students will write the scientific revolution is like, ___________, ___________, __________and ______________. Students will pick objects as they come into class. Each student will write a sentence comparing the scientific revolution to whichever objects that are chosen.
Work Session:
Students will complete pages 80-81 in their student workbooks. They will be able to use their textbook and graphic organizer on the scientific revolution to help them complete the assignment.
Closing:
N-E-W-S: Students will write about SSWH13. What did you NOTICE about this standard? What did you ENJOY about this standard? What do you WONDER about this standard? What do you still need to know about this standard?
Thursday, October 18, 2012
World History, Oct 15 - Oct 19
World History
10/16/2012
Week 10 World History Agenda
Week 10 World History Agenda Monday 10/15/12 GPS Standard : SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. a.Explain the manorial system and feudalism: include the status of peasants and feudal monarchies and the importance of Charlemagne. b.Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire). c.Explain the Role of the church in medieval society. d.Describe how increasing trade led to the growth of towns and cities SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a.Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. b.Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. e.Describe the counter reformation and the Council of Trent and the role of the Jesuits. f.Describe the English reformation and the role of Henry VIII and Elizabeth I. g.Explain the importance of Gutenberg and the invention of the printing press Warm-Up: • Bubbleboard: Students will come up and complete an interactive bubbleboard. Work Session: • Battleship: Students will be given time to study in class. Students will then be split into groups of 4. Each group is a battleship. Teacher will ask questions to each battleship. With every correct answer, groups get to sink a battleship. Last battleship standing wins. Closing: • Question and answer: Students will be given time to ask any unanswered questions for unit 4.
Tuesday 10/16/12 GPS Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. a.Explain the manorial system and feudalism: include the status of peasants and feudal monarchies and the importance of Charlemagne. b.Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire). c.Explain the Role of the church in medieval society. d.Describe how increasing trade led to the growth of towns and cities SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a.Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. b.Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. e.Describe the counter reformation and the Council of Trent and the role of the Jesuits. f.Describe the English reformation and the role of Henry VIII and Elizabeth I. g.Explain the importance of Gutenberg and the invention of the printing press Warm-Up: • Study buddies Work Session: • Unit 4 assessment • Exploration Task Closing: • Post it I know it activity.
Wednesday 10/17/12 GPS STANDARDS: SSWH11 Students will investigate political and social changes in Japan and in China from the seventh century CE to mid-nineteenth century CE. c.Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China. d.Analyze the impact of population growth and its impact on the social structure of Japan and China. Warm-Up: • What do you know about Japan and China as it relates to exploration? Work Session: • Japan and China- Powerpoint • Guided Notes Japan and China • Large Post it Activity Closing: • 3-2-1 Activity
Thursday 10/18/12 GPS Standards: SSWH11 Students will investigate political and social changes in Japan and in China from the seventh century CE to mid-nineteenth century CE. c.Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China. d.Analyze the impact of population growth and its impact on the social structure of Japan and China. Warm-Up: • Create Gestures Work Session: • Japan and China- Powerpoint • Guided Notes Japan and China • Large Post it Activity • Exploration Task if time allows Closing: • Venn Diagram comparison
Friday 10/19/12 GPS STANDARDS: SSWH12 Students will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires. a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar. b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world. Warm-Up: • Yesterday, I learned___________ and Important thing about __________ is _______. Work Session: • Ottoman primary document discussion • Prezi Ottoman Empire- guided notes • Map the extent of the Ottoman Empire Closing: • In ten words or less describe the most important aspect of the lesson.
Monday, October 8, 2012
Weekly blog for World History for week of Oct 8 - Oct 12
Monday: October 8th, 2012
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
1. a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.
Warm-Up:
• What is the Renaissance? What is Reformation? Class discussion on how the Renaissance and Reformation impacted the world today.
Work Session:
• Students will create outline using Chapter 17 section 1 in their textbook. Students will develop an understanding of the social and economic changes in Europe.
Closing:
• Primary Document analysis. Page 467 in textbook. Students will read Machiavelli. Teacher will call on volunteers and non-volunteers to explain the document.
Tuesday: October 9th, 2012
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo.
g. Explain the importance of Gutenberg and the invention of the printing press.
Warm-Up:
• Analyzing Art: Teacher will portray the painting Mona Lisa by Leonardo da Vinci. Ask students to analyze the picture. Focusing on Facial expressions, background, used of color, amount of detail, and Use of light and shadow. Teacher will then show a picture of Michelangelo painting of the Sistine Chapel.
Work Session:
• Teacher will present short presentation on the Renaissance man- Leonardo da Vinci and Michelangelo.
• Students will be provided with handouts of readings on the inventions of Leonardo da Vinci. In pairs students will be asked to give descriptions and illustrations of his inventions. Pairs will then compare Leonardo’s invention with its modern version. This will include Gutenberg and the invention of the printing press. Students will share their findings with the class. Teacher should bring modern objects to classroom (only practical inventions).
Closing:
• 1 minute response. Teacher will ask prompt questions. Teacher will give students 1 minute to respond to each question in their notebooks. Prompt questions include: What are some characteristic of the “Renaissance Man”? How did Italy’s cities help to make it the birthplace of the Renaissance? Teacher will call on volunteers and non-volunteers to share.
Wednesday: October 10th, 2012
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.
Warm-Up:
• Students will write a 12 word sentences summarizing the impact Leonardo da Vinci, Michelangelo, or Machiavelli’s had on the rise of the Renaissance.
Work Session:
• Students/Teacher will popcorn read from textbook page 472. And pages 480-485. Teacher will interpret and explain information in each section.
• Students will then complete chapter 17 sections 2 in their student workbooks.
Closing:
• Social History: Students will analyze City life in Renaissance Europe. Studying the images and captions as well as the information in the Data file. They will be given prompt questions that connect to what they have learned through this unit. This will help evaluate what they have learned. Teacher will call on volunteers and non-volunteers to see their connections from the previous lessons to the images, and captions on page 487.
Thursday: October 11th, 2012
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.
Warm-Up:
• Students will watch a musical clip explaining Luther’s 95 thesis.
Work Session:
• Teacher will use PowerPoint presentation to explain the Protestant Reformation. Students will take notes using their student notebooks.
• Students will create a chart to show understanding of the Causes of the reformation: Social, political, economic and religious, in their student notebooks.
Closing:
• Students will create a newspaper article about The Protestant Reformation. They will have to share the teachings of both Calvin and Luther and explain how these ideas spread.
Friday: October 12th, 2012
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation
e.Describe the counter reformation and the Council of Trent and the role of the Jesuits.
f.Describe the English reformation and the role of Henry VIII and Elizabeth I.
Warm-Up:
• Beat the buzzer: students will be given a specific amount of time 45 seconds- 1 minute. To write everything they know about the Protestant Reformation. Once timer goes off, students will pair up with someone in the classroom. They will be given 45 seconds to share what they wrote about the reformation. When the buzzer goes off, teacher will call on students to share what their partner learned about the reformation.
Work Session:
• Students will be assigned a topic, either English reformation or counter reformation. They will be provided with a graphic organizer that will guide them with their reading and give them prompt questions to answer. When timer goes off, students will be assigned inner circle or outer circle.
• Students who had the English reformation will start in the inner circle, they will discuss their answers and what they read, while they are doing this, the outter circle will be taking notes on the English reformation and filling in their graphic organizer. The students will then switch, people in the outer circle(counter reformation) will now be in the inner circle. By the end of the activity, students will have graphic organizer completed.
Closing:
• Teacher will provide students will study guide for Unit 4.
• Trashketball: Students will be separated into teams; each team will send a representative to answer a prompt question. Students who answer correctly get to shoot a basket for extra points.
Tuesday, October 2, 2012
World History for the week of 10/1 - 10/5
10/02/2012
Week 8 World History Agenda
Monday- October 1, 2012
• Standard: SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
1. a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca Empires.
2. b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.
Warm-ups:
• www.ballgame.org Students will look at the First team sport. Mesoamerican ball game.
Work Session:
• Students will be given time in class to put the finishing touches on their projects.
• Students will present their projects, giving them a chance to share their hard work and other groups to get information regarding the other early American civilizations.
Closing:
• Taco Party- food provided by Ms. Jasso
• Review of Last part of project.
• What did you learn about the Early American Civilizations?
Tuesday- October 2, 2012
• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
1. a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.
Warm-ups:
• Analyzing illustration. Students will use page 352 in textbook. Teacher will ask students to examine the issues in the drawing. This will prepare students for studying feudalism in Western Europe and help them understand the structure of feudal society.
Work Session:
• Students will be given a graphic organizer. Teacher will give presentation about Charlemagne. Who is he? What did he accomplish? Why is he important? Students will use their graphic organizer to take notes. Through presentation teacher will ask questions to help students connect content (example: What caused Christianity to spread through Europe, and why was this important?
• Guess Who? Through this presentation, students will take notes on different roles of people in Western Europe. The presentation will start with a picture. The students will identify which role the person in the picture is playing (Noble, Knights, church officials, peasants). After they identify which category they belong to the following slides will describe each of their roles in the feudal system in Western Europe. The presentation will cover the Feudal system and the economic side of the feudal system.
Closing:
• Students will show their understanding of the system of feudalism and compare the feudal system in Europe and Japan. The student will use page 361 in book to analyze key concepts from today’s lesson. They will first compare the two feudal systems. They will then connect it to today. Teacher will call on volunteers and non-volunteers to share their answers.
Wednesday- October 3, 2012
• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
1. b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire).
2. c. Explain the role of the church in medieval society.
Warm-ups:
• 20 second – 1 sentence: Teacher will display an image of the feudalism system in Western Europe. Each slide will be up for 20 seconds. They students will then be given 1 minute to write a complete sentence describing the image. The process will complete through all 10 pictures.
Work Session:
• The Power of the Church Prezi. Teacher will give presentation about eh role of the church in medieval society. Connecting the impact of religion on the feudalism, politics, economy, and the society. Students will take notes in their student notebooks. Through presentation, teacher will use questions to help assess students learning and keep student engaged in the prezi.
• Teacher and Students will read and interpret Primary source : Letters of Gregory VII and Henry IV. Students will then write a letter that restates their argument in their own way.
Closing:
• Students will answer the essential question in the warm- up section of their student notebooks. Teacher will call on volunteers and non- volunteers to share their answers.
Thursday- October 4, 2012
• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
1. b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire).
2. c. Explain the role of the church in medieval society.
Warm-ups:
• Yesterday, I learned about _________, and important thing about ________ is ____________________________________. Students will fill in the blank.
Work Session:
• Analyzing Art: Students will use page 365 in their textbook to analyze the picture about chivalry. This will be an introduction to what chivalry is, and how It played a role in the medieval society.
• Teacher will show a short clip from the movie “Braveheart” This will help students make connections to chivalry today.
• Short presentation on Knights, tournaments, and literature of chivalry,
• Class discussion: Is chivalry dead?
Closing:
• 3-2-1: Write three things you have learned about the power of the church. 2 things you have learned about the feudal system. 1 thing you have learned about chivalry.
Friday- October 5, 2012
• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
1. d. Describe how increasing trade led to the growth of towns and cities.
Warm-ups:
• Feudalism, is like a __________, ____________,__________ because…… Students will be given a list of objects and they will have to write a sentence explaining how feudalism is like the object.
Work Session:
• Map work. Students will be shown a map of the Holy Roman Empire. Teacher will ask questions about trade. Why is trade important? What does trade provide? How was the medieval society affected by trade? Why does it help the growth of towns and cities? Class discussion.
• Student will complete Chapter 13 section 4 in their student workbooks.
Closing:
• Academic Wars: Two students will come to the front of the class. Teacher will give students a key term/concept/idea covered through this unit. The students will be given 30 seconds to say as much as they can about the topic. The student who gives the most information will win a point for their team.
Monday, September 24, 2012
For the week of 9/24 -9/29
Week 7 Agenda World History
Monday 9/24/12
Warm-Up:
•Students will answer the following question. What is the Trans-Saharan trade network? Why is the Trans-Saharan trade network important?
Work Session:
•Students will complete a regions map of Africa. Labeling major cities, kingdoms, trade routes, and religious influences.
•Teacher/Students will hold class discussion on the importance of trade. Students will take notes on the geographic impact of Africa on trade and religion. Identifying African beliefs and blending of Islam and Christianity.
Closing:
•Students will receive their Unit 3 Study guides.
•Academic wars: students will be divided into teams. Each team will send one representative to battle on the assigned concepts. Each student will be given 30 seconds to explain as much as they know about Key terms/Concepts in Unit 3.
Tuesday 9/25/12
Warm-Up:
•Unit 3 Bubble board: Students will create a bubble board of Islam. The crusades, and Africa. Teacher/Students will hold class discussion and complete bubble board on the white board.
Work Session:
•Students will be put into pairs. Each pair will be assigned a topic over Unit 3. The review for this Unit will be a radio broadcast. Each pair will be given 2 minutes “air time” to present their concept in a “radio broadcast”. •Students will be given time in class to complete Unit 3 Study guide. This time will be given so that students may get any questions answered before the Test. Closing:
•Students will be provided with mini white boards. They will be split into teams. Each team will come up with a team name. Students will be given a trivia question about Unit 3. Each team will discuss their answer and write it on the white board. Checking for understanding.
Wednesday 9/26/12
Warm-up:
•How much do you know? Teacher will use beach ball full of questions from Unit 3 to help students review for test. Students will be tossed the ball. The question that their rights thumb lands on will be the question that they will answer. Work Session:
•Unit 3 Test
•Unit 4 Vocabulary
Closing:
•Students will be introduced to in class project. This will cover the early American civilizations. Thursday 9/27/12- New Unit
Warm-Up:
•Students will watch a scene from Apacolypto. Teacher will hold class discussion on what the scene shows about early American societies.
Work Session:
•Students will research their assigned early American civilization using classroom laptops. Students will work in groups. They will break up work according to rubric. Each student will have a specific task in the group.
Closing:
•Writing prompt: Students will be given 1 minute to write everything they learned about their assigned topic. Students will then line up in 2 lines. They will have 1 minute to explain what they learned about the early civilizations in America. When timer goes off, they will rotate to their right. Repeat process. Teacher will hold class discussion at the end of speed information line. Friday 9/28/12
Warm-Up:
•Hangman activity: Students will create a hangman using a vocabulary word from Standard 8. Teacher will call on volunteers and non- volunteers to write their hangman on the board. They will have to give 3 clues about their word to the class. Class will complete together. I will use this time to review and ask questions about the Early American Civilizations. Work Session:
•Teacher will provide each group with a poster board. Students will have time to complete their early American civilizations project in class. Students should have all material for assignment with them. Closing:
•Post it- I know it: Students will write 2 things they learned about their civilization. Draw a picture of something that reminds them of their assigned civilization. Lastly, Students will write what their homework is over the weekend. ( example: I will print off 5 maps of the Aztec civilization).
Monday, September 17, 2012
Blog for the Week of 9/17- 1/21 World History
09/17/2012
Week 6 WH Agenda
World History Agenda Week 6
Monday: 9/17/12
Warm-up: Students will answer the following question
•What led to internal conflict in Islam after the death of Muhammad?
Work Session:
•Venn Diagram: Sunni vs. Shia Muslim
•Rise of Islam student workbook activity
•Introduction to comparing the relationship between Christianity, Judaism, and Islam.
Conclusion:
•What do you know?
◦Teacher will distribute individual white boards. The students will be a asked a series of questions about the rise of Islam. Including, spread of Islam, trade/economic growth, and internal conflicts.
◦Students will write their answers on the white board and display to assess knowledge.
Tuesday: 9/18/12
Warm-up: Think-Pair-Share
•Students will think about the differences between Hinduism and Islam. After they write the differences. They will be paired with someone in the room and given one minute each to share their answers. When the time goes off, teacher will call on students to share what their partner said.
Work Session:
•Teacher will provide guided notes to follow along with class reading about the crusades.
•Students will write a radio broadcast to describe the impact of the Crusades on the Islamic world and Europe.
Conclusion:
•Trigger finger. Teacher will display key term/idea covered through this unit. 2 students will come to the front of the class. They will have 20 seconds to describe that term.
Wednesday: 9/19/12
Warm-up: Students will answer the following question.
•What was the chief goal of the Crusades?
•Teacher will call on volunteers and non-volunteers to share their radio broadcast to the class.
Work Session:
•Students will take the 2nd World History Common Assessment.
•Map Analysis of Bantu Migration
•What is the Bantu Migration PowerPoint introduction of migration in Africa.
Closing:
•3-2-1: Students will write three things they learned about the spread of Islam.
Students will then write 2 things they learned about the Bantu Migrations. Lastly, students will write 1 thing they don’t understand about the Unit.
Thursday: 9/20/12
Warm-up:
•Students will watch a short clip on the Bantu Migrations.
Work Session:
•Students will be provided with notes about the Sudanic Tribes in Africa and the Bantu Migrations.
•Carousel Activity: Students will be given a Carousel handout over Early African Kingdoms and the Bantu Migration. Students will be given a short time frame (5 mins) to complete their portion of the activity. When the timer goes off, students will pass their carousel to the left. The student will then have to complete the next portion of the activity.
Closing:
•Post-it/Question and Answer: Teacher will ask questions to check for understanding. Students will complete their answer on the post it. Followed by a class discussion/review.
Friday: 9/21/12
Warm-up:
•Students will be given objects that represent trade in the trans-Saharan trade network. They will be divided into kingdoms and required to trade objects. Followed by a class discussion on the importance of trade.
Work Session:
•Students will work independently on Chapter 8 Section 1 in their student workbooks. Identifying major geographic contributions to the trans-Saharan trade network.
•Students will play a map quiz game to help them identify regions in Africa along with trade routes, African kingdoms.
Closing:
•Trashketball: Students will volunteer to play. Each student will be asked a question from the day’s lesson. If they answer correctly, they can shoot the basketball into the trashcan, earning their team points. The team who answers the most questions/makes the most baskets wins.
Week 6 WH Agenda
World History Agenda Week 6
Monday: 9/17/12
Warm-up: Students will answer the following question
•What led to internal conflict in Islam after the death of Muhammad?
Work Session:
•Venn Diagram: Sunni vs. Shia Muslim
•Rise of Islam student workbook activity
•Introduction to comparing the relationship between Christianity, Judaism, and Islam.
Conclusion:
•What do you know?
◦Teacher will distribute individual white boards. The students will be a asked a series of questions about the rise of Islam. Including, spread of Islam, trade/economic growth, and internal conflicts.
◦Students will write their answers on the white board and display to assess knowledge.
Tuesday: 9/18/12
Warm-up: Think-Pair-Share
•Students will think about the differences between Hinduism and Islam. After they write the differences. They will be paired with someone in the room and given one minute each to share their answers. When the time goes off, teacher will call on students to share what their partner said.
Work Session:
•Teacher will provide guided notes to follow along with class reading about the crusades.
•Students will write a radio broadcast to describe the impact of the Crusades on the Islamic world and Europe.
Conclusion:
•Trigger finger. Teacher will display key term/idea covered through this unit. 2 students will come to the front of the class. They will have 20 seconds to describe that term.
Wednesday: 9/19/12
Warm-up: Students will answer the following question.
•What was the chief goal of the Crusades?
•Teacher will call on volunteers and non-volunteers to share their radio broadcast to the class.
Work Session:
•Students will take the 2nd World History Common Assessment.
•Map Analysis of Bantu Migration
•What is the Bantu Migration PowerPoint introduction of migration in Africa.
Closing:
•3-2-1: Students will write three things they learned about the spread of Islam.
Students will then write 2 things they learned about the Bantu Migrations. Lastly, students will write 1 thing they don’t understand about the Unit.
Thursday: 9/20/12
Warm-up:
•Students will watch a short clip on the Bantu Migrations.
Work Session:
•Students will be provided with notes about the Sudanic Tribes in Africa and the Bantu Migrations.
•Carousel Activity: Students will be given a Carousel handout over Early African Kingdoms and the Bantu Migration. Students will be given a short time frame (5 mins) to complete their portion of the activity. When the timer goes off, students will pass their carousel to the left. The student will then have to complete the next portion of the activity.
Closing:
•Post-it/Question and Answer: Teacher will ask questions to check for understanding. Students will complete their answer on the post it. Followed by a class discussion/review.
Friday: 9/21/12
Warm-up:
•Students will be given objects that represent trade in the trans-Saharan trade network. They will be divided into kingdoms and required to trade objects. Followed by a class discussion on the importance of trade.
Work Session:
•Students will work independently on Chapter 8 Section 1 in their student workbooks. Identifying major geographic contributions to the trans-Saharan trade network.
•Students will play a map quiz game to help them identify regions in Africa along with trade routes, African kingdoms.
Closing:
•Trashketball: Students will volunteer to play. Each student will be asked a question from the day’s lesson. If they answer correctly, they can shoot the basketball into the trashcan, earning their team points. The team who answers the most questions/makes the most baskets wins.
Thursday, September 6, 2012
Assikgnments for World and US History
World History Sep 4-7
We will be continueing our study on the Greek and Roman Civilizations.
We will have quiz on Sep 5 over Greek Civilization.
We will also start study on the Roman Empire.
Power point notes and guided reading activity will ge presented.
US History Sep 4-7
We will be completing the study of the Revolutionary War.
Students will turn in their completed DBQ.
We will be doing the mock writing exercise.
Test on Colonial settlements and Revolutionary War.
We will be continueing our study on the Greek and Roman Civilizations.
We will have quiz on Sep 5 over Greek Civilization.
We will also start study on the Roman Empire.
Power point notes and guided reading activity will ge presented.
US History Sep 4-7
We will be completing the study of the Revolutionary War.
Students will turn in their completed DBQ.
We will be doing the mock writing exercise.
Test on Colonial settlements and Revolutionary War.
Friday, August 31, 2012
Assignments for US and World History Aug 31
World History
Warm-up: Why was Alexander the Great so Great?
Begin unit on the Roman Empire, power points notes.
TOD
US History
Students will continue work on DBQ.
Warm-up: Why was Alexander the Great so Great?
Begin unit on the Roman Empire, power points notes.
TOD
US History
Students will continue work on DBQ.
Tuesday, August 28, 2012
Daily Assignments for World and US History for Aug 28
World History
Warm-up: Review homework
Waring States
Power point on Greek states
TOD
US History
Warm-up: Review, America Story of us
Lecture/Constitution
Constitution/Debate
Warm-up: Review homework
Waring States
Power point on Greek states
TOD
US History
Warm-up: Review, America Story of us
Lecture/Constitution
Constitution/Debate
Monday, August 27, 2012
Assignments for US and World History the week of Aug 27
US History Aug 27
Video Clip - Last of the Moheans.
Lecuure/American Revolution
Video Clip America, Story of us.
TOD
World History
Common Assessment Test.
Sudents present Story Book on Buddhism.
Video Clip - Last of the Moheans.
Lecuure/American Revolution
Video Clip America, Story of us.
TOD
World History
Common Assessment Test.
Sudents present Story Book on Buddhism.
Monday, August 20, 2012
Assignments for August 20 - 24
World History
We will continue with study of the Early River Civilizations.
Standard 1
Test on Friday.
US History
We will be studying the arrival of the English at Jamestown.
Colonial settlements in the New World
Standard 1
We will continue with study of the Early River Civilizations.
Standard 1
Test on Friday.
US History
We will be studying the arrival of the English at Jamestown.
Colonial settlements in the New World
Standard 1
Wednesday, August 15, 2012
Weekly Assignments for US and World History
Week of Aug 13 - Aug 17
US History
Check for correct scheduling
Go over expectations
Discuss Sylabus
Begin Standard I
World History
Check for correct scheduling
Go over expectation
Discuss Sylabus
Begain Standard I
US History
Check for correct scheduling
Go over expectations
Discuss Sylabus
Begin Standard I
World History
Check for correct scheduling
Go over expectation
Discuss Sylabus
Begain Standard I
Monday, May 14, 2012
Friday, May 11, 2012
Daily Assignments for US and World History for the week of May 7th - May 11th
US History
Monday, May 7th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review test taking skills 2.) Using laptops and BubbaBrain.com, students will play review games for US history 3.) Discuss questions students missed on the post-test
Closing Summarizer: Academic wars
Tuesday, May 8th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Wednesday, May 9th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Thursday, May 10th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Friday, May 11th
Warm Up: Viewing of America the Story of US
Instructional Plan: Review Taboo, Pictionary, or Charades. I will let them choose.
Closing Summarizer: Last minute questions before the EOCT.
World History
Monday, May 7th
Warm Up:Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Instructional Plan:
Tuesday, May 8th
Warm Up: Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Wednesday, May 9th
Warm Up:
Instructional Plan:One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Thursday, May 10th
Warm Up: One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Friday, May 11th
Warm Up:
Instructional Plan:Quick Verbal Review of Hotel Rwanda
Instructional Plan: Finish Hotel Rwanda
Which one these looks like a terrorist activity. Students will look at a collage of people and try to pick out the terrorists.
Discussion of What is terrorism?
Lecture/Discussion Terrorism in the 21st century
Closing Summarizer: Answer the EQ
Thursday, May 10, 2012
Daily Assignments for US and World History for the Week of May 7th - May 11th
US History
Monday, May 7th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review test taking skills 2.) Using laptops and BubbaBrain.com, students will play review games for US history 3.) Discuss questions students missed on the post-test
Closing Summarizer: Academic wars
Tuesday, May 8th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Wednesday, May 9th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Thursday, May 10th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Friday, May 11th
Warm Up: Viewing of America the Story of US
Instructional Plan: Review Taboo, Pictionary, or Charades. I will let them choose.
Closing Summarizer: Last minute questions before the EOCT.
World History
Monday, May 7th
Warm Up:Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Instructional Plan:
Tuesday, May 8th
Warm Up: Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Wednesday, May 9th
Warm Up:
Instructional Plan:One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Thursday, May 10th
Warm Up: One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Friday, May 11th
Warm Up:
Instructional Plan:Quick Verbal Review of Hotel Rwanda
Instructional Plan: Finish Hotel Rwanda
Which one these looks like a terrorist activity. Students will look at a collage of people and try to pick out the terrorists.
Discussion of What is terrorism?
Lecture/Discussion Terrorism in the 21st century
Closing Summarizer: Answer the EQ
Wednesday, May 9, 2012
Daily Assignments for US and World History for the Week of May 7th - May 11th
US History
Monday, May 7th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review test taking skills 2.) Using laptops and BubbaBrain.com, students will play review games for US history 3.) Discuss questions students missed on the post-test
Closing Summarizer: Academic wars
Tuesday, May 8th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Wednesday, May 9th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Thursday, May 10th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Friday, May 11th
Warm Up: Viewing of America the Story of US
Instructional Plan: Review Taboo, Pictionary, or Charades. I will let them choose.
Closing Summarizer: Last minute questions before the EOCT.
World History
Monday, May 7th
Warm Up:Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Instructional Plan:
Tuesday, May 8th
Warm Up: Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Wednesday, May 9th
Warm Up:
Instructional Plan:One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Thursday, May 10th
Warm Up: One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Friday, May 11th
Warm Up:
Instructional Plan:Quick Verbal Review of Hotel Rwanda
Instructional Plan: Finish Hotel Rwanda
Which one these looks like a terrorist activity. Students will look at a collage of people and try to pick out the terrorists.
Discussion of What is terrorism?
Lecture/Discussion Terrorism in the 21st century
Closing Summarizer: Answer the EQ
Tuesday, May 8, 2012
Daily Assignments for US and World History for the Week of May 7th - May 11th
US History
Monday, May 7th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review test taking skills 2.) Using laptops and BubbaBrain.com, students will play review games for US history 3.) Discuss questions students missed on the post-test
Closing Summarizer: Academic wars
Tuesday, May 8th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Wednesday, May 9th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Thursday, May 10th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Friday, May 11th
Warm Up: Viewing of America the Story of US
Instructional Plan: Review Taboo, Pictionary, or Charades. I will let them choose.
Closing Summarizer: Last minute questions before the EOCT.
World History
Monday, May 7th
Warm Up:Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Instructional Plan:
Tuesday, May 8th
Warm Up: Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Wednesday, May 9th
Warm Up:
Instructional Plan:One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Thursday, May 10th
Warm Up: One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Friday, May 11th
Warm Up:
Instructional Plan:Quick Verbal Review of Hotel Rwanda
Instructional Plan: Finish Hotel Rwanda
Which one these looks like a terrorist activity. Students will look at a collage of people and try to pick out the terrorists.
Discussion of What is terrorism?
Lecture/Discussion Terrorism in the 21st century
Closing Summarizer: Answer the EQ
Monday, May 7, 2012
Daily Assignments for US and World History for the week of May 7th - May 11th
US History
Monday, May 7th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review test taking skills 2.) Using laptops and BubbaBrain.com, students will play review games for US history 3.) Discuss questions students missed on the post-test
Closing Summarizer: Academic wars
Tuesday, May 8th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Wednesday, May 9th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Thursday, May 10th
Warm Up: Pass out and discuss the most commonly missed areas sheet. This will be a sheet that has a description of the major things that all students miss in US History
Instructional Plan: Team Review Jeopardy
Closing Summarizer: Study Skills discussion and I will share my favorite way to study.
Friday, May 11th
Warm Up: Viewing of America the Story of US
Instructional Plan: Review Taboo, Pictionary, or Charades. I will let them choose.
Closing Summarizer: Last minute questions before the EOCT.
World History
Monday, May 7th
Warm Up:Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Instructional Plan:
Tuesday, May 8th
Warm Up: Brainpop on Apartheid
Instructional Plan: Finish the movie Skin
Viewing of Duck and Cover, a government film made by the US government to relate back to the Cold War.
Lecture/Discussion Tiananmen Square, and the fall of the Berlin Wall.
Viewing of news clips of the two events.
Closing Summarizer: Most important thing about the Cold War
Wednesday, May 9th
Warm Up:
Instructional Plan:One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Thursday, May 10th
Warm Up: One thing I remember from last class discussion
Instructional Plan: Lecture/Discussion Independence movements of Africa
Begin watching Hotel Rwanda
Closing Summarizer: Answer the EQ
Friday, May 11th
Warm Up:
Instructional Plan:Quick Verbal Review of Hotel Rwanda
Instructional Plan: Finish Hotel Rwanda
Which one these looks like a terrorist activity. Students will look at a collage of people and try to pick out the terrorists.
Discussion of What is terrorism?
Lecture/Discussion Terrorism in the 21st century
Closing Summarizer: Answer the EQ
Friday, May 4, 2012
Daily Assignments for US and World History for the Week Apr 30 - May 4
US History
Monday, Apr 30th
Warm Up: Great Depression crossword based on missing of great depression benchmark question.
Instructional Plan: Stations based on problem areas. Each station will have a condensed version of the standard a
long with one assignment that will illustrate if they have mastered the standard or not.
Closing Summarizer: Unit 5 quick quiz
Tuesday, May 1st
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Wednesday, May 2nd
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Thursday, May 3rd
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
Friday, Mar 4th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
World History
Monday, Apr 30
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test.
Tuesday, May 1st
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test
Wednesday, May 2nd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Closing Summarizer: Hangman if time permits
Thursday, May 3rd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Friday, May 4th
Warm Up: Brainpop on the Cold War
Instructional Plan: Lecture/Discussion on the major aspects of the Cold War
United Streaming clip on the Cold War and the Red Scare
Closing Summarizer: Choose 1 Cold War. The students will either draw a picture, make a poem, or write a newspaper article about something from today.
Thursday, May 3, 2012
Daily Assignments for US and World History for the Week of Apr 30th - May 4th
US History
Monday, Apr 30th
Warm Up: Great Depression crossword based on missing of great depression benchmark question.
Instructional Plan: Stations based on problem areas. Each station will have a condensed version of the standard a
long with one assignment that will illustrate if they have mastered the standard or not.
Closing Summarizer: Unit 5 quick quiz
Tuesday, May 1st
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Wednesday, May 2nd
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Thursday, May 3rd
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
Friday, Mar 4th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
World History
Monday, Apr 30
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test.
Tuesday, May 1st
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test
Wednesday, May 2nd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Closing Summarizer: Hangman if time permits
Thursday, May 3rd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Friday, May 4th
Warm Up: Brainpop on the Cold War
Instructional Plan: Lecture/Discussion on the major aspects of the Cold War
United Streaming clip on the Cold War and the Red Scare
Closing Summarizer: Choose 1 Cold War. The students will either draw a picture, make a poem, or write a newspaper article about something from today.
Wednesday, May 2, 2012
Daily Assignments for US and World History for the Week of Apr 30th - May 4th
US History
Monday, Apr 30th
Warm Up: Great Depression crossword based on missing of great depression benchmark question.
Instructional Plan: Stations based on problem areas. Each station will have a condensed version of the standard a
long with one assignment that will illustrate if they have mastered the standard or not.
Closing Summarizer: Unit 5 quick quiz
Tuesday, May 1st
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Wednesday, May 2nd
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Thursday, May 3rd
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
Friday, Mar 4th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
World History
Monday, Apr 30
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test.
Tuesday, May 1st
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test
Wednesday, May 2nd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Closing Summarizer: Hangman if time permits
Thursday, May 3rd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Friday, May 4th
Warm Up: Brainpop on the Cold War
Instructional Plan: Lecture/Discussion on the major aspects of the Cold War
United Streaming clip on the Cold War and the Red Scare
Closing Summarizer: Choose 1 Cold War. The students will either draw a picture, make a poem, or write a newspaper article about something from today.
Tuesday, May 1, 2012
Daily Assignments for US and World History for the week of Apr 30th - May 4th
US History
Monday, Apr 30th
Warm Up: Great Depression crossword based on missing of great depression benchmark question.
Instructional Plan: Stations based on problem areas. Each station will have a condensed version of the standard a
long with one assignment that will illustrate if they have mastered the standard or not.
Closing Summarizer: Unit 5 quick quiz
Tuesday, May 1st
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Wednesday, May 2nd
Warm Up: EOCT Question Breakdown
Instructional Plan: 1.) Coach book post test 2.) Compare data from pre-test to post-test
Closing Summarizer: Ticket out the door - What am I still struggling with?
Thursday, May 3rd
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
Friday, Mar 4th
Warm Up: EOCT question breakdown
Instructional Plan: 1.) Review basketball 2.) Class Jeopardy
Closing Summarizer: Distribute test taking skills sheet and discuss the skills needed for successful test taking
World History
Monday, Apr 30
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test.
Tuesday, May 1st
Warm Up: One thing I remember from last class discussion
Instructional Plan: ABC summary- students will take ten letters from the alphabet and relate them to something from the Great Depression or WWII. Each letter will have a key term with a definition/description and picture.
Closing Summarizer: Study Guide for Great Depression and WWII test
Wednesday, May 2nd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Closing Summarizer: Hangman if time permits
Thursday, May 3rd
Warm Up: Quick study
Instructional Plan: Review Team Jeopardy
Great Depression and WWII test
Friday, May 4th
Warm Up: Brainpop on the Cold War
Instructional Plan: Lecture/Discussion on the major aspects of the Cold War
United Streaming clip on the Cold War and the Red Scare
Closing Summarizer: Choose 1 Cold War. The students will either draw a picture, make a poem, or write a newspaper article about something from today.
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