Wednesday, June 3rd
Do Now | What should you do with your binder?
Embedded Files
Activity | Movie → Night at the Museum
Tuesday, June 2nd
Do Now | Please figure out where to sit by following the flow chart below.
Activity | Movie → Night at the Museum
Monday, June 1st
Do Now | Please figure out where to sit by following the flow chart below.
Activity | Movie → Night at the Museum
Go over expectations.
Roman Legion-Hare | Bugs Bunny.mp4Friday, May 29th
Do Now | Do you have any missing work in Social Studies? Check Skyward right now to find out! If yes, please work on finishing your missing assignments before completing the Legacy of Rome.
Reminders:
Christianity: Origins & History was due Thursday 5/21.
The Legacy of Rome due Friday 5/29.
Activity | The Legacy of Rome
Learning Goal: Students explain to what extent ancient Rome influences us today.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, May 28th
Do Now | End of the Year Movie Voting
Please open the End of the Year Movie in Google Classroom, then vote on which movie you would like us to watch as a class for the end of the year.
Movie Options:
Hercules
Jason and the Argonauts
Percy Jackson & the Olympians: The Lightning Thief
Night at the Museum
Reminders:
Christianity: Origins & History was due Thursday 5/21.
The Legacy of Rome due Friday 5/29.
Activity | The Legacy of Rome
Learning Goal: Students explain to what extent ancient Rome influences us today.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, May 26th
Do Now | How much do you think ancient Rome influences modern Western culture? For each statement in the matrix below, circle the level of influence you think exists today for that aspect of Roman culture. If you can, give a specific example to support your opinion.
Reminders:
Christianity: Origins & History was due Thursday 5/21.
The Legacy of Rome due Friday 5/29.
Activity | The Legacy of Rome
Learning Goal: Students explain to what extent ancient Rome influences us today.
Thursday, May 21st
Activity | Catch Up Day
Please use today to catch up on any Social Studies you need to finish or currently have missing.
Christianity: Origins & History due Thursday 5/21.
Daily Life in the Roman Empire was due Tuesday 5/19.
From Republic to Empire was due Wednesday 5/13.
Rise of the Roman Republic was due Friday 5/8.
Geography of Rome was due Wednesday 5/6.
Ancient Greece Research Project was due Wednesday 4/29.
Needed to finish your Artwork or Artist Statement?
Email Mr. Eron if you resubmit
Check Skyward for any missing assignments
Work for other classes
Reading
Coloring Sheet
Blooket
Tuesday, May 19th
Do Now | As a class, we will finish going over Section 1 questions before starting work time. Please have the assignment ready in front of you.
Reminders:
From Republic to Empire was due Wednesday 5/13.
Daily Life in the Roman Empire due Tuesday 5/19.
Christianity: Origins & History due Thursday 5/21.
Activity | Christianity: Origins & History
Learning Goal: Students will be able to explain how Christianity originated and spread.
Monday, May 18th
Do Now | Connect, Extend, Challenge in your notebook.
Connect - What information in the video connected to what you already know?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
From Republic to Empire was due Wednesday 5/13.
Daily Life in the Roman Empire due Tuesday 5/19.
Do Now | Aesop’s Fables is a collection of brief stories said to have been written by a Greek slave named Aesop, who may have lived from 620 to 560 B.C.E. A fable is a short story that teaches a moral lesson. As you listen to the fable, “The Lion and the Mouse,” please answer the following questions.
List the characters in the fable.
Summarize the plot.
What moral lesson do you think this fable is trying to teach?
Do you think this kind of storytelling is effective? Why or why not?
Activity | Christianity: Origins & History
Learning Goal: Students will be able to explain how Christianity originated and spread.
Thursday, May 14th
Activity | Catch Up Day
Please use today to catch up on any Social Studies you need to finish or currently have missing.
Daily Life in the Roman Empire due Tuesday 5/19.
From Republic to Empire was due Wednesday 5/13.
Rise of the Roman Republic was due Friday 5/8.
Geography of Rome was due Wednesday 5/6.
Check Skyward for any missing assignments
Work for other classes
Reading
Coloring Sheet
Blooket
Wednesday, May 13th
Do Now | Connect, Extend, Challenge in your notebook.
Connect - What information in the video connected to what you already know?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Rise of the Roman Republic was due Friday 5/8.
From Republic to Empire due Wednesday 5/13.
Daily Life in the Roman Empire due Tuesday 5/19.
Activity | Daily Life in the Roman Empire
Learning Goal: Students will be able to explain how wealth affected daily life in the Roman Empire.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Tuesday, May 12th
Do Now | Connect, Extend, Challenge in your notebook.
Connect - What information in the video connected to what you already know?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Rise of the Roman Republic was due Friday 5/8.
From Republic to Empire due Wednesday 5/13.
Daily Life in the Roman Empire due Tuesday 5/19.
Activity | Daily Life in the Roman Empire
Learning Goal: Students will be able to explain how wealth affected daily life in the Roman Empire.
Monday, May 11th
Do Now | The statements below describe daily life in the Roman Empire. For each statement, circle whether you think it describes the life of a rich Roman or of a poor Roman.
Reminders:
Rise of the Roman Republic was due Friday 5/8.
From Republic to Empire due Wednesday 5/13.
Activity | Daily Life in the Roman Empire
Learning Goal: Students will be able to explain how wealth affected daily life in the Roman Empire.
Friday, May 8th
Do Now | See, Think, Wonder in your notebook.
See - What things do you see/hear in the video that stand out to you?
Think - Why do you think about Julius Caesar? Why was he disliked and why was he liked?
Wonder - What questions do you have after watching the video?
Reminders:
Geography of Rome was due Wednesday 5/6.
Rise of the Roman Republic due Friday 5/8.
From Republic to Empire due Wednesday 5/13.
Activity | From Republic to Empire
Learning Goal: Students will be able to explain if the benefits of Roman expansion outweigh the costs.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, May 7th
Do Now | Please have out the assignment from yesterday, From Republic to Empire. Before getting into work time, we will go over Section 1.
Reminders:
Geography of Rome due Wednesday 5/6.
Rise of the Roman Republic due Friday 5/8.
Activity | From Republic to Empire
Learning Goal: Students will be able to explain if the benefits of Roman expansion outweigh the costs.
Wednesday, May 6th
Do Now | Suppose that your family was much larger—perhaps two or three times larger than it is now. What would be some of the benefits of living in a larger family? What might be some of the drawbacks, or costs?
Reminders:
Geography of Rome due Wednesday 5/6.
Rise of the Roman Republic due Friday 5/8.
Activity | From Republic to Empire
Learning Goal: Students will be able to explain if the benefits of Roman expansion outweigh the costs.
Tuesday, May 5th
Do Now | Quick Jot in your Notebook
As you watch the video, answer the following question in your notebook:
What impact did Cicero have on Rome and on the world?
Reminders:
Ancient Greece Research Project was due Friday 5/1.
Geography of Rome due Wednesday 5/6.
Rise of the Roman Republic due Friday 5/8.
Activity | Rise of the Roman Republic
Learning Goal: Students will be able to explain the characteristics of the Roman Republic, and how they change over time.
Rise of the Roman Republic | Website (also found in Google Classroom)
What should you do if you finish early?
Missing work in Social Studies (Geography of Rome)
Work for other classes
Reading
Coloring Sheet
Blooket
Monday, May 4th
Do Now | Describe a time when you felt you were treated unfairly. What actions did you take to improve the situation? What actions could you have taken that you didn’t? Why didn’t you?
Reminders:
Ancient Greece Research Project was due Friday 5/1.
Geography of Rome due Wednesday 5/6.
Activity | Rise of the Roman Republic
Learning Goal: Students will be able to explain the characteristics of the Roman Republic, and how they change over time.
Rise of the Roman Republic | Website (also found in Google Classroom)
Friday, May 1st
Do Now | Have out in front of you the slideshow and artwork for your research project.
For the first 20 minutes of class, you will have time to finish up your project. Please use this time to finish your slideshow, finish your artwork, and finish your artist statement.
If you are done with your research project:
Other missing work for Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Reminders:
3-2-1 Reflection (if you haven’t finished it yet)
Ancient Greece Research Project due Friday 5/1.
Geography of Rome due Wednesday 5/6.
Activity | Gallery Walk - Ancient Greece Research Project
Today you will be reviewing and reflecting on at least 4 other students' work.
For each reflection please complete a Connect, Extend, Challenge.
We will be rotating every 5 minutes.
At the end of class you will cut out the reflection sheets and give them to the students you reviewed.
Connect - What information connected to what you already knew? How did the topic connect to the topic you researched? What did you like most about their project?
Extend - What was at least one piece of information that extended your knowledge or that you felt was interesting?
Challenge - What questions do you still have about the topic? What about the topic do you want to know more about? What could be done to improve their project?
Thursday, April 30th
Reminders:
3-2-1 Reflection (if you haven’t finished it yet)
Ancient Greece Research Project due Friday 5/1.
Geography of Rome due Wednesday 5/6.
Do Now | Please continue working right away on the assignment from yesterday, Geography of Rome.
Activity | Geography of Rome
Learning Goal: Students will explain how the Etruscans and Greeks influence the development of Rome.
What should you do if you are finished?
Turn in the Geography of Rome assignment.
Work on your Ancient Greece Research Project
Other missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, April 29th
Do Now | Examine the two images of ancient Greek and Roman life. Circle and label three features that you see in both images.
Explain why you think these features are found in both ancient Greece and ancient Rome.
Reminders:
3-2-1 Reflection (if you were absent yesterday).
Ancient Greece Research Project due Friday 5/1.
Don’t forget about your Artist Statement!
Activity | Geography of Rome
Learning Goal: Students will explain how the Etruscans and Greeks influence the development of Rome.
Tuesday, April 28th
Do Now | 3-2-1 Reflection
3 Things I Learned
Share three things you learned in Social Studies this semester. Be specific and describe what you learned, not just a summary of the class.
2 Artifacts
What are two artifacts you have from class that you could show to demonstrate your learning? Describe them…
1 Success or Struggle
What is something you were proud of OR struggled with throughout this class? If it was a struggle, how did you overcome it?
Please return your completed 3-2-1 Reflection to Mr. Eron when you are finished with it.
Reminders:
Ancient Greece Research Project due Friday 5/1.
Activity | Ancient Greece Research Project
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step 2: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
*** Don't forget to add pictures to your slideshow! ***
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Monday, April 27th
Do Now | Please get out everything you need to continue working on your project right away.
Reminders:
The Legacy of Greece was due Wednesday 4/22.
Ancient Greece Research Project due Friday 5/1.
Activity | Ancient Greece Research Project
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step 2: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
*** Don't forget to add pictures to your slideshow! ***
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Friday, April 24th
Do Now | Quick jot in your notebook.
Please visit the following website then give a ladder of feedback.
https://sites.google.com/etudegroup.org/greek-research-project-example/home
Suggestions/Concerns
Values
Clarifying Questions
Reminders:
The Legacy of Greece was due Wednesday 4/22.
Ancient Greece Research Project due Friday 5/1.
Activity | Ancient Greece Research Project
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step Two: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Thursday, April 23rd
Do Now | Quick jot in your notebook.
How do you know if a source is reliable?
What are the signs of a reliable source?
Reminders:
The Legacy of Greece was due Wednesday 4/22.
Ancient Greece Research Project due Friday 5/1.
Activity | Ancient Greece Research Project
***Today, see if you can find a reliable YouTube video about your person. ***
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step Two: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Wednesday, April 22nd
Do Now |
Open the Ancient Greece Research Project slideshow in Google Classroom.
On Slide #3, please type the name of the person you are researching for your project.
Reminders:
The Golden Age of Athens was due Friday 4/17.
The Legacy of Greece due Wednesday 4/22.
Ancient Greece Research Project due Friday 5/1.
Activity | Ancient Greece Research Project
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step Two: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Tuesday, April 21st
Do Now | Connect, Extend, Challenge
As you watch the video, please complete a connect, extend, challenge in your notebook.
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your knowledge?
Challenge - What challenges do you still have after watching the video?
Reminders:
The Golden Age of Athens was due Friday 4/17.
The Legacy of Greece due Wednesday 4/22.
Activity | Ancient Greece Research Project
Objective: Students will research one person related to ancient Greece in order to create a slideshow and work of art that (1) summarizes the person; (2) explains the importance of the person; (3) evaluates and uses at least four primary or secondary sources; (4) demonstrates creativity and effort.
Step 1: Select a person to research. Please keep in mind that to avoid too many repeating research projects there will be a limited number of students from each class that can research the same person.
Step Two: Begin researching your person by finding reliable sources of information. Answer the following research questions in the slideshow. Remember to link any sources you use in your bibliography.
Summarize your person.
When were they alive?
What are they known for doing?
What challenges did they have to overcome?
What achievements did they have?
Other interesting facts about them.
Importance of your person.
What impact did they have at the time and/or what impact do they have on us today?
Why are they important?
Bibliography
At least 4 different sources of information.
List the website links and/or books you used during your research.
Step 3: Create a work of art that represents the person you researched, as well as demonstrating creativity and effort. You will have the choice of creating either a drawing, painting, or poem to represent their person. Mr. Eron has cardstock paper and canvases available for students to use for their creations. After creating your work of art, you will then write an artist statement.
Artist Statement
Paragraph 1: Explanation about your person and how they related to what we learned in class.
Paragraph 2: Explanation of your work of art. (What did you make? How does it demonstrate your understanding of your person? What do you want people to take away from your creation?)
Friday, April 17th
Do Now | Connect, Extend, Challenge
As you watch the video, please complete a Connect, Extend, Challenge in your notebook.
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
The Golden Age of Athens due Friday 4/17.
The Legacy of Greece due Wednesday 4/22.
Activity | Catch Up Day
Please use today to catch up on any Social Studies work you still need to finish.
Check Skyward for any missing assignments
Work for other classes
Reading
Coloring Sheet
Blooket
Thursday, April 16th
Do Now | At the start of class, we will go over Section 2 - Government and Section 3 - Medicine. Please have your packet out in front of you.
Reminders:
The Greco-Persian Wars was due Friday 4/10.
The Golden Age of Athens due Friday 4/17.
The Legacy of Ancient Greece due Wednesday 4/22.
Activity | The Legacy of Ancient Greece
Learning Goal: Students will be able to explain how ancient Greece contributed to the modern world.
The Legacy of Ancient Greece | Website
What should you do if you finish early?
Have Mr. Eron look over your packet before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, April 15th
Reminders:
The Greco-Persian Wars was due Friday 4/10.
The Golden Age of Athens due Friday 4/17.
The Legacy of Greece due Wednesday 4/22.
Activity | The Legacy of Ancient Greece
Learning Goal: Students will be able to explain how ancient Greece contributed to the modern world.
Tuesday, April 14th
Do Now | See, Think, Wonder
As you watch the video, please complete a See, Think, Wonder in your notebook.
See - What do you see/hear in the video that stood out to you?
Think - What does the video make you think about life in Athens?
Wonder - What questions do you still have after watching the video?
Reminders:
The Greco-Persian Wars was due Friday 4/10.
The Golden Age of Athens due Friday 4/17.
Activity | The Golden Age of Athens
Learning Goal: Students will be able to describe the major cultural achievements of Athens.
What should you do if you finish early?
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Monday, April 13th
Reminders:
The Greco-Persian Wars was due Friday 4/10.
Open the assignment, The Golden Age of Athens | Activity, in Google Classroom and complete the Do Now. Do not move on to Section 1 until told to do so.
Do Now | In Athens, public funerals were held for soldiers who had died in battle. In 430 B.C.E., after a difficult year of war, an Athenian leader named Pericles spoke at such a funeral. In his speech, he described the greatness of Athens and why it was important to keep on fighting. Below is an excerpt from that speech.
Carefully read the excerpt and then answer the questions that follow.
1.) According to Pericles, what made Athens great?
2.) What else have you learned about Athens that might make people think of it as a great city?
3.) Why do you think Pericles would call Athens the “school of Greece”?
Activity | The Golden Age of Athens
Learning Goal: Students will be able to describe the major cultural achievements of Athens.
Friday, April 10th
Do Now | See, Think, Wonder in your notebook.
See - What did you see/hear in the video that stood out to you?
Think - How do you think the armor, weapons, and techniques the Greeks used helped them in battle?
Wonder - What other questions do you have after watching the video?
Reminders:
Athens & Sparta was due Monday 4/6.
The Greco-Persian Wars due Friday 4/10 (at midnight).
Activity | The Greco-Persian Wars
Learning Goal: Students will be able to explain what factors influenced the outcome of the Greco-Persian Wars.
The Greco-Persian Wars | Website
What should you do if you finish early?
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, April 8th
Do Now | Compare the Greek soldiers to the Persian soldiers See, Think, Wonder in your notebook.
See - What do you see in the two pictures? (How are they similar or different?)
Think - What do you think are the reasons behind each side's choice of armor and weapons?
Wonder - What else do you wonder about the armor or weapons of Greeks or Persians?
Reminders:
Athens & Sparta was due Monday 4/6.
The Greco-Persian Wars due Friday 4/10 (at midnight).
Activity | The Greco-Persian Wars
Learning Goal: Students will be able to explain what factors influenced the outcome of the Greco-Persian Wars.
What should you do if you finish early?
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, April 7th
Do Now | Compare the Greek soldiers to the Persian soldiers See, Think, Wonder in your notebook.
See - What do you see in the two pictures? (How are they similar or different?)
Think - What do you think are the reasons behind each side's choice of armor and weapons?
Wonder - What else do you wonder about the armor or weapons of Greeks or Persians?
Reminders:
Greek Mythology was due Tuesday 3/31.
Athens & Sparta was due Monday 4/6.
The Greco-Persian Wars due Friday 4/10 (at midnight).
Activity | The Greco-Persian Wars
Learning Goal: Students will be able to explain what factors influenced the outcome of the Greco-Persian Wars.
Monday, April 6th
Do Now | Answer the following Forward Practice Test questions in your notebook.
Reminders:
The Rise of Democracy was due Thursday 3/19.
Greek Mythology was due Tuesday 3/31.
Athens & Sparta due Monday 4/6.
Activity | The Greco-Persian Wars
Learning Goal: Students will be able to explain what factors influenced the outcome of the Greco-Persian Wars.
The Greco-Persian Wars | Website
Do Now | Open the assignment, The Greco-Persian Wars | Activity, in Google Classroom.
Silently read the excerpt from a primary source below. The play describes the events that took place during one of the battles of the Greco-Persian Wars.
Use what you’ve read to answer the questions below.
See - What words or phrases do you see that stand out to you in the excerpt?
Think - What biases might this author have?
Wonder - What might a historian need to do if they were researching the Greco-Persian Wars and wanted to use this play as a source?
Thursday, April 2nd
Do Now | Answer the following Forward Practice Test questions in your notebook.
Reminders:
The Rise of Democracy was due Thursday 3/19.
Greek Mythology was due Tuesday 3/31.
Athens & Sparta due Monday 4/6.
Activity | Athens & Sparta
Learning Goal: Students will be able to explain the major differences between Athens and Sparta.
Compare the city-states of Athens and Sparta by reading the article, Athens & Sparta, and complete the prompts.
Athens & Sparta Website:
https://sites.google.com/etudegroup.org/athens-sparta-ancient-greece/home
What should you do if you are finished?
Add more illustrations (below where you described the location of the city-state) and add color to your drawings.
Have Mr. Eron look over your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, April 1st
Do Now | See, Think, Wonder
As you watch the video, complete a See, Think, Wonder in your notebook.
See - What things do you see/hear in the video that stand out to you?
Think - What do you think about life in Sparta?
Wonder - What further questions do you have about Sparta? If you were able to, what would you like to ask ancient Spartans?
Reminders:
The Rise of Democracy was due Thursday 3/19.
Greek Mythology was due Tuesday 3/31.
Athens & Sparta due Monday 4/6.
Activity | Athens & Sparta
Learning Goal: Students will be able to explain the major differences between Athens and Sparta.
Compare the city-states of Athens and Sparta by reading the article, Athens & Sparta, and complete the prompts.
Athens & Sparta Website:
https://sites.google.com/etudegroup.org/athens-sparta-ancient-greece/home
What should you do if you are finished?
Add more illustrations (below where you described the location of the city-state) and add color to your drawings.
Have Mr. Eron look over your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, March 31st
Do Now | Using the illustration, please answer the following questions in your notebook.
Describe the geography of the city-state in the top image. Do you think that this city-state was a farming or a trading community?
Describe the geography of the city-state in the bottom image. Do you think that this city-state was a farming or a trading community?
Using the details in the illustrations to help you, try to predict what other differences might have existed between these two city-states.
Reminders:
The Rise of Democracy was due Thursday 3/19.
Greek Mythology due Tuesday 3/31.
Activity | Athens & Sparta
Learning Goal: Students will be able to explain the major differences between Athens and Sparta.
Compare the city-states of Athens and Sparta by reading the article, Athens & Sparta, and complete the prompts.
Athens & Sparta Website:
https://sites.google.com/etudegroup.org/athens-sparta-ancient-greece/home
Thursday, March 17th
Do Now | Quick jot in your notebook.
As you watch the video, The myth of Hercules: 12 labors in 8-bits, please answer the following questions in your notebook.
What is the deeper meaning or lesson of the story?
How do you personally connect with the story? (What did you like about it? Is there anything about the story you would change?)
Reminders:
The Rise of Democracy due Thursday 3/19.
Greek Mythology due Tuesday 3/31.
If you still need to finish the assignment, The Rise of Democracy, you should work on that first!
Activity | Greek Mythology
Greek mythology is a collection of ancient stories and beliefs from Greece that explain the origins of the world, the nature of gods and heroes, and the relationship between mortals and the divine. These timeless tales feature powerful gods like Zeus and Athena, epic heroes such as Hercules and Perseus, and fantastical creatures like the Minotaur and Medusa.
Created thousands of years ago, these myths served important purposes in ancient Greek society—they entertained, taught moral lessons, explained natural phenomena, and helped people understand their place in the universe. Today, Greek mythology remains influential in literature, art, film, and popular culture, continuing to inspire and captivate audiences worldwide.
Activity Directions:
Choose one of the listed stories to read and analyze.
King Midas and the Golden Touch
Prometheus, the Friend of Man
The Fall of Icarus
Arachne and Athena: A Tale of Two Spinners
Curiosity and the Box: The Story of Pandora
Gossip and Vanity: The Story of Echo and Narcissus
Carved to Perfection: The Story of Pygmalion
A Petrifying Quest: The Story of Perseus and Medusa
After reading the story, complete the following tasks.
Summarize the story in complete sentences.
What is the deeper meaning or lesson of this story?
How did you personally connect with the story? (What did you like about it? Is there anything about the story you would change?)
Create an illustration or poem based on the story. (Create your picture on the other side of the paper. Please include color and title with your illustration.)
Link to Greek Mythology Website: https://sites.google.com/etudegroup.org/greek-mythology-stories/home
What should you do if you finish early?
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Wednesday, March 18th
Do Now | Quick jot in your notebook.
As you watch the video, The myth of Hades and Persephone, please answer the following questions in your notebook.
What is the deeper meaning or lesson of the story?
How do you personally connect with the story? (What did you like about it? Is there anything about the story you would change?)
Reminders:
Ancient Greek Mythology | Virtual Day was due Tuesday 3/17.
Geography of Greece due Wednesday 3/18.
The Rise of Democracy due Thursday 3/19.
If you still need to finish the assignment, The Rise of Democracy, you should work on that first!
Activity | Greek Mythology
Greek mythology is a collection of ancient stories and beliefs from Greece that explain the origins of the world, the nature of gods and heroes, and the relationship between mortals and the divine. These timeless tales feature powerful gods like Zeus and Athena, epic heroes such as Hercules and Perseus, and fantastical creatures like the Minotaur and Medusa.
Created thousands of years ago, these myths served important purposes in ancient Greek society—they entertained, taught moral lessons, explained natural phenomena, and helped people understand their place in the universe. Today, Greek mythology remains influential in literature, art, film, and popular culture, continuing to inspire and captivate audiences worldwide.
Activity Directions:
Choose one of the listed stories to read and analyze.
King Midas and the Golden Touch
Prometheus, the Friend of Man
The Fall of Icarus
Arachne and Athena: A Tale of Two Spinners
Curiosity and the Box: The Story of Pandora
Gossip and Vanity: The Story of Echo and Narcissus
Carved to Perfection: The Story of Pygmalion
A Petrifying Quest: The Story of Perseus and Medusa
After reading the story, complete the following tasks.
Summarize the story in complete sentences.
What is the deeper meaning or lesson of this story?
How did you personally connect with the story? (What did you like about it? Is there anything about the story you would change?)
Create an illustration or poem based on the story. (Create your picture on the other side of the paper. Please include color and title with your illustration.)
Link to Greek Mythology Website: https://sites.google.com/etudegroup.org/greek-mythology-stories/home
Tuesday, March 17th
Do Now | Quick jot in your notebook.
As you watch the video, Voting in Ancient Athens, please answer the following question in your notebook.
How was democracy in Athens different from democracy in the United States today?
Reminders:
Geography of Greece due Wednesday 3/18.
Ancient Greek Mythology | Virtual Day due Tuesday 3/17.
The Rise of Democracy due Thursday 3/19.
Activity | The Rise of Democracy
Learning Goal: Students will be able to explain how democracy developed in ancient Greece.
The Rise of Democracy | Reading
(includes audio and is also available in Google Classroom)
Today students will have work time to continue working on the assignment we started on Friday, The Rise of Democracy.
What should you do if you finish early?
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Monday, March 16th
Do Now | Quick jot in the comments section of Google Meets.
Which Greek god or goddess is your favorite and/or which god or goddess would you like to know more about?
Write your response in the comment section of our Google Meets.
Google Meets Link:
Reminders:
The Silk Road was due Friday 3/13.
Geography of Greece due Wednesday 3/18.
Ancient Greek Mythology | Virtual Day due Tuesday 3/17.
Activity | Ancient Greek Mythology
Open the assignment, Ancient Greek Mythology | Virtual Day, in Google Classroom.
Watch the videos to learn about some of the Greek gods and goddesses, as well as the Greek’s origin story.
If you finish the virtual assignment early and have the packet from Friday you can continue working on the Rise of Democracy.
Activity | The Rise of Democracy
Learning Goal: Students will be able to explain how democracy developed in ancient Greece.
The Rise of Democracy | Reading
(includes audio and is also available in Google Classroom)
Friday, March 13th
Do Now | Suppose that you are on a sports team that is one play away from winning a game.
Which of these options do you think is the best way to choose the final play of the game?
A. Have the coach or the assistant coach choose the final play.
B. Have the three most talented players choose the final play.
C. Have the most popular player choose the final play.
D. Have all the team members choose the final play.
In the space provided, write your choice and explain the reasons for your choice.
Reminders:
The Silk Road due Friday 3/13.
Geography of Greece due Wednesday 3/18.
Activity | The Rise of Democracy
Learning Goal: Students will be able to explain how democracy developed in ancient Greece.
The Rise of Democracy | Reading
(includes audio and is also available in Google Classroom)
Together as a class, we will read the Introduction and Section 1. Monarchy: One Person Inherits Power. Then we will answer the question for Section 1 together as a class.
Thursday, March 12th
Do Now | Connect, Extend, Challenge
As you watch the video, Ancient Greece 101 | National Geographic, please complete a Connect, Extend, Challenge in your notebook.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What questions do you have after watching the video? What topics from the video do you want to know more about?
Reminders:
The Silk Road due Friday 3/13.
Geography of Greece due Wednesday 3/18.
Activity | Geography of Greece
Learning Goal: Students will be able to explain how geography influenced settlement and way of life in ancient Greece.
Open the assignment, Geography of Greece | Activity, in Google Classroom.
Using the reading, answer the reading comprehension questions.
We will be working on this activity today and tomorrow in class.
What should you do if you finish early?
Remember to click turn
Catch up on missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, March 11th
Do Now | Quick jot in your notebook.
What comes to mind when you think of ancient Greece?
What do you already know about ancient Greece?
Reminders:
The Han Dynasty was due Friday 3/6.
The Silk Road due Friday 3/13.
Activity | Geography of Greece
Learning Goal: Students will be able to explain how geography influenced settlement and way of life in ancient Greece.
Open the assignment, Geography of Greece | Activity, in Google Classroom.
Using the reading, answer the reading comprehension questions.
We will be working on this activity today and tomorrow in class.
What should you do if you finish early?
Remember to click turn
Catch up on missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, March 10th
Do Now | Quick jot in your notebook.
A student is working on writing a journal entry from the perspective of a trader on the Silk Road.
What can they do to improve their writing?
Reminders:
The Han Dynasty was due Friday 3/6.
The Silk Road due Friday 3/13.
Activity | The Silk Road
Learning Goal: Students will be able to explain how the Silk Road promoted an exchange of goods and ideas.
(includes audio for reading)
Processing | Journal Entry
Write a journal entry from the perspective of a trader on the Silk Road.
Describe each of the following:
where the trader traveled
two dangers they encountered and how they overcame them
two goods they traded and why
one idea or belief they learned about
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Monday, March 9th
Do Now | Connect, Extend, Challenge
As you watch the video, please complete a Connect, Extend, Challenge in your notebook.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What challenges or questions do you have after watching the video?
Reminders:
The Han Dynasty was due Friday 3/6.
The Silk Road due Friday 3/13.
Activity | The Silk Road
Learning Goal: Students will be able to explain how the Silk Road promoted an exchange of goods and ideas.
(includes audio for reading)
Processing | Journal Entry
Write a journal entry from the perspective of a trader on the Silk Road.
Describe each of the following:
where the trader traveled
two dangers they encountered and how they overcame them
two goods they traded and why
one idea or belief they learned about
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Friday, March 6th
Reminders:
The Han Dynasty due Friday 3/6.
Activity | The Silk Road
Learning Goal: Students will be able to explain how the Silk Road promoted an exchange of goods and ideas.
(includes audio for reading)
Thursday, March 5th
Reminders:
The Han Dynasty due Friday 3/6.
Activity | The Silk Road
Learning Goal: Students will be able to explain how the Silk Road promoted an exchange of goods and ideas.
(includes audio for reading)
Tuesday, March 3rd
Do Now | See, Think, Wonder in your notebook.
As you watch the video, please complete a see, think, wonder in your notebook.
See – What things did you see/hear in the video that stood out to you?
Think – What does the information in the video make you think?
Wonder – What questions do you have after watching the video?
Reminders:
First Emperor of China was due Friday 2/27.
The Han Dynasty due Friday 3/6.
Activity | The Han Dynasty
Learning Goal: Students will be able to explain the ways in which the Han dynasty improved government and daily life in China.
(includes audio for reading)
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Monday, March 2nd
Do Now | See, Think, Wonder in your notebook.
As you watch the video, please complete a see, think, wonder in your notebook.
See – What things did you see/hear in the video that stood out to you?
Think – What does the information in the video make you think?
Wonder – What questions do you have after watching the video?
Reminders:
First Emperor of China was due Friday 2/27.
The Han Dynasty due Friday 3/6.
Activity | The Han Dynasty
Learning Goal: Students will be able to explain the ways in which the Han dynasty improved government and daily life in China.
(includes audio for reading)
What should you do if you finish early?
Wait until tomorrow to turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Friday, February 27th
Do Now | See, Think, Wonder in your notebook.
As you watch the video, please complete a see, think, wonder in your notebook.
See – What things did you see in the video that stood out to you?
Think – What does the video make you think?
Wonder – What questions do you have after watching the video?
Reminders:
First Emperor of China due Friday 2/27.
The Han Dynasty due Friday 3/6.
Activity | The Han Dynasty
Learning Goal: Students will be able to explain the ways in which the Han dynasty improved government and daily life in China.
(includes audio for reading)
Thursday, February 26th
Do Now | See, Think, Wonder in your notebook.
As you watch the video, please complete a see, think, wonder in your notebook.
See – What things did you see/hear in the video that stood out to you?
Think – What does the information in the video make you think?
Wonder – What questions do you have after watching the video?
Reminders:
First Emperor of China due Friday 2/27.
Activity | The Han Dynasty
Learning Goal: Students will be able to explain the ways in which the Han dynasty improved government and daily life in China.
(includes audio for reading)
Wednesday, February 25th
Do Now | For each question below, review the image your teacher projects. Then circle the answer you guess is correct.
Reminders:
First Emperor of China due Friday 2/27.
Activity | The Han Dynasty
Learning Goal: Students will be able to explain the ways in which the Han dynasty improved government and daily life in China.
(includes audio for reading)
Together as a class we will read the Introduction and Section 1, then answer the questions for Section 1.
Tuesday, February 24th
Do Now | Have out what you need to start guided work time right away.
Reminders:
Three Chinese Philosophies was due Wednesday 2/18.
First Emperor of China due Friday 2/27.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
When you are finished with Sections 1-5:
Emperor Qin Plaque/Poster
Do you think Qin Shi Huangdi was an effective or an ineffective ruler?
If you believe he was effective, design a commemorative plaque. If you believe he was ineffective, design a “wanted” poster.
Your plaque or poster must contain the following:
a title that indicates whether it is a commemorative plaque or a “wanted” poster
a picture of the emperor
at least three actions of the emperor that justify this plaque or poster, with illustrations for each action
Before working on your cardstock paper, please write down the three actions of the emperor that make him either an effective or ineffective ruler.
Show Mr. Eron your work before you get a card stock paper.
What should you do if you are finished?
Have Mr. Eron look over your work before you turn it in. (Turn in both the packet and the poster/plaque with your name & period on it.)
Missing work in Social Studies
Work for other classes
Reading
Blooket
Monday, February 23rd
Do Now | Connect, Extend, Challenge
As you watch the video, The incredible history of China's terracotta warriors | TED-Ed, please complete a Connect, Extend, Challenge in your notebook.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What challenges or questions do you have while watching the video?
Reminders:
Three Chinese Philosophies was due Wednesday 2/18.
First Emperor of China due Friday 2/27.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
When you are finished with Sections 1-5:
Emperor Qin Plaque/Poster
Do you think Qin Shi Huangdi was an effective or an ineffective ruler?
If you believe he was effective, design a commemorative plaque. If you believe he was ineffective, design a “wanted” poster.
Your plaque or poster must contain the following:
a title that indicates whether it is a commemorative plaque or a “wanted” poster
a picture of the emperor
at least three actions of the emperor that justify this plaque or poster, with illustrations for each action
Before working on your cardstock paper, please write down the three actions of the emperor that make him either an effective or ineffective ruler.
Show Mr. Eron your work before you get a cardstock paper.
Friday, February 20th
Do Now | Connect, Extend, Challenge
As you watch the video, What makes the Great Wall of China so extraordinary | TED-Ed, please complete a Connect, Extend, Challenge in your notebook.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What challenges or questions do you have while watching the video?
Reminders:
Three Chinese Philosophies was due Wednesday 2/18.
The First Emperor of China due Friday 2/27.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
When you are finished with Sections 1-5:
Emperor Qin Plaque/Poster
Do you think Qin Shi Huangdi was an effective or an ineffective ruler?
If you believe he was effective, design a commemorative plaque. If you believe he was ineffective, design a “wanted” poster.
Your plaque or poster must contain the following:
a title that indicates whether it is a commemorative plaque or a “wanted” poster
a picture of the emperor
at least three actions of the emperor that justify this plaque or poster, with illustrations for each action
Before working on your cardstock paper, please write down the three actions of the emperor that make him either an effective or ineffective ruler.
Show Mr. Eron your work before you get a cardstock paper.
Thursday, February 19th
Do Now | Have out the packet, The First Emperor of China. Mr. Eron would like to go over Section 2 at the start of class.
Reminders:
Three Chinese Philosophies was due Wednesday 2/18.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
When you are finished with Sections 1-5:
Emperor Qin Plaque/Poster
Do you think Qin Shi Huangdi was an effective or an ineffective ruler?
If you believe he was effective, design a commemorative plaque. If you believe he was ineffective, design a “wanted” poster.
Your plaque or poster must contain the following:
a title that indicates whether it is a commemorative plaque or a “wanted” poster
a picture of the emperor
at least three actions of the emperor that justify this plaque or poster, with illustrations for each action
Before working on your cardstock paper, please write down the three actions of the emperor that make him either an effective or ineffective ruler.
Show Mr. Eron your work before you get a cardstock paper.
Wednesday, February 18th
Do Now | Have out the packet from yesterday, The First Emperor of China. Mr. Eron would like to go over Section 1 at the start of class.
Reminders:
Three Chinese Philosophies due Wednesday 2/18.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
Tuesday, February 17th
Do Now |
Which one of the actions makes a leader the most effective? Explain why.
Which one of the actions makes a leader the least effective? Explain why.
Reminders:
Three Chinese Philosophies due Wednesday 2/18.
Activity | First Emperor of China
Learning Goal: Students will be able to explain whether or not the Emperor of Qin was an effective leader.
The First Emperor of China | Reading
(includes audio for reading)
Friday, February 13th
Do Now | Quick jot in your notebook.
Match the following inspirational quotes to Chinese philosophy that is best represented.
Confucianism ~ Daoism ~ Legalism
"Be like water: gentle enough to nourish, adaptable enough to shape the world."
"A humble teacher lights a thousand lamps; a single good deed becomes a lesson for many."
"Strength lies in predictable systems; fairness arrives when consequences do not vary."
"Respect begins at home and echoes through a whole society."
"Order is not an end but a tool—used well, it frees people to excel."
"Flow with what life offers; force only creates hostility."
Reminders:
Geography of Ancient China was due Wednesday 2/11.
Three Chinese Philosophies due Wednesday 2/18.
Activity | Chinese Philosopher Quotes
Working together with the people at your table, match the quotes with the correct Chinese philosopher. Use your assignment from this week, Three Chinese Philosophies, to help you.
On a piece of card stock paper please write & create the following:
Choose your favorite quote from one of the three Chinese philosophers. Write it at the top.
Below the quote, explain what it means to you.
Below your explanation, create an illustration based on the quote.
Don’t forget to also include your NAME and PERIOD!
Thursday, February 12th
Do Now | Quick jot in your notebook.
“The gentleman wishes to be slow in speech but prompt in action.”
– Confucius, The Analects
What does this quote from Confucius mean?
Reminders:
Geography of Ancient China was due Wednesday 2/11.
Activity | Three Chinese Philosophies
Learning Goal: Students will be able to explain how Confucianism, Daoism, and Legalism influence political rule in ancient China.
Three Chinese Philosophies | Reading
(includes the text & audio)
Tuesday, February 10th
Do Now | Which of the following approaches do you think would be most effective in dealing with school violence such as fighting and bullying?
Approach 1: Assign violent students a “big brother” or “big sister” who is a respected older student in another grade. The big brother or sister would teach the student how to behave properly.
Approach 2: Allow students guilty of fighting or bullying to go unpunished, hoping that they will eventually learn from their mistakes and correct their behavior.
Approach 3: Have school authorities publish the rules for unacceptable behavior and assign harsh punishments for violating those rules. For example, “students caught fighting will be expelled.”
In complete sentences, explain why the approach you chose would be most effective.
Reminders:
Buddhism | Origins & Beliefs was due Friday 2/6.
Geography of Ancient China due Wednesday 2/11.
Activity | Three Chinese Philosophies
Learning Goal: Students will be able to explain how Confucianism, Daoism, and Legalism influence political rule in ancient China.
Three Chinese Philosophies | Reading
(includes the text & audio)
Monday, February 9th
Do Now | Have out in front of you the assignment, Geography of Ancient China.
Four Corners
Which geographic region would be the best place for people to settle?
When Mr. Eron tells you to move, go to the corner of the classroom that corresponds with your answer. Be ready to explain why, as Mr. Eron will randomly call on students to explain their reasoning.
Reminders:
Buddhism | Origins & Beliefs was due Friday 2/6.
Geography of Ancient China due Wednesday 2/11.
Activity | Geography of Ancient China
Learning Goal: Students will be able to explain geography affected life in ancient China.
Geography of Ancient China | Reading
(includes the audio & can be found in Google Classroom)
What should you do if you are finished early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Friday, February 6th
Do Now | Quick jot in your notebook.
Please help one of the four students by writing down a potential project they could make related to the Geography of Ancient China.
Reminders:
Buddhism | Origins & Beliefs due Friday 2/6.
Geography of Ancient China due Wednesday 2/11.
Activity | Geography of Ancient China
Learning Goal: Students will be able to explain geography affected life in ancient China.
Geography of Ancient China | Reading
(includes the audio & can be found in Google Classroom)
What should you do if you are finished early?
Have Mr. Eron look over your work, but wait to turn it in until Monday.
Catch up on missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, February 5th
Do Now | Going over Section 3. The Northwestern Deserts together as a class.
Reminders:
Hinduism | Origins & Beliefs was due Thurs. 1/29.
Buddhism | Origins & Beliefs due Friday 2/6.
Activity | Geography of Ancient China
Learning Goal: Students will be able to explain geography affected life in ancient China.
Geography of Ancient China | Reading
(includes the audio & can be found in Google Classroom)
Exit Ticket | We will be continuing to work on this assignment in class this week, so please keep it in your binder.
Wednesday, February 4th
Do Now |
Reminders:
Hinduism | Origins & Beliefs was due Thurs. 1/29.
Buddhism | Origins & Beliefs due Friday 2/6.
Activity | Geography of Ancient China
Learning Goal: Students will be able to explain geography affected life in ancient China.
Together as a class, we will read the Introduction, Section 1, and Section 2 and complete the questions for Section 1 & 2.
Geography of Ancient China | Reading
Exit Ticket | We will be continuing to work on this assignment in class this week, so please keep it in your binder.
Tuesday, February 3rd
Do Now | What is the main idea behind the Four Noble Truths?
(Section 6, Question 1)
Reminders:
Hinduism | Origins & Beliefs was due Thurs. 1/29.
Buddhism | Origins & Beliefs due Friday 2/6.
Activity | Buddhism - Origins & Beliefs
Learning Goal: Students will be able to summarize the main beliefs and teachings of Buddhism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in.
Missing work in social studies
Work for other classes
Reading
Coloring Sheet
Blooket
Monday, February 2nd
Do Now | Quick jot in your notebook.
A student wrote the following for their caption summarizing Section 3 of the reading:
The Buddha went outside the palace. He saw people in pain.
What should this student do to fix this caption?
Reminders:
Hinduism | Origins & Beliefs was due Thurs. 1/29.
Buddhism | Origins & Beliefs due Friday 2/6.
Activity | Buddhism - Origins & Beliefs
Learning Goal: Students will be able to summarize the main beliefs and teachings of Buddhism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
What should you do if you finish early?
Have Mr. Eron look over your work. Wait to turn it in.
Missing work in social studies
Work for other classes
Reading
Coloring Sheet
Blooket
Friday, January 30th
Do Now | Quick jot in your notebook.
What is suffering?
In your notebook, draw pictures and/or list words that represent what suffering is.
Reminders:
Hinduism | Origins & Beliefs was due Thurs. 1/29.
Buddhism | Origins & Beliefs due Friday 2/6.
Activity | Buddhism - Origins & Beliefs
Learning Goal: Students will be able to summarize the main beliefs and teachings of Buddhism.
Yesterday in class, we read through the Introduction & Section 1. Today we will finish going over the Section 1 questions, then continue with reading Section 2 together as a class.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
Thursday, January 29th
Do Now | Quick jot in your notebook.
What do you know (or think you know) about Buddhism?
Reminders:
Hinduism | Introduction Videos was due Thurs. 1/22.
Hinduism | Origins & Beliefs due Thurs. 1/29.
Activity | Buddhism Introduction
As you watch the video, Life, the Universe, and the Buddha: Crash Course Religions, please complete the following prompts below.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge or understanding?
Challenge – What challenges or questions do you have while watching the video?
Illustration – In the space below, create a picture based on at least one extend you had from the video.
Activity | Buddhism - Origins & Beliefs
Learning Goal: Students will be able to summarize the main beliefs and teachings of Buddhism.
Do Now
What is happiness?
In the thought bubble below, draw pictures and/or list words that represent what happiness is.
How do you achieve happiness?
In the thought bubble below, draw pictures and/or list words that represent how you achieve happiness.
Together as a class, we will read the introduction and Section 1, as well as try to answer the questions for Section 1.
Wednesday, January 28th
Do Now | Have out the packet, Hinduism | Origins & Beliefs.
As you have been working, are there any questions you have struggled with answering?
Reminders:
Hinduism | Introduction Videos was due Thurs. 1/22.
Hinduism | Origins & Beliefs due Thurs. 1/29.
Activity | Hinduism - Origins & Beliefs
Learning Goal: Students will be able to summarize the origins and beliefs of Hinduism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
Hindu Mythology Stories (can also be found in Google Classroom)
Exit Ticket | When you are finished with the assignment, have Mr. Eron look it over, then turn it in.
If you are not finished at the end of class, please take the assignment with you and finish it outside of class.
Tuesday, January 27th
Do Now | Have out the packet, Hinduism | Origins & Beliefs, so that you can start working on it right away.
Reminders:
Hinduism | Introduction Videos was due Thurs. 1/22.
Hinduism | Origins & Beliefs due Thurs. 1/29.
Activity | Hinduism - Origins & Beliefs
Learning Goal: Students will be able to summarize the origins and beliefs of Hinduism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
Hindu Mythology Stories (can also be found in Google Classroom)
Monday, January 26th
Do Now | In what ways did the caste system affect life in ancient India?
Reminders:
Hinduism | Introduction Videos was due Thurs. 1/22.
Hinduism | Origins & Beliefs due Thurs. 1/29.
Activity | Hinduism - Origins & Beliefs
Learning Goal: Students will be able to summarize the origins and beliefs of Hinduism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
Hindu Mythology Stories (can also be found in Google Classroom)
Thursday, January 22nd
Do Now |
Think about how religion affects life in the United States today. In the box below draw a picture that represents one way that religion influences the way of life of Americans in the 21st century.
Write a sentence explaining what you drew.
Reminders:
Hinduism | Introduction Videos due Thurs. 1/22.
Hinduism | Origins & Beliefs due Thurs. 1/29.
Activity | Hinduism - Origins & Beliefs
Learning Goal: Students will be able to summarize the origins and beliefs of Hinduism.
Using the reading, please complete the reading comprehension questions that go with each section.
Audio for reading (can also be found in Google Classroom):
Wednesday, January 21st
Do Now | Go over the assignment from yesterday, Hinduism | Introduction Videos. (Please have the assignment from yesterday out in front of you.)
Reminders:
The Origins of Judaism (blue packet) was due Thurs. 1/15.
Hinduism | Introduction Videos due Thurs. 1/22.
Activity | Hinduism - Origins & Beliefs
Learning Goal: Students will be able to summarize the origins and beliefs of Hinduism.
Visual Illustration
As you read/listen to each section of the reading, please complete the following steps:
Highlight one phrase or sentence that either stands out to you and/or you feel best summarizes that section.
Create an illustration that represents the highlighted phrase/sentence. Draw your picture in the available space next to the text.
As a class we will discuss what students highlighted and drew. Mr. Eron will randomly select a student, so be prepared to share.
Audio for the reading, Hinduism | Origins & Beliefs:
Tuesday, January 20th
Do Now | Quick Jot in your Notebook
What do you know (or think you know) about Hinduism?
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) was due Friday 1/9.
The Origins of Judaism (blue packet) was due Thursday 1/15.
Activity | Hinduism - Introduction Videos
As you watch the video, Hinduism Explained | Cogito, please complete a Connect, Extend, Challenge.
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What challenges or questions do you have after watching the video?
As you watch the video, The Infinite Stories of Hinduism: Crash Course Religions, please fill in the blanks using the word bank below. Each word in the word bank is used only once.
Exit Ticket | Turn in the worksheet at the end of class.
Thursday, January 15th
Do Now | What is one goal you have for next semester in Social Studies?
(Please write your response on the whiteboard.)
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) was due Friday 1/9.
The Origins of Judaism (blue packet) due Thursday 1/15.
Turn in missing work!
Activity | Catch Up Day
Today is the last day of the 1st Semester. If you have any missing work in Social Studies, your top priority today should be to get that work done. If you are caught up on missing work, then continue working on the Origins of Judaism.
Activity | The Origins of Judaism
Learning Goal: Students will be able to explain the origins and development of Judaism.
Using the article, The Origins of Judaism, students will complete the packet covering the origins and development of Judaism and learning about four important leaders of the religion.
The Origins of Judaism | Reading
To help with the reading, audio for each section is available to students in the agenda, as well as in Google Classroom.
What should you do if you are finished?
Have Mr. Eron look over your work before you turn in the Origins of Judaism (blue packet).
Complete any missing work in Social Studies
Missing work for other classes
Reading
Coloring sheet
Blooket
Wednesday, January 14th
Do Now | Have the Origins of Judaism (and the reading) out in front of you.
At the start of class, Mr. Eron would like to go over Sect. 2.
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
The Origins of Judaism (blue packet) due Thursday 1/15.
Turn in missing work!
Learning Goal: Students will be able to explain the origins and development of Judaism.
Activity | The Origins of Judaism
Using the article, The Origins of Judaism, students will complete the packet covering the origins and development of Judaism and learning about four important leaders of the religion.
The Origins of Judaism | Reading
To help with the reading, audio for each section is available to students in the agenda, as well as in Google Classroom.
What should you do if you are finished early?
Wait to turn in the Origins of Judaism (blue packet) until tomorrow.
Complete any missing work in Social Studies
Missing work for other classes
Reading
Coloring sheet
Blooket
Tuesday, January 13th
Do Now | Have the Origins of Judaism (and the reading) out in front of you.
At the start of class, Mr. Eron would like to go over Sect. 1 Question 2.
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
The Origins of Judaism (blue packet) due Thursday 1/15.
Learning Goal: Students will be able to explain the origins and development of Judaism.
Activity | The Origins of Judaism
Using the article, The Origins of Judaism, students will complete the packet covering the origins and development of Judaism and learning about four important leaders of the religion.
The Origins of Judaism | Reading
To help with the reading, audio for each section is available to students in the agenda, as well as in Google Classroom.
Monday, January 12th
Do Now | Think of two historical figures who have been important in the development of the United States. List them below. Then write a sentence that explains each person’s contributions to this country. Draw a symbol or visual to represent the contributions. An example is given for you.
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
The Origins of Judaism (blue packet) due Thursday 1/15.
Learning Goal: Students will be able to explain the origins and development of Judaism.
Activity | The Origins of Judaism
Using the article, The Origins of Judaism, students will complete the packet covering the origins and development of Judaism and learning about four important leaders of the religion.
The Origins of Judaism | Reading
To help with the reading, audio for each section is available to students in the agenda, as well as in Google Classroom.
Friday, January 9th
Do Now | Silent Quick Jot in your Notebook
What do you already know (or think you know) about Judaism?
(Please list as many things you can think of.)
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
Activity | Judaism Introduction
Connect, Extend, Challenge | Judaism - Crash Course
Connect – What information in the video connected to what you already knew?
Extend – What information in the video extended your knowledge?
Challenge – What challenges or questions do you have after watching the video?
Learning Goal: Students will be able to explain the origins and development of Judaism.
Do Now | Think of two historical figures who have been important in the development of the United States. List them below. Then write a sentence that explains each person’s contributions to this country. Draw a symbol or visual to represent the contributions. An example is given for you.
Thursday, January 8th
Do Now | Continue working on your Daily Life in Ancient Egypt assignment.
Reminders:
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
Learning Goal: Students will be able to explain how social class affected daily life in ancient Egypt.
Activity | Daily Life in Ancient Egypt
Continuing to work on the assignment we started on Thursday before break, Daily Life in Ancient Egypt.
Ancient Egypt Social Pyramid
For each level of the social pyramid, read the section, then answer the questions by writing/drawing on the poster provided to you. An example has been done for you.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in. (You’ll be turning in the yellow packet & poster) – Add some color to your symbols and pyramid too!
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Wednesday, January 7th
Reminders:
Egyptian Pharaoh Poster was due Tuesday 12/16.
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
Learning Goal: Students will be able to explain how social class affected daily life in ancient Egypt.
Activity | Daily Life in Ancient Egypt
Continuing to work on the assignment we started on Thursday before break, Daily Life in Ancient Egypt.
Ancient Egypt Social Pyramid
For each level of the social pyramid, read the section, then answer the questions by writing/drawing on the poster provided to you. An example has been done for you.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in. (You’ll be turning in the yellow packet & poster)
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Monday, January 5th
Do Now | Why was the social pyramid in ancient Egypt so rigid?
(Mr. Eron will randomly call on a student to answer.)
Reminders:
Egyptian Pharaoh Poster was due Tuesday 12/16.
Daily Life in Ancient Egypt (yellow packet & poster) due Friday 1/9.
Learning Goal: Students will be able to explain how social class affected daily life in ancient Egypt.
Activity | Daily Life in Ancient Egypt
Continuing to work on the assignment we started on Thursday before break, Daily Life in Ancient Egypt.
Ancient Egypt Social Pyramid
For each level of the social pyramid, read the section, then answer the questions by writing/drawing on the poster provided to you. An example has been done for you.
What should you do if you finish early?
Have Mr. Eron look over your work before you turn it in. (You’ll be turning in the yellow packet & poster)
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Friday, December 19th
Do Now | Quick jot in your notebook.
Which social pyramid would best represent the social structure of the North Pole, and why?
Reminders:
Egyptian Pharaoh Poster was due Tuesday 12/16.
Learning Goal: Students will be able to explain how social class affected daily life in ancient Egypt.
Activity | Daily Life in Ancient Egypt
Continuing to work on the assignment we started on Thursday, Daily Life in Ancient Egypt.
Ancient Egypt Social Pyramid
For each level of the social pyramid, read the section, then answer the questions by writing/drawing on the poster provided to you. An example has been done for you.
Exit Ticket | We will be continuing to work on this assignment after Winter Break, so please keep it in your binder until then.
If you finish early:
Thursday, December 18th
Do Now | My School’s Social Pyramid
Using the list below, write the name of each individual or group onto the level of the pyramid where you think it belongs. For each name, write a short sentence to explain why you placed it at that level on the pyramid.
Students Principal Teachers Think Tank Members Office Staff Assistant Principal
Reminders:
Egyptian Pharaoh Poster was due Tuesday 12/16.
Learning Goal: Students will be able to explain how social class affected daily life in ancient Egypt.
Activity | Daily Life in Ancient Egypt
Together as a class, we will first read the Introduction and Section 1, then answer the Section 1 Questions.
Ancient Egypt Social Pyramid
For each level of the social pyramid, read the section, then answer the questions by writing/drawing on the poster provided to you. An example has been done for you.
Wednesday, December 17th
Do Now | Have out in front of you your Egyptian Pharaoh Poster.
Reminders:
Egyptian Pharaoh Poster due Tuesday 12/16.
Activity | Finish up Egyptian Pharaoh Poster
Mr. Eron will set a timer for 20 minutes. Please take this time to finish up your Egyptian Pharaoh Poster (finish coloring, add the bibliography to the back, reread your work, etc.).
If you are done with your poster, please quietly work one of the following:
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Activity | Gallery Walk
Today you will be completing a gallery walk by walking around the classroom and viewing other students’ work.
For each poster you view, please answer the following on a post-it note:
What did you value about their poster?
What things do you think could be improved?
What is something you learned from viewing their poster?
[Optional] What questions do you have about their poster?
Stick the post-it note next to the poster when you are done writing.
Mr. Eron will set a timer for 15 minutes. Students are expected to be quietly moving around the room viewing and giving feedback the entire time.
After Gallery Walk
Based on the feedback you received, if there are any additions or edits that need to be made, please take the remaining time in class to do so.
Exit Ticket | What is something you valued or learned from someone else’s poster? (Mr. Eron will randomly call on students.)
Tuesday, December 16th
Do Now | Have out everything you need to continue work on your project.
Today is the last day in class to be working on your poster!
Reminders:
Egyptian Pharaoh Poster due Tuesday 12/16.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
If you are finished early:
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Monday, December 15th
Do Now | Have out everything you need to continue work on your project.
Reminders:
Rosetta Stone was due Wednesday 12/10.
Cats of Ancient Egypt was due Wednesday 12/10.
Egyptian Pharaoh Poster due Tuesday 12/16.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Friday, December 12th
Do Now | Have out everything you need to continue work on your project.
Reminders:
Rosetta Stone was due Wednesday 12/10.
Cats of Ancient Egypt was due Wednesday 12/10.
Egyptian Pharaoh Poster due Tuesday 12/16.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Thursday, December 11th
Do Now | Quick jot in your notebook.
Write down some feedback for Mr. Eron’s poster example.
What are things you value about it?
What are things you think could be improved?
Reminders:
Rosetta Stone was due Wednesday 12/10.
Cats of Ancient Egypt was due Wednesday 12/10.
Egyptian Pharaoh Poster due Tuesday 12/16.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Wednesday, December 10th
Do Now | Have out everything you need to continue work on your project.
We are continuing to work on researching, finding reliable sources and taking notes on your pharaoh.
Reminders:
Rosetta Stone due Wednesday 12/10.
Cats of Ancient Egypt due Wednesday 12/10.
Egyptian Pharaoh Project due Tuesday 12/16.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Requirements:
Title
Something clever that includes the name of your pharaoh.
Information about your pharaoh:
When they ruled?
What are their major achievements? (e.g., building projects, wars, religious reforms)
Why are they important? (How did they contribute to Egypt’s culture, government, religion, etc.)
At least 3 fun/interesting facts about them. (Things not yet mentioned.)
At least 4 different illustrations related to your pharaoh
Options on what to draw:
Picture of the pharaoh
Pictures of their achievements
Symbol to represent them
Must be hand drawn – tracing does count.
Must include color and demonstrate effort.
Bibliography
At least 4 different sources of information. List the website links and/or books you used during your research.
Well organized, proper grammar, visually appealing
Step 1 | Which Pharaoh are you going to be creating a poster for?
Step 2 | Research
Research your assigned pharaoh, by finding reliable sources of information, reading about them, and taking notes about them.
Helpful Research Tips:
Do NOT use the AI Overview from Google when you are doing research. It is not always reliable, and can lead to you making mistakes. Instead use actual websites or books for your research, that way you know what you are reading is reliable.
Wikipedia is reliable, but it should not be your only source of information.
Tuesday, December 9th
Do Now | Quick jot in your notebook.
Can you use a YouTube video as one of your sources? If yes, how do you know if a video is reliable or not?
We are continuing to work on researching, finding reliable sources and taking notes on your pharaoh.
Reminders:
Rosetta Stone due Wednesday 12/10.
Cats of Ancient Egypt due Wednesday 12/10.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Requirements:
Title
Something clever that includes the name of your pharaoh.
Information about your pharaoh:
When they ruled?
What are their major achievements? (e.g., building projects, wars, religious reforms)
Why are they important? (How did they contribute to Egypt’s culture, government, religion, etc.)
At least 3 fun/interesting facts about them. (Things not yet mentioned.)
At least 4 different illustrations related to your pharaoh
Options on what to draw:
Picture of the pharaoh
Pictures of their achievements
Symbol to represent them
Must be hand drawn – tracing does count.
Must include color and demonstrate effort.
Bibliography
At least 4 different sources of information. List the website links and/or books you used during your research.
Well organized, proper grammar, visually appealing
Step 1 | Which Pharaoh are you going to be creating a poster for?
Step 2 | Research
Research your assigned pharaoh, by finding reliable sources of information, reading about them, and taking notes about them.
Helpful Research Tips:
Do NOT use the AI Overview from Google when you are doing research. It is not always reliable, and can lead to you making mistakes. Instead use actual websites or books for your research, that way you know what you are reading is reliable.
Wikipedia is reliable, but it should not be your only source of information.
Monday, December 8th
Do Now | Quick jot in your notebook.
As you watch the video, what inaccuracies do you notice?
(List as many as you notice.)
Reminders:
Rosetta Stone due Wednesday 12/10.
Cats of Ancient Egypt due Wednesday 12/10.
Activity | Egyptian Pharaoh Project
Objective: Students will research a specific pharaoh and produce a poster that (1) explains the pharaoh’s achievements and importance to Egyptian history; (2) evaluates and uses at least four primary or secondary sources; (3) demonstrates creativity and effort.
Requirements:
Title
Something clever that includes the name of your pharaoh.
Information about your pharaoh:
When they ruled?
What are their major achievements? (e.g., building projects, wars, religious reforms)
Why are they important? (How did they contribute to Egypt’s culture, government, religion, etc.)
At least 3 fun/interesting facts about them. (Things not yet mentioned.)
At least 4 different illustrations related to your pharaoh
Options on what to draw:
Picture of the pharaoh
Pictures of their achievements
Symbol to represent them
Must be hand drawn – tracing does count.
Must include color and demonstrate effort.
Bibliography
At least 4 different sources of information. List the website links and/or books you used during your research.
Well organized, proper grammar, visually appealing
Step 1 | Which Pharaoh are you going to be creating a poster for?
Step 2 | Research
Research your assigned pharaoh, by finding reliable sources of information, reading about them, and taking notes about them.
Helpful Research Tips:
Do NOT use the AI Overview from Google when you are doing research. It is not always reliable, and can lead to you making mistakes. Instead use actual websites or books for your research, that way you know what you are reading is reliable.
Wikipedia is reliable, but it should not be your only source of information.
Friday, December 5th
Do Now | How are cats important to people today?
(List as many examples as you can think of.)
Reminders:
Rosetta Stone due Wednesday 12/10.
Activity | Cats of Ancient Egypt
Using the reading, How Cats Became Divine Symbols in Ancient Egypt (found in Google Classroom), answer the reading comprehension questions.
Next, complete the Color, Symbol, Image based on the reading.
GWT - After finishing Cats of Ancient Egypt.
Please use any remaining time in class to catch up on any work you need to complete in Social Studies.
Rosetta Stone (due Wednesday 12/10)
Video & Reading can be found in Google Classroom.
Missing Work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, December 4th
Do Now | See, Think, Wonder (in your notebook)
This is one of the first photos taken of King Tut’s tomb when it was discovered in 1922.
What are some things you see in the photo?
What do you think some of the objects are?
What questions do you have after looking at the photo?
Connect, Extend, Challenge (write in your notebook, leaving space in between each word)
As you watch the video, please complete a Connect, Extend, Challenge.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
The first ever view inside Tutankhamun's tomb in Egypt | BBC Global
Reminders:
Geography of Egypt, Kush, and Canaan was due Tuesday 12/2.
Rosetta Stone due Wednesday 12/10.
Activity | Finish Notes
Students will be taking guided notes on ancient Egypt, covering the three major kingdoms and highlighting some notable pharaohs.
Learning Goal: Students will take guided notes to explain the three major kingdoms of ancient Egypt (Old, Middle, New) and identify important pharaohs and their key achievements.
GWT - After finishing notes
Please use any remaining time in class to catch up on any work you need to complete in Social Studies.
Rosetta Stone (due Wednesday 12/10)
Video & Reading can be found in Google Classroom.
Missing Work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, December 3rd
Do Now | Connect, Extend, Challenge
Watch the video, Why was the Rosetta Stone so important? | TED-Ed, and complete a Connect, Extend, Challenge as you watch.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Geography of Egypt, Kush, and Canaan was due Tuesday 12/2.
Activity | Rosetta Stone
Reading Comprehension Questions
Using the Rosetta Stone | Reading, please answer the following comprehension questions. The reading will be available on paper, as well as in Google Classroom.
Crack the Code
Use the following key to crack the code and solve the ancient riddles.
Exit Ticket | If you are done with the assignment early, you can place it in the turn in basket.
What should you do if you are done early?
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Tuesday, December 2nd
Do Now | Connect, Extend, Challenge (write in your notebook, leaving space in between each word)
As you watch the video, please complete a Connect, Extend, Challenge.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Code of Hammurabi was due Thursday 11/20.
Geography of Egypt, Kush, and Canaan due Tuesday 12/2.
Activity | Ancient Egypt: Pharaohs, Pyramids, and Power
Today students will be taking guided notes on ancient Egypt, covering the three major kingdoms and highlighting some notable pharaohs.
Learning Goal: Students will take guided notes to explain the three major kingdoms of ancient Egypt (Old, Middle, New) and identify important pharaohs and their key achievements.
Exit Ticket | Please keep the guided notes in your binder, as we will be working on them more than one day.
Monday, December 1st
Reminders:
Code of Hammurabi was due Thursday 11/20.
Geography of Egypt, Kush, and Canaan due Tuesday 12/2.
Activity | Ancient Egypt: Pharaohs, Pyramids, and Power
Today students will be taking guided notes on ancient Egypt, covering the three major kingdoms and highlighting some notable pharaohs.
Learning Goal: Students will take guided notes to explain the three major kingdoms of ancient Egypt (Old, Middle, New) and identify important pharaohs and their key achievements.
Exit Ticket | Please keep the guided notes in your binder, as we will be working on them more than one day.
Monday, November 24th
Do Now | What do you already know about Ancient Egypt?
Write at least one fact under Connect.
Reminders:
Code of Hammurabi was due Thursday 11/20.
Geography of Egypt, Kush, and Canaan due Tuesday 12/2.
Activity | Ancient Egypt Documentary
As you watch the video, please complete a Connect, Extend, Challenge.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Illustrations - Sketch out any pictures or symbols that come to mind as you watch the video.
Ancient Egypt: Crash Course World History
Egyptologist Answers Ancient Egypt Questions From Twitter | Tech Support | WIRED
Exit Ticket | Turn in your Connect, Extend, Challenge at the end of class.
Friday, November 21st
Do Now | Connect, Extend, Challenge
In your notebook please write down Connect, Extend, Challenge leaving a few lines in between each word.
Is the Dead Sea really dead? | CBS Sunday Morning
Together as a class, we will watch the video about the Dead Sea. As you watch the video please complete a Connect, Extend, Challenge in your notebook.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Four Empires of Mesopotamia (blue packet) was due Friday 11/14.
Code of Hammurabi due Thursday 11/20.
Geography of Egypt, Kush, and Canaan due Tuesday 12/2.
Activity | Catch Up Day
Today, students will have GWT to catch up on any work they have in Social Studies.
What work should you focus on for Social Studies?
Geography of Egypt, Kush, and Canaan
Code of Hammurabi
Four Empires of Mesopotamia
Other missing assignments
(check Skyward)
What should you do if you are all caught up with Social Studies work?
Work for other classes
PoL Slides
Reading
Coloring Sheet
Blooket
Thursday, November 20th
Do Now | Connect, Extend, Challenge
In your notebook please write down Connect, Extend, Challenge leaving a few lines in between each word.
The Impact of the Nile River in Ancient Egypt | Pursuit of History
Together as a class, we will watch the video about the Nile River and its impact on Ancient Egypt. As you watch the video please complete a Connect, Extend, Challenge in your notebook.
Connect - What information connected to what you already knew?
Extend - What new information extended your knowledge or understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
Four Empires of Mesopotamia (blue packet) was due Friday 11/14.
Code of Hammurabi due Thursday 11/20.
Geography of Egypt, Kush, and Canaan due Tuesday 12/2.
Learning Goal | Students will understand how geography affected where people settled in ancient Egypt, Kush, and Canaan.
Activity | Geography of Egypt, Kush, and Canaan
Students will be continuing with the assignment, Geography of Egypt, Kush, and Canaan.
What should you do if you are finished early?
Have Mr. Eron look over your work before you turn it in.
Missing Work in Social Studies
Work for other classes
PoL Slides
Reading
Coloring Sheet
Blooket
Wednesday, November 19th
Do Now | Noise Level = Silent
In the picture, draw a village in the location that would be the best location for people to settle. (Hint: think about environmental factors like bodies of water, landforms, plant life, and weather.)
Then in complete sentences, explain why that is the best location for the village.
Next, take a sticky note and place it on the board based on where you drew your village. This will allow us to see where the majority of students chose as the best location.
How close was everyone to each other?
Were there any outliers?
What makes the location you chose the best spot to build a village?
Reminders:
Four Empires of Mesopotamia (blue packet) was due Friday 11/14.
Code of Hammurabi due Thursday 11/20.
Learning Goal | Students will understand how geography affected where people settled in ancient Egypt, Kush, and Canaan.
Activity | Geography of Egypt, Kush, and Canaan
Introduction
As we read together as a class, please complete the following:
Highlight 3 words you think are important and/or didn’t know before coming to class today.
Next to the text write at least 1 question you have.
Section 1
As we read together as a class, please complete the following:
Highlight a sentence/phrase that best defines each of the environmental factors (water, topography, vegetation)
In the margins, create a symbol for each of the environmental factors (water, topography, vegetation)
Tuesday, November 18th
Do Now | Quick Jot in your notebook - Noise Level = Silent
A rumor was being spread around school that Mr. Eron’s Jordans are fake. After an investigation, it is discovered that Ms. Lilyquist started the rumor. She admitted that she didn’t have any actual evidence of Mr. Eron’s Jordans being fake, and only started the rumor because a week earlier Mr. Eron forgot to say “good morning.”
Which punishment should Ms. Lilyquist be given? Please explain why.
Debrief | Four Corners
Go to the corner of the answer you chose and discuss with one other person in your corner why you picked that response. I will use popsicle sticks to call on one person from each corner to defend their reasoning.
Learning Goal: Students will analyze the Code of Hammurabi to understand how laws reflect the social structure and values of society.
Reminders:
Four Empires of Mesopotamia (blue packet) was due Friday 11/14.
Activity | Code of Hammurabi
Today, students will have time to continue working on the assignment from yesterday, Code of Hammurabi. Mr. Eron will be setting a timer for 30 minutes for individual work time.
Part 1 – Complete the comprehension questions.
Part 2 – POV: You are a Judge in Babylon
Imagine you are a judge in Babylon. Using Hammurabi's Code of Laws you will give rulings for different court cases. For each case, please read the description, identify which Code of Laws number applies, and give a ruling based on that law (what punishment should be given to the guilty person/group?).
Part 3 – Create Your Own Court Case
Using one of the laws from the Code of Hammurabi (excluding the one used in the example case and the ones in Cases #1-#5), create your own fictional case and ruling.
If you finish early:
Missing work for Social Studies
Work for other classes
PoL Slides
Reading
Coloring Sheet
Blooket
Debrief | Circle Up
Circle up with a chair and your Chromebook.
Everyone will share what they created for Part 3 – Create Your Own Court Case.
Describe the case. (What happened? Who was involved? etc. - Please write in complete sentences.)
What law applies to this case?
What ruling should be given based on that law?
Exit Ticket | Click turn in when you are finished with the assignment.
Monday, November 17th
Do Now | Quick Jot in your notebook - Noise Level = Silent
During lunch Ms. Kissinger found that her Celsius energy drink had been stolen from the staff refrigerator. This made the rest of the day very difficult for Ms. Kissinger as she was very tired. It was later discovered that Ms. Juday had taken it by mistake.
Which punishment should Ms. Juday be given? And explain why.
Debrief | Four Corners
Go to the corner of the answer you chose and discuss with one other person in your corner why you picked that response. I will use popsicle sticks to call on one person from each corner to defend their reasoning.
Learning Goal: Students will analyze the Code of Hammurabi to understand how laws reflect the social structure and values of society.
Reminders:
Four Empires of Mesopotamia (blue packet) was due Friday 11/14.
Activity | Code of Hammurabi
3, 2, 1 Reading
Mr. Eron will set a timer for 5 minutes, please silently read the article during that time.
As you read please complete the following:
Put a star (★) next to 3 laws you find interesting.
Put a question mark (?) next to 2 laws you find confusing.
Put a frowny face (☹️) next to 1 law you think is the worst.
Open the assignment, Code of Hammurabi, in Google Classroom.
Part 1 – Complete the comprehension questions.
Part 2 – POV: You are a Judge in Babylon
Imagine you are a judge in Babylon. Using Hammurabi's Code of Laws you will give rulings for different court cases. For each case, please read the description, identify which Code of Laws number applies, and give a ruling based on that law (what punishment should be given to the guilty person/group?).
Part 3 – Create Your Own Court Case
Using one of the laws from the Code of Hammurabi (excluding the one used in the example case and the ones in Cases #1-#5), create your own fictional case and ruling.
Friday, November 14th
Do Now | Quick jot in your notebook.
Reminders:
Four Empires of Mesopotamia (blue packet) due Friday 11/14 (at the end of class).
Activity | Four Empires of Mesopotamia
Today, students will review the assignment, Four Empires of Mesopotamia, by playing a Kahoot. Students are allowed to have their packet out as they play.
Exit Ticket | Please turn in the assignment, Four Empires of Mesopotamia, at the end of class.
Thursday, November 13th
Do Now | Quick jot in your notebook – Noise Level = Silent
Which achievement of the Neo-Babylonian Empire was more impressive?
And explain why.
Reminders:
Four Empires of Mesopotamia (blue packet) due Friday 11/14.
Activity | The Four Empires of Mesopotamia
Using the reading, students will learn about the important achievements of four Mesopotamia empires.
Exit Ticket | How much were you able to complete today in class?
What should you do if you are done early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Color sheet
Blooket
Wednesday, November 12th
Do Now | Quick Jot in your notebook
- Noise Level = Silent
Of the new weapons and war strategies, which do you think helped the Assyrians the most when creating their empire?
Explain why.
After everyone has had an opportunity to write their response, we will do a 4 Corners thinking routine.
Move to a specific corner of the room based on which option you chose for your Quick Jot.
With the group you are now standing with, discuss why you chose that option.
Mr. Eron will then call on a representative from each group to share with the rest of the class why your group chose that option.
Reminders:
Ancient Sumer (blue packet) was due Thursday 11/6.
Ancient Sumer | Artifact (golden packet) was due Friday 11/7.
Four Empires of Mesopotamia (blue packet) due Friday 11/14.
Activity | The Four Empires of Mesopotamia
Using the reading, students will learn about the important achievements of four Mesopotamia empires.
Exit Ticket | How much were you able to complete today in class?
What should you do if you are done early?
Have Mr. Eron look over your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Color sheet
Blooket
Tuesday, November 11th
Do Now | Veterans Day
Open the assignment, Veterans Day | Do Now, in Google Classroom.
Together as a class, we will watch the video. As you watch, please answer the questions that go along with the video.
Reminders:
Ancient Sumer (blue packet) was due Thursday 11/6.
Ancient Sumer | Artifact (golden packet) was due Friday 11/7.
Four Empires of Mesopotamia (blue packet) due Friday 11/14.
Activity | The Four Empires of Mesopotamia
Using the reading, students will learn about the important achievements of four Mesopotamia empires.
Exit Ticket | How much were you able to complete today in class?
Monday, November 10th
Do Now | In ancient Mesopotamia, rulers recorded their greatest achievements on steles. A stele (STEE-lee) is a stone slab on which an illustration or inscription has been carved.
Complete the two steles to celebrate two of your most important personal achievements. Draw pictures of images or symbols to represent each achievement.
Reminders:
Ancient Sumer (blue packet) was due Thursday 11/6.
Ancient Sumer | Artifact (golden packet) was due Friday 11/7.
Activity | The Four Empires of Mesopotamia
Using the reading, students will learn about the important achievements of four Mesopotamia empires.
Together as a class, we will first read the Introduction and Section 1, then complete the questions for Section 1. Afterwards, students can work independently or in pairs.
Exit Ticket | How much were you able to complete today in class?
Friday, November 7th
Do Now | Hear, Think, Wonder
As you listen to the video, please complete a Hear, Think, Wonder.
Hear - What do you hear in the video? (What things do you notice in the video?)
Think - What does the video make you think? (What emotions does it evoke? What is being described? What is the tone?)
Wonder - What does the video make you wonder? (What questions do you have after listening?)
Reminders:
Ancient Sumer (blue packet) due Thursday 11/6.
Ancient Sumer | Artifact due Friday 11/7.
Peel the Fruit (need to finish if you were absent on Thursday)
Activity | Epic of Gilgamesh
The Epic of Gilgamesh is an ancient Mesopotamian poem, considered one of the earliest works of literature. It tells the story of Gilgamesh, a king of Uruk, and his adventures. The epic explores themes of friendship, mortality, and the human condition. The story was first written onto clay tablets and was composed over centuries, evolving from earlier oral traditions. While some parts of the story have been lost to time, it provides significant insights into the religious beliefs, social structures, and values of ancient Mesopotamia, and its stories have influenced later literature.
Exit Ticket | Share out something from your reflection notes.
Thursday, November 6th
Do Now | Quick jot in your notebook.
What have we learned about in Social Studies this year?
(List as many topics you can think of.)
Reminders:
Ancient Sumer (blue packet) due Thursday 11/6.
Ancient Sumer | Artifacts due Friday 11/7.
Activity | Peel the Fruit
Use the sentence starters to reflect on your learning from class this semester. Use the questions to the left to guide you. Write your responses in complete sentences.
Description of Class
What is the name of the class?
What have you been talking about/studying in the class this year?
What are the key ideas and understandings you have gained so far?
What activities have you done in the class?
Artifact Description
What is the artifact you are showing? Tell us about the artifact!
Why did you choose this artifact to show your learning?
Describe the process of producing the artifact.
Description of Learning
How does this artifact connect to what you have learned in this class or show your understanding?
What was challenging or interesting about the creation of the artifact?
Exit Ticket | Please turn in your Peel the Fruit directly to Mr. Eron when you are finished.
What should you do if you are finished with the Peel the Fruit?
Ancient Sumer (blue packet)
Ancient Sumer | Artifacts (orange-yellow packet)
Other missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, November 5th
Do Now | Quick jot in your notebook.
In the picture below, what is something you see that represents one of the characteristics of a civilization? Please explain your reasoning.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) was due Thurs. 10/30.
Ancient Sumer (blue packet) due Thursday 11/6.
Ancient Sumer | Artifact due Friday 11/7.
Activity | Ancient Sumer Artifacts
At each table are artifacts from ancient Sumer. Working together with the people at your table, read about and analyze each artifact, and use them to complete the packet. For each characteristic of a civilization, please complete the following:
Which artifact from Sumer best represents this characteristic?
Explain how it relates to this characteristic of civilization.
What is a modern example of this characteristic?
Explain how it relates to this characteristic of civilization.
Draw and label pictures of the Sumerian artifact and the modern artifact you picked.
Ancient Sumer | Artifacts ← Online copy of artifacts from ancient Sumer.
What should you do if you are done?
Have Mr. Eron look over your work before you turn it in.
Other work for Social Studies (Finish Ancient Sumer packet)
Work for other classes
Reading
Coloring Sheet
Blooket
Tuesday, November 4th
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) was due Thurs. 10/30.
Ancient Sumer (blue packet) due Thursday 11/6.
Activity | Ancient Sumer Artifacts
At each table are artifacts from ancient Sumer. Working together with the people at your table, read about and analyze each artifact, and use them to complete the packet. For each characteristic of a civilization, please complete the following:
Which artifact from Sumer best represents this characteristic?
Explain how it relates to this characteristic of civilization.
What is a modern example of this characteristic?
Explain how it relates to this characteristic of civilization.
Draw and label pictures of the Sumerian artifact and the modern artifact you picked.
Exit Ticket | How much were you able to accomplish today in class?
Monday, November 3rd
Do Now | How much to you have left to finish in your Ancient Sumer packet?
Write your response on the white board with your name.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) was due Thurs. 10/30.
Ancient Sumer (blue packet) due Thursday 11/6.
Activity | Ancient Sumer
Students will be continuing to work on the packet today in class.
Vocabulary - Please write down the definition and draw a picture representing each vocabulary word.
Reading & Questions – Use the reading (found in Google Classroom and on paper) to complete the questions in your packet.
What should you do if you are finished early?
Show Mr. Eron your work before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Exit Ticket | How much were you able to accomplish today in class?
Friday, October 31st
Do Now | Quick Jot in your notebook.
What does it mean to have a stable food supply?
Why is it important to have a stable food supply?
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) was due Thurs. 10/30.
Activity | Ancient Sumer
Students will be continuing to work on the packet today in class.
Vocabulary - Please write down the definition and draw a picture representing each vocabulary word.
Reading & Questions – Use the reading (found in Google Classroom and on paper) to complete the questions in your packet.
Together as a class we will read & answer the questions for Section 2
Exit Ticket | How much were you able to accomplish today in class?
Thursday, October 30th
Do Now | Scientists sometimes describe a civilization as “highly developed.” Explain what you think it means to be highly developed, and provide specific examples.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) due Thurs. 10/30 (Today!).
Activity | Ancient Sumer
Vocabulary - Please write down the definition and draw a picture representing each vocabulary word.
Reading – Together as a class we will read the introduction (and Sect. 1 if we have time).
Exit Ticket | We will be working on this packet for more than one day, so please keep it in your binder.
Wednesday, October 29th
Do Now | What are you hoping to accomplish today in Social Studies?
Write your response on the white board with your name.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) due Thurs. 10/30.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
On a separate sheet of cardstock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the cardstock paper!
Sumerian City-State Advertisement | Drawing Inspiration
Exit Ticket | Share with Mr. Eron how far you got with your work.
What should you do if you are finished early?
Have Mr. Eron look over your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, October 28th
Do Now | What are you hoping to accomplish today in Social Studies?
Write your response on the white board with your name.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) due Thurs. 10/30.
Seating Chart Survey (Oct. 2025)
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
On a separate sheet of cardstock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the cardstock paper!
Sumerian City-State Advertisement | Drawing Inspiration
Exit Ticket | Share with Mr. Eron how far you got with your work.
What should you do if you are finished early?
Have Mr. Eron look over your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, October 23rd
Do Now | Seating Chart Survey
Please open and complete the Seating Chart Survey (Oct. 2025) found in Google Classroom.
This survey will let Mr. Eron know where you would like to be sitting when he makes a new seating arrangement. Please also answer the other questions to let Mr. Eron know how the class is going and if there is anything he can do to make it better.
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) due Thurs. 10/30.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
Must have your work approved by Mr. Eron before you start working on the advertisement!
On a separate sheet of card stock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the card stock paper!
Sumerian City-State Advertisement | Drawing Inspiration
Exit Ticket | Share with Mr. Eron how far you got with your work.
Wednesday, October 22nd
Do Now | Quick Jot in your notebook.
For the Sumerian City-State Advertisement, what are some details a student could add to show their best effort and get a 4?
Reminders:
Rise of Sumerian City-States (Packet & Advertisement) due Thurs. 10/30.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
Must have your work approved by Mr. Eron before you start working on the advertisement!
On a separate sheet of card stock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the card stock paper!
Sumerian City-State Advertisement | Drawing Inspiration
Exit Ticket | Share with Mr. Eron how far you got with your work.
Tuesday, October 21st
Do Now | Quick Jot in your notebook.
What are some examples of natural barriers?
(List as many as you can think of.)
Reminders:
Fertile Crescent Geography was due Friday 10/17.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
Must have your work approved by Mr. Eron before you start working on the advertisement!
On a separate sheet of card stock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the card stock paper!
List of Sumerian City-States to choose from:
Kish
Nippur
Uruk
Larsa
Ur
Umma
Lagash
Sumerian City-State Advertisement | Drawing Inspiration
Exit Ticket | Share with Mr. Eron how far you got with your work.
Monday, October 20th
Reminders:
Fertile Crescent Geography was due Friday 10/17.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Sumerian City-State Advertisement
Must have your work approved by Mr. Eron before you start working on the advertisement!
On a separate sheet of card stock paper, create a real estate advertisement to encourage people
to move to one of the Sumerian city-states.
Include the following:
A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.
At least three illustrations representing the ideas the Sumerians came up with to solve key problems.
A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.
Plan out your advertisement before you start writing/drawing on the card stock paper!
List of Sumerian City-States to choose from:
Kish
Nippur
Uruk
Larsa
Ur
Umma
Lagash
Exit Ticket | Share with Mr. Eron how far you got with your work.
Friday, October 17th
Do Now | Quick Jot in your notebook.
Which picture best represents the geography of Mesopotamia, and why?
Reminders:
Paleo vs Neo Comic Book was due Monday 10/13.
Fertile Crescent Geography due Friday 10/17.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Goal for today: Complete Section 2 and 3.
Exit Ticket | Share with Mr. Eron how far you got with your work.
Thursday, October 16th
Reminders:
Paleo vs Neo Comic Book was due Monday 10/13.
Fertile Crescent Geography due Friday 10/17.
Activity | The Rise of Sumerian City-States
Vocabulary – Please write down the definition and draw a picture representing each vocabulary word.
Reading – Use the reading linked here or in Google Classroom to complete the questions for each section.
Wednesday, October 15th
Reminders:
Paleo vs Neo Comic Book was due Monday 10/13.
Fertile Crescent Geography due Friday 10/17.
Activity | Fertile Crescent Geography
Students are continuing to work on the assignment from yesterday.
Reading – Use The Fertile Crescent Geography | Reading to fill in blanks.
Map Creation – Use the maps in Google Classroom to label your map. Make sure to follow the directions step by step, and only include items on your map that are listed below.
Critical Thinking Questions – Using both the reading and your completed map, please answer the questions.
What should you do if you finish early?
Have Mr. Eron look over your work, before you turn in your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Tuesday, October 14th
Do Now | What role does water play in the development of a civilization?
List as many examples as you can think of.
Reminders:
Paleo vs Neo Comic Book was due Monday 10/13.
Activity | Fertile Crescent Geography
Reading – Use The Fertile Crescent Geography | Reading to fill in blanks.
Map Creation – Use the maps in Google Classroom to label your map. Make sure to follow the directions step by step, and only include items on your map that are listed below.
Critical Thinking Questions – Using both the reading and your completed map, please answer the questions.
Monday, October 13th
Do Now | Quick Jot in your notebook.
What was the biggest challenge you faced when creating your Paleo vs Neo Comic Book?
Please have your comic book out in front of you.
Reminders:
Paleo vs Neo Comic Book due Monday 10/13 (Today!).
Activity | Paleo vs. Neo Comic Book
With a partner, you will be peer reviewing each other's work.
Please give a ladder of feedback to the person you are peer reviewing.
Suggestions - Things they could do to improve their work.
Concerns - Things that are concerning or they should fix.
Values - Things you like about their work.
Clarifying Questions - Questions you still have after reviewing their work.
Based on your partner's feedback, is there anything you need to change, fix, or add? If so, please take some time to do that.
Exit Ticket | After completing the peer review activity, if your Comic Book is finished, please place it in the turn in basket.
Friday, October 10th
Do Now | What are you hoping to accomplish today in class?
(Be specific!)
Write your response on the whiteboard.
Reminders:
Paleo vs Neo Comic Book due Monday 10/13.
Activity | Paleolithic vs Neolithic Comic Book
Today, students are continuing work on creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
To add more detail to your writing for the Paleolithic age, think about what challenges they faced.
Exit Ticket | How much were you able to accomplish today in class?
What should you do if you are finished early?
Have Mr. Eron look over your work.
Look for additional details you could add. (More writing and/or more to your illustrations)
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Thursday, October 9th
Do Now | What are you hoping to accomplish today in class?
(Be specific!)
Write your response on the whiteboard.
Reminders:
From Hunters & Gatherers to Farmers was due Monday 10/6.
Paleo vs Neo Comic Book due Monday 10/13.
Activity | Paleolithic vs Neolithic Comic Book
Today, students are continuing work on creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
To add more detail to your writing for the Paleolithic age, think about what challenges they faced.
Exit Ticket | How much were you able to accomplish today in class?
What should you do if you are finished early?
Have Mr. Eron look over your work.
Look for additional details you could add. (More writing and/or more to your illustrations)
Missing work in Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Wednesday, October 8th
Do Now | What are you hoping to accomplish today in class?
Write your response on the whiteboard.
Reminders:
From Hunters & Gatherers to Farmers was due Monday 10/6.
Paleo vs Neo Comic Book due Monday 10/13.
Activity | Paleolithic vs Neolithic Comic Book
Today, students are continuing work on creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
To add more detail to your writing for the Paleolithic age, think about what challenges they faced.
Exit Ticket | How much were you able to accomplish today in class?
Tuesday, October 7th
Reminders:
From Hunters & Gatherers to Farmers was due Monday 10/6.
Paleo vs Neo Comic Book due Monday 10/13.
Activity | Paleolithic vs Neolithic Comic Book
Today, students are continuing work on creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
To add more detail to your writing for the Paleolithic age, think about what challenges they faced.
Exit Ticket | How much were you able to accomplish today in class?
Monday, October 6th
Do Now | Quick Jot in your notebook.
What are some qualities of a good book cover? (List at least 3.)
Reminders:
Early Hominins was due Wednesday 10/1.
From Hunters & Gatherers to Farmers due Monday 10/6.
Activity | Paleolithic vs Neolithic Comic Book
Students will be creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
To add more detail to your writing for the Paleolithic age, think about what challenges they faced.
Exit Ticket | How much were you able to accomplish today in class?
Friday, October 3rd
Do Now | Quick Jot in your notebook.
If you had to live in either the Paleolithic or Neolithic age, which would you choose and why?
Reminders:
Early Hominins was due Wednesday 10/1.
From Hunters & Gatherers to Farmers due Monday 10/6.
Activity | Paleolithic vs Neolithic Comic Book
Students will be creating a comic book comparing the lives of people in the Paleolithic Age and the Neolithic Age. To do this, students will create two characters to follow and explain how life changed and why the changes were important.
From Hunters and Gatherers to Farmers | Reading (also found in Google Classroom)
Exit Ticket | Tell Mr. Eron the names of your two characters as you leave class.
Thursday, October 2nd
Do Now | Quick Jot in your notebook.
If you could ask someone during the Paleolithic Age any question, what would it be?
(Write at least 2 questions: one serious & one silly)
Reminders:
Early Hominins was due Yesterday (Wednesday 10/1).
Activity | From Hunters and Gatherers to Farmers
Today students are continuing to work on the packet, From Hunters and Gatherers to Farmers.
Make sure to read the section first before answering the questions!!!
What should you do if you finish early?
Have Mr. Eron look over your work.
Missing work for Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Exit Ticket | If you are finished with the assignment (and had Mr. Eron approve it), you can turn it in.
Wednesday, October 1st
Do Now | Quick Jot in your notebook.
Explain why this statement from the student is incorrect.
Reminders:
Early Hominins due Today (Wednesday 10/1).
Activity | From Hunters and Gatherers to Farmers
Today students are continuing to work on the packet, From Hunters and Gatherers to Farmers.
Make sure to read the section first before answering the questions!!!
What should you do if you finish early?
Have Mr. Eron look over your work.
Missing work for Social Studies
Work for other classes
Reading
Coloring Sheet
Blooket
Tuesday, September 30th
Do Now |
In the boxes, create a two-part cartoon strip that shows one way that the invention of the computer changed people’s lives. Use simple drawings to show what the people in the cartoon are thinking or saying.
Reminders:
Early Hominins due Wednesday 10/1.
Activity | From Hunters and Gatherers to Farmers
Together as a class, we will first read the Introduction and Section 1, and answer the questions that go with Section 1.
Students will then continue on reading and answering the questions that go along with each section.
Make sure to read the section first before answering the questions!!!
Exit Ticket | Please keep the packet in your binder, as we will be continuing to work on it in class tomorrow.
Monday, September 29th
Do Now | Quick Jot in your notebook.
Why is being able to make tools (like a stone hand axe) considered to be so important?
Reminders:
Early Hominins due Wednesday 10/1.
Activity | Human Evolution
Open the assignment, Human Evolution | Crash Course Video, in Google Classroom.
Together as a class, we will watch the video. As you watch, please answer the questions that go along with it.
Exit Ticket | Turn in the assignment when you are done.
Remaining Class Time:
Finish the assignment, Early Hominins, (due Wed.)
Have Mr. Eron look it over before you turn it in.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, September 25th
Do Now | Quick Jot in your notebook.
What can the bones of early hominins tell us about what their lives were like?
Reminders:
Themes of World History was due Tues. 9/23.
Activity | Early Hominins
Today, students will continue to work on the activity, Early Hominins.
Early Hominins | Reading (also found in Google Classroom)
Remember to read the section first before you answer the questions!!!
What should you do if you are finished?
Have Mr. Eron look over your work.
Missing work in Social Studies
Work for other classes
Reading
Coloring sheet
Blooket
Wednesday, September 24th
Do Now |
Think of your favorite superhero from a comic strip, book, or movie. In the space provided, sketch a simple picture of your superhero and write his or her name.
List two or three capabilities your superhero has. In complete sentences, explain why these capabilities are important.
Reminders:
Themes of World History was due yesterday (Tues. 9/23).
Activity | Early Hominins
Introduction – Read together as a class
Together as a class we will do Section 1, afterwards students will continue on their own.
Exit Ticket | We will be continuing to work on this packet tomorrow in class, so please keep it in your binder.
Tuesday, September 23rd
Do Now | Organization – have the Themes of World History packet out in front of you.
Reminders:
Themes of World History due Today (Tues. 9/23).
Activity | Themes of World History
Today, we will be going over the questions in the packet, Themes of World History. Students should have the packet out in front of them and be following along as we discuss the answers.
Activity | Themes of World History - Picture Analysis
Each table group will be given a picture depicting ancient history. Working together, try to circle and label the six different themes of world history within the picture.
Themes of World History:
Human-Environment Interaction
Rise of Civilizations
Growth and Changes in Societies
Development of Political Institutions and Ideas
Belief Systems
Interconnectedness of Societies
Exit Ticket | How many themes of world history was your group able to identify in the picture?
Monday, September 22nd
Do Now | Quick Jot in your notebook.
What is one example of the theme, Interconnectedness of Societies?
Reminders:
Themes of World History due Tomorrow (Tues. 9/23).
Activity | Themes of World History
Today, students will continue to work on the assignment, Themes of World History | Activity.
Themes of World History | Reading (can also be found in Google Classroom)
What should you do if you finish early?
Have Mr. Eron look over your work
Homework for other classes
Reading
Coloring Sheet
Blooket
Exit Ticket | The goal today is to have the packet done for the start of class tomorrow.
Friday, September 19th
Do Now | Quick Jot in your notebook.
What is one example of the theme, Human-Environment Interaction?
Reminders:
Investigating the Past Through Inquiry was due Wed. 9/17.
Activity | Themes of World History
Today, students will continue to work on the assignment, Themes of World History | Activity.
Themes of World History | Reading (can also be found in Google Classroom)
Once you are done with Section 1, please check in with Mr. Eron.
Exit Ticket | We will have one more day to work on this activity in class.
What should you do if you finish early?
Have Mr. Eron look over your work
Homework for other classes
Reading
Coloring Sheet
Blooket
Thursday, September 18th
Do Now |
Reminders:
Investigating the Past Through Inquiry due Yesterday (Wed. 9/17).
Activity | Themes of World History
Introduction – Read together as a class.
Students will work on Section 1 individually, then check with Mr. Eron. Once approved, students can work with a partner or continue on their own.
Exit Ticket | We will be working on this assignment for more than one day, so please keep it in your binder.
Wednesday, September 17th
Do Now | Quick Jot in your notebook.
Explain why this student’s hypothesis would not be good.
Activity | Investigating the Past Through Inquiry
Together as a class, we will be going over some of the questions from the assignment, Investigating the Past Through Inquiry. Students should have the assignment out in front of them and be following along.
Activity | Lascaux Cave | Virtual Tour
Open the assignment, Lascaux Cave | Virtual Tour, in Google Classroom.
Using the link provided, take a virtual tour of the Lascaux Cave. As you explore, please answer the questions in the Google Form.
Exit Ticket | Share your responses to the reflection questions in the virtual tour activity.
What types of animals do you see in the cave paintings? Why do you think these animals were important to the people who created them?
What do you notice about the size and placement of the paintings inside the cave? Why might some images be larger or in specific locations?
What do these paintings tell us about the daily life, beliefs, or environment of the people who made them?
What emotions or stories do you think these paintings convey?
How would you feel if you were one of the people who saw these paintings thousands of years ago?
Tuesday, September 16th
Do Now | Quick Jot in your notebook
How could a newspaper be considered both a primary source and a secondary source?
Activity | Investigating the Past Through Inquiry
Today is the last day in class to work on the activity, Investigating the Past Through Inquiry.
Article found in Google Classroom or available class copies on paper.
Exit Ticket | The goal is to have the packet done for class tomorrow. Please wait to turn in this assignment.
What should you do if you are finished early?
Have Mr. Eron look over your work!
Homework for other classes
Reading
Coloring sheet
Blooket
Monday, September 15th
Do Now | Quick Jot in your notebook
What challenges do social scientists face when studying prehistoric history?
Activity | Investigating the Past Through Inquiry
Today, students will continue to work on the activity, Investigating the Past Through Inquiry.
Article found in Google Classroom or available class copies on paper.
Before you can work with a partner on this activity, you must finish Section 1, 2, and 3, and have them approved by Mr. Eron.
Exit Ticket | Please keep the assignment, Investigating the Past Through Inquiry, in your binder. We will be working on this for more than one day in class.
What should you do if you are finished early?
Have Mr. Eron look over your work!
Homework for other classes
Reading
Coloring sheet
Blooket
Friday, September 12th
Do Now | Quick Jot in your notebook
Reminders:
Wisconsin Mapping | Activity was due Wed. 9/10.
Activity | Investigating the Past Through Inquiry
Today, students will continue to work on the activity, Investigating the Past Through Inquiry.
Article found in Google Classroom or available class copies on paper.
Before you can work with a partner on this activity, you must finish Section 1, 2, and 3, and have them approved by Mr. Eron.
Exit Ticket | Please keep the assignment, Investigating the Past Through Inquiry, in your binder. We will be working on this for more than one day in class.
Thursday, September 11th
Do Now | Organization - Have your vocab notes out in front of you so that we can finish them today.
Reminders:
Wisconsin Mapping | Activity due Yesterday.
Activity | Finishing Vocabulary
Please write the definition and draw an illustration to represent each word.
Activity | Investigating the Past Through Inquiry
In the space provided, quickly sketch one object that you currently own and that you think someone might find 20,000 years from now.
Suppose that you are a social scientist living 20,000 years from now. You have just discovered the object above. What might the object tell you about the person who left it behind?
Together as a class, we will read the Introduction from the article, Investigating the Past Through Inquiry.
Found in Google Classroom or available class copies on paper.
Exit Ticket | Please keep the assignment, Investigating the Past Through Inquiry, in your binder. We will be working on this for more than one day in class.
Wednesday, September 10th
Do Now | Quick Jot in your notebook
“The river on which we embarked is called Meskousing… It is very wide; it has a sandy bottom, which forms various shoals that render its navigation very difficult.”
Journal entry from European explorer and missionary Father Jacques Marquette, June 1673.
What clues could we use to figure out what the quote is talking about?
Why is this quote important to us today?
Shoals: a large number of fish swimming together.
Activity | Wisconsin Mapping Activity
Together as a class we will go over the reflection questions.
What patterns do you notice about where cities are located in relation to rivers, lakes, or other bodies of water on your map?
How might the geography of each region affect the way people live, work, or travel there? Can you think of activities or industries that might be common in certain regions based on their landscape?
Activity | Vocabulary
Please write the definition and draw an illustration to represent each word.
Exit Ticket | Please turn in the assignment, Wisconsin Mapping | Activity.
Tuesday, September 9th
Do Now | Quick Jot in your notebook.
What clues from the picture could tell us what it is?
What can this map tell us about the past?
Activity | Wisconsin Mapping Activity
Map Creation
Using the maps provided to you, color and label the following items on your map of Wisconsin.
***Label everything BEFORE you begin coloring!***
Remember to shade the regions with color pencils lightly!
Reflection Questions – Write your answers in complete sentences!
What patterns do you notice about where cities are located in relation to rivers, lakes, or other bodies of water on your map?
How might the geography of each region affect the way people live, work, or travel there? Can you think of activities or industries that might be common in certain regions based on their landscape?
Exit Ticket | Wait to turn in your packet until tomorrow!
What should you do if you finish early?
Have Mr. Eron look over your work
Read
Coloring Sheet
Blooket
Monday, September 8th
Do Now | How are maps useful?
List at least 5 different ways someone might use a map.
Activity | Wisconsin Mapping Activity
Video & Questions
As you watch the video, X Marks the Spot! Historical Maps of Wisconsin | The Look Back, please answer the following questions.
Map Creation
Using the maps provided to you, color and label the following items on your map of Wisconsin.
***Label everything BEFORE you begin coloring!***
Exit Ticket | Keep the packet in your binder for safe keeping, we will have more time to work on it tomorrow in class.
Friday, September 5th
Do Now | How difficult would life be without maps?
Write your response in your notebook.
Activity | What is a Map?
Together as a class we will look at some different maps. As you look at each map, try to answer the following questions:
What do you notice or see in the map?
What do you think is the purpose of this map?
What is a Map? | Crash Course
Go to Google Classroom (Ancient Geography)
Open the assignment, What is a Map? | Crash Course.
Together as a class, we will watch the video. Please answer the questions that go along with the video.
Exit Ticket | Turn in the assignment, What is a Map? | Crash Course.
Thursday, September 4th
Do Now | Have in front of you your Binder, Chromebook, and a pencil.
If you need a binder, loose leaf paper, folder, or labels please let Mr. Eron know.
Activity | Jeopardy
Exit Ticket | Place your binder in the correct period bin at the end of class.
Wednesday, September 3rd
Do Now | Name Popsicle
Using a marker, please write your first and last name, as well what you prefer to be called (if different from what appears in Skyward).
Activity | Classroom Expectations
Today we will be going over classroom expectations.
Exit Ticket | Have a plan for what items you need to bring to class tomorrow.
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