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.
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