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:

            1. Open the Google Drawing

            2. Click on the blue "Share" icon in the upper right corner of the screen

            3. Click on "Get shareable link"

            4. Link will be copied to your clipboard

            5. Paste the link as your response in this assignment

            6. 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

Why Ancient Athens Was a City of Creativity and Genius - The Atlantic.pdf

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

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

            1. Identify at least two strategies for beginning to understand the attached quote

            2. Describe or explain information or rationales the strategies provided

            3. 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

  • 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

Everyday Life in Ancient Egypt - Instructions (2019)

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

        1. What does it mean if a plant or animal is "domesticated"?

        2. 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