Tuesday, 02/26/13-Econ
Appetizer: Why do countries and people trade with each other?
Download International Economics-warm up for trade
Download International Trade-phinizy
Activity with trading: You will receive a bag with a letter on it. On your notebook paper write round 1, 2, 3, 4.
You and only you will look in YOUR bag and rate what is in it based on a 5 (best), 4, 3, 2, 1(being the worst) on the line that says round 1.
Next, you will be allowed to trade with like countries (As with As, Bs with Bs, etc.). You can trade or not-it is up to you. On your paper, you will rate round 2, next As and Cs, Bs and Ds will trade-rate this trade as round 3, and finally you can trade with any country: A, B, C, or D
Please do not destroy your bag; I need them for my other classes!
Main Course:
International Table of Contents: #2
What is comparative and absolute advantage?
Review notes why people trade: Now you have had an activity with trading, so you should know what motivates trade with each other or countries
Power Point-Absolute and comparative advantage
Shoes
Phones
United States
80
160
Brazil
60
20
Which nation has an absolute advantage in making shoes? (Look at the chart!)
Now which nation has a comparative advantage in making shoes? Here is how you figure this out! (It is all about who can produce using the least amount of resources since resources are s____!)
Now pay attention!
To make one pair of shoes the U.S. gives up 2 phones
80/80=1 shoe for U.S. 160/80=2 phones
To make one pair of shoes Brazil has to give up __ phones
60/60=1 shoe for Brazil; 20/60=1/3 phone
Who is giving up the least amount of resources?
Trade Barriers: You will do this on lineless paper
Ticket out the Door: What did you learn from your trading activity? Why did you make your trades?
Page 88-1-7 answers only!
Wednesday, February 27, 2013
Monday, February 25, 2013
Economics Feb 23
Economics-02/22/13-Friday
SEMA2
The student will explain the role and functions of the Federal Reserve System
SSEMA2.a
Describe the organization of the Federal Reserve System.
SSEMA2.b
Define Monetary policy.
SSEMA2.c
Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment and economic growth.
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer –Finish assignment from Thursday in coach EOCT book
Assessment: Put your answers on a sheet of paper! Feel free to look back in the macro section of our coach book-look at the hints they give you!
Page 76-#1
Page 77-1-4
Page 80-1-7-write the term and answer for this part
Page 81-1-4
Main Course:
Macro TABLE of CONTENTS-#6-EQ: What is AD and AS?
Review monetary policy and fiscal policy
Hand out on fiscal policy
Virtual Economics clip
Group Activity-AD and AS practice, fiscal and monetary policy practice-each person will have their own paper, but as a group brainstorm together what answers should be
Summarizing activity: Take you TOD from last week, turn it over and go to 3 different people, have them “text” a summary of fiscal and monetary policy. They cannot repeat something some other person “texted”-it must be a new “text” or summarizing statement. Then after getting 3 different perspectives, you will write a statement based on what your classmates “texted” you.
Friday, February 22, 2013
Economics Feb 21
Thursday-02-21-13-Econ
Download Macro Review Sheet-rathke
Download Macroeconomics Review-rathke
Appetizer –Warm Up-Discuss with your neighbor the difference between fiscal and monetary policy.
Main Course:
#5-Macroeconomics-Table of Contents-EQ: What are the 3 tools that the “Fed” uses?
Discuss EOCT 2-together-mark your incorrect answers
Give back your GDP poster and warm ups
Macro Indicators sheet (#1)-this handout was given to you last Wednesday-we will go over your answers up to the international section-you will use this in international as well
Handout from Wednesday-discuss and finish filling in answers-chart from overhead
Virtual Economics clip on the Federal Reserve and monetary policy
Debt Clock
Assessment: Put your answers on a sheet of paper! Feel free to look back in the macro section of our coach book-look at the hints they give you!
Page 76-#1
Page 77-1-4
Page 80-1-7-write the term and answer for this part
Page 81-1-4
Download Macro Review Sheet-rathke
Download Macroeconomics Review-rathke
Appetizer –Warm Up-Discuss with your neighbor the difference between fiscal and monetary policy.
Main Course:
#5-Macroeconomics-Table of Contents-EQ: What are the 3 tools that the “Fed” uses?
Discuss EOCT 2-together-mark your incorrect answers
Give back your GDP poster and warm ups
Macro Indicators sheet (#1)-this handout was given to you last Wednesday-we will go over your answers up to the international section-you will use this in international as well
Handout from Wednesday-discuss and finish filling in answers-chart from overhead
Virtual Economics clip on the Federal Reserve and monetary policy
Debt Clock
Assessment: Put your answers on a sheet of paper! Feel free to look back in the macro section of our coach book-look at the hints they give you!
Page 76-#1
Page 77-1-4
Page 80-1-7-write the term and answer for this part
Page 81-1-4
Thursday, February 21, 2013
Economics Feb 19 - 21
Econ-02/20/13-Wednesday
Appetizer (Activator):
What does the government do to stimulate our economy?
Download Phinizy-Fiscal and Monetary Policy
Download Macroeconomics Review-rathke
Main Course:
NB-Table of Contents-MACROECONOMICS #3-What are the 4 types of unemployment? (You have already defined these things in your notes from last Wed (2/13/13)
Table of Contents-#4-EQ: What is monetary and fiscal policy?
Go over unemployment activity sheet-questions
Notes on monetary and fiscal policy
Guided notes sheet
February 20, 2013 in Economics
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February 19, 2013
Tuesday, 02/19/13-Econ
Student Reflection Piece
What are the 4 types of unemployment?
Create an example for each of the 4 types of unemployment (seasonal, frictional, structural, and cyclical) an illustration or drawing, and an original sentence using the word.
Main Course: • Discuss 4 types of unemployment • Your turn! Give an example you used from Thursday, 02/14/13-you should have this in your notes already; I assigned this after the common assessment • Questions about 4 types of unemployment • Individually you will complete both sides of the types of unemployment handout. Look at your notes if not sure about one; you can discuss with an elbow neighbor or a person in front of or behind you. • I will call you up to show you your updated grade!
Download Business Cycle and Economic Indicators
Appetizer (Activator):
What does the government do to stimulate our economy?
Download Phinizy-Fiscal and Monetary Policy
Download Macroeconomics Review-rathke
Main Course:
NB-Table of Contents-MACROECONOMICS #3-What are the 4 types of unemployment? (You have already defined these things in your notes from last Wed (2/13/13)
Table of Contents-#4-EQ: What is monetary and fiscal policy?
Go over unemployment activity sheet-questions
Notes on monetary and fiscal policy
Guided notes sheet
February 20, 2013 in Economics
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Comments (0)
February 19, 2013
Tuesday, 02/19/13-Econ
Student Reflection Piece
What are the 4 types of unemployment?
Create an example for each of the 4 types of unemployment (seasonal, frictional, structural, and cyclical) an illustration or drawing, and an original sentence using the word.
Main Course: • Discuss 4 types of unemployment • Your turn! Give an example you used from Thursday, 02/14/13-you should have this in your notes already; I assigned this after the common assessment • Questions about 4 types of unemployment • Individually you will complete both sides of the types of unemployment handout. Look at your notes if not sure about one; you can discuss with an elbow neighbor or a person in front of or behind you. • I will call you up to show you your updated grade!
Download Business Cycle and Economic Indicators
World History Feb 18 - 22
Week 7 World History Agenda
Monday- 2/18/13- NO SCHOOL
Tuesday- 2/19/2013
Warm-Up: Students will start a KWL for Unit 3. (Know, Want to know, and learned).
Work Session: Students will be provided with guided notes and presentation on the Rise of Islam. Students will then complete a smash book about Islam.
Closing: Students will finish KWL (They should be able to complete the last section, what they learned).
Wednesday- 2/20/2013
Warm-Up: Acronym (I.S.L.A.M)
Work Session: Students will complete page 36 in their Student workbooks. The spread of Islam. Students will also explain the split between Sunni and Shi’a Muslims using a Venn diagram.
Closing: Students will answer the essential question for this lesson. How did the Islamic culture spread? Why is there a split in the Islamic religion?
Thursday- 2/21/2013
Warm-Up: Find the similarities and differences in Sunni and Shi’a Muslim. (T-chart)
Work Session: Students will create a map showing the spread of the Muslim World. Students will be given higher order thinking (HOT) questions on the back of their map. (i.e. How does the spread of Islam impact Europe?) Students will be presented with factors leading into the crusades.
Closing: I can statement.
Friday-2/22/2013
Warm-Up: Drawing conclusions- students will illustrate something that they understand about Islam, and write something that they still do not understand about Islam.
Work Session: Students will take notes using a graphic organizer about the crusades. Students will work in pairs through a think-pair-share activity to complete an in class activity about the crusades.
Closing: N.E.W.S- Students will write what new information that they learned from this lesson? What they were excited about in this lesson? What they want to keep working on? What do you still want to know?
Monday- 2/18/13- NO SCHOOL
Tuesday- 2/19/2013
Warm-Up: Students will start a KWL for Unit 3. (Know, Want to know, and learned).
Work Session: Students will be provided with guided notes and presentation on the Rise of Islam. Students will then complete a smash book about Islam.
Closing: Students will finish KWL (They should be able to complete the last section, what they learned).
Wednesday- 2/20/2013
Warm-Up: Acronym (I.S.L.A.M)
Work Session: Students will complete page 36 in their Student workbooks. The spread of Islam. Students will also explain the split between Sunni and Shi’a Muslims using a Venn diagram.
Closing: Students will answer the essential question for this lesson. How did the Islamic culture spread? Why is there a split in the Islamic religion?
Thursday- 2/21/2013
Warm-Up: Find the similarities and differences in Sunni and Shi’a Muslim. (T-chart)
Work Session: Students will create a map showing the spread of the Muslim World. Students will be given higher order thinking (HOT) questions on the back of their map. (i.e. How does the spread of Islam impact Europe?) Students will be presented with factors leading into the crusades.
Closing: I can statement.
Friday-2/22/2013
Warm-Up: Drawing conclusions- students will illustrate something that they understand about Islam, and write something that they still do not understand about Islam.
Work Session: Students will take notes using a graphic organizer about the crusades. Students will work in pairs through a think-pair-share activity to complete an in class activity about the crusades.
Closing: N.E.W.S- Students will write what new information that they learned from this lesson? What they were excited about in this lesson? What they want to keep working on? What do you still want to know?
Thursday, February 14, 2013
Economics Feb 13
Tuesday, 02/13/13-Econ
My people: Remember to make RATIONAL DECISIONS!!!
Download Business Cycle and Economic Indicators
Download Appetizer for Macroeconomics
Appetizer (Warm Up):
Write your name on warm up and answer, then turn in to us! (8 minutes)
Main Course:
Table of Contents: #2 Macroeconomics-EQ: What is the business cycle? What are the 4 stages?
Review notes from Monday
Notes for today on business cycles and
Summarizing activity: handout
My people: Remember to make RATIONAL DECISIONS!!!
Download Business Cycle and Economic Indicators
Download Appetizer for Macroeconomics
Appetizer (Warm Up):
Write your name on warm up and answer, then turn in to us! (8 minutes)
Main Course:
Table of Contents: #2 Macroeconomics-EQ: What is the business cycle? What are the 4 stages?
Review notes from Monday
Notes for today on business cycles and
Summarizing activity: handout
Tuesday, February 12, 2013
Economics Feb 11
Econ-02/11/13-Monday
Monday, February 11, 2013
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Activator):
What do you do to determine whether you are sick or not?
How do you think the government determines whether our economy is “sick” or not?
*List 2 things consumers spend money on, businesses spend money on, government spends money on, and items we export and import.
Download Business Cycle and Economic Indicators
Main Course:
Enrich/Remediate supply, demand, and equilibrium
Table of Contents: Macroeconomics #1-What is GDP? How do we calculate it?
Notes on GDP
Create a mini poster on GDP-you must have the title: GDP and at least 2 pictures for each part of the formula
Monday, February 11, 2013
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Activator):
What do you do to determine whether you are sick or not?
How do you think the government determines whether our economy is “sick” or not?
*List 2 things consumers spend money on, businesses spend money on, government spends money on, and items we export and import.
Download Business Cycle and Economic Indicators
Main Course:
Enrich/Remediate supply, demand, and equilibrium
Table of Contents: Macroeconomics #1-What is GDP? How do we calculate it?
Notes on GDP
Create a mini poster on GDP-you must have the title: GDP and at least 2 pictures for each part of the formula
Monday, February 11, 2013
World History, February 11 - 14
World History Week 6 Agenda
Monday, February 11, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.
d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up: Students will have 10 minutes to study for their common assessment.
Work Session: Teacher will show students a video: A pep-talk. Students will then take their common assessment. When they finish they will continue to write their DBQ essay on the Fall of Rome. This will be due at the end of class.
Closing: Students will review unit 2 using their study guide. If time allows, We will play trashketball.
Tuesday, February 12, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.
d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up: Study buddies. Students will be given 15 minutes to study with a partner before the test.
Work Session: Students will take their Unit 2 Assessment. They will not be timed; however, students will need to complete a Pictionary vocab foldable before class is over.
Closing: Pictionary vocab foldable (intro to unit 3).
Wednesday, February 13, 2013
Standards: SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s
Code, and Justinian’s efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact
Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar
Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.
c. Explain the Great Schism of 1054 CE.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in
developing the empire, the impact of the Mongols on Russia, China and the West, the
development of trade, and European observations through the writings of Marco Polo.
e. Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of
Constantinople in 1453 CE.
Warm-Up: Welcome to Ms. J’s Café.
Work Session: Students will be given a menu. Each menu gives a variety of activities. The students must pick one activity from each section of the menu (Appetizer, entrée’s, party platters, and a dessert).
Closing: I can statements.
Thursday, February 14, 2013
Standards: SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s
Code, and Justinian’s efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact
Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar
Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.
c. Explain the Great Schism of 1054 CE.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in
developing the empire, the impact of the Mongols on Russia, China and the West, the
development of trade, and European observations through the writings of Marco Polo.
e. Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of
Constantinople in 1453 CE.
Warm-Up: Students will answer the essential question for this project. What impact did Constantinople have on the western world?
Work Session: Students will be given a menu. Each menu gives a variety of activities. The students must pick one activity from each section of the menu (Appetizer, entrée’s, party platters, and a dessert). This will be the students last day to complete the menu activities.
Closing: 1 minute response questions.
Friday, February 15, 2013 – NO SCHOOL
Friday, February 8, 2013
Economics Feb 7
Econ-02/07/13-Thursday
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Warm Up):
On a continuum (line with arrows on each end), list the 4 market structures from the most competitive to the least competitive
Main Course: We will come around and check this, then do together on white board
Fragrances Jeans Athletic Shoes Shampoo Toothpaste
Make a list for each of your top 3 for each item and briefly tell me why you chose the particular brands
Review 4 types of market structures-handout
Study guide on back for your Unit 2 Test on Friday
Hands on practice with market structures and categorizing
Graphing demand and supply (plus new supply curve) and equilibrium-this will be handed in before you leave
Brief review-think of questions you have
Unit 2 Test on Friday!
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Warm Up):
On a continuum (line with arrows on each end), list the 4 market structures from the most competitive to the least competitive
Main Course: We will come around and check this, then do together on white board
Fragrances Jeans Athletic Shoes Shampoo Toothpaste
Make a list for each of your top 3 for each item and briefly tell me why you chose the particular brands
Review 4 types of market structures-handout
Study guide on back for your Unit 2 Test on Friday
Hands on practice with market structures and categorizing
Graphing demand and supply (plus new supply curve) and equilibrium-this will be handed in before you leave
Brief review-think of questions you have
Unit 2 Test on Friday!
Wednesday, February 6, 2013
Economics Feb 5 and 6
Tuesday, 02/06/13-Econ
Circle the verbs!
Wednesday, February 06, 2013
Download Market Structures-unit 2
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Warm Up):
Write this down in your notes:
A business run by one person is called a _____ ______.
A business run by 2, 3, or more individuals is called a ________.
A ____ is a big business recognized by law as having same rights of an individual.
A _____ partnership states at least one partner is not active in the daily running of the business.
A _____ partnership states all partners are responsible for keeping the business going.
An individual who owns a piece of a corporation is known as a ________.
Transfer of ownership (in a corporation) occurs when a shareholder or stockholder sells their ___.
Main Course:
Questions about business organizations?
YouTube
Table of Contents #9-What is a market structure? Name the 4 types.
Textbook-Define market structure, then go to page 170-you have 8 minutes to copy the chart; then we will discuss
Power Point on market structures
This is your assignment to understand product differentiation/non price factors for mc (monopolistic competition)
Fragrances Jeans Athletic Shoes Shampoo Toothpaste
Make a list for each of your top 3 for each item and briefly tell me why you chose the particular brands
February 06, 2013 in Economics
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February 05, 2013
Econ-2/5/13-Tuesday
Tuesday, February 05, 2013
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
SSEMI4.a
Compare and contrast three forms of business organization--sole proprietorship, partnership, and corporation.
SSEMI4.b
Explain the role of profit as an incentive for entrepreneurs.
Appetizer (Warm Up):
Define the 3 business organizations in your own words, then draw a logo or picture to help you remember them!
Walmart
Best Buy
Pediatrics of Acworth-Dr. Karen Staker and Dr. London Williams
Mitchells
Pasta Bella
McConico’s Accounting Services
Mona Lisa Smiles-Dr. Demetrius Monday
Shell Oil
Belks
DDS Tires and Wheels
KP & Company Hair Care
Kamirah’s Beauty Supply
Vincent’s Italian Cuisine
C & C Food Mart
Nikole and Tasheema’s Vocal Creations
Forever 21
Borck and Staker-Attorneys at Law
Bell and Perez Accounting Services
Macy’s
Target
Main Course:
We are going to fill in our charts together and discuss
Groups of 4-you will cut out my different businesses; make 3 labels (sole proprietorship, partnership, or corp), then categorize them on your construction paper or cardboard. You will glue them-be sure and collaborate together to ensure you have them placed correctly.
In your groups on a sheet of paper (notebook or lineless) you will choose a business organization:
1-Name of business organization-sp, partnership, corporation
2-Name of your business
3-FOP (factors of production) needed for your business
4-What consumers are you targeting?
5-What are the potential problems?
6-Advertising/marketing of your business
7-What are you company or business goals?
8-Company Logo
Circle the verbs!
Wednesday, February 06, 2013
Download Market Structures-unit 2
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
My people: Remember to make RATIONAL DECISIONS!!!
Appetizer (Warm Up):
Write this down in your notes:
A business run by one person is called a _____ ______.
A business run by 2, 3, or more individuals is called a ________.
A ____ is a big business recognized by law as having same rights of an individual.
A _____ partnership states at least one partner is not active in the daily running of the business.
A _____ partnership states all partners are responsible for keeping the business going.
An individual who owns a piece of a corporation is known as a ________.
Transfer of ownership (in a corporation) occurs when a shareholder or stockholder sells their ___.
Main Course:
Questions about business organizations?
YouTube
Table of Contents #9-What is a market structure? Name the 4 types.
Textbook-Define market structure, then go to page 170-you have 8 minutes to copy the chart; then we will discuss
Power Point on market structures
This is your assignment to understand product differentiation/non price factors for mc (monopolistic competition)
Fragrances Jeans Athletic Shoes Shampoo Toothpaste
Make a list for each of your top 3 for each item and briefly tell me why you chose the particular brands
February 06, 2013 in Economics
Permalink
Comments (0)
February 05, 2013
Econ-2/5/13-Tuesday
Tuesday, February 05, 2013
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
SSEMI4.a
Compare and contrast three forms of business organization--sole proprietorship, partnership, and corporation.
SSEMI4.b
Explain the role of profit as an incentive for entrepreneurs.
Appetizer (Warm Up):
Define the 3 business organizations in your own words, then draw a logo or picture to help you remember them!
Walmart
Best Buy
Pediatrics of Acworth-Dr. Karen Staker and Dr. London Williams
Mitchells
Pasta Bella
McConico’s Accounting Services
Mona Lisa Smiles-Dr. Demetrius Monday
Shell Oil
Belks
DDS Tires and Wheels
KP & Company Hair Care
Kamirah’s Beauty Supply
Vincent’s Italian Cuisine
C & C Food Mart
Nikole and Tasheema’s Vocal Creations
Forever 21
Borck and Staker-Attorneys at Law
Bell and Perez Accounting Services
Macy’s
Target
Main Course:
We are going to fill in our charts together and discuss
Groups of 4-you will cut out my different businesses; make 3 labels (sole proprietorship, partnership, or corp), then categorize them on your construction paper or cardboard. You will glue them-be sure and collaborate together to ensure you have them placed correctly.
In your groups on a sheet of paper (notebook or lineless) you will choose a business organization:
1-Name of business organization-sp, partnership, corporation
2-Name of your business
3-FOP (factors of production) needed for your business
4-What consumers are you targeting?
5-What are the potential problems?
6-Advertising/marketing of your business
7-What are you company or business goals?
8-Company Logo
Tuesday, February 5, 2013
Economics Feb 4
Monday-02/5/13-Econ
Download 3 Types of Businesses
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
SSEMI4.a
Compare and contrast three forms of business organization--sole proprietorship, partnership, and corporation.
SSEMI4.b
Explain the role of profit as an incentive for entrepreneurs.
Appetizer (Activator): Name 3 businesses you and your family patronize (where you spend money)-Try to categorize them as a sole proprietorship, partnership (think about your doctor or dentist for this one), or corporation. Try to name one of each in your notebook.
Main Course:
Table of Contents: #8-What are the 3 types of business organizations?
Fill in charts from pages 185-200 in yellow textbook
Types of Business Organizations
Sole Proprietorship
Partnership
Corporation
Definitions
(In your own words)
Features
(characteristics)
Advantages
Disadvantages
Draw illustrations for each type of business organization! Use back of paper! J
We will discuss together
Download 3 Types of Businesses
SSEMI4
The student will explain the organization and role of business, and analyze the four types of market structures in the U.S. economy.
SSEMI4.a
Compare and contrast three forms of business organization--sole proprietorship, partnership, and corporation.
SSEMI4.b
Explain the role of profit as an incentive for entrepreneurs.
Appetizer (Activator): Name 3 businesses you and your family patronize (where you spend money)-Try to categorize them as a sole proprietorship, partnership (think about your doctor or dentist for this one), or corporation. Try to name one of each in your notebook.
Main Course:
Table of Contents: #8-What are the 3 types of business organizations?
Fill in charts from pages 185-200 in yellow textbook
Types of Business Organizations
Sole Proprietorship
Partnership
Corporation
Definitions
(In your own words)
Features
(characteristics)
Advantages
Disadvantages
Draw illustrations for each type of business organization! Use back of paper! J
We will discuss together
World History Feb 4 - Feb 8
Week 5 World History Agenda
Monday, February 04, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
Warm-Up:
Students will write their positives and negatives about the weekend.
Summary sentences- about Alexander the Great
Work Session:
Students will complete their comparison chart about the Roman Republic.
Punic Wars notes
Closing:
Students will use vocabulary of the Roman Republic to complete a Pictionary competition game.
Tuesday, February 05, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
d. d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
Warm-Up:
Roman Republic bubbleboard review.
Work Session:
Students will take notes on the Roman Empire.
Students will complete Study guide of the Roman Empire.
Closing:
Post-It, I know it: Students will be asked a series of questions. Students will write their answers on the post it note.
Wednesday, February 06, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
Why do you think the Roman Empire Fell?
Work Session:
Review of the Roman Empire. Class discussion on the theories of the Fall of the Roman Empire.
Background Essay to the Fall of the Roman Empire Discussion Based Question.
Document analysis A-C.
Closing:
Class Discussion on Documents A-C.
Thursday, February 07, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
DBQ hook activity? Class discussion on why things fall apart.
Work Session:
Document analysis D-F
Bucketing/Outlining Essay
Closing:
Students will write their Thesis statement and outline for their Essay.
Friday, February 08, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
What are the primary reasons for the Fall of the Roman Empire. Students will categorize each document into a topic.
Work Session:
Students will answer the question What are the primary reasons for the fall of the Roman Empire. They will be given the class period to write their essay. Due at the end of class.
Closing:
Self-reflection: Students will be given a rubric and self-grade their essays before turning them in. Helping them understand what they will be graded on in the essay.
02/04/2013
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February 2013
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Recent Posts
Week 5 World History Agenda
Week 4 World History Agenda
Welcome to World History
Week 3 World History Agenda
World History Week 2 Agenda- Spring 2013
Week 15 World History Agenda
World War I- PPT
Week 14 World History Agenda
Week 13 World History Agenda
Unit 6 Materials
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Monday, February 4, 2013
World History Feb 4 - Feb 8
Week 5 World History Agenda
Monday, February 04, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
Warm-Up:
Students will write their positives and negatives about the weekend.
Summary sentences- about Alexander the Great
Work Session:
Students will complete their comparison chart about the Roman Republic.
Punic Wars notes
Closing:
Students will use vocabulary of the Roman Republic to complete a Pictionary competition game.
Tuesday, February 05, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
d. d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
Warm-Up:
Roman Republic bubbleboard review.
Work Session:
Students will take notes on the Roman Empire.
Students will complete Study guide of the Roman Empire.
Closing:
Post-It, I know it: Students will be asked a series of questions. Students will write their answers on the post it note.
Wednesday, February 06, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
Why do you think the Roman Empire Fell?
Work Session:
Review of the Roman Empire. Class discussion on the theories of the Fall of the Roman Empire.
Background Essay to the Fall of the Roman Empire Discussion Based Question.
Document analysis A-C.
Closing:
Class Discussion on Documents A-C.
Thursday, February 07, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
DBQ hook activity? Class discussion on why things fall apart.
Work Session:
Document analysis D-F
Bucketing/Outlining Essay
Closing:
Students will write their Thesis statement and outline for their Essay.
Friday, February 08, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
What are the primary reasons for the Fall of the Roman Empire. Students will categorize each document into a topic.
Work Session:
Students will answer the question What are the primary reasons for the fall of the Roman Empire. They will be given the class period to write their essay. Due at the end of class.
Closing:
Self-reflection: Students will be given a rubric and self-grade their essays before turning them in. Helping them understand what they will be graded on in the essay.
Monday, February 04, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
Warm-Up:
Students will write their positives and negatives about the weekend.
Summary sentences- about Alexander the Great
Work Session:
Students will complete their comparison chart about the Roman Republic.
Punic Wars notes
Closing:
Students will use vocabulary of the Roman Republic to complete a Pictionary competition game.
Tuesday, February 05, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
d. d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
Warm-Up:
Roman Republic bubbleboard review.
Work Session:
Students will take notes on the Roman Empire.
Students will complete Study guide of the Roman Empire.
Closing:
Post-It, I know it: Students will be asked a series of questions. Students will write their answers on the post it note.
Wednesday, February 06, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
Why do you think the Roman Empire Fell?
Work Session:
Review of the Roman Empire. Class discussion on the theories of the Fall of the Roman Empire.
Background Essay to the Fall of the Roman Empire Discussion Based Question.
Document analysis A-C.
Closing:
Class Discussion on Documents A-C.
Thursday, February 07, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
DBQ hook activity? Class discussion on why things fall apart.
Work Session:
Document analysis D-F
Bucketing/Outlining Essay
Closing:
Students will write their Thesis statement and outline for their Essay.
Friday, February 08, 2013
Standard: SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
Warm-Up:
What are the primary reasons for the Fall of the Roman Empire. Students will categorize each document into a topic.
Work Session:
Students will answer the question What are the primary reasons for the fall of the Roman Empire. They will be given the class period to write their essay. Due at the end of class.
Closing:
Self-reflection: Students will be given a rubric and self-grade their essays before turning them in. Helping them understand what they will be graded on in the essay.
Economics Feb 1
Econ-2/1/13-Friday
Download Surplus and Shortage
Appetizer (Activator):
What does the word surplus mean? What does shortage mean?
Main Course:
Make up Benchmark testing if you were absent!
#7 Table of Contents-EQ: What is equilibrium, price floors, and price ceilings?
Notes on equilibrium, shortages (price ceilings), surpluses (minimum wage)
Shortages occur when prices are lower than the equilibrium price (demand is greater than amount produced) Surplus occurs when price of good is higher than equilibrium price. Surplus is more than what a consumer demands.
Governments fix prices for bread, housing, & other basic needs. Price ceilings are the maximum price the government will allow for these goods. Price floor is a minimum price for a good. Minimum wage is an example of a price floor.
You will be drawing 2 demand lines (curves) and 2 supply curves on your graph paper; be sure to make Demand lines one color and supply lines another color! Label your lines as D1, D2 and S1, S2. Indicate equilibrium (market clearing price where demand meets supply)-You will have 2 equilibrium prices (one for D1 and S1 and then another for D2, S2). This will make sense when you start constructing. Please indicate surplus, shortage, title for graph, old equilibrium (D1S1), new equilibrium (D2S2) This will be assessed
Download Surplus and Shortage
Appetizer (Activator):
What does the word surplus mean? What does shortage mean?
Main Course:
Make up Benchmark testing if you were absent!
#7 Table of Contents-EQ: What is equilibrium, price floors, and price ceilings?
Notes on equilibrium, shortages (price ceilings), surpluses (minimum wage)
Shortages occur when prices are lower than the equilibrium price (demand is greater than amount produced) Surplus occurs when price of good is higher than equilibrium price. Surplus is more than what a consumer demands.
Governments fix prices for bread, housing, & other basic needs. Price ceilings are the maximum price the government will allow for these goods. Price floor is a minimum price for a good. Minimum wage is an example of a price floor.
You will be drawing 2 demand lines (curves) and 2 supply curves on your graph paper; be sure to make Demand lines one color and supply lines another color! Label your lines as D1, D2 and S1, S2. Indicate equilibrium (market clearing price where demand meets supply)-You will have 2 equilibrium prices (one for D1 and S1 and then another for D2, S2). This will make sense when you start constructing. Please indicate surplus, shortage, title for graph, old equilibrium (D1S1), new equilibrium (D2S2) This will be assessed
Friday, February 1, 2013
World History Jan 28 - Feb 1
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.
01/29/2013
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01/22/2013
Welcome to World History
Dear Parents,
I am honored to be teaching your child in World History for this spring semester 2013. I just wanted to welcome you and your student into my class. I sent home a syllabus with my contact information but also wanted to give you other forms of communication for this semester. We are entering our third week of the semester and so far, I have had a great experience with each class. All of my students have become active participants in the classroom and I am happy to announce we have not had any issues. I believe through the first few weeks, we have created a good learning environment and hope to maintain the relationships and participation throughout the year. I want to provide the tools for success too all of my students and feel that the extra support at home is important for the student achievement.
My tutoring hours are Monday and Thursday afternoons from 3:45-4:30 as well as Wednesday mornings from 7:15-745a.
I will also be updating my blog weekly with information and resources for this course. I encourage you to check the blog for weekly agenda’s and Major test or projects.
I also set up a remind101 account. The students have subscribed to an online group. Through this group I am able to send them reminders about the class. Example: Reminders to study for test, or project due dates. I also encourage you as the parent to use the information below to subscribe to this group so that you may be aware of the students work for this class.
I am so excited for what this semester has is store. I believe in my students and their success in this class and will be happy to help you/student in any way I can.
Thank you, and hope to be in touch with you soon.
Blog URL: http://pebblebrookhigh.typepad.com/ms.jasso/
Remind 101 Information:
Text @msjass to (224)-655-6334 or Email msjass@mail.remind101.com
To opt-out, text ‘unsubscribe @msjass’ to (244)-655-6334.
Standard text message rates apply.
Visit remind101.com to learn more
Marissa Jasso
Social Studies Teacher -
Head Cheerleading Coach
Marissa.Jasso@cobbk12.org
Pebblebrook High School
991 Old Alabama Road
Mableton GA, 30126
01/22/2013
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Week 3 World History Agenda
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:
Students will write their positives and negatives about the weekend.
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.
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:
Un-wrapping the standard wall.
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:
Study buddies for 10 minutes.
Hot Seat activity
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:
Q&A activity
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
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01/14/2013
World History Week 2 Agenda- Spring 2013
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 ___________________________________________________.
01/14/2013
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January 2013
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Recent Posts
Week 4 World History Agenda
Welcome to World History
Week 3 World History Agenda
World History Week 2 Agenda- Spring 2013
Week 15 World History Agenda
World War I- PPT
Week 14 World History Agenda
Week 13 World History Agenda
Unit 6 Materials
Unit 5 Material
Pages
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Economics Jan 30
Thursday-1/31/13-Econ
Benchmark testing today with 2 constructed responses and 1 extended response question
You will make this up if you were absent.
Benchmark testing today with 2 constructed responses and 1 extended response question
You will make this up if you were absent.
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