Saint Paul American Schools
Social Studies
Curriculum > Middle > 7th Grade- General Information
-
Period 5
Room 207
Teacher’s Office Hours: By appointment—please ask!
Course Length: Full‐year
- Course Description
-
In this class, students will first review basic geography, landforms,
the way in which ancient peoples populated the western
hemisphere, Native American life, explorers who came to the New
World, and the beginnings of American democracy. They will then
focus on American History, from 1800 to the present, including the
Lewis and Clark Expedition, movement west, the Civil War, WWI and
WWII, The Great Depression, Civil Rights, and life today in the US.
In addition, students will learn the fundamentals of civics, including the voting process, and the structure and functions of the United States Government.
- Course Learning Objectives
- Through research papers, creation of 3‐D models, presentations, written and oral responses to primary and secondary resources, map‐making, and studying the US Constitution and democratic process, students will demonstrate their understanding of the effects of landforms and climate on human use of the land, compare and contrast different cultures, evaluate the effects of human migration and exploration on other cultures, defend their decisions drawn during mock trials, and generate a classroom constitution with equitable laws.
- Course Language Objectives
-
Students will:
· use proper grammar while writing and speaking
· speak with proper pronunciation
· write essays using clear and proper English
· use proper terminology in context with and pertinent to the subject at hand
· decode word and phrase meanings using context clues and knowledge of Greek and Latin root words
- Resources
-
Houghton Mifflin Social Studies—United States History; ISBN: 0‐618‐
423‐63‐X; Aug 2004
Story excerpts, primary resources, and/or chapter books when available
- Units, Themes, and Course Organization
-
Semester One:
Unit 1: The origins of the first Americans‐‐Timelines, Climate, Regions, Landforms, Native American tribes
Unit 2: Exploration and Settlement—World Travel, New Ideas, Conquest, Trade. European Settlements
Unit 3: The English Colonies—new England, Middle, Southern
Unit 4: American Revolution—Causes and Effects, Declaring Independence, The Constitution
Unit 5: The New Nation—Movement West, Trail of Tears, Industrial Revolution, Gold Rush, The Oregon Trail
Semester Two:
Unit 6: The Civil War—Causes, Compromise and Conflict, Reconstruction
Unit 7: Transforming the Nation—Transcontinental Railroad, The Great Plains, Conflicts with Native Americans, Rise of Cities, Electricity, Immigration through Ellis Island, the Great Migration
Unit 8: The Twentieth Century—New Territories, WWI, The 1920’s, Great Depression, WWII, The Cold War, Civil Rights, The 1960’s
Unit 9: The Nation and The World—Women’s Rights, Fall of Communism, Beginnings of High Technology, 21st Century Begins, NAFTA, USA Today, Citizenship and Democracy
- Learning Activities and Methods
- Students will read collaboratively and independently, they will create maps and models of landforms, regions, and routes discussed in class, they will write research papers, engage in debates, write constitutions and “laws”, participate in mock trials, and present a “wax museum” of famous people from US history.
- Assessment
Evaluation:
| Tests | 30% |
| Quizzes | 25% |
| Projects | 25% |
| Homework | 10% |
Grading Scale:
| A+ | 97 - 100 | 4.0 |
| A | 94 - 96.99 | 4.0 |
| A- | 90 - 93.99 | 3.7 |
| B+ | 87 - 89.99 | 3.3 |
| B | 84 - 86.99 | 3.0 |
| B- | 80 - 83.99 | 2.7 |
| C+ | 77 - 79.99 | 2.3 |
| C | 74 - 76.99 | 2.0 |
| C- | 70 - 73.99 | 1.7 |
| D+ | 67 - 69.99 | 1.3 |
| D | 64 - 66.99 | 1.0 |
| D- | 60 - 63.99 | 0.7 |
| F | 0 - 59.99 | 0 |
- Classroom Policies
-
Classroom rules are very basic:
Be respectful at all times—of other students, staff, and yourself
Be prepared—bring all materials and your homework every day
Be punctual
Please see your handbook for the consequences of dishonesty and attendance problems
- Supplies
-
Every day, bring:
Your textbook
A4 lined notebook paper
Pens‐‐blue or black
Pens—a color other than blue or black (red, green, purple, etc.)
Pencils
Pencil sharpener with hand‐held shavings‐catcher
Have available for when I ask you to bring them:
Colored pencils
Ruler—30 cm/12 inch
Gluestick
- Questions?
-
Parents, guardians, and host parents: If you have any questions,
comments, or concerns, please feel free to contact me. E‐mail is the
best way to reach me. I am happy to answer questions via e‐mail, meet
with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Important Note:
This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be introduced to the concepts and expectations inherent in this course.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will understand the expectations of the course, and what they will be learning.
Monday
Tuesday
Wednesday
Thursday
Friday
- ***FIRST DAY OF CLASS***
- Learning Objective:
- Understand the course objectives and expectations.
- Language Objective:
- Students will discuss geography terminology correctly.
- Main Activity:
- Students will answer questions about themselves on a worksheet
- Evaluation:
- Ability to follow directions, ask questions.
- Vocabulary:
- Geography
- Homework:
- None
- Learning Objective:
- Students will describe themselves via “Bubble Names”.
- Language Objective:
- Students will use adjectives to describe themselves.
- Main Activity:
- Students will brainstorm categories to describe their characteristics, then adjectives within those categories. They will design a small poster about themselves, following peer-determined criteria.
- Evaluation:
- Following directions, attention to detail
- Vocabulary:
- characteristic, language, hobby
- Homework:
- Finish Bubble Name poster.
- Learning Objective:
- Ss will review timelines, and the vocabulary pertinent to labeling centuries.
- Language Objective:
- Ss will say and write ordinal numbers correctly.
- Main Activity:
- Given a timeline worksheet, ss will differentiate between centuries that are AD, BC, CE, and BCE, and will identify the centuries within which famous events happened.
- Evaluation:
- Engagement in class, participation
- Vocabulary:
- ordinal, AD, BC, CE, BCE
- Homework:
- Timeline WS
- Learning Objective:
- Become familiar with presenting in front of the class; familiar with the expectations of being a respectful audience.
- Language Objective:
- Practice fluency while presenting
- Main Activity:
- Students will present their Bubble name posters, answering questions from their audience. They will also take a pre-test on basic geographical concepts.
- Evaluation:
- Prepared to present, following directions
- Vocabulary:
- all criteria on poster
- Homework:
- Color in world base map to be used next week.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- “What’s the Scoop?” WS, copy paper for Bubble name poster, colored pencils, blackline world map, geography pre-test, timeline WS
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the names of the seven continents, the four oceans, the lines of latitude and longitude, and the hemispheres, and they will know that each spot on earth can be identified using absolute location.
- Weekly Procedural Knowledge Overview - (Students will be able to . . .)
- SWBAT identify the continents, oceans, equator, prime meridian, lines of latitude and longitude, and the
hemispheres. They will be able to pinpoint any location on a map using absolute location.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will begin their study of basic land masses and water, plus the lines of latitude and longitude and why and by whom they’re used.
- Language Objective:
- Students will use mapping vocabulary while discussing their own maps.
- Main Activity:
- Students will watch a PowerPoint, then begin creating their own maps with overlays to illustrate the basic parts of a world map.
- Evaluation:
- Participation, following directions
- Vocabulary:
- longitude, latitude, parallels, meridians, prime meridian, degrees
- Homework:
- Continue working on overlays
- Learning Objective:
- Students will memorize the equator and the prime meridian, their respective “degrees”, and the names of the continents and oceans.
- Language Objective:
- Ss will use appropriate map language while discussing and creating their overlay maps.
- Main Activity:
- Work on putting together the four overlays to create a map complete with all pertinent information.
- Evaluation:
- Following directions, attention to detail, correct maps
- Vocabulary:
- longitude, latitude, parallels, meridians, prime meridian, degrees
- Homework:
- Finish overlays
- Learning Objective:
- Students will be able to find any pinpointed place on earth using absolute location.
- Language Objective:
- Correctly use academic vocabulary.
- Main Activity:
- Students will label the major lines of latitude and longitude on a given map. They will pinpoint cities on a map using absolute location, expressing them as coordinate pairs.
- Evaluation:
- Following directions, attention to detail, correct maps
- Vocabulary:
- absolute location, x and y axis
- Homework:
- Finish absolute location maps.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will begin learning the names and characteristics of 21 landforms.
- Language Objective:
- Correctly pronounce the names of 21landforms.
- Main Activity:
- Students will make a set of cards from 3x5 index cards, drawing a landform on one half of the card and its definition on the other half, with the intention of using the cards for the game Landform Concentration.
- Evaluation:
- Following directions, involvement in the project, cooperation with classmates, pride in work
- Vocabulary:
- Names of 21 landforms
- Homework:
- Study names and characteristics of the given landforms.
- Materials / Resources (including technology)
- Geography PowerPoint, absolute location maps, list of cities with coordinates, textbook (from last year), index
cards, list of landforms, landform definitions
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the names of 21 landforms and their characteristics.
- Weekly Procedural Knowledge Overview - (Students will be able to . . .)
- Students will be able to describe several landforms, using names and descriptive details.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will identify several landforms, and describe their characteristics.
- Language Objective:
- Students will define various landforms using geography terminology.
- Main Activity:
- After watching a PowerPoint on landform types, students will create their own cards about landforms. They will cut index cards in half—one half of the card will be a picture of the landform, the other half will be the definition. The cards will be used to play Concentration.
- Evaluation:
- Note-taking during the PowerPoint, engagement in the card activity.
- Vocabulary
- The names of 21 landforms
- Homework
- Study landform definitions.
- Learning Objective:
- Students will explain the difference between the landforms, especially those similar to each other, such as butte, mesa, and plateau.
- Language Objective:
- Students will use terminology correctly when creating their cards.
- Main Activity:
- Students continue to illustrate and define their landform cards.
- Evaluation:
- Engagement in activity, ability to describe the landforms, attention to detail.
- Vocabulary:
- The names of the 21 landforms.
- Homework:
- Study landform definitions.
- Learning Objective:
- Students will create a topographical map from a “blueprint” they design with a partner.
- Language Objective:
- Students will name, compare, and contrast the landforms that they build from their designs.
- Main Activity:
- Students will create their maps on paper, then build a topographical map using their design. They then name and label each landform.
- Evaluation:
- Participation in the activity; accurate placement of landforms, accurate naming of landforms.
- Vocabulary:
- The names of the 21 landforms, topographical.
- Homework:
- Study landform characteristics
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Study landform characteristics
- Language Objective:
- Students will name, compare, and contrast the landforms that they build from their designs.
- Main Activity:
- Students will create their maps on paper, then build a topographical map using their design. They then name and label each landform.
- Evaluation:
- Participation in the activity; accurate placement of landforms, accurate naming of landforms.
- Vocabulary:
- The names of the 21 landforms, topographical.
- Homework:
- Study landform characteristics.
- Materials / Resources (including technology)
- Yellow textbook, pg. R48; index cards; PowerPoint; colored pencils; scissors; concentration cards; salt clay (flour, salt, oil, water); board on which to build their maps; toothpicks
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the names of 21 landforms and their features
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will label and describe 21 different landforms
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will describe 10 landforms and differentiate mesa, butte, and plateau.
- Language Objective:
- Students will correctly describe and pronounce 10 landforms, and articulate the difference between those most similar.
- Main Activity:
- Students will use their Concentration cards to play games of Concentration, thereby learning the names and characteristics of at least 10 landforms.
- Evaluation:
- Participation in games, accurate cards
- Vocabulary:
- First 10 landform names.
- Homework:
- Study landforms, oceans/continents overlay.
- Learning Objective:
- Students will memorize the next 11 landform names.
- Language Objective:
- Students will explain their designs using landform terminology.
- Main Activity:
- Working in pairs, and using their books and Concentration cards, students will create a “blueprint” for an island or a region, incorporating all 21 landforms in a manner that makes sense.
- Evaluation:
- Cooperation during partner activity, accurate and complete design.
- Vocabulary:
- Next 11 landform names.
- Homework:
- Study landforms, oceans/continents overlay.
- Learning Objective:
- Students will continue to memorize landforms.
- Language Objective:
- Students will name and describe 21 landforms.
- Main Activity:
- Students will first make salt clay, then use the clay to build a topographical map based on the design they created yesterday.
- Evaluation:
- Following directions, cooperation during partner work, ability to describe the landforms on their maps.
- Vocabulary:
- All 21 landform names.
- Homework:
- Study landforms, oceans/continents overlay
- Learning Objective:
- Students will continue to memorize landform names, and be able to visualize the relationship between them (eg river and delta, river and mountain, mountain and valley, etc.)
- Language Objective:
- Students will correctly pronounce landform names.
- Main Activity:
- First, review for the quiz on continents, oceans, latitude, longitude, absolute location. Then, students will continue to create their maps. They will name their landforms, then make flags as markers for each landform, and insert them in the correct places.
- Evaluation:
- Cooperation with their partner. Correct placement of flags. Quiz
- Vocabulary:
- Landform names, ocean/continent/absolute location
- Homework:
- Study landform names
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Ingredients for clay, bowls, spoons, 1.5 x 1.5 foot pieces of cardboard, toothpicks, post-it notes, copy paper for “blueprint”, quiz
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will learn 21 landform names and their characteristics
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to name and describe 21 landforms
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will continue to memorize landforms.
- Language Objective:
- Landform names.
- Main Activity:
- Students will work on their clay maps. They will have most of their landforms in place, the placement will make sense, and they will paint them if possible.
- Evaluation:
- On task, working well within their groups, landforms are in place.
- Vocabulary:
- Landform names.
- Homework:
- Study landforms names and characteristics.
- Learning Objective:
- Students will continue to memorize landforms.
- Language Objective:
- Students will name the landforms as they paint them.
- Main Activity:
- Students will paint and label their maps, preparing to present them.
- Evaluation:
- On task, maps are finished, ready to present.
- Vocabulary:
- Landform names.
- Homework:
- Study landforms names and characteristics.
- Learning Objective:
- Students will continue to practice memorizing landform names and characteristics.
- Language Objective:
- Landform names and characteristics.
- Main Activity:
- Students will check their maps of accuracy—all landforms painted and labeled appropriately, and will practice presenting.
- Evaluation:
- Group participation.
- Vocabulary:
- Landform names.
- Homework:
- Study landforms names and characteristics.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Show mastery of landform names and characteristics through presentations and a quiz.
- Language Objective:
- Landform names…
- Main Activity:
- Students will present their maps, then take a quiz on landforms.
- Evaluation:
- Maps and labels are correct; landform quiz.
- Vocabulary:
- Same old…
- Homework:
- Read for fun.
- Materials / Resources (including technology)
- Tempera paint, brushes, cups for water, tables on which to paint, list of landforms with which to check their maps, quiz
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know that the earth is divided into many biomes, varying in climate, inhabitants, and threats to their existence.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Ss will be able to differentiate between several biomes, describing the characteristics of each.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will recall the definition of “biome” and remember the names of the major biomes.
- Language Objective:
- Ss will state the difference between weather and climate.
- Main Activity:
- Ss will watch a PowerPoint on biomes. They will create a T-chart and take two column notes on the information from the PowerPoint.
- Evaluation:
- T-chart is up-to-date, complete.
- Vocabulary:
- biome, climate, weather
- Homework:
- None
- Learning Objective:
- Students will practice skimming reference text for information.
- Language Objective:
- Students will look for key words to help locate target information.
- Main Activity:
- Students will be assigned a biome. They will be given printed information, then asked to find important facts about their biome within that information and record it on an organizer.
- Evaluation:
- Success in finding information within their printed material, writing it on the organizer.
- Vocabulary:
- flora, fauna
- Homework:
- Research information as needed on the internet, complete the organizer
- Learning Objective:
- Ss will design a poster to illustrate their understanding of their biome.
- Language Objective:
- SWBAT use appropriate vocabulary in creating and presenting their posters.
- Main Activity:
- Ss will design a poster using their researched information
- Evaluation:
- Information has been incorporated into their posters; staying on task while creating their posters.
- Vocabulary:
- Words pertinent to their particular biome.
- Homework:
- Continue research on their biome, if necessary.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Biome PowerPoint, research organizer, printed information, large poster paper, markers, colored paper
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the difference between given biomes.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT discuss the characteristics of and differences between given biomes.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will explain the characteristics of their biomes as they continue to design their posters.
- Language Objective:
- Ss will paraphrase the information from their research as they rewrite it for their posters.
- Main Activity:
- The students continue to create their posters, illustrating their biome’s characteristics through writing and illustrations, preparing themselves to give oral reports on that biome.
- Evaluation:
- Using time effectively in class to create their posters, correct information is on the posters.
- Vocabulary:
- Terminology for that particular biome.
- Homework:
- Research threats to the biome.
- Learning Objective:
- Repeat of Tuesday; students are preparing to present their posters.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Practice presentation
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will outline the characteristics of each biome and locate each on a map.
- Language Objective:
- Terminology appropriate to each biome.
- Main Activity:
- Each student will present his, or her own biome, using the poster as a visual. Each student will be given a blank map and will color in the approximate location of each biome, as they are presented.
- Evaluation:
- Completed booklet, with correct information and correct map.
- Vocabulary:
- names of biomes, the animals and plants that inhabit it, the threats to each biome, the biomes’ locations.
- Homework:
- None
- Materials / Resources (including technology)
- Biome PowerPoint (for reference—already seen); blank world maps—1/student
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the basics of human beginnings.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT reiterate information regarding the beginnings of human society.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will identify the main ideas in paragraphs, and use them to describe the characteristics of Paleolithic and Neolithic people.
- Language Objective:
- Ss will find and summarize the main idea in a given paragraph.
- Main Activity:
- The class will read the introduction to ancient people’s together (pg. 9), popcorn style. They will then each be assigned a main topic from the sections on Paleolithic and Neolithic people, and will summarize the main points with supporting details in preparation for presenting tomorrow.
- Evaluation:
- Readiness to read when called on, paragraph summarized with main points and details delineated.
- Vocabulary:
- Paleolithic, Neolithic, weapon, tool, society
- Homework:
- Prepare paragraph for presentation
- Learning Objective:
- Ss will categorize the details of Paleolithic and Neolithic life.
- Language Objective:
- Ss will use vocabulary correctly while presenting their information.
- Main Activity:
- Ss will present the main points and supporting details of their topic to the class. The class will record the information in a 3-column chart, headed “Topic”, “Main Point”, “Supporting Details”.
- Evaluation:
- Presentation is prepared, charts are used to record information.
- Vocabulary:
- arch-, artifact, nomad
- Homework:
- Continue presentation prep (those who did not finish!).
- Learning Objective:
- Continue with presentations from yesterday-- Ss will categorize the details of Paleolithic and Neolithic life.
- Language Objective:
- Ss will use vocabulary correctly while presenting their information.
- Main Activity:
- Ss will present the main points and supporting details of their topic to the class. The class will record the information in a 3-column chart, headed “Topic”, “Main Point”, “Supporting Details”.
- Evaluation:
- Presentation is prepared, charts are used to record information.
- Vocabulary:
- domesticate, agri-, trade, specialize
- Homework:
- None
- Learning Objective:
- Ss will deduce that the iceman “Otzi”, found frozen in 1991, was very much like modern humans, but remains a mystery.
- Language Objective:
- Ss will use terminology to describe Otzi.
- Main Activity:
- As a class, students will read the pages in their textbook pertaining to Otzi, discussing his characteristics and adaptations for survival. They will then watch a PBS video on line about his discovery and the information scientists have gathered from studying him.
- Evaluation:
- Participation in class.
- Vocabulary:
- Otzi, the Alps, survival
- Homework:
- None
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, Otzi video (PBS) -- https://www.youtube.com/watch?v=X05-uMWzAhA
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will continue to know about early human life.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT identify early humans according to their characteristics, and will describe the beginnings of the earliest civilizations.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will explain why the murder of the “Iceman”, Otzi, remains a mystery, what the mummy has been able to tell us so far, and how the life of the 5000 year old man was similar to our lives today.
- Language Objective:
- Ss will answer questions using correct terminology.
- Main Activity:
- Ss will watch the second half of the PBS documentary on Otzi, the Iceman, answer questions, and participate in discussions as the movie progresses.
- Evaluation:
- Participation in discussion, completed answers to questions.
- Vocabulary:
- Lyme disease, lactose intolerance.
- Homework:
- Read the next section in the book (Sumer).
- Learning Objective:
- Ss will illustrate their understanding of changes in human achievements.
- Language Objective:
- Ss will summarize vocabulary pertinent to the beginning of civilization.
- Main Activity:
- Using their textbooks, students will define a given word or phrase, then create a poster to present to the class.
- Evaluation:
- Time in class is used effectively.
- Vocabulary:
- Given words (nomad/settled life; hunter-gatherer/farmer, etc.)
- Homework:
- Finish poster.
- Learning Objective:
- Ss will identify the region called the Cradle of Civilization on a map.
- Language Objective:
- Ss will use proper names of rivers and regions on a map.
- Main Activity:
- Ss will watch the epilogue of the Kahn Academy videos describing the beginnings of human civilization. They will then begin identifying and labeling rivers, seas, and regions on their map, and color in the Fertile Crescent.
- Evaluation:
- Vocabulary:
- Fertile Crescent, Mesopotamia, meso-, -pot-, “land between two rivers”, Tigris, Euphrates
- Homework:
- Labeled and colored map
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will know some of the advances made by citizens of Mesopotamia, in particular writing, invented by Sumerians.
- Language Objective:
- Ss will correctly pronounce terminology associated with the Mesopotamian region.
- Main Activity:
- Ss will read about the rise of Sumer and the invention of writing. They will watch two powerpoints—one on Sumer, the other on cuneiform. They will be given a small batch of clay, a chopstick (to be used as a stylus), and a print out of the cuneiform alphabet. They will then write their name and a message in cuneiform in their clay, much the same as Sumerian scribes did.
- Evaluation:
- Completed clay rablet
- Vocabulary:
- Sumer, scribe, cuneiform, stylus, tablet
- Homework:
- None
- Materials / Resources (including technology)
- PBS video on Otzi, Khan Academy videos, blackline map of Mesopotamia, PowerPoint, clay, chopsticks with squared ends, cardboard for a base for the clay, sheet of the cuneiform alphabet
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know how civilization is defined, where it began, and what inventions the Sumerians contributed to the rest of the world.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT describe the components of a civilization, the consequences of the transformation from huntergatherer society to agricultural, and the development of the basics of technology.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will work in pairs, reading from the textbook and answering questions on paper.
- Language Objective:
- Ss will find words in their text which will act as clues to answering questions.
- Main Activity:
- Ss will read in their books, answering questions on paper.
- Evaluation:
- Finished worksheets.
- Vocabulary:
- civilization, city-state
- Homework:
- Review pgs. 8-21 in text in prep for test on Friday.
- Learning Objective:
- SWBAT describe the various inventions introduced by the Sumerians.
- Language Objective:
- Ss will pronounce each invention properly.
- Main Activity:
- Ss will watch a PowerPoint on the inventions of Sumer. They will then describe how each invention affects their own lives. They then choose one invention and list all the ways that invention affects them, directly or indirectly.
- Evaluation:
- Participation in class, finished paragraph.
- Vocabulary:
- inventions—wheel, plow, sailboat, writing, calendar, geometry, 360 degree circle, irrigation
- Homework:
- Review pgs. 8-21 in text in prep for test on Friday.
- Learning Objective:
- SWBAT explain the connection between the agricultural revolution, the rise of cities, and specialization.
- Language Objective:
- Ss will properly use descriptive words to explain the cause and effect relationship between farming, population growth, and specialization.
- Main Activity:
- Ss will reread in their books about the rise of cities and the resulting specialization. They will brainstorm jobs people might have had and discuss how they would interact with each other in order to survive.They will then write a short paragraph describing the relationships.
- Evaluation:
- Finished paragraph.
- Vocabulary:
- artisan, scribe, merchant, farmer, slave
- Homework:
- Review pgs. 8-21 in text in prep for test on Friday.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will determine the appropriate place on a timeline to place an event from history.
- Language Objective:
- Ss will use timeline terminology correctly.
- Main Activity:
- Test on Paleolithic and Neolithic people, and Mesopotamia. Timeline event hunt in book— students are each given an event from early history and an index card. They are then asked to find the time the even happened, using their textbook, write the date and the event on the card, illustrate it, and tape it on the correct place on the timeline.
- Evaluation:
- Test, Timeline card
- Vocabulary:
- AD, BC, CE, BCE (review)
- Homework:
- None
- Materials / Resources (including technology)
- Powerpoint on Sumerian inventions, worksheet with questions to answer using the book, index cards.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the difference between city, city-state and empire, and will understand the different contributions of each of the great civilizations that lived in Mesopotamia.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT describe the rise and fall of the empires in the Fertile Crescent region between 2340 BC and 539 BC, and what each was famous for.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will read pages 23-30 in their textbooks, and answer questions that pertain to the reading.
- Language Objective:
- Ss will use clue words in their texts to answer questions correctly.
- Main Activity:
- After a class discussion on post-Sumer accomplishments, Ss will answer questions on a worksheet.
- Evaluation:
- Progress on WS.
- Vocabulary:
- rival, empire
- Homework:
- Finish worksheet
- Learning Objective:
- Ss will organize information about each of the most famous Mesopotamian civilizations in a chart
- Language Objective:
- Ss will use clue words from the given chart to find information in the book.
- Main Activity:
- Ss will read in their textbooks, deciding which type of information is most important and where it should be placed in their charts.
- Evaluation:
- Appropriate work in books and charts.
- Vocabulary:
- conquer, accomplish.
- Homework:
- Finish chart
- Learning Objective:
- Ss will explore the accomplishments of the Mesopotamians, in particular the Hanging Garden of Babyon, Ss will reiterate the process that civilizations arise.
- Language Objective:
- Ss will write in complete descriptive sentences.
- Main Activity:
- Ss will watch a short video on how and why the Hanging Gardens of Babylon were built. They will then begin their assignment.
- Evaluation:
- Attentive during the video; begin assignment.
- Vocabulary:
- Homework:
- pgs. 6, 7 of the Mesopotamia unit; Study Guide for quiz on Friday; create a picture of something that reminds them of home (like the Hanging Gardens), and write a paragraph describing their choice.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will demonstrate mastery of the material studied in the Mesopotamia unit, especially civilizations and how they start, plus the contributions of the Mesopotamians.
- Language Objective:
- Ss will write sentences using unit vocabulary correctly.
- Main Activity:
- Quiz on Mesopotamia.
- Evaluation:
- Quiz results.
- Vocabulary:
- All pertaining to the unit.
- Homework:
- Read in textbook about Egypt.
- Materials / Resources (including technology)
- https://www.youtube.com/watch?v=xgWP_FcLuy0 (Hanging Gardens of Babylon—48 min.)
https://www.youtube.com/watch?v=Kfg1YE-BqTc (Hanging Gardens of Babylon—2:44 min.)
Mesopotamia unit (pgs 6 and 7); organizational chart
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the name of Egyptian writing and its basic characteristics, and will know the terminology used in describing the Nile River, and will compare ancient Egypt to Mesopotamia.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT discuss hieroglyphs, write simple hieroglyphs, and properly label the main sections of the Nile River.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will compare ancient Egypt to Mesopotamia.
- Language Objective:
- Ss will compare Egypt to Mesopotamia in writing.
- Main Activity:
- Read in textbook, pg.39-42, popcorn style. Fill out a chart comparing Mesopotamia to Egypt as the information is read. Watch “Engineering an Empire”.
- Evaluation:
- Prepared to read, fluency, reading comprehension in filling out the chart.
- Vocabulary:
- pyramid, cataracts, hieroglyphics
- Homework:
- Fill out the informational chart regarding Mesopotamia.
- Learning Objective:
- Ss will recognize that hieroglyphs began as pictorial writing.
- Language Objective:
- Ss will match the sounds of their names to hieroglyphics.
- Main Activity:
- After watching a PowerPoint on hieroglyphics, Ss will write their names on “cartouches”
- Evaluation:
- Use of class time, completed cartouche
- Vocabulary:
- cartouche, papyrus
- Homework:
- Complete cartouche if not done in class.
- Learning Objective:
- Ss will
- Language Objective:
- Main Activity:
- Ss will watch a youtube video on Egypt. They will be given a blackline map of Egypt and the Nile River, and follow the instructions for labeling the map.
- Evaluation:
- Completed map.
- Vocabulary:
- Delta, upper and lower Nile
- Homework:
- Completed map if not finished in class.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show their understanding of Egyptian geography by creating a 3-D map of theNile River and the surrounding desert.
- Language Objective:
- Ss will describe the Nile’s shape and direction, and correctly pronounce the cities of ancient Egypt.
- Main Activity:
- Ss will use clay to build a 3-D map of Egypt and the upper Nile River.
- Evaluation:
- Use of time in class.
- Vocabulary:
- Sahara, Giza, Thebes
- Homework:
- N/A
- Materials / Resources (including technology)
- http://www.neok12.com/video/Ancient-Egypt/zX03505a52735b425b42617f.htm (Engineering an Empire)
http://www.watchknowlearn.org/Video.aspx?VideoID=39661&CategoryID=737 (Egypt information) Blackline map of the Nile River and ancient Egypt, plus instructions; colored pencils; flour/salt clay; large piece of cardboard per pair of students.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the geography of Egypt, in particular the Nile River area.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT name the major pyramids, cities, and regions of the Nile River during ancient Egypt.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will continue to locate and memorize the cities and regions of ancient Egypt.
- Language Objective:
- Ss will read and pronounce the geographical areas of Egypt.
- Main Activity:
- Ss will continue to work on their clay maps.
- Evaluation:
- Cooperation with partner, using time well.
- Vocabulary:
- Regional names.
- Homework:
- N/A
- Learning Objective:
- Ss will continue to locate and memorize the cities and regions of ancient Egypt.
- Language Objective:
- Ss will read, locate, and correctly pronounce the regions and cities of ancient Egypt.
- Main Activity:
- Ss will continue to work on their maps, placing each city, pyramid, etc., appropriately.
- Evaluation:
- Cooperation with partner, using time well.
- Vocabulary:
- Regional names
- Homework:
- n/a
- Learning Objective:
- Ss will continue to locate and memorize the cities and regions of ancient Egypt.
- Language Objective:
- Ss will read, locate, and correctly pronounce the regions and cities of ancient Egypt.
- Main Activity:
- Ss will continue to work on their maps, placing each city, pyramid, etc., appropriately. They will begin painting their maps.
- Evaluation:
- Cooperation with partner, using time well, painting areas appropriate colors showing their understanding of the differentiated regions.
- Vocabulary:
- Regional names
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will continue to locate and memorize the cities and regions of ancient Egypt.
- Language Objective:
- Ss will read, locate, and correctly pronounce the regions and cities of ancient Egypt.
- Main Activity:
- Ss will continue to work on their maps, placing each city, pyramid, etc., appropriately. They will begin painting their maps.
- Evaluation:
- Cooperation with partner, using time well, painting areas appropriate colors showing their understanding of the differentiated regions.
- Vocabulary:
- Regional names
- Homework:
- n/a
- Materials / Resources (including technology)
- Clay maps, poster paint, sheet with map instructions, maps for projecting on whiteboard, water, cups for water, brushes
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know that the ancient Egyptians were polytheistic, and had a close relationship with many kinds of animals.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT describe the basics of Egyptian religions
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will apply their knowledge of ancient Egypt maps to their own clay maps, labeling cities and important sites.
- Language Objective:
- Ss will label sites correctly on their maps.
- Main Activity:
- Ss will continue to label, and build, if necessary, their clay maps of the Nile River.
- Evaluation:
- Finished maps.
- Vocabulary:
- Egyptian cities—Thebes, Aswan, Alexandria, Cairo, Giza
- Homework:
- Read in book—section on religion.
- Learning Objective:
- Ss will name and classify the roles of the pharaoh and his officials, and describe the basis behind their religion.
- Language Objective:
- Ss will correctly answer questions on a worksheet from their reading.
- Main Activity:
- Ss will read about Egyptian gods, goddesses, the pharaoh, and religion in their textbook, then correctly answer questions about the reading.
- Evaluation:
- Participation in discussion, finished worksheet.
- Vocabulary:
- embalm; mummify
- Homework:
- Finish worksheet if not done in class.
- Learning Objective:
- Ss will discuss their understanding of the Egyptian attitude towards animals in religion.
- Language Objective:
- Ss will correctly describe animals and reiterate their role in Egyptian life and religion.
- Main Activity:
- Ss will watch the first part of a video on animals in ancient Egypt, then discuss the main points.
- Evaluation:
- Attention to the video, participation in discussion.
- Vocabulary:
- animal names—crocodile, hippo, lion, ibis, baboon
- Homework:
- N/A
- Learning Objective:
- No class due to block schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will discuss their understanding of the Egyptian attitude towards animals in religion.
- Language Objective:
- Ss will correctly describe animals and reiterate their role in Egyptian religion during discussions.
- Main Activity:
- Ss will watch the second part of a video on animals in ancient Egypt, then discuss the main points.
- Evaluation:
- Attention to the video, participation in discussion.
- Vocabulary:
- Animal names;
- Homework:
- Materials / Resources (including technology)
- Questions WS (re textbook); video link; paint and brushes or permanent markers for labeling maps
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know that there are many gods and goddesses of ancient Egypt, each on ruling over a particular part of nature or humanity, often taking on animal characteristics. They will also know how to use Egyptian numerical hieroglyphs.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT translate Egyptian numerals into Indo-European as well as the reverse, and will be able to do minor computations using hieroglyphs. They will also be able to describe the characteristics of the best-known gods and goddesses of ancient Egypt.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will recognize and compute with Egyptian hieroglyphs.
- Language Objective:
- Ss will use math terminology when describing the process of adding and subtracting using hieroglyphs.
- Main Activity:
- Ss will watch a powerpoint and a short video on computing with hieroglyphs. They will then attempt to compute the Egyptian way themselves, via worksheets.
- Evaluation:
- Completed accurate worksheets.
- Vocabulary:
- tadpole, frog, finger, tally
- Homework:
- Completed worksheets
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will become familiar with the characteristics of the most commonly known Egyptian gods and goddesses.
- Language Objective:
- Ss will read from the internet and paraphrase the information.
- Main Activity:
- Ss will be assigned a god or goddess to research. In the computer lab, they will research the god/dess, then transfer the information in their own words to a small poster they create for the classroom.
- Evaluation:
- Attention to the research assignment and the poster.
- Vocabulary:
- God/desses’ names
- Homework:
- Complete poster if necessary (if not finished in class)
- Materials / Resources (including technology)
- Power point, video: https://www.youtube.com/watch?v=XOxa9u1WGd0 , hieroglyph worksheets; Internet, computers, research organizer, website: www.ancientegypt.co.uk/gods/explore/main.html
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the main gods and goddesses of Egypt, and will know that there is more than one theory regarding how the pyramids were built.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT discuss some of the main Egyptian gods and goddesses, and will be able to reiterate the various theories regarding the building of the pyramids.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will recognize and describe a given god or goddess’ characteristics.
- Language Objective:
- Ss will use proper thematic vocabulary during their research.
- Main Activity:
- In the computer lab, and using a research organizer, Ss will continue to research a god or goddess given to him or her, listing the characteristics of that god/dess.
- Evaluation:
- Completing the organizer, using time wisely to collect information.
- Vocabulary:
- God/dess names, vocab inherent to that god.
- Homework:
- Finish research if not finished in class.
- Learning Objective:
- Ss will apply their knowledge of the characteristics of gods and goddesses to creating artwork to present.
- Language Objective:
- Ss will pronounce words associated with their gods while presenting them.
- Main Activity:
- Ss will transfer their research to a small poster, including information and an accurate picture.
- Evaluation:
- Poster is finished, and presented well.
- Vocabulary:
- Words associated with their individual god/goddesses.
- Homework:
- N/A
- Learning Objective:
- Ss will distinguish between two theories that explain the probable method used to build the pyramids.
- Language Objective:
- Ss will write key words from a video.
- Main Activity:
- Ss will watch a video, “Engineering an Empire”, parts 4 and 5, taking notes on the theories presented.
- Evaluation:
- Completed notes.
- Vocabulary:
- ramp, friction, boulder
- Homework:
- N/A
- Learning Objective:
- No class due to block schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will watch more of the Engineering an Empire video, noting the value put on the afterlife and the way the tombs were furnished.
- Language Objective:
- Ss will take notes on the movie, writing words they don’t know in a column.
- Main Activity:
- Ss will watch a video, taking notes. They will then play the “Spy” game for review of the concepts.
- Evaluation:
- Attention to note-taking and the video, participation in the game.
- Vocabulary:
- Sarcophagus, alabaster, funerary
- Homework:
- Review concepts over the break
- Materials / Resources (including technology)
- Video (youtube—Engineering an Empire), computers, research organizer, copy paper and colored pencils
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know how and why the Egyptians embalmed and mummified their dead.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT explain the process of mummification, the funerary process, and the Egyptians’ justification for the process.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will examine and research a specific aspect of the mummification or funerary process.
- Language Objective:
- Ss will rephrase the main topics in a given article.
- Main Activity:
- In the computer lab, Ss will research a given topic concerning the mummification process. They will take notes on the most important ideas, translating them into a succinct speech.
- Evaluation:
- Finished set of notes with which to write a speech.
- Vocabulary:
- Words appropriate to the topic—varies.
- Homework:
- Read over notes, be prepared to write tomorrow.
- Learning Objective:
- Ss will determine which facts they will incorporate into their presentations.
- Language Objective:
- Ss will use the words appropriate to their topic as they choose their focus for their presentation.
- Main Activity:
- Ss will use a print-out of the website they visited yesterday in the computer lab with which to continue researching and organizing their notes for their presentation. They will work with a partner; as one person speaks, the other will draw and write key words on the board, then they will switch roles.
- Evaluation:
- Cooperation with partner.
- Vocabulary:
- varies according to topic
- Homework:
- Review notes, practice speaking and drawing
- Learning Objective:
- Ss will refine their notes and practice speaking and drawing.
- Language Objective:
- Ss will speak in complete, grammatically correct sentences.
- Main Activity:
- Ss will practice their presentations.
- Evaluation:
- Ss use their time well, prepared for tomorrow.
- Vocabulary:
- Varies
- Homework:
- Practice presentation
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will recall the facts of Egyptian beliefs and processes concerning mummification, as taught them by their peers.
- Language Objective:
- Ss will note vocabulary specific to each presenter’s topic.
- Main Activity:
- Each pair of students will present their topic to the class, taking turns speaking and drawing.
- Evaluation:
- Prepared, speak fluently, facts presented are correct, all main ideas are presented.
- Vocabulary:
- Varies
- Homework:
- N/A
- Materials / Resources (including technology)
- Print-out of website
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the funerary process, the importance of the Afterlife, and review key concepts from the unit on Egypt.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT describe the process of mummification and the funerary process, and discuss the importance of the Afterlife to the ancient Egyptians.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will describe the history of the pyramid and the ritual of burying essentials with the mummy.
- Language Objective:
- Ss will take notes from their peers’ presentations, choosing key vocabulary properly.
- Main Activity:
- Ss will watch the remainder of their peers’ presentations (one student speaks, the other writes, then reverse roles), take notes, then discuss the content.
- Evaluation:
- Complete notes, engagement in discussion.
- Vocabulary:
- shabti, mastafa
- Homework:
- Study for quiz
- Learning Objective:
- Ss will describe the funerary process.
- Language Objective:
- Ss will take notes from their peers’ presentations, choosing key vocabulary properly.
- Main Activity:
- Ss will watch the remainder of their peers’ presentations (one student speaks, the other writes, then reverse roles), take notes, and then discuss the content.
- Evaluation:
- Complete notes, engagement in discussion.
- Vocabulary:
- procession, mourner
- Homework:
- Pretending you (the student) are a pharaoh, write a 3/4 page essay listing and explaining what you (the student) would plan to take to the Afterlife.
- Learning Objective:
- Ss will describe those physical things that most humans consider important to their lives.
- Language Objective:
- Ss will use vocabulary properly in their writing.
- Main Activity:
- Ss will share their essays, comparing each other’s priorities.
- Evaluation:
- Completed essay
- Vocabulary:
- All words used to describe mummification and the Egyptian Afterlife.
- Homework:
- Study for quiz
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will demonstrate their understanding of ancient Egyptian civilization, including beliefs concerning the Afterlife and the process of mummification.
- Language Objective:
- Ss will read and write vocabulary words on their quiz.
- Main Activity:
- Quiz
- Evaluation:
- Quiz results
- Vocabulary:
- All
- Homework:
- Study for final
- Materials / Resources (including technology)
- Quiz
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday(50 mins)
Tuesday(50 mins)
Wednesday(50 mins)
Thursday(85 mins)
Friday(85 mins)
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the beginnings of the Israelites, their relationships with Egypt, and the path to Judaism.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT name the leaders of the Israelites, the name of their language, the beginnings of their Bible, and the problems regarding the journey to Egypt.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will relate the earliest history of the Early Israelites. They will describe monotheism, the influence of their religion on later religions, and the reason Israelites fled Canaan.
- Language Objective:
- Ss will use vocab correctly.
- Main Activity:
- Ss will first record their knowledge of what they know of Judaism. Working in pairs, they will then read in their textbook, and answer questions for comprehension.
- Evaluation:
- Working to ability while answering questions.
- Vocabulary:
- monotheism, Hebrew
- Homework:
- Answer questions pgs. 81-82
- Learning Objective:
- Ss will paraphrase the stories of Moses, enslavement in Egypt, and the Ten Commandments.
- Language Objective:
- Ss will use vocabulary correctly while speaking about the Hebrew story, and will comprehend the textbook properly.
- Main Activity:
- Ss will answer questions from their textbook, then watch part of a PowerPoint on the early Israelites. They will then correct their papers if necessary and paraphrase the main ideas orally.
- Evaluation:
- Participation in class, using time well to answer questions.
- Vocabulary:
- plagues, Exodus, Mt. Sinai, Torah
- Homework:
- Answer questions pgs. 82-84
- Learning Objective:
- Ss will name the plagues of Egypt, relate the importance of the Phoenicians, and decipher the Phoenician alphabet.
- Language Objective:
- Ss will write and speak vocab correctly when describing the history of the Israelites.
- Main Activity:
- Ss will finish their worksheets from Tuesday with the aid of a PowerPoint. They will continue to answer questions on their worksheets, and will write a sentence using the Phoenician alphabet.
- Evaluation:
- Attention to assignment, using time in class to answer comprehension questions.
- Vocabulary:
- Phoenician, prophet
- Homework:
- Finish WS pgs. 84-90; write their name and a 5-word sentence using the Phoenician alphabet.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to holiday
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will read the Phoenician alphabet, and interpret a map with which they will create their own.
- Language Objective:
- Ss will note the evolution of the alphabet, and will write and spell Middle Eastern places correctly.
- Main Activity:
- Ss will exchange and decipher each other’s sentences, and write countries, rivers, and seas on a map of the Middle East.
- Evaluation:
- Working on class projects in class, as expected.
- Vocabulary:
- Middle Eastern country and place names.
- Homework:
- N/A
- Materials / Resources (including technology)
- Worksheets to use with textbook, black line map of the Middle East, map directions, PowerPoint, colored pencils
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- SS will know the basics of the Earliest Israelites’ journey to Egypt—why they went, what happened when they got there, and how long it took to get back.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT explain the events and the people involved with the Israelites’ journey to Egypt, and describe the Exodus (the return journey).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will rewrite the events of the Israelites’ journey from Canaan to Egypt and back.
- Language Objective:
- Ss will use vocabulary correctly.
- Main Activity:
- Ss will make a list of events of the Israelis’ journey, from the departure from Canaan to the return.
- Evaluation:
- Completed list.
- Vocabulary:
- Exodus, Moses
- Homework:
- Proxy of a storyboard, made from the list.
- Learning Objective:
- Ss will arrange the events of the journey in order.
- Language Objective:
- Ss will use vocabulary properly in a storyboard.
- Main Activity:
- Ss will create a storyboard of the Israelite journey from Canaan to Egypt and back.
- Evaluation:
- Storyboard sections are in proper order.
- Vocabulary:
- N/A
- Homework:
- Work on storyboard
- Learning Objective:
- Ss will arrange the events of the journey in order.
- Language Objective:
- Ss will use vocabulary properly in a storyboard.
- Main Activity:
- Ss will continue to create a storyboard of the Israelite journey from Canaan to Egypt and back.
- Evaluation:
- Storyboard sections are in proper order, properly captioned and labeled.
- Vocabulary:
- N/A
- Homework:
- N/A
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to holiday
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show their mastery of the Exodus through a quiz.
- Language Objective:
- Ss will use vocabulary correctly on a quiz.
- Main Activity:
- Ss will share their storyboards, pointing out the main events, then take a quiz on the Israeli journey.
- Evaluation:
- Quiz results
- Vocabulary:
- All that pertains to the Israeli journey (Exodus, plagues, Mt. Sinai, etc.)
- Homework:
- N/A
- Materials / Resources (including technology)
- A-4 paper for storyboards, colored pencils, textbooks
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the basics of the Jewish faith, and its influence on other major religions.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT discuss the importance of Judaism and relate some of its characteristics.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will deduce the origin of the word “Jew’, and recognize the upheaval that people of the Jewish faith have faced in their early history.
- Language Objective:
- Ss will use names and vocabulary correctly.
- Main Activity:
- After a short class discussion of what the students have learned so about the early Israelites, they will read in their textbooks and answer questions on a worksheet.
- Evaluation:
- Finished worksheet.
- Vocabulary:
- Exodus
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Watched first half of The Iron Giant.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Watched second half of The Iron Giant.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the location of the Greek isles as they relate to each other, and to other countries around the Mediterranean. They will also become familiar with the gods and goddesses of Mt. Olympus.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT find Greece on a map. They will be able to name the best-known Greek gods and goddesses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will locate mainland Greece on a map of the Mediterranean. They will locate the main ancient cities of Greece and its larger islands on a close-up map of Greece.
- Language Objective:
- Ss will label both maps with place names correctly.
- Main Activity:
- Ss will be given two maps of Greece—one showing its location relative to other Mediterranean countries, the other showing detail within Greece. Using their textbook as a guide, Ss will label cities, seas, and important regions.
- Evaluation:
- Finished maps.
- Vocabulary:
- City and region names.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will collect information on a given Greek god or goddess.
- Language Objective:
- Ss will use vocabulary correctly in a PowerPoint.
- Main Activity:
- Ss will use a computer to create a PowerPoint on a given god or goddess. They will research given characteristics, and incorporate them into the PowerPoint, to present later to their classmates.
- Evaluation:
- Effective use of computer lab time.
- Vocabulary:
- Lineage, symbol, domain
- Homework:
- Materials / Resources (including technology)
- Black line maps of Greece, map directions, PowerPoint directions
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the location of the Greek isles as they relate to each other, and to other countries around the Mediterranean. They will also become familiar with the gods and goddesses of Mt. Olympus.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT find Greece on a map. They will be able to name the best-known Greek gods and goddesses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will locate mainland Greece on a map of the Mediterranean. They will locate the main ancient cities of Greece and its larger islands on a close-up map of Greece.
- Language Objective:
- Ss will label both maps with place names correctly.
- Main Activity:
- Ss will be given two maps of Greece—one showing its location relative to other Mediterranean countries, the other showing detail within Greece. Using their textbook as a guide, Ss will label cities, seas, and important regions.
- Evaluation:
- Finished maps.
- Vocabulary:
- City and region names.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will collect information on a given Greek god or goddess.
- Language Objective:
- Ss will use vocabulary correctly in a PowerPoint.
- Main Activity:
- Ss will use a computer to create a PowerPoint on a given god or goddess. They will research given characteristics, and incorporate them into the PowerPoint, to present later to their classmates.
- Evaluation:
- Effective use of computer lab time.
- Vocabulary:
- Lineage, symbol, domain
- Homework:
- Materials / Resources (including technology)
- Black line maps of Greece, map directions, PowerPoint directions
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the Ancient Greek’s creation myth, and the best-known gods and goddesses.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT retell the Greek creation myth; they will also be able to describe the characteristics of the best known gods and goddesses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will summarize the Greek creation myth. They will also describe a given Greek god or goddess.
- Language Objective:
- Ss will choose the most important words needed to describe a given god or goddess.
- Main Activity:
- Ss will watch a PowerPoint on the ancient Greek creation myth. They will then create a PowerPoint in the computer lab.
- Evaluation:
- Ss make adequate progress on their ppts.
- Vocabulary:
- God or goddess-related vocab (will vary).
- Homework:
- n/a
- Learning Objective:
- Students will describe a given Greek god or goddess.
- Language Objective:
- Ss will choose the most important words needed to describe a given god or goddess.
- Main Activity:
- Ss will continue to create a PowerPoint in the computer lab.
- Evaluation:
- Ss make adequate progress on their ppts.
- Vocabulary:
- God or goddess-related vocab (will vary).
- Homework:
- n/a
- Learning Objective:
- Students will describe a given Greek god or goddess.
- Language Objective:
- Ss will choose the most important words needed to describe a given god or goddess.
- Main Activity:
- Ss will continue to create a PowerPoint in the computer lab.
- Evaluation:
- Ss make adequate progress on their ppts.
- Vocabulary:
- God or goddess-related vocab (will vary).
- Homework:
- Practice presenting ppt.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will describe a variety of Greek gods’ and goddesses’ characteristics.
- Language Objective:
- Ss will use appropriate vocabulary while presenting their ppts.
- Main Activity:
- Ss will present their god or goddess ppt, while their classmates record the information in a graphic organizer.
- Evaluation:
- Ppt meets criteria; students take complete notes in their charts.
- Vocabulary:
- Varies according to the power points.
- Homework:
- n/a
- Materials / Resources (including technology)
- Creation myth ppt; computer lab; chart for recording god/dess information.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know
- The stories of Hephaestus, Hermes and Apollo
- How the geography of Greece influenced where people settled
- The Minoans and the first Greek Kingdoms
- Greek colonization and government
- How to write using the Greek alphabet
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT - retell the stories of the Greek gods and goddesses and some of their myths - Discuss the geography and terrain of Greece and its influence on Greek society’s development - Retell the history of the earliest Greeks - Use the Greek alphabet to write simple sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will retell the stories of Hephaestus and Hermes and Apollo.
- Language Objective:
- Ss will use vocabulary correctly while discussing the myths.
- Main Activity:
- Ss will watch power points on Hephaestus and the story of Hermes and Apollo. They will take notes during the PowerPoints.
- Evaluation:
- Completed notes.
- Vocabulary:
- Homework:
- Read pgs. 117-120 in textbook.
- Learning Objective:
- SS will outline the beginnings of the Greek civilization, starting with the influence of geography, and ending with the Dark Ages.
- Language Objective:
- Ss will use vocabulary correctly in writing and speaking.
- Main Activity:
- In pairs, Ss will reread the text, and answer questions on a worksheet.
- Evaluation:
- Finished WS.
- Vocabulary:
- Crete, Minoans, ivory, fortress, Mycenaean
- Homework:
- Read pgs. 120-123.
- Learning Objective:
- Ss will outline the post-Dark Ages stages of Greek civilization. They will also write a sentence and sign their names in Greek (following directions on the worksheet.)
- Language Objective:
- Ss will use vocabulary correctly in writing and speaking.
- Main Activity:
- In pairs, Ss will reread the text, and answer questions on a worksheet.
- Evaluation:
- Finished WS.
- Vocabulary:
- colonize, polis, agora, hoplite
- Homework:
- Finish WS if not done in class.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will reiterate three Greek myths.
- Language Objective:
- Ss will define unfamiliar words in order to aid comprehension of the stories.
- Main Activity:
- Ss will first exchange their sentences written in Greek with each other. They will translate their sentences, then check for accuracy. After that, Ss will be given copies of 3 myths—Echo and Narcissus, Cassandra and Apollo, and Demeter and Persephone. They will read them in small groups, asking questions when a phrase or concept is unclear.
- Evaluation:
- Reading together, fluently, and with understanding.
- Vocabulary:
- unfamiliar words
- Homework:
- Reread the three given myths.
- Materials / Resources (including technology)
- Questions to go with textbook; three myths/student
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the proper format for play and skit writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT translate a myth from prose form into play form.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will rewrite a Greek myth as a play.
- Language Objective:
- Ss will use words properly, focusing on noun-verb agreement.
- Main Activity:
- Students will choose a myth they would like to perform. They will then watch a ppt on the proper way to write a play or skit. In their small groups, they will determine who will be responsible for which section of the myth, and begin the rewriting of the myth using the play format.
- Evaluation:
- Participation in writing groups.
- Vocabulary:
- prose, play, colon; stage directions.
- Homework:
- Continue to work on writing plays from the stories.
- Learning Objective:
- Ss will continue to rewrite a Greek myth as a play.
- Language Objective:
- Ss will transform prose into dialogue and action using appropriate vocabulary and verbs.
- Main Activity:
- Ss will work in groups, writing their plays from the myths.
- Evaluation:
- Progress is made on the plays.
- Vocabulary:
- Varies according to the play.
- Homework:
- Read all plays.
- Learning Objective:
- Ss will continue to rewrite a Greek myth as a play.
- Language Objective:
- Ss will transform prose into dialogue and action using appropriate vocabulary and verbs. They will speak their lines fluently, pronouncing correctly.
- Main Activity:
- Ss will work in groups, writing their plays from the myths, and memorize their lines while they practice their plays. .
- Evaluation:
- Progress is made on the plays, students cooperatively practice.
- Vocabulary:
- Varies according to the play.
- Homework:
- Study all myths for a quiz tomorrow.
- Learning Objective:
- Ss will show their understanding of the three given myths via a quiz.
- Language Objective:
- Main Activity:
- Take a quiz on the three myths.
- Evaluation:
- Quiz results.
- Vocabulary:
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- “Writing Playscripts” ppt; hard copies of the three plays; Quiz
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know
- the main contributions of ancient Greek culture to the western world.
- the characteristics and details of the lives of the three famous Greek philosophers.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- v
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will review the contributions of the ancient Greeks to western culture, then compare characteristics of the philosophers.
- Language Objective:
- will use vocabulary correctly when discussing the topics.
- Main Activity:
- Ss will watch a PowerPoint on the contributions of the ancient Greeks, focusing on the philosophers. They will then read in their books about Socrates, Plato, and Aristotle.
- Evaluation:
- Attention to discussion and assignment.
- Vocabulary:
- Drama, Socratic method, hemlock, oligarchy, physician
- Homework:
- Re-read pages in text about the philosophers.
- Learning Objective:
- Ss will organize information about the philosophers.
- Language Objective:
- Ss will rewrite given phrases with correct grammar and in the appropriate boxes.
- Main Activity:
- Using information from their textbooks, students will organize characteristics of the three philosophers under the proper heading. They will make a tri-fold organizer, cutting flaps in A-4 paper on which to write information.
- Evaluation:
- Following directions, properly placing information.
- Vocabulary:
- Socratic method, hemlock, oligarchy, physician
- Homework:
- Finish philosopher organizer
- Learning Objective:
- Ss will demonstrate reading comprehension about Alexander the Great.
- Language Objective:
- Ss will use vocabulary correctly while answering questions.
- Main Activity:
- Ss will read from their text about Alexander the Great, and answer reading comprehension questions.
- Evaluation:
- Finished work; using time wisely.
- Vocabulary:
- empire, conquest, legacy
- Homework:
- Finish questions
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- A-4 paper; sheet of phrases about philosophers, PowerPoint
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- Who Alexander the Great was
- What his legacy is
- That people do not agree on whether or not he is a hero
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- List characteristics of Alexander the Great
- List accomplishments of Alexander the Great
- Decide whether or not he was a hero, and write an essay justifying his or her opinion.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will relate details about Alexander the Great.
- Language Objective:
- Ss will use read and write using appropriate vocabulary.
- Main Activity:
- Ss will read in their texts about Alexander the Great and his legacy. They will work in pairs to answer questions.
- Evaluation:
- Working cooperatively, recording answers.
- Vocabulary:
- n/a
- Homework:
- Finish questions if not done in class.
- Learning Objective:
- Ss will organize characteristics of Alexander the Great from their books onto their papers.
- Language Objective:
- Ss will use vocabulary in their writing.
- Main Activity:
- Ss will first watch a YouTube video on the upbringing and the battles of Alexander the Great, They will read in their books about Alexander the Great’s deeds on and off the field, and will record those characteristics on paper.
- Evaluation:
- Participation in class.
- Vocabulary:
- Unfamiliar words in the video and book.
- Homework:
- n/a
- Learning Objective:
- Ss will defend their opinion as to whether or not Alexander the Great was a “hero or a villain”.
- Language Objective:
- Ss will use vocabulary correctly as they write grammatically correct sentences.
- Main Activity:
- Ss will use their notes regarding Alexander the Great’s deeds to form an opinion as to whether or not he was a “hero or a villain”. They will defend their opinion in a persuasive essay.
- Evaluation:
- Outline, or web diagram, completed, from which to write the final draft of a persuasive essay.
- Vocabulary:
- Unfamiliar words in the book.
- Homework:
- Final draft of persuasive essay
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show mastery of the topics studied in GP3.
- Language Objective:
- Ss will recognize the vocabulary needed to pass their GP3 test.
- Main Activity:
- Ss will take the GP3 test.
- Evaluation:
- Test results.
- Vocabulary:
- n/a
- Homework:
- n/a
- Materials / Resources (including technology)
- Internet access for Alexander the Great’s history and battles; questions to accompany text.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- The location of China
- Characteristics of the Shang and Zhou Dynasties
- Characteristics of Shang and Zhou Dynasty art, tools, and weaponry
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Locate China on a map
- Recall characteristics of the Shang and Zhou Dynasties
- Recall and duplicate characteristics of Shang and Zhou Dynasty art, tools, and weaponry
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will find China and its major landforms on a map.
- Language Objective:
- Ss will remember place names of particular regions or landforms on a map of China.
- Main Activity:
- Ss will be given a blackline map of China, then use their textbook and the internet to find, label, and color given places on the map.
- Evaluation:
- Attention to class work.
- Vocabulary:
- Attention to class work.
- Homework:
- Finish map
- Learning Objective:
- Ss will recall details and characteristics of the geography of China, and of the Shang Dynasty.
- Language Objective:
- Ss will answer questions about China using appropriate grammar.
- Main Activity:
- Ss will work in pairs to read in their books, then answer questions about China’s geography and first dynasty. They will also view pictures of some of China’s geography, such as the Karst Mountains and the rice fields.
- Evaluation:
- Vocabulary:
- dynasty, Anyang
- Homework:
- inish questions if not accomplished in class.
- Learning Objective:
- Ss will organize details regarding the Shang and Zhou Dynasties, focusing on the main ideas and corresponding supporting details.
- Language Objective:
- Ss will write the “main idea” words in the correct area of their T-chart.
- Main Activity:
- Ss will create a T-chart with which to organize notes on the Shang and Zhou Dynasties. After modeling the process on the board, students will work together to translate the text into notes.
- Evaluation:
- T-chart is organized with main ideas and supporting details in the correct places.
- Vocabulary:
- pictographs, ideographs
- Homework:
- Finish T-chart if not done in class.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will explain the process by which jade is carved, and the process by which bronze artifacts were created in the first two dynasties.
- Language Objective:
- Ss will use vocabulary correctly while explaining the process of creating jewelry and tools.
- Main Activity:
- Ss will view images of tools, household items, artifacts used in rituals, and jade from the internet. They will have a discussion about how those items were made, then will then be given a bar of Ivory soup with which to carve their own sculpture. They will need to whittle, or abrade, the soap, as the Chinese do to create jewelry and other items out of jade.
- Evaluation:
- Following directions concerning handling the soap, ability to explain the process with which the Chinese created their art forms and tools.
- Vocabulary:
- whittle, abrade, bronze, copper, tin, vessel
- Homework:
- n/a
- Materials / Resources (including technology)
- Questions re China, blackline map, colored pencils, Ivory soap (one/student), internet access
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- Details of daily life in ancient China
- The differences between the thinking of the three best-known ancient Chinese philosophers
- Basic details of the Qin Dynasty
- The breadth and importance of Chinese inventions
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Reiterate details of daily life in ancient China
- Discuss the differences between the thinking of the three best-known ancient Chinese philosophers
- Record the basic details of the Qin Dynasty
- Explain breadth and importance of Chinese inventions
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will express details of daily life in ancient China, the differences between the philosophies of the three most influential Chinese philosophers, and the basic details of the Qin Dynasty.
- Language Objective:
- Ss will define unfamiliar words and properly use them in their homework.
- Main Activity:
- Ss will review the differences between the Shang and Zhou Dynasties. They will then discuss as a class what they think life was like in Ancient China, then answer questions about China from their textbook.
- Evaluation:
- Participation in discussion, completed WS
- Vocabulary:
- Confucianism, Daoism, Legalism
- Homework:
- Finish worksheet
- Learning Objective:
- Ss will identify some of the inventions of ancient China.
- Language Objective:
- Ss will record unfamiliar words and use them properly in discussions.
- Main Activity:
- Ss will list everything that they can think of that they, or someone, have used, played with, or helps with work (paper, umbrellas, kites, heaters, etc.). They will attempt to guess as to where those items were invented. Then they will watch a set of short videos on inventions that have come from China, checking off the ones on their list that were actually invented in China, and taking simple notes on those inventions.
- Evaluation:
- Attention to video, completed list.
- Vocabulary:
- Any unfamiliar words (blast furnace, seismograph,…)
- Homework:
- n/a
- Learning Objective:
- Ss will continue to identify some of the inventions of ancient China, and begin the process of becoming an “expert” on one of them.
- Language Objective:
- Ss will use vocabulary pertinent to “inventions”.
- Main Activity:
- Ss will watch a powerpoint on Chinese inventions, adding to their notes from yesterday. They will then be broken into groups of three. Each group will choose an invention that is of interest to all three members, then they will begin research on that invention.
- Evaluation:
- Participation in classwork
- Vocabulary:
- n/a
- Homework:
- n/a
- Learning Objective:
- Ss will become “experts” on their chosen invention.
- Language Objective:
- Ss will use grammatically correct sentences and proper vocabulary while creating their assignment.
- Main Activity:
- Ss will be given their assignment regarding Chinese inventions: each group will be an “ad agency”, responsible for selling their invention to the class. They will produce a flyer, poster, or brochure, and write and perform a TV or radio ad selling the invention.
- Evaluation:
- Participation in group.
- Vocabulary:
- n/a
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Powerpoint, you tube videos, textbook
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- The importance of a particular invention from Ancient China
- Then—how that invention benefited ancient Chinese culture
- Now—what life might be like without that invention
- How to organize information effectively in order to “sell” a product
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT; - Explain the importance of an ancient Chinese invention to society then as well as modern society - Organize information in a persuasive manner
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will organize their research into a flyer or poster, and will write and perform a radio or TV ad to “sell” the invention.
- Language Objective:
- Ss will paraphrase their research sentences into “blurbs”.
- Main Activity:
- Ss will divide the creation of the flyer or poster and the ad into the various jobs needed to create a finished product. They will write and rehearse their ads.
- Evaluation:
- Participation within their groups.
- Vocabulary:
- blurb
- Homework:
- practice the ad
- Learning Objective:
- Ss will organize their research into a flyer or poster, and will write and perform a radio or TV ad to “sell” the invention.
- Language Objective:
- Ss will paraphrase their research sentences into “blurbs”.
- Main Activity:
- Ss will divide the creation of the flyer or poster and the ad into the various jobs needed to create a finished product. They will write and rehearse their ads.
- Evaluation:
- Participation within their groups.
- Vocabulary:
- Homework:
- practice their lines for the ad
- Learning Objective:
- Ss will organize their research into a flyer or poster, and will write and perform a radio or TV ad to “sell” the invention.
- Language Objective:
- Ss will paraphrase their research sentences into “blurbs”.
- Main Activity:
- Ss will divide the creation of the flyer or poster and the ad into the various jobs needed to create a finished product. They will write and rehearse their ads.
- Evaluation:
- Participation within their groups.
- Vocabulary:
- Homework:
- practice ad
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will organize their research into a flyer or poster, and will write and perform a radio or TV ad to “sell” the invention.
- Language Objective:
- Ss will paraphrase their research sentences into “blurbs”.
- Main Activity:
- Ss will divide the creation of the flyer or poster and the ad into the various jobs needed to create a finished product. They will write and rehearse their ads.
- Evaluation:
- Participation within their groups.
- Vocabulary:
- Homework:
- Finalize and practice the ad
- Materials / Resources (including technology)
- Poster paper, A-4 paper for the flyer, colored pencils, camera
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- Some of the products and ideas that came from ancient China and how they relate to life today
- Some of the ideas purported by Confucius and how they relate to life today
- How to present a product so as to persuade an audience of its importance
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Describe some of the products and ideas that came from ancient China and how they relate to life today
- Explain some of the ideas purported by Confucius and how they relate to life today
- Present a product so as to persuade an audience of its importance
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will remember various inventions that came from ancient China.
- Language Objective:
- Ss will remember names of inventions.
- Main Activity:
- Ss will perform their live ads and present their flyers or posters pertaining to the invention, to the class. The class will take notes, and be responsible for the information on a quiz.
- Evaluation:
- Performances, note-taking
- Vocabulary:
- names of inventions (chosen by students)
- Homework:
- n/a
- Learning Objective:
- Ss will discuss the teachings of Confucius.
- Language Objective:
- Ss will define unfamiliar words, and use them in their discussions and writing.
- Main Activity:
- Ss will read about Confucius in their books. In groups, they will discuss their responses to prompts about famous Confucius sayings. They will write two paragraphs about one of the sayings.
- Evaluation:
- Participation in the group discussion, finished paragraph
- Vocabulary:
- unfamiliar words
- Homework:
- Finish paragraph
- Learning Objective:
- Ss will discuss and debate each other’s viewpoints on Confucianism. They will also review for their quiz Friday.
- Language Objective:
- Ss will remember and use terminology correctly.
- Main Activity:
- Ss will read their paragraphs, asking for feedback. Their classmates will agree or disagree with their opinion of the Confucianism. The class will then review with their teacher for the quiz on Friday, asking questions about the material that they don’t understand.
- Evaluation:
- Participation in discussions.
- Vocabulary:
- n/a
- Homework:
- Study for quiz.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show mastery of the material covered on Ancient China via a quiz.
- Language Objective:
- Ss will use terminology correctly on the quiz.
- Main Activity:
- Ss will take a quiz.
- Evaluation:
- Quiz results.
- Vocabulary:
- Homework:
- n/a
- Materials / Resources (including technology)
- Confucius round table chart, with paragraph directions; Quiz
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- The location of the Silk Road, and the dangers of travel along the road
- The importance of the Silk Road to modern times
- The breadth of items and ideas exchanged along the Silk Road
- The concept of bartering, using math to calculate some basic trades
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Draw the Silk Road on their maps of China
- Describe some of the dangers of travel along the road
- Explain the importance of the Silk Road to modern times
- Name many of the items and ideas exchanged along the Silk Road
- Explain the concept of bartering, and use math to calculate some basic trades
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss can locate the Silk Road on a map, and list several items that were traded on the Silk Road.
- Language Objective:
- Ss will define the items traded, if necessary.
- Main Activity:
- Ss will watch an animation introducing the Silk Road, which discusses the importance of Asian trade items to the western world. They will then draw the Silk Road routes on their maps of China, and make a list of the most important items that were traded.
- Evaluation:
- Attention to video, completed map.
- Vocabulary:
- unfamiliar names
- Homework:
- n/a
- Learning Objective:
- Ss will predict and calculate the dangers of carrying items for trade along the Silk Road.
- Language Objective:
- Ss will memorize the names of items to trade.
- Main Activity:
- Ss will be given a chart (Activity 7.4 in resources), listing items and their points of origin, that were traded between Rome and Chang-An. They will use clues given in the chart to calculate the loss of items from their starting point as they were carried from place to place. They will answer questions pertaining to the losses.
- Evaluation:
- Participation in discussion, completed chart.
- Vocabulary:
- barter, unfamiliar names, loss
- Homework:
- complete chart if not finished in class.
- Learning Objective:
- Ss will develop a plan for minimizing losses and making a profit along the Silk Road.
- Language Objective:
- Ss will use the names of traded items correctly.
- Main Activity:
- Ss will use their chart from yesterday to make solve a problem concerning losses of income along the Silk Road. They will answer questions and make a decision about the best way to make a profit given specific criteria, writing a paragraph to explain their decision.
- Evaluation:
- Completed paragraph.
- Vocabulary:
- n/a
- Homework:
- finish paragraph.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- List of items traded along the Silk Road; activity 7.4 from “Silk Road Activities” doc; Ted Talk animation
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- That many items, exhibiting much variety, were traded along the Silk Road
- That some items, especially spices, had value far above their value today, and a multitude of uses.
- That Rome began as a small village along the Tiber River
- The legends of Rome’s beginning
- The influences on Rome’s growth
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT
- List many items that were traded along the Silk Road
- Describe some items, especially spices, that had value far above their value today, and discuss the reasons for their value
- Describe Rome’s beginnings
- Reiterate the legends of Rome’s beginning
- Discuss the influences on Rome’s growth
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will organize information on given two or three items traded along the Silk Road, rewrite the information, and present it to the class.
- Language Objective:
- Ss will rewrite using correct noun/verb agreement.
- Main Activity:
- Ss will be given a paper with two or three traded items. Some of them will also have an example of a spice. They will rewrite, in class, the information in the paper so it will be understandable to their classmates. They will then present their findings to the class. Each member of the class will create a 6- sectioned chart with which to take notes on the presentation.
- Evaluation:
- Finished and complete paraphrasing, prepared for presentation.
- Vocabulary:
- Unfamiliar words in their papers.
- Homework:
- Finish rewriting, practice presentation.
- Learning Objective:
- Ss will continue yesterday’s project on the Silk Road. They will learn more about spices that became popular thanks to the Silk Road, and will reiterate why the spices were so highly valued.
- Language Objective:
- Ss will use verb tenses and vocabulary properly when giving their presentations.
- Main Activity:
- Ss will continue to present their “items” to the class. When they talk about spices, the actual spice will circulate around the room, as students smell and sample them, learning of the spices’ characteristics.
- Evaluation:
- Prepared for presentation, presentation is carried out with fluidity and confidence.
- Vocabulary:
- Names of items and spices.
- Homework:
- study for quiz on the Silk Road.
- Learning Objective:
- Ss will duplicate a map of the empire of ancient Rome.
- Language Objective:
- Ss will name cities, regions, and bodies of water on their maps.
- Main Activity:
- After a discussion of the location of Rome and its topography, the students will be given a map and directions, and asked to find and label the main cities and regions of the Roman Empire.
- Evaluation:
- Ability to find and label cities and regions on the map, and follow directions regarding coloring it.
- Vocabulary:
- Names of cities.
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their mastery of the main ideas behind the Silk Road via a quiz. They will then state the legends of the beginning of Rome, and describe the ways in which the Romans acquired their strength.
- Language Objective:
- Ss will find context clues to find answers to questions from their book.
- Main Activity:
- Ss will watch two short videos—one introducing the subject of ancient Rome, the other an animation of the life of a 17-year-old boy. After a short discussion of the videos, they will then read in their books and answer questions on a worksheet.
- Evaluation:
- Quiz results, attention to the video, participation in discussion.
- Vocabulary:
- Romulus, Remus. Tarquins, legion, legionary
- Homework:
- Finish front half of the worksheet.
- Materials / Resources (including technology)
- Videos on YouTube, black line map of the Roman Empire, colored pencils, markers
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- The legends of the beginning of Rome
- The history of Rome’s beginnings
- The Greek and Etruscan influences on the Romans
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Reiterate the legends of the beginning of Rome
- Discuss the history of Rome’s beginnings
- Identify the Greek and Etruscan influences on the Romans
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will rephrase the legends describing the origins of ancient Rome, and know the importance of the Greek and Etruscan influence on Rome’s growth.
- Language Objective:
- Ss will use vocabulary correctly when writing about Rome’s legends.
- Main Activity:
- As a class, students will review the questions they answered from the book. They will discuss the legend of Romulus and Remus, as well as the legend of the Trojan hero (Aeneas), who united the Trojans and the Latin to create the Romans. They will then discuss (with the teacher) the influence of the Etruscans and the Greeks on Roman society.
- Evaluation:
- Completed questions, participation in discussions.
- Vocabulary:
- Romulus, Remus, Aeneas, Latin, Etruscans
- Homework:
- Answer questions # 20-37 (the back of the homework due today).
- Learning Objective:
- Ss will explain the reasons behind the strength of the Roman army.
- Language Objective:
- Ss will use vocabulary correctly.
- Main Activity:
- Ss will watch a video that explains the rise in strength of the Roman army, and how that led to the Rise of the Roman Empire. They will take notes during the video, then compare and discuss them when they’ve finished watching the video.
- Evaluation:
- Completed notes, participation in discussion.
- Vocabulary:
- legion, legionary, standard
- Homework:
- Learning Objective:
- Ss will become familiar with life for wealthy children in Ancient Rome, which will include an awareness of Roman architecture, entertainment, food, etc. They will also practice writing Roman numerals.
- Language Objective:
- Main Activity:
- Ss will take notes as they watch a short video detailing life for a wealthy 10-year-old in Ancient Rome. They will also practice writing Roman numerals on a worksheet.
- Evaluation:
- Vocabulary:
- Homework:
- Answer questions pg. 304-308
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show their mastery of the concepts they’ve covered regarding ancient Rome via a short quiz.
- Language Objective:
- Main Activity:
- Ss will take a quiz on Ancient Rome. They will then continue watching videos on the rise of Rome.
- Evaluation:
- Quiz results, successful note-taking
- Vocabulary:
- Homework:
- n/a
- Materials / Resources (including technology)
- http://www.neok12.com/Ancient‐Rome.htm
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know:
- The basics of the ancient Roman government
- Some of the important contributions of the Romans to our modern day existence
- That mosaics were an integral part of Roman art
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT:
- Diagram the basics of the ancient Roman government
- List some of the important contributions of the Romans to our modern day existence
- Define mosaic, and make one of their own.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Ss will relate the ancient Roman government to their own government.
- Language Objective:
- Main Activity:
- Ss will discuss, as a class, the answers to #20-27 from last week’s homework. They will then make a diagram detailing the powers given to each section of the Roman republic, comparing the system to the US system, and to their own country’s government.
- Evaluation:
- Vocabulary:
- plebeian, patrician, Senate, republic, triumvirate.
- Homework:
- Correct spelling words three times.
- Learning Objective:
- Ss will identify the important contributions of ancient Rome to today’s society.
- Language Objective:
- Main Activity:
- Ss will review the answers to the homework, focusing on medicine, architecture, concrete, and language. They will then write a paragraph for each contribution to today’s society that is traceable to the ancient Romans, discussing how life would be different without that contribution.
- Evaluation:
- Ability to list and discuss contributions.
- Vocabulary:
- concrete, aqueduct, Ptolemy
- Homework:
- Learning Objective:
- Ss will state the way in which mosaics are constructed, and be able to create their own facsimile of a Roman mosaic.
- Language Objective:
- Main Activity:
- Ss will design and create a mosaic in the style of ancient Rome.
- Evaluation:
- Adequate progress on the design and creation of a mosaic.
- Vocabulary:
- tile
- Homework:
- Spelling crossword
- Learning Objective:
- Learning Objective: Ss will state the way in which mosaics are constructed, and be able to create their own facsimile of a Roman mosaic.
- Language Objective:
- Main Activity:
- Ss will continue to create a mosaic in the style of ancient Rome.
- Evaluation:
- Adequate progress on the design and creation of a mosaic.
- Vocabulary:
- tile
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- http://www.neok12.com/Ancient‐Rome.htm, colored paper to be cut into small squares, glue, large sheets of paper on which to design a mosaic.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the most important events in ancient Rome’s history.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT list and explain the most important events from Ancient Rome.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Learning Objective:
- Ss will paraphrase and record the most important events in Roman history.
- Language Objective:
- Ss will use vocabulary correctly and memorize names from history.
- Main Activity:
- Each student will be given four dates from Roman history. They will then research the events that correspond to those dates, taking notes in order to present their findings to the class. They will each make an accordion-fold book, and make a timeline in it, that extends from 800 BC to 600 AD. As each student presents to the class, the rest of the class writes the events on their timelines.
- Evaluation:
- Following directions, accomplishes research, ready to present when called.
- Vocabulary:
-
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Ss continue to present their research and record it on their timelines.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Ss continue to present their research and record it on their timelines. If there’s time they can play a vocabulary game.
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- A4 paper, glue, textbooks, list of events to research, finals study guide
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will know the main events and people from ancient Israel, Greece, China, and Rome, and the cause and effect connections between some of them.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT list the main events and people from ancient Israel, Greece, China, and Rome, and write the cause and effect connections between some of them.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Ss will review for their final via a Jeopardy game.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Ss will review for the final via a “20 questions” game—each student will have a name or object taped to his or her back, and they have to guess what the word is by asking their classmates “yes or no” questions. We will go through a series of names, invention, and objects in this manner.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-