Tuesday, 1/29/13-Econ
Download Supply
SSEMI2.a
Define the Law of Supply and the Law of Demand.
Appetizer (warm up):
Why Elmo??????????????
Clozed notes-fill in please-write your name on it-8 minutes
Discuss together
Main Course:
Questions about demand?
Randomly selected students to put up demand headlines on white board
Table of Contents-#5-EQ: What is supply and law of supply?
Notes on supply
Create your own supply curves using the supply schedule and market supply schedule on pages 103-104-please make 2 separate graphs (You may use your graph paper from our demand activity)
Pages 116-119-Summarize briefly reasons for why shift happens in supply-
Wednesday, January 30, 2013
World History Agenda for Week of Jan 28 - Feb 1
Week 4 World History Agenda
Monday January 28th, 2013-
Warm-Up:
Students will write their positives and negatives of their weekend. Students will make a list of everything they know about ancient Greece.
Work Session:
Class discussion on ancient Greece.
Students will complete workbook activity about the geography of Greece.
Students and teacher will start Greek Polis, Roman Republic, Roman Empire comparison Chart.
Closing:
How does the Geography of Ancient Greece shape their civilization?
Tuesday January 29th, 2013-
Warm-Up:
Students will write a 1-2 sentence summary of a Greek Polis. Followed by Class discussion
Work Session:
Students will be presented with information regarding Ancient Greece. Students will be presented using PowerPoint, Pictures, Videos, Classroom reading and classroom discussion.
Students will use guided notes provided.
Closing:
T.O.D- Students will write a ticket out the door about the impact of the Peloponnesian War.
Wednesday January 30th, 2013
Warm-Up:
Yesterday I learned about ________ an important thing about __________ is _________.
Work Session:
Students will be presented with information regarding Ancient Greece. Students will be presented using PowerPoint, Pictures, Videos, Classroom reading and classroom discussion.
Students will use guided notes provided.
Closing:
Philosopher Instagram- Students will create an instagram for one of the philosophers. Drawing a picture of the philosophers creating a caption describing their importance to Greece.
Thursday January 31st, 2013
Warm-Up:
Ancient Greece is like _____________ because… students will create metaphors and similes about Ancient Greece.
Work Session:
Students will be given the rest of Greek guided notes. Students will work in pairs to complete guided notes.
Teacher will use a PowerPoint presentation to check for understanding.
Closing:
1- Minute response- Students will be given a series of questions. They will have 1 minute to respond to each question.
Friday January 1st, 2013
Warm-Up:
Students and teacher will complete standard wall of Ancient Greece.
Work Session:
Students will complete their Greek guided notes packet. Teacher will hold class discussion and presentation to check for understanding.
Closing:
Pictionary: Students will be split into teams. Each team will compete against each other regarding information over SSWH3.
Tuesday, January 29, 2013
Economics Jan 28, 2012
January 28, 2013
Monday, 1/28/13-Econ
SSEMI3.a
Identify and illustrate on a graph, factors that cause changes in market supply and demand.
Appetizer:
Name one good or service for which your demand is elastic and name one good or service where your demand is inelastic.
Monday, January 28, 2013
#4-Table of Contents
EQ: Why does shift happen in demand? What are the reasons for these shifts?
Download Elasticity
Download StakerDemand
Main Course:
Review your learning from Friday
2nd and 3rd periods-Make sure you know the difference between substitution effect and income effect (page 80 in left margin if you do not know or have it written down)
Pages 86-88, write down the 6 reasons why shift happens in demand
Discuss together
Dessert:
This summarizing activity will be assessed!
Read the scenarios on the demand for beef and determine if there will be an increase or decrease in demand for beef based on the following situations.
You will draw an L on your paper with 2 downward lines (demand): indicate decrease (left) or increase (right)
Monday, 1/28/13-Econ
SSEMI3.a
Identify and illustrate on a graph, factors that cause changes in market supply and demand.
Appetizer:
Name one good or service for which your demand is elastic and name one good or service where your demand is inelastic.
Monday, January 28, 2013
#4-Table of Contents
EQ: Why does shift happen in demand? What are the reasons for these shifts?
Download Elasticity
Download StakerDemand
Main Course:
Review your learning from Friday
2nd and 3rd periods-Make sure you know the difference between substitution effect and income effect (page 80 in left margin if you do not know or have it written down)
Pages 86-88, write down the 6 reasons why shift happens in demand
Discuss together
Dessert:
This summarizing activity will be assessed!
Read the scenarios on the demand for beef and determine if there will be an increase or decrease in demand for beef based on the following situations.
You will draw an L on your paper with 2 downward lines (demand): indicate decrease (left) or increase (right)
Monday, January 28, 2013
Economics Jan 25th
January 25, 2013
Friday, 1/25/13-Econ
Circle the verbs! January 25, 2013
SSEMI3.c
Define price elasticity of demand and supply.
SSEMI2
The student will explain how the Law of Demand, the Law of Supply, prices and profits work to determine production and distribution in a market economy.
SSEMI2.a
Define the Law of Supply and the Law of Demand.
Element: SSEMI2.b
Describe the role of buyers and sellers in determining market clearing price.
Element: SSEMI2.c
Illustrate on a graph how supply and demand determine equilibrium price and quantity.
Element: SSEMI2.d
Explain how prices serve as incentives in a market economy.
Download StakerDemand
Download Chapter 4-DEMANDstakersection1
Appetizer:
Current movie sales-what does this chart tell you about our latest movies? (Hint: it has to do with demand!)
Review with your elbow partner what you learned yesterday about demand.
YouTube anyone, anyone, anyone?
Main Course:
Table of Contents: #3-What is demand elasticity? What factors determine elasticity?
Review demand, law of demand, demand schedules, and demand curves
Notes on elasticity of demand
Groups of 4, determine if the demand for the following scenarios are elastic or inelastic:
Decide if your demand for the following are elastic or inelastic and the reason why:
Funeral services (when a person dies; doing something with the deceased)
Butter
Medical care
Potatoes
Gasoline
Clean water
Expensive cars
Insulin
Milk/Formula/Breast Milk, Soy Milk (newborns, babies)
Cell phones
Dessert:
Clear/Unclear window(make a T chart): What things are clear to you about demand; what things or questions do you still have about demand?
Friday, 1/25/13-Econ
Circle the verbs! January 25, 2013
SSEMI3.c
Define price elasticity of demand and supply.
SSEMI2
The student will explain how the Law of Demand, the Law of Supply, prices and profits work to determine production and distribution in a market economy.
SSEMI2.a
Define the Law of Supply and the Law of Demand.
Element: SSEMI2.b
Describe the role of buyers and sellers in determining market clearing price.
Element: SSEMI2.c
Illustrate on a graph how supply and demand determine equilibrium price and quantity.
Element: SSEMI2.d
Explain how prices serve as incentives in a market economy.
Download StakerDemand
Download Chapter 4-DEMANDstakersection1
Appetizer:
Current movie sales-what does this chart tell you about our latest movies? (Hint: it has to do with demand!)
Review with your elbow partner what you learned yesterday about demand.
YouTube anyone, anyone, anyone?
Main Course:
Table of Contents: #3-What is demand elasticity? What factors determine elasticity?
Review demand, law of demand, demand schedules, and demand curves
Notes on elasticity of demand
Groups of 4, determine if the demand for the following scenarios are elastic or inelastic:
Decide if your demand for the following are elastic or inelastic and the reason why:
Funeral services (when a person dies; doing something with the deceased)
Butter
Medical care
Potatoes
Gasoline
Clean water
Expensive cars
Insulin
Milk/Formula/Breast Milk, Soy Milk (newborns, babies)
Cell phones
Dessert:
Clear/Unclear window(make a T chart): What things are clear to you about demand; what things or questions do you still have about demand?
Friday, January 25, 2013
Economics Jan 24
January 24, 2013
Thursday-Econ-01/24/13
Circle the verbs!
SSEMI2
The student will explain how the Law of Demand, the Law of Supply, prices and profits work to determine production and distribution in a market economy.
SSEMI2.a
Define the Law of Supply and the Law of Demand.
Element: SSEMI2.b
Describe the role of buyers and sellers in determining market clearing price.
Element: SSEMI2.c
Illustrate on a graph how supply and demand determine equilibrium price and quantity.
Element: SSEMI2.d
Explain how prices serve as incentives in a market economy.
Appetizer:
Let’s review circular flow models one more time! Jot down on paper provided 2 examples of a product market (good or service), businesses (firms), and factor market (resources), and individual. Think of an item or place where your family shops and fill in from there.
Download StakerDemand
Main Course:
#2-Micro-Table of Contents
EQ: What is demand, law of demand, and demand schedules?
Notes together on demand
Graph individual and market demand schedule on page 83
Dessert: (closer/summarizer)
#4 on page 83-you make work in pairs (one paper for the two of you)
Thursday-Econ-01/24/13
Circle the verbs!
SSEMI2
The student will explain how the Law of Demand, the Law of Supply, prices and profits work to determine production and distribution in a market economy.
SSEMI2.a
Define the Law of Supply and the Law of Demand.
Element: SSEMI2.b
Describe the role of buyers and sellers in determining market clearing price.
Element: SSEMI2.c
Illustrate on a graph how supply and demand determine equilibrium price and quantity.
Element: SSEMI2.d
Explain how prices serve as incentives in a market economy.
Appetizer:
Let’s review circular flow models one more time! Jot down on paper provided 2 examples of a product market (good or service), businesses (firms), and factor market (resources), and individual. Think of an item or place where your family shops and fill in from there.
Download StakerDemand
Main Course:
#2-Micro-Table of Contents
EQ: What is demand, law of demand, and demand schedules?
Notes together on demand
Graph individual and market demand schedule on page 83
Dessert: (closer/summarizer)
#4 on page 83-you make work in pairs (one paper for the two of you)
Wednesday, January 23, 2013
Economics Jan 22
January 22, 2013
Economics-Tuesday-01/22/13
Remind your parents about PTSA, Thursday, 1/24/13
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
Tuesday, January 22, 2013
APPETIZER: Please get out your GPS-we will go through this briefly as a review. Circle the verbs of each standard; then briefly write on your paper what we did to achieve those goals.
MAIN COURSE:
Questions?
The word municipal means public
Centrally planned aka command
Unit 1 test-mark on your answer sheets; do not forget about the critical thinking questions on back of answer sheet
*If you were absent on Friday you should still try to take this test and Unit 1 #1-14 which counts as a quiz grade. Also if you missed the Common Assessment you need to take that as well. I will let you know if that is you!
#1-Microeconomics-Table of Contents-After your test, go to page 30 and sketch the circular flow model in your notebooks!
Define households (individuals), firms (businesses), product market, factor (resource) market on margins of pages 29-30
Economics-Tuesday-01/22/13
Remind your parents about PTSA, Thursday, 1/24/13
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
Tuesday, January 22, 2013
APPETIZER: Please get out your GPS-we will go through this briefly as a review. Circle the verbs of each standard; then briefly write on your paper what we did to achieve those goals.
MAIN COURSE:
Questions?
The word municipal means public
Centrally planned aka command
Unit 1 test-mark on your answer sheets; do not forget about the critical thinking questions on back of answer sheet
*If you were absent on Friday you should still try to take this test and Unit 1 #1-14 which counts as a quiz grade. Also if you missed the Common Assessment you need to take that as well. I will let you know if that is you!
#1-Microeconomics-Table of Contents-After your test, go to page 30 and sketch the circular flow model in your notebooks!
Define households (individuals), firms (businesses), product market, factor (resource) market on margins of pages 29-30
Tuesday, January 22, 2013
Weekly agneda for World History Jan 22 - Jan 25
World History Week 3 Agenda
Monday January 21, 2013- NO SCHOOL
Tuesday January 22nd, 2013
STANDARD SSWH2: The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
• Warm-Up:
o Students will write their positives and negatives about the weekend.
o Students will be provided with index cards and asked questions about their standard. SSWH2. Teacher will go over questions with students. Answers will be posted on standard wall.
o Work Session:
Students will complete a Venn diagram comparing Hinduism and Buddhism in India.
Students will work in pairs to complete a guided chapter study guide about the origins of ancient Hebrews.
Closing:
Students will complete a summary pyramid about Unit 1.
Wednesday January 23rd, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Un-wrapping the standard wall.
o Work Session:
Teacher will provide students with a Study guide for Unit 1. Students will be given time to work in table groups to answer questions on study guide.
Teacher and students will complete review activities. Write it out and Race car games.
Closing:
Students will complete a mystery question board.
Thursday January 24th, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Study buddies for 10 minutes.
o Hot Seat activity
o Work Session:
Unit 1 Assessment
Buddhism Children’s book reading
Closing:
Evaluation of Unit 1. Post-it.
Friday January 25th, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Q&A activity
o Work Session:
Buddhism Children’s book reading
The Prince of Egypt movie summary activity. Students will watch “The Prince of Egypt”. They will be provided with a list of questions. At the end the students will be write a paragraph response about 2 of the related questions.
Closing:
What did you see? Q& A about the Movie and its connection to the past unit.
01/22/2013
Permalink
Monday January 21, 2013- NO SCHOOL
Tuesday January 22nd, 2013
STANDARD SSWH2: The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
• Warm-Up:
o Students will write their positives and negatives about the weekend.
o Students will be provided with index cards and asked questions about their standard. SSWH2. Teacher will go over questions with students. Answers will be posted on standard wall.
o Work Session:
Students will complete a Venn diagram comparing Hinduism and Buddhism in India.
Students will work in pairs to complete a guided chapter study guide about the origins of ancient Hebrews.
Closing:
Students will complete a summary pyramid about Unit 1.
Wednesday January 23rd, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Un-wrapping the standard wall.
o Work Session:
Teacher will provide students with a Study guide for Unit 1. Students will be given time to work in table groups to answer questions on study guide.
Teacher and students will complete review activities. Write it out and Race car games.
Closing:
Students will complete a mystery question board.
Thursday January 24th, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Study buddies for 10 minutes.
o Hot Seat activity
o Work Session:
Unit 1 Assessment
Buddhism Children’s book reading
Closing:
Evaluation of Unit 1. Post-it.
Friday January 25th, 2013
Standard: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
• Warm-Up:
o Q&A activity
o Work Session:
Buddhism Children’s book reading
The Prince of Egypt movie summary activity. Students will watch “The Prince of Egypt”. They will be provided with a list of questions. At the end the students will be write a paragraph response about 2 of the related questions.
Closing:
What did you see? Q& A about the Movie and its connection to the past unit.
01/22/2013
Permalink
Monday, January 14, 2013
Weekly Agenda for World History Jan 14th
World History Week 2 Agenda- Spring 2013
Monday January 14, 2013-
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 5oo BCE.
b. Describe the relationship of religion and political authority in Ancient Egypt.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean world.
Warm-Up:
Students will write their positives and negatives about the weekend.
Teacher will call on volunteers and non-volunteers for a Q&A session reviewing SSWH1 b. and e.
Work Session:
Students will take their first common assessment for spring 2013. (DATA)
Students will start on Ancient Egypt packet. If times allows, teacher will go over packet.
Closing:
1 minute response: Students will be given multiple questions covering SSWH1. Students will be given 1 minute to respond to each question. When all questions have been answered. Teacher will call on volunteers and review answers with the class.
Tuesday January 15th, 2013-
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 5oo BCE.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews and Zoroastrianism.
Warm-Up:
Students will complete a four square activity about ancient Egypt.
Work Session:
Teacher and students will complete and review ancient Egypt packet.
Students will be presented with information about the Hebrews and the belief in monotheism.
Students will complete a workbook activity.
Closing:
Creating summaries: Students will be given three topics. They will have to summarize each topic in 12 words and then write a 6 word question for each of the topics.
Wednesday January 16th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “golden Age” under Gupta and the Emperor Ashoka.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
Warm-Up:
Monotheism is like… students will have to compare monotheism to objects chosen by students in the classroom.
Work Session:
Teacher will present information via PowerPoint. Student will take notes.
Students will complete and interactive map activity about the geography of India and Asia.
Closing:
N.E.W.S- Students will complete the following; 1. Something they Noticed about this lesson, 2. Something they were excited about, 3. Something they were wondering, and 4 something they still don’t understand.
Thursday January 17th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
c.Describe the development of Chinese civilization under the Zhou and Qin.
d.Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
Warm-Up:
Acronyms: Students will be given from yesterday’s lesson. The student will have to fill each letter in using information from the lesson.
Work Session:
Teacher will present students will information regarding the early Chinese civilizations.
Students will complete a workbook activity for practice.
Teacher will also introduce Buddhism children’s book project.
Closing:
Completing the Standard wall. Students will be given an interactive activity to help them see how much they know for standard SSWH1 and SSWH2.
Friday January 18th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
Warm-Up:
Students will compare all of the early civilizations in a 1 paragraph summary.
Work Session:
Students will be split into groups. Each group will be assigned a religion and guidelines for their presentations.
Students will present information. Teacher will use this time to further explain and present Hinduism and Buddhism.
Closing:
Today, I learned about_____ and important thing about _____ is ___________________________________________________.
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 industrializatio
Week 13 World History Agenda
Monday January 14, 2013-
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 5oo BCE.
b. Describe the relationship of religion and political authority in Ancient Egypt.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean world.
Warm-Up:
Students will write their positives and negatives about the weekend.
Teacher will call on volunteers and non-volunteers for a Q&A session reviewing SSWH1 b. and e.
Work Session:
Students will take their first common assessment for spring 2013. (DATA)
Students will start on Ancient Egypt packet. If times allows, teacher will go over packet.
Closing:
1 minute response: Students will be given multiple questions covering SSWH1. Students will be given 1 minute to respond to each question. When all questions have been answered. Teacher will call on volunteers and review answers with the class.
Tuesday January 15th, 2013-
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 5oo BCE.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews and Zoroastrianism.
Warm-Up:
Students will complete a four square activity about ancient Egypt.
Work Session:
Teacher and students will complete and review ancient Egypt packet.
Students will be presented with information about the Hebrews and the belief in monotheism.
Students will complete a workbook activity.
Closing:
Creating summaries: Students will be given three topics. They will have to summarize each topic in 12 words and then write a 6 word question for each of the topics.
Wednesday January 16th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “golden Age” under Gupta and the Emperor Ashoka.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
Warm-Up:
Monotheism is like… students will have to compare monotheism to objects chosen by students in the classroom.
Work Session:
Teacher will present information via PowerPoint. Student will take notes.
Students will complete and interactive map activity about the geography of India and Asia.
Closing:
N.E.W.S- Students will complete the following; 1. Something they Noticed about this lesson, 2. Something they were excited about, 3. Something they were wondering, and 4 something they still don’t understand.
Thursday January 17th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
c.Describe the development of Chinese civilization under the Zhou and Qin.
d.Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
Warm-Up:
Acronyms: Students will be given from yesterday’s lesson. The student will have to fill each letter in using information from the lesson.
Work Session:
Teacher will present students will information regarding the early Chinese civilizations.
Students will complete a workbook activity for practice.
Teacher will also introduce Buddhism children’s book project.
Closing:
Completing the Standard wall. Students will be given an interactive activity to help them see how much they know for standard SSWH1 and SSWH2.
Friday January 18th, 2013-
SSWH2 The student will identify the major achievements of Chinese and Indian Societies from 1100 BCE to 500 CE.
Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
Warm-Up:
Students will compare all of the early civilizations in a 1 paragraph summary.
Work Session:
Students will be split into groups. Each group will be assigned a religion and guidelines for their presentations.
Students will present information. Teacher will use this time to further explain and present Hinduism and Buddhism.
Closing:
Today, I learned about_____ and important thing about _____ is ___________________________________________________.
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 industrializatio
Week 13 World History Agenda
Friday, January 11, 2013
Economics
January 11, 2013
01/11/13-Econ-
YouTube Videos-Thanks Chris Weems and Jarrod Bell!
Download Productivityslides
EQ: #3 in Table of Contents
What is a rational decision, cost-benefit analysis, specialization, productivity, and division of labor?
Appetizer:
What do you consider to be a rational decision?
Main Course
Draw production possibilities curve and label-we will do this together after you define words
Go to page 15 an define efficiency, underutilization
Green EOCT book-pages 34-35, define rational decisions, cost-benefit analysis, marginal cost, marginal benefit, specialize, voluntary exchange, productivity, and division of labor
page 36-#1-2 in green EOCT books in small groups
TOD-name one rational decision and one irrational decision you have made
January 11, 2013 in Economics
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January 10, 2013
01/10/13-Econ-Thursday
Download Production Possibilities Curve
YouTube on scarcity-Thanks, NiKole! :)
http://www.youtube.com/watch?v=yoVc_S_gd_0
EQ: (#2 in Table of Contents)
What is a production possibilities curve (frontier)? Why do economists use the term “guns or butter”?
Appetizer:
Discuss what we learned yesterday with your elbow neighbor (person next to you in rows): scarcity, trade-offs, opportunity cost, and factors of production
Main Course:
Did you find anything interesting on YouTube regarding scarcity, trade-offs, opportunity costs, and factors of production?
Add this in your notebook with factors of production!
Human Capital-skills and knowledge of a company’s workers
Finish your foldables on factors of production (FOP)
In your notebooks, make a list of things that you would consider to be military goods and then make a list of civilian goods
Power Point on Production Possibilities Curve-just be good listeners!
Class practice with PPC and factors of production
YouTube: Production Possbilities Curve or "Guns and butter"0.
January 10, 2013 in Economics
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Wednesday, 01/09/13-Economics
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
I
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade- offs for individuals, businesses and governments.
SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices.
Download Scarcity and Opp Cost
EQ: What does scarcity mean? What is the difference between a trade-off and an opportunity cost?
Appetizer:
What is scarce in your life? Make a list on a sheet of paper in your notebooks. Discuss together.
Main Course:
Handout GPS for econ
Syllabus
Assignment sheet-#1-scarcity, trade-offs, and opportunity costs
Notes on scarcity, trade-offs, opportunity costs, and factors of production (time permitting)
TOD-look at your standard for today and rewrite it using the language of the standard and what you learned today!
Homework! Look up scarcity, trade-offs, and opportunity costs, or factors of production on YouTube and watch. Be ready to share with the class!
January 10, 2013 in Economics
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January 08, 2013
Economics-01-08-13
HAPPY NEW YEAR!
How was your winter break?!
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
Here are a few things about me!
If you really knew me, you would know that: (write about yourselves!)
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade- offs for individuals, businesses and governments.
SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices.
EQ: What is economics?
Jot down on a piece of paper what you think economics means.
Fill out the information paper with your parent’s address, e-mail, and working telephone #!
On the back of the information paper write down 2 truths and 1 lie about yourself.
Also on the back of your information paper write down what you would do if you had $1,000,000! Think about what you write!
January 08, 2013 in Economics
Permalink
Comments (0)
01/11/13-Econ-
YouTube Videos-Thanks Chris Weems and Jarrod Bell!
Download Productivityslides
EQ: #3 in Table of Contents
What is a rational decision, cost-benefit analysis, specialization, productivity, and division of labor?
Appetizer:
What do you consider to be a rational decision?
Main Course
Draw production possibilities curve and label-we will do this together after you define words
Go to page 15 an define efficiency, underutilization
Green EOCT book-pages 34-35, define rational decisions, cost-benefit analysis, marginal cost, marginal benefit, specialize, voluntary exchange, productivity, and division of labor
page 36-#1-2 in green EOCT books in small groups
TOD-name one rational decision and one irrational decision you have made
January 11, 2013 in Economics
Permalink
Comments (0)
January 10, 2013
01/10/13-Econ-Thursday
Download Production Possibilities Curve
YouTube on scarcity-Thanks, NiKole! :)
http://www.youtube.com/watch?v=yoVc_S_gd_0
EQ: (#2 in Table of Contents)
What is a production possibilities curve (frontier)? Why do economists use the term “guns or butter”?
Appetizer:
Discuss what we learned yesterday with your elbow neighbor (person next to you in rows): scarcity, trade-offs, opportunity cost, and factors of production
Main Course:
Did you find anything interesting on YouTube regarding scarcity, trade-offs, opportunity costs, and factors of production?
Add this in your notebook with factors of production!
Human Capital-skills and knowledge of a company’s workers
Finish your foldables on factors of production (FOP)
In your notebooks, make a list of things that you would consider to be military goods and then make a list of civilian goods
Power Point on Production Possibilities Curve-just be good listeners!
Class practice with PPC and factors of production
YouTube: Production Possbilities Curve or "Guns and butter"0.
January 10, 2013 in Economics
Permalink
Comments (0)
Wednesday, 01/09/13-Economics
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
I
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade- offs for individuals, businesses and governments.
SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices.
Download Scarcity and Opp Cost
EQ: What does scarcity mean? What is the difference between a trade-off and an opportunity cost?
Appetizer:
What is scarce in your life? Make a list on a sheet of paper in your notebooks. Discuss together.
Main Course:
Handout GPS for econ
Syllabus
Assignment sheet-#1-scarcity, trade-offs, and opportunity costs
Notes on scarcity, trade-offs, opportunity costs, and factors of production (time permitting)
TOD-look at your standard for today and rewrite it using the language of the standard and what you learned today!
Homework! Look up scarcity, trade-offs, and opportunity costs, or factors of production on YouTube and watch. Be ready to share with the class!
January 10, 2013 in Economics
Permalink
Comments (0)
January 08, 2013
Economics-01-08-13
HAPPY NEW YEAR!
How was your winter break?!
Each day we will be learning a GPS (GA Performance Standard) for economics. It is really important that you pay attention, since we will have our EOCT the first week in March (9 weeks away!)
Here are a few things about me!
If you really knew me, you would know that: (write about yourselves!)
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade- offs for individuals, businesses and governments.
SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices.
EQ: What is economics?
Jot down on a piece of paper what you think economics means.
Fill out the information paper with your parent’s address, e-mail, and working telephone #!
On the back of the information paper write down 2 truths and 1 lie about yourself.
Also on the back of your information paper write down what you would do if you had $1,000,000! Think about what you write!
January 08, 2013 in Economics
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