Lab, Jesse
8th GRADE SOCIAL STUDIES
GRADING POLICY
2019-2020 School Year
All assignments (assessments, classwork, projects) will be applied to one grading category, titled "all assignments" on Genesis. Student work will be weighted according to the point value of a particular assignment. For instance, a homework assignment may be assigned 5 points, a collected classwork assignment may be assigned 15-25 points, a project 40-60 points, and an assessment 80-100 points. This system is intended to provide students the ability to affect their average with each individual assignment across the marking period. Below is a description of the types of assignments that will be commonly be utilized throughout the school year.
Unit Tests
Tests will be summative
Article-based assessments and vocabulary-based assessments will be used as unit tests
Classwork/Homework
Homework includes assignments that will be checked for completion
Classwork includes assignments that will be periodically collected and graded (example: cause and effect worksheet) or short-term project-style work
Projects
Long-term assignments that may contain written as well as visual elements
Individual, group, or partner projects
Group or individual presentations
Overview for Week of June 1 - 5
MONDAY
Continue Distractions/Diversions in Ancient Rome
See post from the previous week
TUESDAY
Provinces of the Roman Empire
We are going to explore the wider Roman world, which included territories far beyond the Italian Peninsula.
Identify territories and/or cities that you are interested in learning more about that could have been (or are still) found in Western Europe, Northern Africa, the Eastern Mediterranean, Mesopotamia, or elsewhere in the empire
WEDNESDAY
Where am I in the Roman Empire?
The premise of the assignment is the perspective of a world traveler during the time of the Roman Empire
On your next voyage, you will visit four major cities outside of the Italian Peninsula
Based on the work you post to the Classroom, your classmates to decipher the clues you leave for them to determine where you are going
THURSDAY
Continue previous assignment
FRIDAY
Continue previous assignment
On Monday we are going to post our work to the stream on the Classroom so that it is visible for to your classmates
Overview for Week of May 25 - 29
MONDAY
Memorial Day
TUESDAY
Political Career of Julius Caesar
Find the year Caesar held each of the following political positions
Identify one act or accomplishment associated with his time in each office
While researching Caesar’s political career, identify and briefly explain FOUR actions or events that were relevant to his life and ALSO had a significant impact on Roman history
View the Screencastify video for additional information/instruction on the topic
WEDNESDAY
Distractions/Diversions in Ancient Rome
Identity - establish a male or female identity that is of common or slave status and provide the individual a name. Include details that allow for the character to be understood (age, education, size of family, skills, occupation)
Hardship - identify and explain some challenges or difficulties that might be present in their lives (poverty, joblessness, disease, disability)
Distraction/Diversion - identify something that they look forward to or that helps keep them satisfied. Consider the personal satisfaction and excitement that the topic provides
Write an explanation of the topic based on research
Provide an image that is representative of the topic
THURSDAY
Continue previous assignment
FRIDAY
Career Day
Overview for Week of May 18 - 21
MONDAY
Complete Edpuzzle | The great conspiracy against Julius Caesar
TUESDAY
Political Career of Julius Caesar
Find the year Caesar held each of the following political positions
Identify one act or accomplishment associated with his time in each office
While researching Caesar’s political career, identify and briefly explain FOUR actions or events that were relevant to his life and ALSO had a significant impact on Roman history
View the Screencastify video for additional information/instruction on the topic
WEDNESDAY
Continue working on Political Career of Julius Caesar
THURSDAY
TBD
FRIDAY
No School
Overview for Week of May 11 - 15
MONDAY
Continue working on Powerful Figures of the Roman Republic - Research Table
Choose a Roman politician from the document attached to the Classroom
Research that individual's history and complete the research table
There are three Screencastify videos posted to the Classroom to assist in understanding the cursus honorum, the list of political leaders, and the research-based assignment
TUESDAY
Complete Powerful Figures of the Roman Republic - Research Table
WEDNESDAY
Google Question: Powerful Figures of the Roman Republic
Post some of your research and analysis of the Roman leader you chose for the assignment
Focus on the "Impact on Roman History" section
All of the historical figures chosen for this assignment affected Roman history. In many cases they were conquerors. Some made reforms on behalf of the powerless, others made decisions that they believed were necessary for the Republic. It may be that this period in Roman history exposes the fragility of even longstanding and functional systems of government
You can use your writing from the research table, however edit where it is necessary to make your Roman leader clear to your classmates
THURSDAY
Edpuzzle | The great conspiracy against Julius Caesar
All of the questions in the Edpuzzle can be answered with the information presented in the video except for the following:
"Julius Caesar is often understood to be the figure who ended the Roman Republic and ushered in the Roman Empire. Using either your research or the work posted by your classmates, identify another Roman leader who played a role in ending the Roman Republic. Explain your choice."
The work being referenced is found in the Google Question named "Powerful Figures of the Roman Republic."
FRIDAY
Continue working on Edpuzzle | The great conspiracy against Julius Caesar
Overview for Week of May 4 - 8
MONDAY
Cursus Honorum
Watch the attached video and complete the activity by the same name
The cursus honorum, or course of honors, was the mandatory process by which a Roman citizen would climb the political ladder to achieve power and prestige for themselves and their families
View the attached Screencastify video to assist in your understanding of the topic
TUESDAY
Google Question: "Cursus Honorum: Good or bad for Roman society?"
Choose a side related to the Cursus Honorum - good or bad for Roman society - and provide two arguments to support your perspective
WEDNESDAY
Continue working on Google Question: "Cursus Honorum: Good or bad for Roman society?"
Powerful Figures of the Roman Republic
Complete some introductory research on a few of the political leaders of the Roman Republic found in the document attached to the Classroom
On Thursday, you will select one historical figure as your topic
Part of our effort will be recognizing the manner in which the individual leader climbed the cursus honorum
Additionally, we will try to identify and describe the individual's historical role and that person's effects on the Republic
When researching, ancient.eu can be used as a consistent source of accurate information
THURSDAY
Powerful Figures of the Roman Republic - Research Table
Choose a Roman politician from the document attached to the Classroom
Research that individual's history and complete the research table
There are three Screencastify videos posted to the Classroom to assist in understanding the cursus honorum, the list of political leaders, and the research-based assignment
FRIDAY
Continue working on Powerful Figures of the Roman Republic - Research Table
Overview for Week of April 27 - May 1
MONDAY
How they did it: Flipgrid (Link Available on Google Classroom)
Topic of choice from the "How they did it" video series will be presented using Flipgrid as an instructional video
You will have 90 seconds to identify the topic, explain how it was that Romans did or went about that topic, and finally discuss a theme you identified in the video
Before recording, I recommend that you review (or maybe print) the "How they did it" assignment, and determine what you intend on covering in your video
Try to have fun!
TUESDAY
Continue working on How they did it: Flipgrid
WEDNESDAY
Google Question: Relying on at least two different video topics, describe a shared theme from the "How they did it in Ancient Rome" video series
Video topics were written and recorded by your classmates using Flipgrid
New Material: "Roman Republic" - ancient.eu
Try to read some of the article where the Republic, Rome's system of government for the first half of its history, is described
THURSDAY
Roman Republic - Vocabulary
Use the content in the article to identify and describe the following vocabulary terms
The portion of the article that should be read directly includes the sections “Government of the Republic,” “Magistrates and Officials,” and “Assemblies”
Although you can perform a Google search to identify a definition of the term, using the article helps to provide context for the term and places it within the workings of the political system
FRIDAY
Continue working on Roman Republic - Vocabulary
Overview for Week of April 20 - 24
MONDAY
"A glimpse of teenage life in ancient Rome" - Review
Please take some time and rewatch the video. Look again at the themes section on the assignment
The video reveals a number of relevant themes related to social classes, gender roles, life expectancy, Roman identity, social climate, daily life, and more
TUESDAY
"A glimpse of teenage life in ancient Rome" - Google Question Activity
MAKING A BROAD ASSUMPTION: "A glimpse of teenage life in Ancient Rome"
Step 1: Choose a Theme (social classes - gender roles - life expectancy - education - Roman identity - social climate - daily life)
Step 2: Make a broad assumption about what you believe/predict the content of video tells us about that topic
New Reading: ROMAN EXPANSION: How Rome Became the Masters of Italy
WEDNESDAY
ROMAN EXPANSION: How Rome Became the Masters of Italy
Identify three causes of Rome’s near constant state of war and provide an explanation based on the text
Explain the conquest of each region of the Italian peninsula
THURSDAY
Complete ROMAN EXPANSION: How Rome Became the Masters of Italy
"How they did it" - Invicta
Choose one of seven "How they did it"
Identify and describe five main ideas from the video
Identify and describe one theme
The theme should connect to broader ideas related to Roman society, history, and culture
FRIDAY
"How they did it" - Invicta
Continue working on the video lesson
Overview for Week of April 6 - 9
MONDAY
Zoom Meetings:
Periods 2, 3, 4 -> 11 am
Periods 4, 7, 8 -> 12 pm
New Assignment: TimeMaps - Ancient Rome
The TimeMaps website shows the progression and change taking place in a particular region over time. For this assignment, we will be focusing on the Italian Peninsula and the surrounding areas.
Students will use the table in the attached document to take notes from each time period using the TimeMaps website
The topics that I introduce are potential areas of focus for the key developments section
In the right column, copy and paste (or drag) the map image from the website and describe in the space below whether Roman power during that period is either growing, stable, or in decline
To navigate the TimeMaps website, simply use the arrows on the right and left hand sides of the screen to go back to a previous time period, or move ahead to the next time period.
TUESDAY
Continue TimeMaps assignment
WEDNESDAY
Continue TimeMaps assignment
"A glimpse of teenage life in ancient Rome" - TED-Ed
Use the attached document on the Classroom to navigate the video and take appropriate notes. The sequence of the note taking follows the video.
Consider the themes that are being introduced
Themes are main ideas that could be related to Roman culture, social classes, religious practices, daily life, economics, politics and so on.
THURSDAY
Continue "A glimpse of teenage life in ancient Rome" - TED-Ed
FRIDAY
No School
Overview for Week of March 30 - April 3
MONDAY
Final class day set aside for completing the article review (see last week's lessons)
TUESDAY
Introductory Assignment: Imagery of Ancient Rome
See the instructions posted on the Classroom
The topics in this assignment all represent some aspect of Roman civilization; whether it be their architecture, technological ingenuity, or culture. Each has the potential to be interpreted as an image associated with the legacy of Rome
Students will choose a topic from the table and perform some introductory research so that they can provide a hand drawn interpretation of the topic to be accompanied by a brief written outline
Don’t use computer generated images for your work, tracing is acceptable, and using color is preferred. Printer size paper is appropriate for the drawing.
WEDNESDAY
Continue introductory assignment: Imagery of Rome
THURSDAY
5 things you (probably) didn’t know about the Romans
The assignment is based on an article from HistoryExtra called "10 things you (probably) didn’t know about the Romans". I have narrowed the topics to five. Each topic is introduced in the sections below, but isn't given a lot of explanation. For each of the five topics you will complete a small amount of additional research so that you can identify two supporting or complimentary facts. Additionally, you will compose one mistruth or lie that is based on the topic, but isn't an accurate statement. Please try to make the mistruth/lie as realistic as possible
Please attach your Google Drawing as your response to the "question" so that your classmates may view your work. The process is fairly simple:
Open the Google Drawing
Click on the blue "Share" icon in the upper right corner of the screen
Click on "Get shareable link"
Link will be copied to your clipboard
Paste the link as your response in this assignment
Provide the name of your topic
FRIDAY
Continue 5 things you (probably) didn’t know about the Romans
Take time to view the drawings of your classmates from the Imagery of Rome activity
Links were posted to yesterday's question assignment
Monday's Zoom meetings will review the introductory work we have done with Ancient Rome, which includes "Images of Rome" and "5 things you (probably) didn’t know about the Romans"
Monday Zoom Meetings:
Periods 2, 3, 4 -> 11 am
Periods 5, 7, 8 -> 12 pm
Overview for Week of March 23 - 27
MONDAY
Assassin's Creed Odyssey: A Tour of Athens
The video provides a digital tour through the city of Ancient Athens and highlights specific areas or landmarks found throughout the city
Students will develop an individual slide to represent their chosen topic and the research they completed
Classes will attach their slide to a shared Slides presentation
TUESDAY
Google Question: "A Tour of Athens"
Choose one topic that was covered by a classmate (not your own topic). Identify what you find interesting about the topic and describe how you believe that it is relevant to Athens’ history and/or culture.
Google Question: Article Review - "Why Ancient Athens Was a City of Creativity and Genius" - The Atlantic
"Why Ancient Athens Was a City of Creativity and Genius" - The Atlantic Identify one sentence in the article that you believe represents the author's purpose. Copy that sentence into your response to the Classroom question and then provide a brief explanation (2 sentences ) of what you think the sentence means. Use the article review description in the instructions to remind you of how we understand author's purpose.
WEDNESDAY
Google Question: Article Review - "Why Ancient Athens Was a City of Creativity and Genius" - The Atlantic
Identify one sentence in the article that you believe represents the author's OPINION. Copy that sentence into your response to the Classroom question (use quotations marks) and then provide a brief explanation (2 sentences ) of what you think the sentence means. Use the article review description in the instructions to remind you of how we understand distinguishing fact from opinion.
Article Review
The template for the assignment has been posted to the Classroom and the assignment will be completed over the coming days
THURSDAY
Continue working on article review
FRIDAY
Continue working on article review
Overview for Week of March 16 - 20
MONDAY
Aftermath of the Persian Wars
Warm-Up: Google Question
Prediction: Why might one suspect that the alliance that led Greece to victory in the Persian Wars would fracture not long after its triumph? Try to include THREE causes or reasons in your response
Lesson: Students will review the attached Slides presentation and complete an organizer
Instructions from the assignment
Use the table below to organize information from the Slides presentation. “Relevant Information” includes any content that you think is going to be useful for the project. “Summary Sentence” requires you to write one sentence that represents the information that was discussed and presented from each slide.
TUESDAY
Complete lesson on the Aftermath of the Persian Wars
Edpuzzle | Athens vs Sparta (Peloponnesian War explained in 6 minutes)
Continue working on the Persian Wars infographic
WEDNESDAY
The Peloponnesian War
Read the document attached to the Classroom
In the table below the text, identify and describe three major causes of Sparta’s victory in the Peloponnesian War
Focus on the relationship between the cause and its role in the conflict
THURSDAY
Assassin's Creed Odyssey: A Tour of Athens
The video provides a digital tour through the city of Ancient Athens and highlights specific areas or landmarks found throughout the city
Use the attached Google Doc as a guide to the named features of the city
Choose one of the fourteen areas or landmarks identified in the video for further research
The Google Doc contains a second table to be used for the organization of research
When researching, remember to focus your searches on Athens. Some of the topics cannot be appropriately identified by an isolated Google search
FRIDAY
Continue working on the Assassin's Creed video tour of Athens
Infographic (Canva) due
When downloading the infographic so that it can be submitted through the Classroom, find the download drop down menu in the upper right corner of the Canva screen. If you are prompted by Canva to pay for the download, please do NOT do so. At the bottom of the drop down menu there is an option to download a watermarked version. Save this file to your Drive, attach to the posted assignment, and then submit
I would like everyone to try submitting the file through the assignment prior to using an alternate method, such as sharing the file, or copying the image to a Google Doc. Please reach out if you have difficulty
Overview for Week of March 9 - 13
MONDAY
The Persian Wars
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Focus - Battle of Marathon
Main events will be highlighted in an infographic using Canva
TUESDAY
The Persian Wars
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Video Lesson: "Thermopylae - The Hellenic Alliance - Extra History - #1"
Main events will be highlighted in an infographic using Canva
WEDNESDAY
The Persian Wars
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Video Lesson: "Thermopylae - East vs. West - Extra History - #2"
Focus on themes associated with Thermopylae and the Persian Wars
Main events will be highlighted in an infographic using Canva
THURSDAY
ASSIGNMENT DUE: Athens vs Sparta: True/False Activity
The Persian Wars
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Continue working on infographic
FRIDAY
The Persian Wars
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Battle of Salamis
Continue working on infographic
Overview for Week of March 2 - 6
MONDAY
Kahoot competition - Ancient Athens
Athenian democracy versus American democracy
Students will contrast components of Athenian democracy
Characteristics of each government institution will be identified and then determined to be "similar" or "different" based on the consistency
TUESDAY
Continue contrasting Athenian and American democracy
Athens versus Sparta: True/False Activity
Students will label each statement “true” or “false.” If the statement is false, students will specifically identify the inaccurate parts of the statement and provide accurate information to replace the false portions. If the statement is true, expand on the statement by providing further explanation. Both false AND true statements require a written justification.
WEDNESDAY
Athenian democracy versus American democracy
Student work will be randomly selected to be presented on the board and scored for a class competition
Time will be provided between class reviews
Students will continue their work on Athens versus Sparta: True/False Activity
THURSDAY
Complete Athenian democracy versus American democracy
Continue working on Athens versus Sparta: True/False Activity
FRIDAY
The Persian Wars
"The Persian Wars in 5 Minutes" - Thought Monkey
Identify 5 main ideas
Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars
Main events will be highlighted in an infographic using Canva
Overview for Week of February 24 - 28
MONDAY
Aristocracy versus Commoners
Commoners in each group will work cooperatively to compose their plea
Aristocrats will work independently
Presentations will begin (time permitting)
TUESDAY
Aristocracy versus Commoners
Presentations
Students will work on the Causes of Change activity (posted to the Classroom)
Due on Friday
WEDNESDAY
Complete Solon and Cleisthenes video lesson (Athenian Democracy)
Part II: Unrest, tyranny, and reform
Part III: Father of Democracy
Lesson on Athenian democracy
Vocabulary
THURSDAY
Continue lesson on Athenian democracy
Complete vocabulary
FRIDAY
Continue lesson on Athenian democracy
Components of Athenian democracy
Lottery vs Election - TedED
Students will assess how democratic each component of Athenian democracy was
Overview for Week of February 17 - 21
MONDAY
No school
TUESDAY
No school
WEDNESDAY
Aristocracy versus Commoners
Students will work in groups of four and five; each representing a microcosm of the free, male population in Ancient Athens. Each group should have more students associated with commoner status than aristocrats (4:1 or 3:1). Each of the subgroups will compose a plea. Pleas on behalf of the aristocracy will implore the assembly for continued control of Athens, while those of common status will argue for improved positioning in society
Students will work individually to identify and describe content relevant to key sub topics (economic position, military participation, social status, and political authority)
New instruction: Athenian aristocracy
Video lesson: Solon and Cleisthenes
THURSDAY
Aristocracy versus Commoners
Students will work individually to identify and describe content relevant to key sub topics (economic position, military participation, social status, and political authority)
New instruction: Hoplite phalanx
FRIDAY
Aristocracy versus Commoners
Students will conclude their individual work to identify and describe content relevant to key sub topics (economic position, military participation, social status, and political authority)
Commoners in each group will work cooperatively to compose their plea
Aristocrats will work independently
Overview for Week of February 10 - 14
MONDAY
"Power and the Polis" - Digital Diogenes
Video lesson: Students will explain the power structures present in the Greek city-states of Athens and Sparta
"History of Athens"
Students will identify and describe the vocabulary found in the reading
TUESDAY
"History of Athens"
Complete the vocabulary activity associated with the reading
Students will work in small groups to identify and explain five reasons or causes relevant to societal change in Ancient Athens
WEDNESDAY
"History of Athens"
Students will continue to work in small groups to identify and explain causes relevant to societal change in Ancient Athens
Groups will have their causes compared with a teacher list, competing with one another to have identified the most matches
THURSDAY
"A Society of Change - Causes of Change"
Students will explain the causes of change in Athens based on the topics in the teacher list
FRIDAY
Aristocracy versus Commoners
Students will work in groups of four and five; each representing a microcosm of the free, male population in Ancient Athens. Each group should have more students associated with commoner status than aristocrats (4:1 or 3:1). Each of the subgroups will compose a plea. Pleas on behalf of the aristocracy will implore the assembly for continued control of Athens, while those of common status will argue for improved positioning in society
Students will be placed in groups and will begin researching their social status
Overview for Week of February 3 - 7
MONDAY
Video Lesson: "A Day in the Life of an Ancient Athenian" (TED-Ed)
Lesson focuses on societal roles and their relationship with political, economic, and religious processes
VIEWING #1: Identify and describe the vocabulary being presented
Review the vocabulary in class discussion
VIEWING #2: Provide explanations connected to main topics provided in an organizer
Athenian male - Athenian female - Democracy in motion - Impact of wealth - Role of religious rituals - Political role of Athenian males and females
TUESDAY
Ancient Athens: Teaching Circle
Classes will be divided into six groups, each responsible for one of the topics listed above
Students will individually research and outline their topic
Groups will discuss their findings
WEDNESDAY
Ancient Athens: Teaching Circle
Individual students will be selected to act as a traveling teacher, rotating to each group in approximately three minute increments
THURSDAY
Ancient Athens: Teaching Circle
Verified versus Inaccurate
Students will choose one example or line of notes from each topic that was presented as part of the teaching circle that they believe is suspect and requires verification
Based on internet research, students will either verify the accuracy of the example and provide the url, or determine the example to be inaccurate, identify the problematic portion, and provide the url
FRIDAY
Complete the verified versus inaccurate portion of the previous lesson
"Power and the Polis" - Digital Diogenes
Video lesson: Students will explain the power structures present in the Greek city-states of Athens and Sparta
"History of Athens"
Students will identify and describe the vocabulary found in the reading
Overview for Week of January 27 - 31
MONDAY
Sparta: True/False Competition
Students will compete in groups to have the highest score on a true or false activity using Google Forms
Complete Sparta Social Groups Assignment
Presentations of the testimonials will begin during Tuesday's class
Complete for HW if necessary
TUESDAY
Presentations of Sparta Social Groups Assignment
Students will be given a small window for preparation, during which time they can begin working on an assignment covering democracy
During the presentations students will record information on the social groups and the individual characterization being provided by the presenters
WEDNESDAY
Continue presentations of Sparta Social Groups Assignment
Continue assignment covering democracy
THURSDAY
Continue presentations of Sparta Social Groups Assignment
Continue assignment covering democracy
FRIDAY
Quiz on Ancient Sparta
Emphasis on Spartan social groups
Video Lesson: "A Day in the Life of an Ancient Athenian" (TED-Ed)
Lesson focuses on societal roles and their relationship with political and economic processes
Overview for Week of January 20 - 24
MONDAY
No School
TUESDAY
Continue lesson on Sparta
Students will respond to three prompts:
Describe Sparta’s evolution into a military society
Monarchy, Oligarchy, or Democracy? Explain the key features of Sparta’s government
Limitations of Sparta’s Power: What stopped Sparta from ruling all of the Mediterranean?
Class will review their responses
WEDNESDAY
Complete lesson on Sparta
Introduce new project: Spartan Social Groups Assignment
Students will work in small groups to research, adapt, and present from the perspective of an individual who belonged to a particular social group, or class, in ancient Spartan society
Class will review the instructions, make groups, and choose topics
THURSDAY
Continue working on Spartan Social Groups Assignment
Each student will write a testimonial in the first person from the perspective of an individual belonging to a social group relevant to Ancient Sparta
FRIDAY
Continue working on Spartan Social Groups Assignment
Overview for Week of January 13 - 17
MONDAY
Introductory activity (Sparta): class will identify and discuss the positive and negative consequences of a single-minded or collectivist society
Complete MapQuest presentations
TUESDAY
TED-Ed - "This is Sparta"
Students will categorize features of Spartan society according to the criteria established in the previous day's introductory activity
Ancient Greece - Timeline
Students will identify key characteristics of the six main eras or phases of Greek civilization
WEDNESDAY
Article - "8 Reasons Why it Wasn't Easy Being Spartan"
Students will work in groups to compose a question related to each of the "reasons"
Groups will complete a top 5 list of what they deem to be the most extreme societal practices in relationship with contemporary norms
THURSDAY
Continue lesson on "8 Reasons Why it Wasn't Easy Being Spartan"
FRIDAY
TBD
Overview for Week of January 6 - 10
MONDAY
Map Images: Warm-Up
Students will review two political alliance maps based on eras of ancient Greek history
Students will identify features of the map that provide information to be used in its analysis. Next, students will attempt to make assumptions about Greece based on the content available on the map
Complete Crash Course competition from Friday's class
TUESDAY
Ancient Greek Geography: MapQuest
STEP ONE: Students will work individually to find maps of Ancient Greece that effectively display or identify the criteria in the list below. Maps will be inserted into a Google Slides presentation where it will receive a title and explanation. The explanation will use information and characteristics made visible by the map to provide a meaningful analysis. Explanations should be in the range of 3-4 bulleted statements
WEDNESDAY
Ancient Greek Geography: MapQuest
Students will continue to work independently to identify and describe the content of maps relevant to specific geographic characteristics
Students will work with a partner to compare and contrast the maps and explanations they provided in their Slides presentation. Together, the group will choose one map for each geographic characteristic and provide one explanation
THURSDAY
Ancient Greek Geography: MapQuest
Students will work continue to work with a partner to compare and contrast the maps and explanations they provided in their Slides presentation. Together, the group will choose one map for each geographic characteristic and provide one explanation
Students will be randomly chosen to present a geographic characteristic based on a map identified by the teacher. Explanations and comments will be directed towards the inferences that can be made from each selected map
Teacher will identify vocabulary and key ideas related to each geographic characteristic following student presentations
Students will complete a peer review for each presented section
Peer reviews include a sections for content that "works", "doesn't work", and "needs to [be] add(ed)"
The class will discuss their peer reviews
FRIDAY
Complete Ancient Greek Geography: MapQuest
Overview for Week of December 30 - January 3
MONDAY
No School
TUESDAY
No School
WEDNESDAY
No School
THURSDAY
Introduction to Ancient Greece
Slides - students will be introduced to key ideas and characteristics of Greek culture and history
Images of Ancient Greece
Students will work individually, or with a partner, to identify an image that is related to or representative of Ancient Greece. Images will be attached to a shared Slide presentation and provided written insight as to what it represents
The slides will be read an discussed the following class period
FRIDAY
Images of Ancient Greece
Each class' shared presentation will be reviewed and discussed
Crash Course World History: Greece and Persia
Classes will participate in a competition to accumulate points based on the recognition of material from an episode of the YouTube video series
Points will be rewarded based on students identifying content related to Greece and Persia, in addition to categories based on use of the presenter's opinion, examples of historical bias, and ideas associated with Greece's historical legacy
Overview for Week of December 16 - 20
MONDAY
Complete presentations on the New Kingdom pharaohs
Review for the test
TUESDAY
Test on Ancient Egypt
Assessment will be taken in Google Forms (50 points)
WEDNESDAY
Article Review: "The power of the pharaohs: How a mighty civilisation arose in Egypt" - The Independent
The article review will be the written portion of the Egypt assessment
THURSDAY
Continue article review
FRIDAY
Complete article review
Overview for Week of December 9 - 13
MONDAY
Continue "The Story of Isis and Osiris"
Cause and Effect
Students will continue to work in small groups to identify and explain causes and effects of the origin of the mummification ritual
Tomorrow: Quiz on Egyptian mythology (true or false)
TUESDAY
True/False quiz on Egyptian mythology
Begin lesson on the Book of the Dead
Article: "Guidebook to the Egyptian Afterlife" - BBC History Magazine
Students will respond to a series of questions regarding origin of the funeral scrolls, their purpose, reproduction, and relationship with Egyptian religion
WEDNESDAY
Continue lesson on the Book of the Dead
Edpuzzle: "How to Navigate the Egyptian Underworld" - TEDEd
THURSDAY
Complete lesson on the Book of the Dead
Begin lesson on New Kingdom pharaohs
Students will work in groups to research and present on a New Kingdom pharaoh
Groups will create three Slides to organize their content
Slide 1: Introduction
Slide 2: Pharaoh's legacy
This slide requires the presentation of an image that is representative of that pharaoh's role in Egyptian history
Slide 3: Top 5
This slide contains content relevant to the pharaoh's actions as king
FRIDAY
Continue lesson on New Kingdom pharaohs
Begin presentations
Overview for Week of December 2 - 6
MONDAY
No school
TUESDAY
Who am I? The guess who game for ancient Egyptian identities
Students will have an identity (chosen from project topics) that the class is aware of but they are not
Students are permitted to ask up to 10 yes or no questions of their classmates to provide clues as to their identity
Students are provided a maximum of two guesses as to their identity before being eliminated
Introduction to studying mythology
Students will work with a quote describing the purpose of pantheons with regard to the cultures who created them and present groups who study them
Students will proceed using the steps provided below
Identify at least two strategies for beginning to understand the attached quote
Describe or explain information or rationales the strategies provided
Explain the meaning of the quote to the best of your ability
WEDNESDAY
Continue the activity described above
"The Story of Isis and Osiris"
Students will work in small groups to read and respond to in-text questions based on the story line and connections
THURSDAY
Continue "The Story of Isis and Osiris"
Students will work in small groups to read and respond to in-text questions based on the story line and connections
FRIDAY
Continue "The Story of Isis and Osiris"
Cause and Effect
Students will continue to work in small groups to identify and explain causes and effects of the origin of the mummification ritual
Overview for Week of November 25 - 27
MONDAY
Conclude presentations on Everyday Life in Ancient Egypt project
THE PHARAOH - Quiz
Students will identify vocabulary from the pharaoh mini-unit relevant to to each of the key topics (the pharaoh, tombs, the Egyptian gods)
Students will describe the relationship between key topics (the pharaoh, tombs, the Egyptian gods) and political and religious authority
TUESDAY
Brief lesson on Egyptian mythology
Continue THE PHARAOH - Quiz
Due on Wednesday
WEDNESDAY
Who am I? The guess who game for ancient Egyptian identities
Students will have an identity (chosen from project topics) that the class is aware of but they are not
Students are permitted to ask up to 10 yes or no questions of their classmates to provide clues as to their identity
Students are provided a maximum of two guesses as to their identity before being eliminated
THURSDAY
No School
FRIDAY
No School
Overview for Week of November 18 - 22
MONDAY
Classes will work on their pharaoh quiz and review their work with the Everyday Life in Ancient Egypt
Students should bring a paper copy of their narrative, if possible
TUESDAY
Everyday Life in Ancient Egypt - Begin presentations!
Presenters will read their narrative and resume
Class audience will make notes on the presentation, including an overview of the topic, an explanation of the topic's role in Egyptian society and culture, and two examples of what they learned from the presentation
WEDNESDAY
Continue presentations
Continue working on THE PHARAOH - Quiz
THURSDAY
Continue presentations
FRIDAY
Continue presentations
Overview for Week of November 11 - 15
MONDAY
Project - Everyday Life in Ancient Egypt
Resume - Groups will use a template on Google Docs to construct a resume for the character they are depicting in their narrative
A sample resume for an Egyptian pharaoh is posted to the Classroom
Egyptian mythology
Gallery walk - students will utilize posters placed throughout the classroom that present an Egyptian god or goddess to identify relevant characteristics
TUESDAY
See Monday's plans
Last full class period to work on the Everyday Life project
Presentations will begin on Tuesday, November 19th
WEDNESDAY
The Pharaoh - tombs for eternity
Class will return to the mini-unit on the pharaoh
"Tombs for Eternity" identifies the purpose and role of tomb building in Ancient Egypt, particularly in the case of the pharaoh
Update vocabulary lists
THURSDAY
Continue "The Pharaoh - tombs for eternity"
Edpuzzle: ЩΉӨ BЦIᄂƬ ƬΉΣ PYЯΛMIDƧ
FRIDAY
Continue "The Pharaoh - tombs for eternity"
THE PHARAOH - Quiz
Students will complete an assignment in which they use their accumulated vocabulary to describe the relationships between the pharaoh, tombs, and gods with political and religious authority
Assignment is posted to Google Classroom
NEXT WEEK: Narrative and resume are due on Tuesday, November 19
Overview for Week of November 4 - 6
MONDAY
Project - Everyday Life in Ancient Egypt
Groups will interview with the teacher to review their narrative prewrite and outline
When the interview process is complete, groups will write their narrative
Egyptian mythology
Gallery walk - students will utilize posters placed throughout the classroom that present an Egyptian god or goddess to identify relevant characteristics
TUESDAY
See Monday's plans
WEDNESDAY
See Monday's plans
THURSDAY
No School
FRIDAY
No School
Overview for Week of October 28 - November 1
MONDAY
The Pharaoh: Mini-unit
The Pharaoh: god king
Students will explain the relationship between the identities and features of Egyptian society and Egypt's religious system
Time permitting: Project Introduction - Everyday Life in Ancient Egypt
TUESDAY
Project - Everyday Life in Ancient Egypt
See posted project instructions
Students will work on an introductory activity in which they research their topics and build an identity for a fictional, yet historically accurate, character who aligns with their topic
WEDNESDAY
Project - Everyday Life in Ancient Egypt
Students will continue to work on an introductory activity
Additional sections on the prewrite include detailing a physical setting for the character, daily activities, and contextual examples relevant to Ancient Egypt
THURSDAY
Project - Everyday Life in Ancient Egypt
Continue prewrite
Researched materials include a series of PDF resources posted to the Classroom, in addition to internet research
FRIDAY
Project - Everyday Life in Ancient Egypt
Continue prewrite
Narrative outline
Groups will separate their narrative content into three or four parts, representing the trajectory of their story
Each part will be accompanied by notes on the setting and examples/details that provide context
Egyptian mythology
Gallery walk - students will utilize posters placed throughout the classroom that present an Egyptian god or goddess to identify relevant characteristics
Overview for Week of October 21 - 25
MONDAY
The "Very Best" of Ancient Egypt
Presentations - students will record three main ideas from each presentation and also recognize strengths and weaknesses of the presentations
TUESDAY
The "Very Best" of Ancient Egypt
The Pharaoh: Mini-unit
Students will work with an image(s) of the pharaoh and identify symbolism associated with the pharaoh's identity and position
WEDNESDAY
The Pharaoh: Mini-unit
Classes will co-edit a Google Doc, each student choosing an image that reflects a symbol associated with American identity/culture
Students will continue to work with an image(s) of the pharaoh and identify symbolism associated with the pharaoh's identity and position
The Pharaoh: head of state
Students will work with vocabulary relevant to the pharaoh's position as king and the structure of the Egyptian government
THURSDAY
The Pharaoh: head of state
Students will work with vocabulary relevant to the pharaoh's position as king and the structure of the Egyptian government
Students will complete a tiered chart expressing the power structure and organization of Egypt's bureaucratic government
FRIDAY
The Pharaoh: god king
Students will work with vocabulary relevant to the pharaoh's position as a high priest and the function of Egyptian religion
Overview for Week of October 14 - 18
MONDAY
Introduction to Ancient Egypt
Lesson on Egyptian geography
Class will view satellite images to identify features of Egypt's geography
TUESDAY
Continue lesson on Egyptian geography
Edpuzzle: "Ancient Egypt Geography - the Nile River"
Students will create a vocabulary bank to be used in making predictions regarding the long-term effects Egypt's geographic setting had on the resulting history, political system, and culture
WEDNESDAY
Continue lesson on Egyptian geography
THURSDAY
Complete lesson on Egyptian geography
Introduce The "Very Best" of Ancient Egypt
Students will be divided into groups of approximately four to briefly research and present a topic of interest from Ancient Egypt
One Slide will be created to establish a visual and written representation of the topic and groups will send two or more students to present the topic in one minute of less
The topic should be portrayed as the "best" based on an angle that group determines to be an approach for highlighting or building up the material
FRIDAY
The "Very Best" of Ancient Egypt
Students will be divided into groups of approximately four to briefly research and present a topic of interest from Ancient Egypt
One Slide will be created to establish a visual and written representation of the topic and groups will send two or more students to present the topic in one minute of less
The topic should be portrayed as the "best" based on an angle that group determines to be an approach for highlighting or building up the material
Overview for Week of October 7 - 11
MONDAY
Code of Hammurabi
Students will establish a baseline for the application of justice systems in a complex society. The following will be posted to the Classroom:
What characteristics or qualities does a justice system (system of law) need to have to appropriately maintain order in a society?
Fair or Cruel?
Students will provide a rationale as to why a law from Hammurabi's Code is either fair or cruel
HW: Complete the first two sections (Evolution & the Paleolithic Age) of the study guide
TUESDAY
Code of Hammurabi
Continue previous lesson
Time permitting: Students will work on their study guide
WEDNESDAY
No School
THURSDAY
Review
FRIDAY
Test: Origin of Civilization
STUDY GUIDE IS POSTED ON GOOGLE CLASSROOM!
Overview for Week of October 1 - 4
MONDAY
No School
TUESDAY
Review irrigation simulation
What challenges did the class have to confront in the simulation?
How might those same challenges relate to early societies in river valleys?
Specialized roles in early societies
Students will choose a societal role, or occupation to describe their identity and work. Additionally, the societal role will be placed on a tier or level of a social pyramid
Responses will be submitted via the Classroom and discussed as a class
WEDNESDAY
Continue lesson on specialized roles in early societies
Effects of the agricultural revolution
Students will summarize written content in relationship with specific terms/concepts related to the agricultural revolution
Food surplus, organized religion, growth of cities, specialization of labor, & social stratification
THURSDAY
Continue lesson on the effects of the agricultural revolution
Edpuzzle "Urbanization and the future of cities"
FRIDAY
Complete lesson on the effects of the agriculture revolution
Crash Course World History: Mesopotamia (Characteristics of Civilization)
Classes will compete to identify as much content as possible from the video related to one of the characteristics of civilization
STUDY GUIDE IS POSTED ON GOOGLE CLASSROOM!
Overview for Week of September 23 - 27
MONDAY
River Valley Civilizations
Students will work in groups to research and report on characteristics related to specific river valleys civilizations (Nile, Tigris & Euphrates, Indus, Yellow & Yangtze)
Assignment sections include:
Description of geographic setting
5 cultural characteristics
Map image with a written explanation
TUESDAY
River Valley Civilizations
Groups will present the content they prepared on their assigned river valley
Students will be asked to record three geographic characteristics and one cultural topic they would be interested in learning more about
WEDNESDAY
Origin of Civilization: River Valleys & Irrigation
Video warm-up: "Tackling China’s Devastating Yellow River Floods" (YouTube)
Prompt: Consider the content of the video. What impact would a river system, such as the Yellow River, have on an early farming society?
Lesson: Identify and explain positive and negative effects of river valley flooding
THURSDAY
Continue previous lesson
Introduction to job specialization
FRIDAY
Irrigation simulation
Classes will participate as a team to build an irrigation system from folded pieces of paper marked levee, channel, and reservoir
The system will be tested using marbles rolled in a manner meant to simulate river flooding
The simulation is meant to provoke the challenge early societies faced in attempting to achieve large-scale tasks
Overview for Week of September 16 - 20
MONDAY
Digital Poster Project: Domestication of Plants and Animals
Students will work independently or with a partner to create a digital poster representing the domestication of a plant or animal species
Posters will be created using Google Drawing
HW: Complete posters for Tuesday's class. Attach document to the assignment on Google Classroom
TUESDAY
Digital Poster Project: Domestication of Plants and Animals
Presentations
Note taking during the presentations asks students to recognize the domestication process for each species as well as their impact on human societies
WEDNESDAY
Domestication of Plants and Animals: Response Competition
Class will be divided into three groups
Each group will identify and explain the positive and negative consequences related to a topic connected to the domestication of animals
Responses will be constructed in a Google document and then posted to the Classroom
THURSDAY
Domestication of Plants and Animals
Group responses will be evaluated
Students will read a passage about the early stages of the agricultural revolution
FRIDAY
The Agricultural Revolution
Sequencing Activity - Students will work in small groups to put in time order eight separate events extending from the Paleolithic Age into the agricultural revolution
River Valleys
Students will work in groups to research and report on characteristics related to river valleys
Overview for Week of September 9 - 13
MONDAY
Continue lesson on the Paleolithic Age
Content: Human evolution and the hunting gathering lifestyle
Groups will collectively construct responses to content questions in a competition for overall effectiveness
TUESDAY
Complete lesson on the Paleolithic Age
Edpuzzle activity
Link available on the Classroom
HW: Complete the Edpuzzle assignment
WEDNESDAY
Lesson on 9/11
Students will work in groups to make connections between levels of the Anti-Defamation League's "Pyramid of Hate" and the events of 9/11
THURSDAY
Domestication of Plants and Animals
Students will respond to question posed on the Classroom
What does it mean if a plant or animal is "domesticated"?
How does domestication work?
Zebras vs Horses: Animal Domestication (YouTube)
Students will recognize the role of shared characteristics possessed by animals domesticated as part of the agricultural revolution
FRIDAY
Digital Poster Project: Domestication of Plants and Animals
Students will work independently or with a partner to create a digital poster representing the domestication of a plant or animal species
Posters will be created using Google Drawing
Overview for Week of September 4 - 6
WEDNESDAY
Class introduction
Why is studying history important?
Students will work in groups to identify reasons for and against studying history
THURSDAY
Groups will discuss their rationales for studying history
Summer reading assignment
Students will be given time to work on the summer reading assignment using the template posted to Google Classroom
Assignment should be submitted via the Classroom by Monday, September 9th
FRIDAY
Lesson on the Paleolithic Age
Content: Human evolution and the hunting gathering lifestyle
Groups will collectively construct responses to content questions in a competition for overall effectiveness