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Post date: Aug 10, 2014 11:37:54 PM
I am so excited about the promise and the possibility that this will be the greatest year yet in the exploration of world history. I hope you are as excited as I am to be able to explore this fascinating subject together. So, fasten your seatbelts for a wild and woolly trip into world history!
Wednesday 8/5/20
Friday 8/7/20
Monday 8/10/20
Day 1: Introduction to Ocoee Middle School
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
Learning Target: I can explain why rules are important.
1. Introduce the procedure for entering the classroom.
Let us greet each other in many different languages!
2. Introduce the schedule for the day.
3. Each student will receive their schedule.
4. Collect the Student Information Sheet.
5. Pass out the Team T-Shirt Order Forms, Remind App Information Sheets, and Teacher Contact Information Sheets.
6. Do the Zoom meeting with your class.
7. Participate in the Google Slide Presentation!
Tuesday 8/11/20
Wednesday 8/12/20
Day 2: Introduction to the Classroom
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
Learning Target: I can identify the levels of government.
1. Turn in materials fees to your homeroom teacher. Science Fees will be turned into the Science teacher. Team T-shirt money will be collected. PTO Forms will be collected also if you have completed them.
2. Mr. Jones will take you on a virtual tour of Ocoee Middle School. Do you know the names of your related arts teachers?
3. Sing "Do Your Work." This is the first official grade of this course.
4. What are the characteristics of culture? What do you need to survive in groups? We will talk about our Non-Discrimination Policies at Ocoee Middle School.
5. Sign in to your Chromebook with your bradleyschools log in information. This is your school email account. Do you know your password?
6. Log in to your Schoology account. See if you can find your Social Studies Class.
7. Take the Political Quiz at isidewith.com.
Thursday 8/13/20
Friday 8/14/20
Day 3: The Bee Rules
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
Learning Target: I can demonstrate mastery of the rules through singing.
1. Show the PowerPoint Presentation introducing the Sandalwoods Team and Mr. Jones.
2. Introduce the "Bee Rules."
3. Which rule is the most important?
4. SING the "Do Your Work" song to show mastery concerning your knowledge of the procedures.
5. Please read pages 5-8 in your Gallopade Social Studies World History textbook.
Monday 8/17/20
Day 4: Celebrating Differences
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
Learning Target: I can learn to celebrate differences!
1. Introduce the Classroom Rules.
2. What makes us unique? What makes us different? Why must these differences be celebrated?
3. Fill out your 3x5 Card demonstrating that you are also a unique person. We will use these cards to learn about each other.
4. See "Ordinary People Doing Extraordinary Things." Can you think of other examples, role models, or people who inspire you?
5. Take the Standing Quiz on BrainPop over the Presidential Election.
Tuesday 8/18/20
Day 5: What is history?
Standard(s): 6.01 = Identify the meaning of time designations and abbreviations used by historians, including: BC/BCE, AD/CE, Circa (c. or ca), decades, centuries.
Learning Target: I can identify parts of a timeline.
1. Do the Scavenger Hunt with Chapter 1 of your new textbook.
2. Complete pages 1 through 8 in your new textbook.
3. Work with your team to complete the Vocabulary Builder.
4. Put together the timeline on the floor with your team!
Wednesday 8/19/20
Day 6: Mystery Island, Part I
Standard(s): 6.02 = Describe the characteristics of the nomadic hunter-gatherer societies, including their use of: Basic hunting weapons, Fire, Shelter, Tools.
Learning Target: I can Identify survival skills.
1. Review time designations.
2. Finish "Chapter 1 Vocabulary-Builder." Please turn in this paper to be graded.
3. Work with your group to arrange the timeline on the floor in the correct order.
4. You are stranded on an island with three other people. How will you survive?
5. Swim around the islands during the "Volcano" song. When the music stops, turn to the closest person and discuss survival. What do you need to survive on an island? We will do this at least three times. At the conclusion of the song, sit down with three other people on an island. This is the beginning of "Mystery Island."
Thursday 8/20/20
Day 7: Mystery Island, Part II
Standard(s): 6.02 = Describe the characteristics of the nomadic hunter-gatherer societies, including their use of: Basic hunting weapons, Fire, Shelter, Tools. 6.03 = Explain the impact of the Agricultural Revolution, including: Barter economy, Domestication of plants and animals, Emergence of permanent settlements, Food surpluses, Labor specialization, New sources of clothing and shelter.
Learning Target: I can identify a civilization.
1. Finish and turn in the Chapter 1 Vocabulary-Builder.
2. Do the Timeline on the Floor competition!
3. Examine Map #1. Did you locate your settlement by placing a dot on the map?
4. Organize your team. Rotate the role of "Keeper of the Map" for Map #2, #3, and #4.
[The Keeper of Map #1 writes the story of the island.]
[The Keeper of Map #2 assigns roles and functions of each person on the island.]
[The Keeper of Map #3 defines the government and the laws or rules. Who is in charge?]
[The Keeper of Map #4 describes the food available on the island. What materials do you have to make your shelters?]
Friday 8/21/20
Day 8: Mystery Island, Part III
Standard(s): 6.02 = Describe the characteristics of the nomadic hunter-gatherer societies, including their use of: Basic hunting weapons, Fire, Shelter, Tools. 6.03 = Explain the impact of the Agricultural Revolution, including: Barter economy, Domestication of plants and animals, Emergence of permanent settlements, Food surpluses, Labor specialization, New sources of clothing and shelter.
Learning Target: I can identify primitive tools.
1. Study your Chapter 1 Vocabulary-Builder. We will take Checkpoint 1 on Wednesday.
2. Do the Timeline on the Floor competition!
3. Examine Map #1. Did you locate your settlement by placing a dot on the map?
4. Organize your team. Rotate the role of "Keeper of the Map" for Map #2, #3, and #4.
5. Finish Mystery Island.
6. Watch the video about "Otzi: The Ice Man."
7. Sing "The Friday Song."
8. Watch Flocabulary's "Week in Rap."
[The Keeper of Map #1 writes the story of the island.]
[The Keeper of Map #2 assigns roles and functions of each person on the island.]
[The Keeper of Map #3 defines the government and the laws or rules. Who is in charge?]
[The Keeper of Map #4 describes the food available on the island. What materials do you have to make your shelters?]
Monday 8/24/20
Day 9: Understanding a Globe
Standard(s): 6.01, 6.02, 6.03, 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure.
Learning Target: I can interpret a map!
1. Write complete sentences about Mystery Island. Every person must turn in to Mr. Jones your written summary.
2. What are the three mysteries about the Island?
3. Sing "Something Good Is About To Happen.”
4. Finish the Timeline on the Floor Competition.
5. Do The Directions Song.
6. Prepare for Wednesday's test over Chapter 1.
Tuesday 8/25/20
Day 10: Prehistory Exploration, Part I
Standard(s): 6.01, 6.02, 6.03 = Explain the impact of the Agricultural Revolution, including: • Barter economy • Food surpluses • Domestication of plants and animals • Labor specialization • Emergence of permanent • New sources of clothing and shelter
Learning Target: I can Identify pre-history.
1. Complete the Timeline on the Floor activity.
2. Name the 3 Mysteries of the Island.
3. Sign into your Chromebook and complete Checkpoint 1 on Gallopade.
4. Read Chapter 2 in the textbook on pages 9-16. Begin answering the questions.
5. Do the Vocabulary-Builder on Chapter 2 "Early Human Societies and the Agricultural Revolution."
Wednesday 8/26/20
Day 11: Prehistory Exploration, Part II
Standard(s): 6.01, 6.02, 6.03, 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure.
Learning Target: I can identify hemispheres.
1. Complete the Chapter 2 Vocabulary Builder.
2. Read pages 9-16 in the textbook. Complete the questions on pages 10, 11, and 12.
3. What are the key differences between the Paleolithic Age and the Neolithic Age?
4. What are the Three Mysteries of Mystery Island?
5. Watch John Green's "The Agricultural Revolution." Take notes!
6. Play the Quizizz over Chapter 1 “Understanding History Begins with Time.”
7. Sign into your Chromebook and complete Checkpoint 1 on Gallopade.
Thursday 8/27/20
Day 12: Prehistory Exploration, Part III
Standard(s): 6.01, 6.02, 6.03, 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure.
Learning Target: I can explain the differences between the Paleolithic Age and the Neolithic Age.
1. Complete the Chapter 2 Vocabulary Builder.
2. Read pages 9-16. Complete the questions on pages 13, 14, 15, and 16.
3. Label your "Caricature of a Paleolithic Human."
4. Watch a clip of the Croods. Are they paleolithic or neolithic?
5. Paleolithic Rap/Neolithic Rap
Friday 8/28/20
Day 13: Civilizations
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure.
Learning Target: I can identify civilizations.
1. Complete the Chapter 2 Vocabulary Builder.
2. Read pages 9-16. Complete the questions on pages 13, 14, 15, and 16.
3. Label your "Caricature of a Paleolithic Human."
4. Watch a clip of the Croods. Are they paleolithic or neolithic?
5. Paleolithic Rap/Neolithic Rap
6. Complete pages 17-21 in the textbook.
7. Experience Flocabulary's The Week in Rap.
Monday 8/31/20
Day 14: River Valley Civilizations
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure.
Learning Target: I can explain why civilizations were located along river valleys.
1. Finish your caricature of a paleolithic human.
2. Prepare for the Checkpoints on Chapters 2 and 3.
3. Read pages 9-21.
4. Answer questions on pages 9-16 and 17-21 in the textbook.
5. Watch John Green's video Crash Course World History #2.
Tuesday 9/1/20
Day 15: The Fertile Crescent
Standard(s): 6.10 = Explain the concept of polytheism and its presence in Mesopotamia, with respect to beliefs about the relationship of deities to the natural world and their importance in everyday life.
Learning Target: I can identify polytheism.
1. Turn in your "Caricature of a Paleolithic Human."
2. Finish completing the questions in the textbook.
3. Watch the Flocabulary about "Hunter Gatherers."
4. Take the quiz on "Hunter Gatherers."
5. Prepare for Checkpoint 02 and for Checkpoint 03.
Wednesday 9/2/20
Day 16: Hunter-Gatherer Societies
Standard(s): 6.06 = Explain how geographic and climatic features led to the region being known as the Fertile Crescent.
Learning Target: I can explain the term Fertile Crescent.
1. Prepare to take Checkpoint 02 and Checkpoint 03.
2. Read pages 22 and 23. Answer the questions on pages 22 and 23.
3. Do the Flocabulary on Hunter Gatherers by going to Clever and clicking on Flocabulary.
4. Use the Chromebook to take Checkpoint 02 about "Early Human Societies and the Agricultural Revolution. Prepare for Checkpoint 03.
5. Access the Online Textbook. Go to Clever and use your Google sign in to log into the site.
6. Check out my website! Notice that all of our lessons are posted at my site.
Thursday 9/3/20
Day 17: The Land Between the Rivers
Standard(s): 6.05 = Identify and locate geographical features of ancient Mesopotamia, including: • Black Sea • Persian Gulf • Euphrates River • Tigris River • Mediterranean Sea • Zagros Mountains.
Learning Target: I can locate and identify items on a map.
1. Finish the guest speaker presentation.
2. Finish reading pages 22 and 23. Please complete the map items.
3. Take Checkpoint 03 using the Chromebooks. It will cover Chapter 3.
4. What does "Mesopotamia" mean? What two rivers are there?
5. Watch part of John Green's video "Rethinking Civilization - Crash Course World History 201."
Friday 9/4/20
Day 18: Life in Sumer, Part I
Standard(s): 6.08 = Analyze how advancements in agriculture in Sumer led to economic growth, expansion of trade and transportation, and the emergence of independent city-states.
Learning Target: I can identify Sumer.
1. Finish labeling your map.
2. What does "Mesopotamia" mean? What two rivers flow through Mesopotamia?
3. Watch part of John Green's video "Rethinking Civilization - Crash Course World History 201."
4. Take the Standing Quiz on the BrainPop concerning Sumer.
5. Write your name in CUNEIFORM. Write a secret message in CUNEIFORM. Solve the puzzle!
Tuesday 9/8/20
Day 19: Life in Sumer, Part II
Standard(s): 6.08 = Analyze how advancements in agriculture in Sumer led to economic growth, expansion of trade and transportation, and the emergence of independent city-states.
Learning Target: I can locate Mesopotamia.
1. Finish the “Features of a Civilization” Power Point Presentation.
2. Color your guided note-taking paper and complete the blanks with information from the presentation.
3. Sing “Something Good Is About to Happen.”
4. Sing “Mesopotamia!”
5. Prepare for tomorrow’s Checkpoint 03.
Wednesday 9/9/20
Day 20: Characteristics of Civilizations
Standard(s): 6.05 = Identify and locate geographical features of ancient Mesopotamia, including: • Black Sea • Persian Gulf • Euphrates River • Tigris River • Mediterranean Sea • Zagros Mountains.
Learning Target: I can identify civilizations.
1. Play the Quizlet over Chapter 3.
2. Have fun with the Quizizz covering Chapter 3.
3. Take Checkpoint 03 using the Chromebooks.
4. Prepare for tomorrow’s guest speaker presentation.
5. Start Chapter 4 by reading pages 22 and 23 in the textbook.
Thursday 9/10/20
Day 21: Mystery Guest Speaker, Part I
Standard(s): 6.06 = Explain how geographic and climatic features led to the region being known as the Fertile Crescent.
Learning Target: I can explain the term Fertile Crescent.
1. Absentees will take Checkpoint 03.
2. Read pages 22 and 23. Answer the questions on pages 22 and 23.
3. Listen to the Mystery Guest Speaker.
4. What questions do you have for her?
5. Access the Online Textbook. Go to Clever and use your Google sign in to log into the site.
6. Check out my website! Notice that all of our lessons are posted at my site.
Friday 9/11/20
Day 22: Patriot Day
Standard(s): 6.08 = Analyze how advancements in agriculture in Sumer led to economic growth, expansion of trade and transportation, and the emergence of independent city-states.
Learning Target: I can explain the term “Cradle of Civilization.”
1. Watch "Mesopotamia: From Nomads to Farmers."
2. Form a team of four or five "artists."
3. Choose a role for each person. READ THE BOOK! (Pages 73-93) (See pages 80 and 81.)
4. Write your play based on daily life in Sumer, Babylon, or Assyria.
5. Make sure your puppets use the TERMS (special words) and ideas found on pages 78-85. READ THE BOOK!
4. Create a puppet and write a play about life in Sumer, Babylon, or Assyria based on pages 73-93.
5. Materials: paper bags, glue sticks, construction paper, scissors, colored pencils, and a photocopy of the "face" circle
6. Remember September 11, 2001, by taking the Standing Quiz on BrainPOP.
Monday 9/14/20
Day 23: Life in Sumer, Part III
Standard(s): 6.07 = Explain how irrigation, silt, metallurgy, production of tools, use of animals, slave labor, and inventions such as the wheel, sail, and plow led to advancements in agriculture.
Learning Target: I can define the term "silt."
1. Finish pages 22-25 in the Yellow Textbook. Please check your answers using the score key.
2. Complete the Crossword Puzzle entitled “Ancient Mesopotamia: Land Between Two Rivers.” Please notice there is a Graphic Organizer on the back of the paper that you need to complete using the textbook. Thank you.
3. Please participate in the Flocabulary “The Fertile Crescent.”
4. Watch "Mesopotamia: From Nomads to Farmers."
5. Form a team of four or five "artists."
6. Choose a role for each person. READ THE BOOK! (Pages 73-93) (See pages 80 and 81.)
7. Write your play based on daily life in Sumer, Babylon, or Assyria.
8. Make sure your puppets use the TERMS (special words) and ideas found on pages 78-85 in the Green Textbook. READ THE BOOK!
9. Create a puppet and write a play about life in Sumer, Babylon, or Assyria based on pages 73-93.
10. Materials: paper bags, glue sticks, construction paper, scissors, colored pencils, and a photocopy of the "face" circle
Tuesday 9/15/20
Day 24: Life in Mesopotamia, Part I
Standard(s): 6.07 = Explain how irrigation, silt, metallurgy, production of tools, use of animals, slave labor, and inventions such as the wheel, sail, and plow led to advancements in agriculture.
Learning Target: I can identify Sumerian technology.
1. FINISH making your puppet!
2. Write your play. Practice your play.
3. Design the set(s) for your play. Use technology. (e.g. Power Point Presentations, the Promethean Board)
4. Absentees: Please turn in your make-up work.
5. Practice the Quizizz on Chapter 4. Study for tomorrow's test on Chapter 4.
6. Experience "The Fertile Crescent" on Flocabulary.
Wednesday 9/16/20
Day 25: Life in Mesopotamia, Part II
Standard(s): 6.09 = Explain the basic concepts of monarchy and empire, and identify Mesopotamia as the regional location of the world’s first empire.
Learning Target: I can explain monarchy and empire.
1. Finish writing your play about Sumer, Babylon, or Assyria.
2. Practice your play. Design the set(s) for your play.
3. Take Checkpoint 04.
4. Read pages 86-93. Describe the love story about the Hanging Gardens of Babylon.
5. Watch "Mesopotamia: From Nomads to Farmers."
Thursday 9/17/20
Day 26: Puppet Plays, Part I
Standard(s): 6.09 = Explain the basic concepts of monarchy and empire, and identify Mesopotamia as the regional location of the world’s first empire.
Learning Target: I can experience art.
1. Read the yellow textbook, pages 22-25. Complete the questions in the textbook.
2. Do the Vocabulary Quiz and "Cause and Effect" about the Rise of the Sumerians.
3. Watch "Mesopotamia: From Nomads to Farmers."
4. Experience part of John Green's Mesopotamia Crash Course #3 video presentation.
5. Make your background set(s). Practice your play. Make sure your play is completely written down. Perform your puppet play with your team!
Friday 918/20
Day 27: Puppet Plays, Part II
Standard(s): 6.11 = Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.
Learning Target: I can describe the Epic of Gilgamesh.
1. READ pages 84 and 85 in the Green Textbook about the Epic of Gilgamesh.
2. Discuss the three questions on page 85.
3. Read the handout "Gilgamesh (the first superhero)." Do the nine questions on the back side of the paper.
4. Complete Chapter 5 in the Yellow Textbook.
5. Perform your puppet play!
6. Flocabulary The Week in Rap/The Friday Song
Monday 9/21/20
Day 28: Cuneiform
Standard(s): 6.11 = Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.
Learning Target: I can write in cuneiform.
1. READ pages 81-83. What is the most important contribution of the Sumerians to the world? Why?
2. Write your name in CUNEIFORM. Write a secret message in CUNEIFORM. Solve the puzzle!
3. Flocabulary "The Fertile Crescent"
4. Perform your puppet plays.
5. Smile for the camera! There are two grades associated with the puppet plays. The first grade is the puppet itself. The second grade is the performance of the play.
6. What stories do you know about Ur? Babylon? Assyria? Nineveh? Ziggurats?
Tuesday 9/22/20
Day 29: Puppet Plays, Part III
Standard(s): 6.11 = Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.
Learning Target: I can identify ziggurats.
1. Take the Standing Quiz on the BrainPOP covering the ancient Sumerians.
2. Review the yellow textbook, pages 26-33.
3. Finish the final puppet plays.
4. Please complete the Fill in the Blank activity for the Fertile Crescent. Jump every time we say, "What?!"
5. Finish writing your play about Sumer, Babylon, or Assyria.
6. Practice your play. Design the set(s) for your play.
7. Prepare to take Checkpoint 05 by playing the Quizizz game!
8. Read pages 86-93. Describe the love story about the Hanging Gardens of Babylon.
9. Watch "Mesopotamia: From Nomads to Farmers."
Wednesday 9/23/20
Day 30: Geography of Ancient Egypt
Standard(s): 6.10 = Explain the concept of polytheism and its presence in Mesopotamia, with respect to beliefs about the relationship of deities to the natural world and their importance in everyday life.
Learning Target: I can explain polytheism.
1. Play the Quizizz covering Chapter 5 "Mesopotamia's Growth and Achievements."
1. Complete Checkpoint 05 on Gallopade with the Chromebooks.
2. Take the Standing Quiz on BrainPop about the ancient Sumerians.
3. Watch the video on Flocabulary about the Fertile Crescent.
4. Take the Quiz in Flocabulary over the Fertile Crescent.
5. Read pages 34-38 over the Geography of Ancient Egypt in the Yellow Textbook.
Thursday 9/24/20
Day 31: Puppet Plays, Part IV
Standard(s): 6.12 = Analyze the impact of the introduction of written law in the Code of Hammurabi, and explain its basic principles of justice.
Learning Target: I can analyze written law.
1. Absentees will take Checkpoint 05 using the Chromebooks.
2. Read the yellow textbook, pages 34-38. Complete the questions in the textbook.
3. Read pages 24-25 in the Blue Textbook. Examine Hammurabi's Code.
4. Flocabulary: "The Fertile Crescent" and "Hammurabi's Code!"
5. Finish your puppet plays. Take the stage!
6. Watch "Mesopotamia: From Nomads to Farmers."
Friday 9/25/20
Day 32: Hammurabi's Code, Part I
Standard(s): 6.12 = Analyze the impact of the introduction of written law in the Code of Hammurabi, and explain its basic principles of justice.
Learning Target: I can explain justice.
1. Examine Hammurabi's Code by reading pages 22-25 in the Blue Textbook.
2. Read the yellow textbook, pages 34-38. Complete the questions in the textbook.
3. Finish your puppet plays. Take the stage!
4. Flocabulary: "Hammurabi's Code!"
5. Finish writing your play about Sumer, Babylon, or Assyria.
6. Practice your play. Design the set(s) for your play.
7. Read pages 86-93. Describe the love story about the Hanging Gardens of Babylon.
Monday 9/28/20
Day 33: The Gift of the Nile
Standard(s): 6.13 = Identify and locate geographical features of ancient Egypt, including: • Mediterranean Sea • Red Sea • Nile Delta • The regions of Upper and Lower Egypt • Nile River • The Sahara
Learning Target: I can define religion.
1. Read as a drama "The Prince Who Knew His Fate" on pages 53-58 in the Blue Textbook.
2. Do the yellow textbook, pages 34-38. This is the beginning of our study of Egypt. This is Chapter 6: Geography of Ancient Egypt.
3. What is the secret word?
4. Sing "Songs About History" and "Delta Dawn!"
5. Identify and label the Ancient Egypt Map. Please use colored pencils and crayons to beautify your creation.
6. Sing Mr. Nicky's song about Mesopotamia.
7. Perform as a drama "Apsu and Tiamat the Creators" on pages 91-94 in the "Myths and Legends" book.
8. Take notes on John Green's Crash Course on Egypt. This is Crash Course World History #4.
9. Watch "Journals Through History-Egypt."
10. Play the Quizizz over Chapter 6 "Geography of Ancient Egypt."
Tuesday 9/29/20
Day 34: The Seven Wonders of the World
Standard(s): 6.14 = Explain how agricultural practices impacted life and economic growth in ancient Egypt, including the use of irrigation and development of a calendar.
Learning Target: I can identify the pyramids.
1. Finish pages 34-38. Finish "The Prince Who Knew His Fate." Finish coloring the Map.
2. Finish the Puppet Plays. Finish "Journals Through History-Egypt."
3. Take the Standing Quiz over "Seven Wonders" and "The Pharaohs."
4. Sing "Delta Dawn" and "Songs About History."
5. Complete the paper on "Lesson 1 The Nile River."
6. Consider the extra credit project "Cuneiform Clay Tablet Project."
7. Play Quizizz to prepare for tomorrow's Checkpoint 06.
Wednesday 9/30/20
Day 35: Life in Egypt
Standard(s): 6.15 = Explain the structure of ancient Egyptian society, including: • Relationships between groups of people • How social classes were organized by occupation • Positions of pharaohs as god/kings • Role of slaves
Learning Target: I can explain Egyptian agricultural practices.
1. Practice for Checkpoint 06 using the Quizizz. Log into the Google Classroom. You will see it waiting on you as a homework exercise.
2. Complete Checkpoint 06. Please log into Clever. Then click on Gallopade. Then go to assignments.
3. Do the yellow textbook, pages 39-55. This is Chapter 7: Growth and Achievements of Ancient Egypt. Also try accessing the online textbook inside of Clever. Use Gallopade.
4. Do the Quizlet covering important vocabulary words in Chapter 6.
Thursday 10/1/20
Day 36: The Polytheism of Egypt, Part I
Standard(s): 6.16 = Explain the polytheistic religion of ancient Egypt, with respect to beliefs about the afterlife, the reasons for mummification, and the use of pyramids.
Learning Target: I can define polytheism.
1. Complete the Vocabulary-Builder for Chapter 7 "Growth and Achievements of Ancient Egypt."
2. Read pages 39-41 in the Yellow Textbook.
3. Read pages 97, 98, 99, 107, 108, 109, and 110 in the Green Textbook.
4. Brain Pop: Mummification + The Pharaohs
5. Who was Osiris? Finish "Journals Through History-Egypt."
Friday 10/2/20
Day 37: Hieroglyphics
Standard(s): 6.18 = Analyze the achievements of ancient Egyptian civilization, including: hieroglyphics, papyrus, and the pyramids and Sphinx at Giza.
Learning Target: I can analyze hieroglyphics.
1. Take the Standing Quiz over "Mummification" with Tim and Moby at BrainPop.
2. Finish the Vocabulary-Builder for Chapter 7 "Growth and Achievements of Ancient Egypt."
3. Complete pages 44-45 in the Yellow Textbook regarding hieroglyphics.
4. Form your own name in hieroglyphics.
5. Create a SECRET MESSAGE for your neighbor to DECIPHER using THE CODE.
6. Sing "The Friday Song."
Monday 10/12/20
Day 38: The Art of Egypt
Standard(s): 6.16 = Explain the polytheistic religion of ancient Egypt, with respect to beliefs about the afterlife, the reasons for mummification, and the use of pyramids.
Learning Target: I can explain the reasons for mummification.
1. Finish the Yellow Textbook from page 39 through 45.
2. Study the Vocabulary Builder for Chapter 7 "Growth and Achievements of Ancient Egypt."
3. Form your own name in hieroglyphics.
4. Create a SECRET MESSAGE for your neighbor to DECIPHER using THE CODE.
5. Make sure you use both papers "Ancient Egyptian Hieroglyphs" and "The Pharaoh's Chambers: Hieroglyphic Alphabet."
6. Begin "Ancient Egyptian Frontalism." The goal today is for you to be able to "create a drawing or painting of yourself" in the Ancient Egyptian frontalism style.
7. Watch "Journals Through History: Egypt II."
Tuesday 10/13/20
Day 39: Egyptian Frontalism, Part I
Standard(s): 6.18 = Analyze the achievements of ancient Egyptian civilization, including: hieroglyphics, papyrus, and the pyramids and Sphinx at Giza.
Learning Target: I can draw, color, and create art!
1. Continue "Ancient Egyptian Frontalism." The goal today is for you to be able to "create a drawing or painting of yourself" in the Ancient Egyptian frontalism style. Be prepared to turn in your creation at the end of class.
2. Experience the Flocabulary "Walk Like an Egyptian."
3. Complete the missing lyrics paper from "Walk Like an Egyptian."
4. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
Wednesday 10/14/20
Day 40: Walk Like an Egyptian
Standard(s): 6.17 = Analyze the impact of key figures from ancient Egypt, including: • Growth under the leadership of Queen Hatshepsut and her economic policies • Ramses the Great’s military conquests leading to growth of the kingdom • Significance of the discovery of Tutankhamun’s tomb on the understanding of ancient Egypt
Learning Target: I can explain the significance of the Sphinx.
1. Finish your self-portrait using Eyptian Frontalism.
2. Complete the missing lyrics paper from "Walk Like an Egyptian."
3. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
4. Watch both "Journals Through History" videos from Discovery Education. These are "Journals Through History - Egypt" and "Journals Through History - Egypt II."
5. BRAIN BREAK: Do You Remember The Time?
6. Complete the Quizlet on Chapter 7 in the Google Classroom.
7. Compete for prizes using the Kahoot on Chapter 7 in the Google Classroom.
Thursday 10/15/20
Day 41: Egypt's Empire, Part I
Standard(s): 6.17 = Analyze the impact of key figures from ancient Egypt, including: • Growth under the leadership of Queen Hatshepsut and her economic policies • Ramses the Great’s military conquests leading to growth of the kingdom • Significance of the discovery of Tutankhamun’s tomb on the understanding of ancient Egypt
Learning Target: I can identify Ramses the Great.
1. Watch Journey With Dylan Dreyer "Secrets of Ancient Egypt", Season 1, Episode 2. You can find the link at https://www.nbc.com/journey-with-dylan-dreyer/video/secrets-of-ancient-egypt/3114889
2. Finish your self-portrait using Eyptian Frontalism.
3. Complete the missing lyrics paper from "Walk Like an Egyptian."
4. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
5. Do the Musical Standing Quiz on the BrainPOP about the Egyptian Pharaohs.
6. BRAIN BREAK: Do You Remember The Time?
Friday 10/16/20
Day 42: Egypt's Empire, Part II
Standard(s): 6.19 = Examine the cultural diffusion of ancient Egypt with surrounding civilizations through trade and conflict, including its relationship with Nubia.
Learning Target: I can analyze the influence of Egypt.
1. Complete Ancient Egyptian Crossword Puzzles 1 and 2.
2. Try the "Ancient Egypt: The Gift of the Nile" Crossword Puzzle.
3. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
4. Do the Musical Standing Quiz on the BrainPOP about the Egyptian Pharaohs.
5. BRAIN BREAK: Do You Remember The Time?
Monday 10/19/20
Day 43: The King Who Was Sick
Standard(s): 6.17 = Analyze the impact of key figures from ancient Egypt, including: • Growth under the leadership of Queen Hatshepsut and her economic policies • Ramses the Great’s military conquests leading to growth of the kingdom • Significance of the discovery of Tutankhamun’s tomb on the understanding of ancient Egypt
Learning Target: I can identify important people from Egypt.
1. Finish pages 39-55 in the Yellow Textbook.
2. Solve the Story Problem about the "King Who Was Sick" with your group.
3. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
4. Do the Musical Standing Quiz on the BrainPOP about the Egyptian Pharaohs.
5. BRAIN BREAK: Do You Remember The Time?
Tuesday 10/20/20
Day 44: The Polytheism of Egypt, Part II
Standard(s): 6.15 = Explain the structure of ancient Egyptian society, including: • Relationships between groups of people • How social classes were organized by occupation • Positions of pharaohs as god/kings • Role of slaves
Learning Target: I can identify the structure of society.
1. Experience the Journey Across Time Video 02 about "The Pyramids."
2. Finish pages 39-55 in the Yellow Textbook.
3. Solve the Story Problem about the "King Who Was Sick" with your group.
4. Form a team of six students. Each student must hold an A, B, C, or D card. Play the Video Game with our host Jacqueline Torres on the big screen. This is based on Egypt.
5. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
6. Begin "The Prince of Egypt" video material. What symbols of Egypt do you see in the opening scenes?
7. BRAIN BREAK: Do You Remember The Time?
Wednesday 10/21/20
Day 45: Egypt's Empire, Part III
Standard(s): 6.19 = Examine the cultural diffusion of ancient Egypt with surrounding civilizations through trade and conflict, including its relationship with Nubia.
Learning Target: I can identify Queen Hatshepsut.
1. Review the Quizlet and the Kahoot by visiting the Google Classroom.
2. Take Checkpoint 07 by signing into Clever and visiting Gallopade.
3. Read the Green Textbook on pages 107-130.
4. Read pages 120-127 about "Egypt's Empire."
5. Begin the Writing/Art Project "Egyptian Society." Complete the blank pyramid following the instructions on the other pyramid. Pay attention to the pyramid on page 116 in the Green Textbook.
6. Solve the Story Problem about the "King Who Was Sick" with your group.
Thursday 10/22/20
Day 46: Connections, Part I (Egypt, Israel)
Standard(s): 6.20 = Identify and locate geographical features of ancient Israel, including: • Dead Sea • Mediterranean Sea • Jerusalem • Red Sea • Jordan River • Sinai Peninsula
Learning Target: I can locate Israel.
1. Finish the Writing/Art Project "Egyptian Society." Complete the blank pyramid following the instructions on the other pyramid. Pay attention to the pyramid on page 116 in the Green Textbook.
2. Solve the Story Problem about the "King Who Was Sick" with your group.
3. Begin "The Prince of Egypt" video material. What symbols of Egypt do you see in the opening scenes?
4. BRAIN BREAK: Do You Remember The Time?
5. Vote on the Egyptian Frontalism drawings by using the three red tokens that Mr. Jones gave you while "Walking Like an Egyptian" with the Bangles.
Friday 10/23/20
Day 47: Egyptian Frontalism, Part II
Standard(s): 6.20 = Identify and locate geographical features of ancient Israel, including: • Dead Sea • Mediterranean Sea • Jerusalem • Red Sea • Jordan River • Sinai Peninsula
Learning Target: I can locate the Dead Sea.
1. Complete pages 56-58 in the Yellow Textbook.
2. Mr. Jones will perform a PANTOMIME if you still have not solved the Story Problem.
3. Turn in the Writing/Art Project "Egyptian Society." Complete the blank pyramid following the instructions on the other pyramid. Pay attention to the pyramid on page 116 in the Green Textbook.
4. The winning team of experts will plan their sidewalk art using the blue bulletin board background paper.
5. Cheer on the Expert Team outside while they complete the Sidewalk Chalk Art demonstrating Egyptian Frontalism and hieroglyphics.
Monday 10/26/20
Day 48: Connections, Part II (Egypt, Israel)
Standard(s): 6.21 = Describe the development of the ancient Israelites, and explain the reasons for their movements from Mesopotamia to Canaan (later called Israel), from Canaan to Egypt, and from Egypt back to Canaan.
Learning Target: I can demonstrate the connections between Egypt and Israel.
1. Finish pages 56-58 in the Yellow Textbook.
2. Begin "The Prince of Egypt" video material. What symbols of Egypt do you see in the opening scenes?
3. Continue working into Chapter 9 "History of Ancient Israel." It is found in the Yellow textbook on pages 59-63.
4. Prepare for Checkpoint 08 which will be taken this coming Thursday.
Tuesday 10/27/20
Day 49: Origin Story
Standard(s): 6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can explore my own origin story.
1. Form a team of 4 people. Read the "Origin Story" paper out loud to each other.
2. Continue to read out loud Questions 5 and 6. What is the origin story of your family? What else can an origin story be about?
3. Introduce the "What's in a name?" Project. Look at the examples of students from the past. This project is due at the end of this semester.
4. Watch the Prince of Egypt scene of the burning bush experience and the showdown between Moses and the priests of Egypt. What deities do you see?
4. Play Quizizz using technology with any time remaining in class.
5. Checkpoint 08 will be taken this coming Thursday.
Wednesday 10/28/20
Day 50: Introduction to Ancient Israel, Part I
Standard(s):6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can identify Abraham.
1. Complete pages 59 and 60 in the Yellow Textbook. Who is Abraham?
2. Experience the "Ancient Jerusalem" Video. What is the Diaspora?
3. Watch "The Prince of Egypt." Notice the Burning Bush Experience. Look at the showdown between Moses and Pharaoh. What Egyptian deities are in the song?
4. Play Quizlet and Quizizz. Today we will attempt to use smart phone technology to access the two games that are designed to help you on Chapter 8. The Checkpoint is tomorrow! Please study!
Thursday 10/29/20
Day 51: Introduction to Ancient Israel, Part II
Standard(s): 6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can identify Moses.
1. Complete page 60 in the Yellow Textbook. Construct a family tree starting with Abraham.
2. Play the Chapter 8 Quizzizz and the Chapter 8 Quizlet. Both of these can be found as homework assignments in the Google Classroom.
3. Take Checkpoint 08 using the Chromebooks.
4. Watch "The Prince of Egypt." Notice the Burning Bush Experience. Look at the showdown between Moses and Pharaoh. What Egyptian deities are in the song?
Friday 10/30/20
Day 52: Abraham
Standard(s):6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can explain individual worth and personal responsibility.
1. Complete pages 60 and 61 in the Yellow Textbook.
2. Write in all answers on the History of Ancient Israel Scavenger Hunt.
3. Start "Origins and Central Features of Judaism." It is on the back side of the Scavenger Hunt.
4. Retake the BrainPop on the Egyptian Pharaohs. Examine your quiz. Please take the Standing Quiz.
5. Watch "The Prince of Egypt." Notice the Burning Bush Experience. Look at the showdown between Moses and Pharaoh. What Egyptian deities are in the song?
Monday 11/2/20
Day 53: The Ten Commandments, Part I
Standard(s): 6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can explain the Ten Commandments.
1. Finish the Scavenger Hunt and the Central Features of Judaism Paper.
2. Do pages 62 and 63 in the Yellow Textbook.
3. Watch "The Prince of Egypt." Notice the Burning Bush Experience. Look at the showdown between Moses and Pharaoh. What Egyptian deities are in the song? What are the Ten Plagues? See the Red Sea Deliverance.
4. Read pages 198-205 in the Green Textbook.
a. What are the Ten Plagues?
b. What are the Ten Commandments?
c. How are they related and connected?
Tuesday 11/3/20
Day 54: The Prince of Egypt, Part I
Standard(s): 6.23 = Identify the importance of Saul as the first king of Israel, David as the second king who founded Jerusalem as the capital, and Solomon as the third king who built the first temple.
Learning Target: I can compare monotheism with polytheism.
1. Watch "The Prince of Egypt." Notice the Burning Bush Experience. Look at the showdown between Moses and Pharaoh. What Egyptian deities are in the song? What are the Ten Plagues? See the Red Sea Deliverance.
2. Experience "Judaism Explained: Religions in Global History" by Hip Hughes.
3. How are the 10 Commandments related?
4. What is the Red Sea Deliverance? Finish the Prince of Egypt.
5. WAKE UP CALL! = What did it take for Egypt to give up slavery? What did it take for the United States to give up slavery? What does it take for you or me to turn from what we are doing wrong?
Wednesday 11/4/20
Day 55: The Prince of Egypt, Part II
Standard(s): 6.23 = Identify the importance of Saul as the first king of Israel, David as the second king who founded Jerusalem as the capital, and Solomon as the third king who built the first temple.
Learning Target: I can identify Saul, David, and Solomon.
1. Take Checkpoint 09 using a Chromebook. It is located at Clever using the Gallopade icon. Look for "Assignments" on the top right.
2. Continue working in the Yellow Textbook, pages 64-68.
3. Introduce The Ten Commandments Project. This is not a requirement. It is extra credit for the Second Nine Weeks.
4. Continue working on the "What's in a name?" Project. The Chromebooks may be helpful with this project.
5. Do the Chapter 8 Study Guide using the Green Textbook. Please write the page numbers next to any item that you find in the Green Textbook.
6. Prepare for the finale of the Prince of Egypt. Use the Ten Plagues of Egypt paper to take notes.
7. Watch "The Prince of Egypt." What are the Ten Plagues? See the Red Sea Deliverance. Experience Moses coming down from Mount Sinai with the Ten Commandments.
8. What is the Red Sea Deliverance? Finish the Prince of Egypt.
9. WAKE UP CALL! = What did it take for Egypt to give up slavery? What did it take for the United States to give up slavery? What does it take for you or me to turn from what we are doing wrong?
Thursday 11/5/20
Day 56: The Ten Plagues
Standard(s): 6.24 = Summarize the breakup of the Kingdom of Israel, Babylonian captivity, and the return of the Jews to their homeland under the Persian Empire.
Learning Target: I can list the Plagues.
1. Read pages 198-205 in the Green Textbook.
a. What are the Ten Plagues?
b. How are they related and connected?
c. How is the death of the firstborn related to Moses' birth?
2. Do the Chapter 8 Study Guide using the Green Textbook. Please write the page numbers next to any item that you find in the Green Textbook.
3. Prepare for the finale of the Prince of Egypt. Use the Ten Plagues of Egypt paper to take notes.
4. Watch "The Prince of Egypt." What are the Ten Plagues? See the Red Sea Deliverance. Experience Moses coming down from Mount Sinai with the Ten Commandments.
5. What is the Red Sea Deliverance? Finish the Prince of Egypt.
Friday 11/6/20
Day 57: The Ten Commandments, Part II
Standard(s): 6.24 = Summarize the breakup of the Kingdom of Israel, Babylonian captivity, and the return of the Jews to their homeland under the Persian Empire.
Learning Target: I can define Exile and Diaspora.
1. Read pages 198-205 in the Green Textbook.
a. What are the Ten Plagues?
b. How are they related and connected?
c. How is the death of the firstborn related to Moses' birth?
2. Do the Chapter 8 Study Guide using the Green Textbook. Please write the page numbers next to any item that you find in the Green Textbook.
3. Prepare for the finale of the Prince of Egypt. Use the Ten Plagues of Egypt paper to take notes.
4. Watch "The Prince of Egypt." What are the Ten Plagues? See the Red Sea Deliverance. Experience Moses coming down from Mount Sinai with the Ten Commandments.
5. What is the Red Sea Deliverance? Finish the Prince of Egypt.
6. Take notes on the two Power Point Presentations on Judaism.
Monday 11/9/20
Day 58: Final Review on Israel, Part I
Standard(s): 6.21 = Describe the development of the ancient Israelites, and explain the reasons for their movements from Mesopotamia to Canaan (later called Israel), from Canaan to Egypt, and from Egypt back to Canaan.
Learning Target: I can describe the Palestinian Israeli conflict.
1. Experience John Green's Crash Course World History 223 "Conflict in Israel and Palestine." How is this related to Americans vs. the Cherokee?
2. Finish the two Power Point Presentations on Judaism.
3. Finish the Prince of Egypt.
4. Check Schoology for answers to your textbook.
5. Check your Yellow Textbook for completion of Chapter 10.
Tuesday 11/10/20
Day 59: Final Review on Israel, Part II
Standard(s): 6.22 = Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
Learning Target: I can create an illustration depicting the Israelites.
1. This is our final day to prepare for the final test on Israel.
2. Finish the Prince of Egypt.
3. Take notes on the two Power Point Presentations on Judaism.
4. Study your textbook for the Chapter 10 Checkpoint.
5. Play the Quizizz to prepare for tomorrow's test.
Wednesday 11/11/20
Day 60: Introduction to India, Part I
Standard(s): 6.25 = Identify and locate geographical features of ancient India, including: • Ganges River • Indus River • Himalayan Mountains • Monsoon winds • Indian Ocean • Subcontinent of India
Learning Target: I can locate India on a map.
1. Finish "The Prince of Egypt." Experience Moses coming down from Mount Sinai with the Ten Commandments.
2. Play the Quizizz on Chapter 10 in the Google Classroom.
3. Take Checkpoint 10 in Gallopade after signing into Clever.
4. Read the Yellow Textbook, pages 69-72 "Geographical Features of India."
5. Answer the questions on pages 69 and 70. Please write your answer in complete sentences on page 69.
6. Work on your "What's in a Name?" Project using the Chromebooks.
Thursday 11/12/20
Day 61: Introduction to India, Part II
Standard(s): 6.25 = Identify and locate geographical features of ancient India, including: • Ganges River • Indus River • Himalayan Mountains • Monsoon winds • Indian Ocean • Subcontinent of India
Learning Target: I can locate the Himalayas.
1. Read the Yellow Textbook, pages 69-72 "Geographical Features of India."
2. Label the map on page 71 of the Yellow Textbook.
3. Do the Ancient India Scavenger Hunt.
4. Go over the Scavenger Hunt Power Point Presentation.
5. Begin the "India, Part I" video about India's history.
6. Work on the "India's History" Video Worksheet.
Friday 11/13/20
Day 62: Mystery Guest Speaker, Part II
Standard(s): 6.26 = Explain the emergence of the Harappan civilization in the Indus River Valley as an early agricultural civilization, and describe its achievements, including: • Architecture built with bricks • Arranging roads into a series of grid-systems • Sanitation and sewer systems
Learning Target: I can explain the emergence of civilization.
1. Read the Yellow Textbook, pages 69-72 "Geographical Features of India."
2. Continue to label the map on page 71 of the Yellow Textbook.
3. Do the Ancient India Scavenger Hunt.
4. Go over the Scavenger Hunt Power Point Presentation.
5. Write the thirteen answers on the back side of the Ancient India Scavenger Hunt.
6. Continue the "India, Part I" video about India's history.
7. Work on the "India's History" Video Worksheet.
8. Participate in the wonderful experiences of our Mystery Guest Speaker on India. Take notes on her Power Point Presentation.
Monday 11/16/20
Day 63: Mystery Guest Speaker, Part III
Standard(s): 6.04 = Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
Learning Target: I can describe proper reactions in social situations.
1. We learned a lot about proper behavior in social situations. Thanksgiving is our holiday that we celebrate in the United States. It was the focus of our guest speaker.
2. Mrs. Wilson spoke to us recently about the reasons for Thanksgiving and various traditions.
3. Please continue to work on chapter 11 about the Geographical Features of Ancient India.
4. Watch John Green's "Indus Valley Civilization" from Crash Course World History #2.
Tuesday 11/17/20
Day 64: India's First Cities, Part I
Standard(s): 6.26 = Explain the emergence of the Harappan civilization in the Indus River Valley as an early agricultural civilization, and describe its achievements, including: • Architecture built with bricks • Arranging roads into a series of grid-systems • Sanitation and sewer systems
Learning Target: I can locate the Indus River Valley.
1. Finish the "India, Part I" video about India's history.
2. Turn in your notes on the "India's History" Video Worksheet.
3. Watch the six minute video "Video 06: India's First Cities" from Journey Across Time.
4. Fill in your "Round and Round" Flocabulary Lyrics.
5. Do the Standing Quiz on the Mount Everest Brain Pop.
6. Review the requirements for the "What's in a Name?" Project.
Wednesday 11/18/20
Day 65: India's First Cities, Part II
Standard(s): 6.27 = Describe the social structure of the caste system, and explain its effect on everyday life in ancient India.
Learning Target: I can explain the caste system.
1. Watch the six minute video "Video 06: India's First Cities" from Journey Across Time.
2. Review the requirements for the "What's in a Name?" Project.
3. Play the Quizlet Game over Chapter 11 "Geographical Features of India."
4. Log into the Google Classroom to play the Quizizz Game over Chapter 11.
5. Take Checkpoint 11 in Gallopade.
6. Experience the Standing Quiz on the Mount Everest Brain Pop.
Thursday 11/19/20
Day 66: Religions of Ancient India, Part I
Standard(s): 6.28 = Describe the origins and central features of Hinduism: • Key Person(s): origins in Aryan traditions • Sacred Texts: The Vedas • Basic Beliefs: dharma, karma, reincarnation, and moksha
Learning Target: I can define karma.
1. Watch the six minute video "Video 06: India's First Cities" from Journey Across Time.
2. Experience the Standing Quiz on the Mount Everest Brain Pop.
3. Read pages 72-83 in the Yellow Textbook about "Growth and Achievements of Ancient India."
4. Complete the questions on pages 81-83.
5. Take notes on the BrainPOP "Religion." What are the Four Noble Truths?
6. Do the Standing Quiz on Religion.
7. Begin the Power Point Presentation by History Gal on Hinduism.
8. Color the two guided notes papers and take notes on the Power Point Presentation.
Friday 11/20/20
Day 67: Religions of Ancient India, Part II
Standard(s): 6.28 = Describe the origins and central features of Hinduism: • Key Person(s): origins in Aryan traditions • Sacred Texts: The Vedas • Basic Beliefs: dharma, karma, reincarnation, and moksha
Learning Target: I can define dharma.
1. Watch the six minute video "Video 06: India's First Cities" from Journey Across Time.
2. Experience the Standing Quiz on the Mount Everest Brain Pop.
3. Read pages 72-83 in the Yellow Textbook about "Growth and Achievements of Ancient India."
4. Complete the questions on pages 81-83.
5. Take notes on the BrainPOP "Religion." What are the Four Noble Truths?
6. Do the Standing Quiz on Religion.
7. Begin the Power Point Presentation by History Gal on Hinduism.
8. Color the two guided notes papers and take notes on the Power Point Presentation.
Monday 11/30/20
Day 68: India's First Cities, Part I
Standard(s): 6.27 = Describe the social structure of the caste system, and explain its effect on everyday life in ancient India.
Learning Target: I can explain the caste system.
1. Finish the "India, Part I" video about India's history.
2. Turn in your notes on the "India's History" Video Worksheet.
3. Fill in your "Round and Round" Flocabulary Lyrics.
4. Do the Standing Quiz on the Mount Everest Brain Pop.
5. Review the requirements for the "What's in a Name?" Project.
Tuesday 12/1/20 Day 69: Religions of Ancient India, Part I Standard(s): 6.28 = Describe the origins and central features of Hinduism: • Key Person(s): origins in Aryan traditions • Sacred Texts: The Vedas • Basic Beliefs: dharma, karma, reincarnation, and moksha Learning Target: I can define karma and dharma. 1. Experience the Standing Quiz on the Mount Everest Brain Pop. 2. Read pages 72-83 in the Yellow Textbook about "Growth and Achievements of Ancient India." 3. Complete the questions on pages 81-83. 4. Take notes on the BrainPOP "Religion." What are the Four Noble Truths? 5. Do the Standing Quiz on Religion. 6. Begin the Power Point Presentation by History Gal on Hinduism. 7. Color the two guided notes papers and take notes on the Power Point Presentation. Wednesday 12/2/20 Day 70: The Aryan Invasion, Part I Standard(s): 6.29 = Describe the origins and central features of Buddhism: • Key Person(s): Siddhartha Gautama (Buddha) • Sacred Texts: Tripitaka • Basic Beliefs: Four Noble Truths, Eightfold Path, Nirvana Learning Target: I can explain the Four Noble Truths. 1. Read pages 72-83 in the Yellow Textbook about "Growth and Achievements of Ancient India." 2. Complete the questions on pages 74-78. 3. Review the "Great Bath" from page 73 using John Green's "Indus River Valley Civilization: Crash Course World History #2." John Green says it's his all-time favorite! 4. Take notes on the BrainPOP "Religion." What are the Four Noble Truths? 5. Do the Standing Quiz on Religion. 6. Finish the Power Point Presentation by History Gal on Hinduism. 7. Finish coloring the two guided notes papers and take notes on the Power Point Presentation. 8. Watch Hip Hipster on Hinduism 101. https://youtu.be/IGV6M4wQ8Os 9. Watch Hip Hipster on Buddhism Explained. https://youtu.be/eYKdEnEqfQQ Thursday 12/3/20 Day 71: The Caste System, Part I Standard(s): 6.30 = Identify the long-lasting intellectual traditions that emerged during the late empire of ancient India, including: medical education, medical techniques, and mathematics (e.g., Hindu-Arabic numerals). Learning Target: I can define "caste." 1. Take notes on the BrainPOP "Religion." What are the Four Noble Truths? 2. Do the Standing Quiz on Religion. 3. Finish the Power Point Presentation by History Gal on Hinduism. 4. Finish coloring the two guided notes papers and take notes on the Power Point Presentation. 5. Watch Hip Hipster on Hinduism 101. https://youtu.be/IGV6M4wQ8Os 6. Begin the Note Taking on the Power Point Presentation by History Gal on Buddhism. 7. Color and take notes using the two page study guide. 8. Watch Hip Hipster on Buddhism Explained. https://youtu.be/eYKdEnEqfQQ Friday 12/4/20 Day 72: The Caste System, Part II Standard(s): 6.27 = Describe the social structure of the caste system, and explain its effect on everyday life in ancient India. Learning Target: I can define "Brahmanism." 1. Read pages 79 and 80 in the Yellow Textbook. 2. Answer the questions on pages 79 and 80. 3. Participate in the Caste System Activity. The teacher will tape a card to your back. The four Varnas are Brahmins, Kshatriyas, Vaisyas, and Sudras. We will also have the Untouchables represented among us. 4. Try to identify the song "Bodhisattva" by Steely Dan. 5. While the Taj Mahal video is playing, walk around the room silently. Everyone should treat each other according to your caste. However, this is completed by body language only. No one should look at their card. Listen to the music of Ancient India as you walk around the room. Notice musical instruments like the sitar in the music of India. 6. Without referring directly to the caste, say things to other students in the room to indicate their caste. Ask questions if you are still not sure of your caste. The questions should only be answered with a yes or a no. Do not directly refer to your caste. 7. At the end of the activity, go to the card in the classroom corresponding to your caste. Were you correct? How were you treated? How did it make you feel? Do we treat each other this way in the United States? Do we have a class system that compares or contrasts to the caste system of India?
Monday 12/7/20
Day 73: The Life of Siddhartha Gautama, Part I
Standard(s): 6.28 = Describe the origins and central features of Hinduism: • Key Person(s): origins in Aryan traditions • Sacred Texts: The Vedas • Basic Beliefs: dharma, karma, reincarnation, and moksha
Learning Target: I can define moksha and nirvana.
1. Finish the Power Point Presentation by History Gal on Hinduism.
2. Finish coloring the two guided notes papers and take notes on the Power Point Presentation.
3. Watch Hip Hipster on Hinduism 101. https://youtu.be/IGV6M4wQ8Os
4. Begin the Note Taking on the Power Point Presentation by History Gal on Buddhism.
5. Color and take notes using the two page study guide.
6. Watch Hip Hipster on Buddhism Explained. https://youtu.be/eYKdEnEqfQQ
Tuesday 12/8/20
Day 74: The Life of Siddhartha Gautama, Part II
Standard(s): 6.29 = Describe the origins and central features of Buddhism: • Key Person(s): Siddhartha Gautama (Buddha) • Sacred Texts: Tripitaka • Basic Beliefs: Four Noble Truths, Eightfold Path, Nirvana
Learning Target: I can identify "ahimsa."
1. Finish the questions in the Yellow Textbook on pages 73-85.
2. Finish the Note Taking on the Power Point Presentation by History Gal on Buddhism.
3. Color and take notes using the two page study guide.
4. Watch Hip Hipster on Buddhism Explained. https://youtu.be/eYKdEnEqfQQ
5. Experience Kids History India Part 1 and 2.
Wednesday 12/9/20
Day 75: The Hindi Language
Standard(s): 6.30 = Identify the long-lasting intellectual traditions that emerged during the late empire of ancient India, including: medical education, medical techniques, and mathematics (e.g., Hindu-Arabic numerals).
Learning Target: I can write numbers in the Hindi language.
1. Play the Quizzizz on Chapter 12 "Growth and Achievements of Ancient India." It is found as a homework assignment in the Google Classroom.
2. Take Checkpoint 12 on Gallopade.
3. Practice saying Hindi words and writing numbers in Sanskrit. This is mainly accomplished by reading the paper entitled "Hindi Language." Write the numbers one through ten in Sanskrit using this paper as your guide.
4. See the first part of "The Jungle Book" with any remaining time left over in class.
Thursday 12/10/20
Day 76: Review of Ancient India
Standard(s): 6.30 = Identify the long-lasting intellectual traditions that emerged during the late empire of ancient India, including: medical education, medical techniques, and mathematics (e.g., Hindu-Arabic numerals).
Learning Target: I can write Hindu-Arabic numerals.
1. Turn in your "What's in a Name?" Project. This is a required assignment.
2. Turn in your Ten Commandments Project. This is extra credit only. It is not required.
3. Play the Quizzizz on Chapter 12 "Growth and Achievements of Ancient India." It is found as a homework assignment in the Google Classroom. We may use smart phone devices in class today.
4. Take Checkpoint 12 on Gallopade if you can on your own. It is posted already if you can get to a computer with Internet access.
5. Practice saying Hindi words and writing numbers in Sanskrit. This is mainly accomplished by reading the paper entitled "Hindi Language." Write the numbers one through ten in Sanskrit using this paper as your guide.
6. Play the video game over Chapter 6 Ancient India with our host Jacqueline Torres.
7. See the first part of "The Jungle Book" with any remaining time left over in class.
Friday 12/11/20
Day 77: Finishing Ancient India
Standard(s): 6.30 = Identify the long-lasting intellectual traditions that emerged during the late empire of ancient India, including: medical education, medical techniques, and mathematics (e.g., Hindu-Arabic numerals).
Learning Target: I can review Ancient India.
1. Play Quizlet in the Google Classroom.
2. Play the Quizzizz on Chapter 12 "Growth and Achievements of Ancient India." It is found as a homework assignment in the Google Classroom.
3. Take Checkpoint 12 on Gallopade.
4. See the first part of "The Jungle Book" with any remaining time left over in class.
5. Review the Flocabulary "Round and Round" lyrics.
6. Finish the Religions BrainPOP. Take the Standing Quiz!
7. Experience the Flocabulary on "Major World Religions."
Monday 12/14/20
Day 78: Introduction to Ancient China
Standard(s): 6.31 = Identify and locate geographical features of ancient China, including: • Gobi Desert • Plateau of Tibet • Himalayan Mountains • Yangtze River • Pacific Ocean • Yellow River
Learning Target: I can locate features on a map.
1. Please read pages 86-89 about "Geographical Features of China."
2. Absentees will take Checkpoint 12 and the Semester Exam, Part 1.
3. Complete the questions on pages 86, 87, 88, and 89.
4. Review for the Semester Exam, Part 2.
5. See the first part of "The Jungle Book" with any remaining time left over in class.
6. Review the Flocabulary "Round and Round" lyrics.
7. Finish the Religions BrainPOP. Take the Standing Quiz!
8. Experience the Flocabulary on "Major World Religions."
Tuesday 12/15/20
Day 79: The Shang Dynasty, Part I
Standard(s): 6.33 = Describe how the size of ancient China made governing difficult and how the concepts of the mandate of heaven and Legalism emerged as solutions to this problem.
Learning Target: I can identify China.
1. Read pages 90 and 91 in the Yellow Textbook. Then read 172-177 in the Green Textbook.
2. Please complete the questions on pages 90 and 91.
3. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
4. View John Green's Crash Course on China.
5. Construct your Three Dimensional Christmas Tree. You will be handed two pieces of paper. Please use scissors, colored markers or pencils, and glue sticks to construct your tree. This activity will emphasize the invention of paper by Ancient China and the holiday season at the same time!
6. Color the Dragon and the Panda. (The Chinese language is based on ideographs and pictographs. The Dragon and the Panda are just two of the symbols of China.)
Wednesday 12/16/20
Day 80: The Shang Dynasty, Part II
Standard(s): 6.35 = Explain the significance of the unification of ancient China into the first Chinese empire by Qin Shi Huangdi, beginning the Qin Dynasty.
Learning Target: I can identify the Gobi Desert.
1. Read pages 172-177 and 178-179 in the Green Textbook.
2. Who was Confucius?
3. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
4. Play the Quizlet to review for the Semester Exam. It is found in the Google Classroom.
5. Take the Semester Exam (your final attempt) on Gallopade using the Chromebooks.
6. Color the Dragon and the Panda. (The Chinese language is based on ideographs and pictographs. The Dragon and the Panda are just two of the symbols of China.)
7. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
Thursday 12/17/20
Day 81: China's Three Philosophies
Standard(s): 6.35 = Explain the significance of the unification of ancient China into the first Chinese empire by Qin Shi Huangdi, beginning the Qin Dynasty.
Learning Target: I can identify Confucius.
1. Read Lesson 2 on pages 178-183 in the Green Textbook.
2. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
3. Color the Dragon and the Panda. (The Chinese language is based on ideographs and pictographs. The Dragon and the Panda are just two of the symbols of China.)
4. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
5. Standing Quiz: Brain Pop
6. See the Flocabulary on Ancient China.
7. Complete the Common Christmas Sayings or Songs Puzzle.
8. Experience the Candy Quiz!
Friday 12/18/20
Day 82: The Final "Day" of 2020
Standard(s): 6.59 = Describe the origins and central features of Christianity: • Key Person(s) Jesus, Paul • Sacred Texts: The Bible • Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah
Learning Target: I can explain Christmas.
1. What are you doing during your Christmas Break?
2. Explain the origins of Christmas.
3. Please attempt to solve the "Candy Quiz." Then complete the Common Christmas Songs or Sayings. Both puzzles contain synonyms for famous candy bars or songs. See if you can solve the puzzles!
4. Construct your Three Dimensional Christmas Tree. You will be handed two pieces of paper. Please use scissors, colored markers or pencils, and glue sticks to construct your tree.
5. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
Wednesday 1/6/21
Day 83: The Huang He, Part I
Standard(s): 6.32 = Analyze the influence of geographic features on the origins of ancient Chinese civilization in the Yellow River Valley, and explain how China’s geography helped create a unique yet diverse cultural identity that was isolated from the rest of the world.
Learning Target: I can analyze the influence of the Yellow River.
1. Sing "Do Your Work." Experience "Something Good Is About To Happen." This is a review of the rules and the classroom procedures. This is a required part of your grade.
2. Complete pages 86-92 in your Yellow Textbook. This includes all of Chapter 13 "Geographical Features of China."
3. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
Thursday 1/7/21
Day 84: The Huang He, Part II
Standard(s): 6.32 = Analyze the influence of geographic features on the origins of ancient Chinese civilization in the Yellow River Valley, and explain how China’s geography helped create a unique yet diverse cultural identity that was isolated from the rest of the world.
Learning Target: I can describe China's isolation.
1. Sing "Do Your Work." Experience "Something Good Is About To Happen." This is a review of the rules and the classroom procedures. This is a required part of your grade.
2. Write down all of the Chinese inventions from the Journey Across Time video 07 "Early Chinese Inventions."
3. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
Friday 1/8/21
Day 85: The Silk Road, Part I
Standard(s): 6.38 = Describe how the desire for Chinese goods influenced the creation of The Silk Road and initiated cultural diffusion throughout Eurasia, including the introduction of Buddhism into ancient China.
Learning Target: I can describe The Silk Road.
1. Read pages 188-191. Answer #7.
2. Watch the John Green Video #9 "The Silk Road."
3. Take the Standing Quiz on the "Silk Road."
4. Review all of the Chinese inventions from the Journey Across Time video 07 "Early Chinese Inventions."
5. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
6. Perform the Miniature Theater.
Monday 1/11/21
Day 86: Review of the Geography of China
Standard(s): 6.31 = Identify and locate geographical features of ancient China, including: • Gobi Desert • Plateau of Tibet • Himalayan Mountains • Yangtze River • Pacific Ocean • Yellow River
Learning Target: I can locate features on a map.
1. Play the Quizzizz on Chapter 13 "Geographical Features of China." It is found as a homework assignment in the Google Classroom.
2. Take Checkpoint 13 on Gallopade.
3. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0. Please use your Chromebook to access the video and complete your Flapping Bird.
Tuesday 1/12/21
Day 87: The Mandate of Heaven
Standard(s): 6.33 = Describe how the size of ancient China made governing difficult and how the concepts of the mandate of heaven and Legalism emerged as solutions to this problem.
Learning Target: I can describe the Mandate of Heaven.
1. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
2. Review John Green's Crash Course on China.
3. Begin the History Gal Ancient China Power Point Presentation.
4. Please complete the front and back side of the first page of guided notes. Then color it to illustrate the majesty of China.
5. Complete pages 93-102 in the Yellow Textbook concerning Chapter 14 "Growth and Achievements of Ancient China."
Wednesday 1/13/21
Day 88: The Benchmark Test, Part 2
Standard(s): 6.34 = Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and The Analects emphasized the concepts of kinship, order, and hierarchy to address these problems.
Learning Target: I can identify problems in the time of Confucius.
1. Take the Benchmark Test, Part 2 on the Chromebook. It is located at Clever using the Gallopade icon. Look for "Assignments" on the top right. Feel free to look up items found on the test using your Yellow Textbook. However, you must finish the Test before the end of class today.
2. Continue working in the Yellow Textbook concerning Chapter 14 "Growth and Achievements of Ancient China" on pages 93-102.
3. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves."
4. Continue the History Gal Ancient China Power Point Presentation.
5. Please complete the front and back side of the first page of guided notes. Then color it to illustrate the majesty of China.
Thursday 1/14/21
Day 89: Silent Gallery Walk
Standard(s): 6.34 = Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and The Analects emphasized the concepts of kinship, order, and hierarchy to address these problems.
Learning Target: I can write about philosophy.
1. Complete the History Gal Power Point Presentation on Confucius.
2. Make sure you fill out the handout that goes with the Power Point.
3. See the Video from the School of Life about Confucius.
4. Finish the John Green video. Take notes on Confucius. Name the Five Relationships.
5. Solve the Confucius Puzzle.
6. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves." Please listen to the relaxing music as you walk around the classroom.
Friday 1/15/21
Day 90: The Influence of Confucius
Standard(s): 6.36 = Explain how the implementation of the philosophy of Confucianism led to the political success and longevity of the Han Dynasty.
Learning Target: I can analyze the impact of Confucius.
1. Complete pages 93-102 in your Yellow Textbook.
2. Complete the Silent Gallery Walk. Please write down the six quotes. Then write what you think Confucius meant by the quote. Then write down what it means to you personally.
3. Act out the "Miniature Theater: Philosophies in Ancient China."
4. Fill out the "Note Sheet: Three Philosophies in China." Do the "Liar's Club" activity.
5. Experience the Flocabulary "Art of War and Legalism."
6. Kick the Chinese Knowledge with Flocabulary's "Ancient China."
7. See "Dr. Martin Luther King, Jr. and Leadership" from Flocabulary. How does this connect with Confucius? How does this connect with Jesus?
Tuesday 1/19/21
Day 91: The Mandate of Heaven
Standard(s): 6.33 = Describe how the size of ancient China made governing difficult and how the concepts of the mandate of heaven and Legalism emerged as solutions to this problem.
Learning Target: I can describe the Mandate of Heaven.
1. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
2. Review John Green's Crash Course on China.
3. Begin the History Gal Ancient China Power Point Presentation.
4. Please complete the front and back side of the first page of guided notes. Then color it to illustrate the majesty of China.
5. Complete pages 93-102 in the Yellow Textbook concerning Chapter 14 "Growth and Achievements of Ancient China."
Wednesday 1/20/21
Day 92: The Philosophy of Confucianism
Standard(s): 6.34 = Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and The Analects emphasized the concepts of kinship, order, and hierarchy to address these problems.
Learning Target: I can identify problems in the time of Confucius.
1. Continue working in the Yellow Textbook concerning Chapter 14 "Growth and Achievements of Ancient China" on pages 93-102.
2. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves."
3. Continue the History Gal Ancient China Power Point Presentation.
4. Please complete the front and back side of the first page of guided notes. Then color it to illustrate the majesty of China.
Thursday 1/21/21
Day 93: Silent Gallery Walk
Standard(s): 6.34 = Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and The Analects emphasized the concepts of kinship, order, and hierarchy to address these problems.
Learning Target: I can write about philosophy.
1. Complete the History Gal Power Point Presentation on Confucius.
2. Make sure you fill out the handout that goes with the Power Point.
3. See the Video from the School of Life about Confucius.
4. Finish the John Green video. Take notes on Confucius. Name the Five Relationships.
5. Solve the Confucius Puzzle.
6. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves." Please listen to the relaxing music as you walk around the classroom.
Friday 1/22/21
Day 94: The Influence of Confucius
Standard(s): 6.36 = Explain how the implementation of the philosophy of Confucianism led to the political success and longevity of the Han Dynasty.
Learning Target: I can analyze the impact of Confucius.
1. Complete pages 93-102 in your Yellow Textbook.
2. Complete the Silent Gallery Walk. Please write down the six quotes. Then write what you think Confucius meant by the quote. Then write down what it means to you personally.
3. Act out the "Miniature Theater: Philosophies in Ancient China."
4. Fill out the "Note Sheet: Three Philosophies in China." Do the "Liar's Club" activity.
5. Experience the Flocabulary "Art of War and Legalism."
6. Kick the Chinese Knowledge with Flocabulary's "Ancient China."
Monday 1/25/21
Day 95: Growth of Ancient China
Standard(s): 6.37 = Explain the major accomplishments of the Han Dynasty, including: the magnetic compass, paper making, porcelain, silk, and woodblock printing.
Learning Target: I can explain accomplishments in China.
1. Please complete pages 93-102 in your Yellow Textbook in order to prepare for Checkpoint 14.
2. Watch the Brain Pop on the Great Wall of China. Please write down your answers to the ten questions on the Quiz. Please review your answers.
3. Check your answers in your Yellow Textbook with your team.
Tuesday 1/26/21
Day 96: Achievements of Ancient China
Standard(s): 6.37 = Explain the major accomplishments of the Han Dynasty, including: the magnetic compass, paper making, porcelain, silk, and woodblock printing.
Learning Target: I can describe inventions created in China.
1. Please complete pages 93-102 in your Yellow Textbook in order to prepare for Checkpoint 14.
2. Watch the Brain Pop on the Silk Road. Please write down your answers to the ten questions on the Quiz. Please review your answers.
3. Check your answers in your Yellow Textbook with your team.
4. Please take Checkpoint 14. Be sure to check your answers before submitting the results to the teacher.
Wednesday 1/27/21
Day 97: Lao Tzu
Standard(s): 6.33 = Describe how the size of ancient China made governing difficult and how the concepts of the mandate of heaven and Legalism emerged as solutions to this problem.
Learning Target: I can analyze philosophy.
1. Take notes on Taoism using the guided note-taking sheet.
2. Experience the videos "Eastern Philosophy-Lao Tzu" and "The Hidden Meanings of Yin and Yang."
3. What concept is presented in the "Star Wars: Episode 4" clip?
4. Prepare for the Miniature Theater.
5. Complete the "Note Sheet: Three Philosophies in China" using pages 178-183.
6. Experience the Power Point Presentation of the "Liar's Club."
7. Perform the Miniature Theater.
8. Watch the Brain Pop on the Great Wall of China. Please write down your answers to the ten questions on the Quiz. Please review your answers.
9. Watch the Brain Pop on the Silk Road. Please write down your answers to the ten questions on the Quiz. Please review your answers.
Thursday 1/28/21
Day 98: Taoism
Standard(s): 6.38 = Describe how the desire for Chinese goods influenced the creation of The Silk Road and initiated cultural diffusion throughout Eurasia, including the introduction of Buddhism into ancient China.
Learning Target: I can identify the Dao/Tao.
1. Complete "From Dynasty to Destiny" using the questions provided while examining the link https://youtu.be/mR9fioGtpp8.
3. Please use your headphones to complete assignment when using Chromebooks.
4. Then consider the questions from "Contributions to the World." Please use your headphones while examining the link https://youtu.be/YazkYpKsA-4
5. Take the Standing Quiz on the "Silk Road."
6. Write the Persian numbers 1-10. Why should we learn other languages?
7. View the Silk Road Music Video and Power Point Presentation from Mr. Jones's trip to Iran.
8. Review the Persian numbers 1-10.
9. Watch Mr. Jones's Silk Road Video.
Friday 1/29/21
Day 99: The Silk Road, Part III
Standard(s): 6.39 = Identify and locate geographical features of ancient Greece, including: • Asia Minor • Mediterranean Sea • Athens • Peloponnesian peninsula • Macedonia • Sparta
Learning Target: I can locate Greece.
1. Take the Standing Quiz on the "Silk Road."
2. Write the Persian numbers 1-10. Why should we learn other languages?
3. View the Silk Road Music Video and Power Point Presentation from Mr. Jones's trip to Iran.
Monday 2/1/21
Day 100: Introduction to Ancient Greece
Standard(s): 6.39 = Identify and locate geographical features of ancient Greece, including: • Asia Minor • Mediterranean Sea • Athens • Peloponnesian peninsula • Macedonia • Sparta
Learning Target: I can locate Asia Minor.
1. Complete pages 103-106 in the Yellow Textbook.
2. Review the answers to the Yellow Textbook on pages 103-106.
3. Write the Persian numbers 1-10. Why should we learn other languages?
4. View the Silk Road Music Video and Power Point Presentation from Mr. Jones's trip to Iran.
5. Please begin taking notes on the Greek Power Point Presentation.
Tuesday 2/2/21
Day 101: The City-State, Part I
Standard(s): 6.40 = Analyze how the geographical features of ancient Greece, including its mountainous terrain and access to the Mediterranean Sea, contributed to its organization into city-states, role in maritime trade, and colonies in the Mediterranean.
Learning Target: I can analyze how geography affects people.
1. Correct your Yellow Textbook answers on pages 104 and 106 with the Schoology file.
2. Study your textbook for the test.
3. Play the Quizizz over Chapter 15: Ancient Greece--A Land Tied to the Sea. Please access Schoology on the Chromebooks to find the game.
4. Take Checkpoint 15 by accessing Gallopade through Clever.
5. Read "Mother Earth and Her Children" in the "Myths" book.
6. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
Wednesday 2/3/21
Day 102: The Minoans and Mycenaeans, Part I
Standard(s): 6.40 = Analyze how the geographical features of ancient Greece, including its mountainous terrain and access to the Mediterranean Sea, contributed to its organization into city-states, role in maritime trade, and colonies in the Mediterranean.
Learning Target: I can trace the development of city-states.
1. Read pages 108-149 in the Blue Textbook.
2. Make the foldable on page 113 as you read Chapter 4 "The Ancient Greeks."
3. Please turn in your foldable at the end of the class.
4. Take the Standing Quiz on the BrainPop about "Democracy."
5. If there is time, please start to take notes on the Greek Power Point Presentation.
6. Read "Mother Earth and Her Children" in the "Myths" book.
7. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
Thursday 2/4/21
Day 103: Theseus and the Minotaur
Standard(s): 6.41 = Examine the concept of the polis in Greek city-states, including the ideas of: citizenship, civic participation, and the rule of law.
Learning Target: I can describe citizenship.
1. Complete pages 107-111 in your Yellow Textbook. This emphasizes "The City-States of Athens and Sparta."
2. Update your Yellow Textbook with the answer sheet for pages 104 and 106.
3. Take the Standing Quiz on the BrainPop about "Democracy."
4. Please start your notes on the Greek Power Point Presentation.
5. Read "Mother Earth and Her Children" in the "Myths" book.
6. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
7. Experience the Flocabulary Week in Rap and the Brain Pop on Greece.
Friday 2/5/21
Day 104: Athens & Sparta, Part I
Standard(s): 6.43 = Explain the characteristics of the major Greek city-states of Athens and Sparta, including: • Advantages of each geographic location • Status of women • Approaches to education • Styles of government • Practice of slavery
Learning Target: I can locate Sparta.
1. Complete pages 107-111 in your Yellow Textbook. This emphasizes "The City-States of Athens and Sparta."
2. Take the Standing Quiz on the BrainPop about "Democracy."
3. Please start your notes on the Greek Power Point Presentation.
4. Read "Mother Earth and Her Children" in the "Myths" book.
5. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
6. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
7. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
Monday 2/8/21
Day 105: Athens & Sparta, Part II
Standard(s): 6.43 = Explain the characteristics of the major Greek city-states of Athens and Sparta, including: • Advantages of each geographic location • Status of women • Approaches to education • Styles of government • Practice of slavery
Learning Target: I can locate Athens.
1. Complete pages 107-111 in your Yellow Textbook. This emphasizes "The City-States of Athens and Sparta."
2. Take the Standing Quiz on the BrainPop about "Democracy."
3. Please start to take notes on the Greek Power Point Presentation.
4. Read "Mother Earth and Her Children" in the "Myths" book.
5. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
6. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
7. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
8. Experience two video clips about the Spartans from the History Channel.
9. Who was King Leonidas? See the movie clip. To whom does he look for approval? What does this show us about the role of women in Ancient Greece? Compare Athens and Sparta. Compare Greek democracy and culture with the United States of America.
10. See the presentation "Most Hardcore Soldier: Spartan." This is from the Infographics Show.
Tuesday 2/9/21
Day 106: The Minoans and Mycenaeans, Part II
Standard(s): 6.42 = Explain the basic concepts of direct democracy and oligarchy.
Learning Target: I can explain direct democracy.
1. Play the Quizizz over Chapter 16: "The City-States of Athens and Sparta." Please access the Chromebooks to play the game.
2. Take Checkpoint 16 by accessing Gallopade through Clever.
3. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
4. Take the Standing Quiz on the BrainPop about "Democracy."
5. Please start to take notes on the Greek Power Point Presentation.
6. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
7. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
Wednesday 2/10/21
Day 107: The Greek Language, Part I
Standard(s): 6.49 = Describe the purposes of major Greek architecture, including the Parthenon and the Acropolis.
Learning Target: I can translate Ελληνες from Greek to English.
1. Take notes on the Power Point Presentation on slides #1-11.
2. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
3. Take the Standing Quiz on the BrainPop about "Democracy."
4. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
5. Read pages 231-240 in the Green Textbook.
6. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
Thursday 2/11/21
Day 108: The Mycenaeans
Standard(s): 6.47 = Explain the historical significance of ancient Greek literature, including how the Iliad and the Odyssey provide insight into the life of the ancient Greeks.
Learning Target: I can locate Troy.
1. Take notes on the Power Point Presentation on slides #1-11.
2. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
3. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
4. Do the Standing Quiz on Brain Pop over "Greek Gods."
5. Turn in your make-up work.
6. Who had "the face that launched a thousand ships?"
7. Experience the Trojan Horse video clip.
8. What does this mean? Ἡ φιλαδελφία μενέτω.
Friday 2/12/21
Day 109: The Origin of Valentines Day
Standard(s): 6.58 = Explain the polytheistic religion of ancient Rome, with respect to beliefs about the humanlike qualities of the deities and their importance in everyday life.
Learning Target: I can identify Valentine.
1. What is the origin of Valentine's Day? Why was Valentine thrown into jail? What is the most common Valentine's tradition?
2. Watch the video "Bet You Didn't Know: Valentine's Day" from the History Channel.
3. Experience the Discovery Education clip "Holiday Facts and Fun: Valentine's Day."
4. Take the Ten Question Quiz!
5. What are the Greek words for love? Can you translate the most famous Greek sentence ever written?
Tuesday 2/16/21
Day 110: The Trojan War
Standard(s): 6.47 = Explain the historical significance of ancient Greek literature, including how the Iliad and the Odyssey provide insight into the life of the ancient Greeks.
Learning Target: I can identify Homer.
1. Finish the Trojan Horse video clip.
2. Finish The Trojan War story in the small Mythology book. Finish the Valentines Day Quiz.
3. Who had "the face that launched a thousand ships?"
4. Do "Echo and Narcissus" on pages 34-37 in "Myths and Legends" Book.
5. Take notes on the Power Point Presentation.
6. Experience the Brain Pop on Homer.
7. Complete pages 112-117 in the Yellow Textbook "Chapter 17: Ancient Greece at War."
Wednesday 2/17/21
Day 111: Homer
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can reference the Iliad.
1. Show the Trojan Horse video clip.
2. Who had "the face that launched a thousand ships?"
3. Do "Echo and Narcissus" on pages 34-37 in "Myths and Legends" Book.
4. Complete pages 112-117 in the Yellow Textbook "Chapter 17: Ancient Greece at War."
5. Experience the Brain Pop on Homer.
6. Take notes on the Greek Power Point Presentation.
7. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
8. Do the Standing Quiz on Brain Pop over "Greek Gods."
9. Complete "End of Year Test 1 (Part 1)" in Gallopade. This is an open-book open-notes test.
Thursday 2/18/21
Day 112: The Greek Language, Part II
Standard(s): 6.44 = Analyze the causes and consequences of the Persian Wars, including the role of Athens and its cooperation with Sparta to defend the Greek city-states.
Learning Target: I can reference The Odyssey.
1. TRANSLATE: ἠγάπησεν , θεὸς , αἰώνιον, ζωὴν AND μονογενῆ .
2. Finish pages 112-117 in the Yellow Textbook.
3. Take notes on your Athens/Sparta paper from Slides 12-27 of the Power Point Presentation.
4. Do the Brain Pop on Athens.
5. What does this mean? Ἡ φιλαδελφία μενέτω.
6. Write all uppercase and lowercase member of the Greek alphabet. Please use the notes on the front board to complete your list. There is a similar list on page 236 of the textbook.
7. READ pages 272-274 about Homer's two epics the Illiad and the Odyssey.
8. Silent Standing Quiz over the Brain Pops: Etymology and Homer
9. Perform and SING "The Wanderings of Odysseus" on pages 51-60.
10. Do "Echo and Narcissus" on pages 34-37 in "Myths and Legends" Book.
11. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
12. Do the Standing Quiz on Brain Pop over "Greek Gods."
Friday 2/19/21
Day 113: The Odyssey, Part I
Standard(s): 6.45= Analyze the causes and consequences of the Peloponnesian Wars, including how the growing political conflict between Athens and Sparta led to war and left the city-states open to conquest by the Macedonians.
Learning Target: I can translate Greek.
1. Finish pages 112-117 in the Yellow Textbook.
2. Take notes on your Athens/Sparta paper from Slides 12-27 of the Power Point Presentation.
3. Do the Brain Pop on Athens.
4. READ pages 272-274 about Homer's two epics the Illiad and the Odyssey.
5. Do the Silent Standing Quiz over the Brain Pop on Homer.
6. Perform and SING "The Wanderings of Odysseus" on pages 51-60 of the Myths Book.
7. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
8. Do the Standing Quiz on Brain Pop over "Greek Gods."
Monday 2/22/21
Day 114: The Odyssey, Part II
Standard(s): 6.50 = Explain the unification of the Greek city-states by Macedonia, and analyze the impact of Alexander the Great and the diffusion of Hellenistic culture.
Learning Target: I can define etymology.
1. Take notes on the Power Point Presentation.
2. Prepare for the Greek Quiz #3.
3. READ pages 272-274. Then SING the Odyssey on pages 51-60.
4. Translate the most famous Greek sentence that was ever written in the history of our planet.
5. TRANSLATE: ἠγάπησεν , θεὸς , αἰώνιον, ζωὴν AND μονογενῆ .
Tuesday 2/23/21
Day 115: Alexander the Great, Part I
Standard(s): 6.49 = Describe the purposes of major Greek architecture, including the Parthenon and the Acropolis.
Learning Target: I can define city-state.
1. TRANSLATE: ἠγάπησεν , θεὸς , αἰώνιον, ζωὴν AND μονογενῆ .
2. Play the Quizlet covering the eight terms from Chapter 17.
3. Do the Brain Pop on Athens.
4. Play the Quizizz over Chapter 17 "Ancient Greece at War."
6. Perform and SING "The Wanderings of Odysseus" on pages 51-60 of the Myths Book.
7. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
8. Do the Standing Quiz on Brain Pop over "Greek Gods."
9. Take the Checkpoint over Chapter 17 "Ancient Greece at War" in Gallopade.
Wednesday 2/24/21
Day 116: The Odyssey, Part III
Standard(s): 6.48 = Examine the influence of ancient Greek philosophers (e.g., Aristotle, Plato, and Socrates) and their impact on education and society in Greece.
Learning Target: I can identify Socrates.
1. Continue the Power Point Presentation. We will specifically focus on slides 36-39.
2. Brain Pops: Athens and Greek Gods
3. Finish "The Wanderings of Odysseus" on pages 51-60.
4. Experience the Flocabulary "Ancient Greece." Have a "Party at the Parthenon!"
5. Begin "Elements of Greek Culture" on pages 118-125 in the Yellow Textbook.
6. Experiment with the following chord structure while reading "The Odyssey": Fmaj7 to Em7 to Am7 to G (Repeat).
7. As an alternative, try this chord structure: Gm7 (with a suspended 6th) to F to Eb to Dsus4 to D (Repeat). This can be a lot of fun if you begin to imagine how Homer may have sung the Iliad and the Odyssey!
Thursday 2/25/21
Day 117: The Big Three Philosophers, Part I
Standard(s): 6.48 = Examine the influence of ancient Greek philosophers (e.g., Aristotle, Plato, and Socrates) and their impact on education and society in Greece.
Learning Target: I can identify Plato.
1. Continue the Power Point Presentation.
2. What is the Socratic method? (Read pages 257 and 278-282.) Why did they kill Socrates?
3. Explore the BBC site about the Olympics.
4. Take the Standing Quiz on The Olympics.
5. Finish the Odyssey.
6. Do the John Green Videos over "The Persians & Greeks" (Crash Course #5) and "Alexander the Great" (Crash Course #8).
Friday 2/26/21
Day 118: The Olympics, Part I
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can list Olympic events.
1. Finish the Odyssey!
2. Look for Homer, the Cyclops, and the Sirens in the movie clip and the music video.
3. Do Slides 28-39.
4. Watch the Olympic Video. Define Citius, Altius, and Fortius.
5. Do the Standing Quiz on the Olympics.
6. READ pages 288-293. What was Alexander's primary goal? Why?
7. Research why the Olympic Games started. What were the original games? Name them . . .
Monday 3/1/21
Day 119: The City-State, Part II
Standard(s): 6.49 = Describe the purposes of major Greek architecture, including the Parthenon and the Acropolis.
Learning Target: I can define ''polis.''
1. Form the 5 Greek city-states of Athens, Sparta, Corinth, Megara, and Argos.
2. Assign roles on your team including Team Captain, Time Manager, Materials Gatherer, and Encourager.
3. Please play the Quizizz on Chapter 18 "Elements of Greek Culture." You will find it posted for you in the Google Classroom.
4. Take Checkpoint 18 on Gallopade. This is the final official checkpoint on Greece!
Tuesday 3/2/21
Day 120: The Olympics, Part II
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can create a poem, rap, or chant!
1. Form the 5 Greek city-states of Athens, Sparta, Corinth, Megara, and Argos.
2. Assign roles on your team including Team Captain, Time Manager, Materials Gatherer, and Encourager.
3. Finish your oath or pledge. Take your oath to your city-state in front of the class!
4. Present your flag or poster.
5. Review Slides 40-48 of the Power Point Presentation.
6. Read as a drama "Perseus" on pages 38-41.
7. Experience "Icarus and Daedalus" on pages 164-167 in Journey Across Time.
8. All city-states should conclude presenting their flag.
9. Enter the Olympics! There are five events: the stadion, the diaulos, arm wrestling, the long jump, and the discus.
10. Experience Percy Jackson and the Lightning Thief.
11. Pick teams for the Game. Play the Greeks Video Game with our host Jacqueline Torres.
12. Review your packet of information with your team.
13. Take your oath in front of the other city-states and present your flag.
Wednesday 3/3/21
Day 121: Perseus
Standard(s): 6.47 = Explain the historical significance of ancient Greek literature, including how the Iliad and the Odyssey provide insight into the life of the ancient Greeks.
Learning Target: I can read expressively.
1. Read "Perseus" as a drama on pages 38-41.
2. Make a three column chart or Venn Diagram to show similarities, differences, and characteristics common to both Perseus and Percy Jackson.
3. Form the 5 Greek city-states of Athens, Sparta, Corinth, Megara, and Argos.
4. Assign roles on your team including Team Captain, Time Manager, Materials Gatherer, and Encourager.
5. Review your packet of information with your team.
6. Finish your oath or pledge. Take your oath to your city-state in front of the class!
7. Present your flag or poster.
8. Review Slides 40-48 of the Power Point Presentation.
9. Experience "Icarus and Daedalus" on pages 164-167 in Journey Across Time.
10. All city-states should conclude presenting their flag.
11. Enter the Olympics! There are five events: the stadion, the diaulos, arm wrestling, the long jump, and the discus.
12. Experience Percy Jackson and the Lightning Thief.
13. Please play the Quizizz on Chapter 18 "Elements of Greek Culture."
14. Take Checkpoint 18 on Gallopade. This is the final official checkpoint on Greece!
Thursday 3/4/21
Day 122: The Geography of Rome, Part I
Standard(s): 6.51: Identify and locate the geographical features of ancient Rome, including: • Constantinople • Mediterranean Sea • Italian Alps • Rome • Italian Peninsula • Tiber River
Learning Target: I can identify the geography of ancient Rome.
1. Begin pages 126-128 in the Yellow Textbook about “Rome’s Boot-Shaped Peninsula.”
2. Do "Icarus and Daedalus" on pages 164-167.
3. Take notes on John Green's "Alexander the Great" video.
4. Please continue organizing your team for the Greek Olympics.
Friday 3/5/21
Day 123: Rome’s Boot-Shaped Peninsula
Standard(s): 6.51: Identify and locate the geographical features of ancient Rome, including: • Constantinople • Mediterranean Sea • Italian Alps • Rome • Italian Peninsula • Tiber River
Learning Target: I can identify Rome’s Boot-Shaped Peninsula.
1. Experience "Icarus and Daedalus" as a drama from the Journey Across Time textbook on pages 164-167.
2. Consider question #4 from page 167. Why does Icarus disobey his father's words of caution?
3. Prepare for the first Olympic Event: The Long Jump.
4. Experience the Spartans Video from the History Channel.
5. Assign the following roles:
a. long jump
b. arm wrestling
c. stadion
d. diaulos
e. discus
6. Bring forth your champion for your city-state to compete in the long jump!
Monday 3/15/21
Day 124: Beware the Ides of March
Standard(s): 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
Learning Target: I can identify “Crossing the Rubicon” as a metaphor.
1. Detach pages 126-128 from your Gallopade textbook. Please study these pages for the Checkpoint 19 that we are taking later this week.
2. Please check your answers according to the Answer Key that is provided on Schoology.
3. Why is today “The Ides of March?” What happened on this infamous day in 44 BCE? (See page 134 in the Gallopade Textbook.)
4. Take the Standing Quiz on the BrainPOP “Rise of the Roman Empire.”
Tuesday 3/16/21
Day 125: The Geography of Rome, Part II
Standard(s): 6.52 = Analyze how the geographical location of ancient Rome contributed to its political and economic growth in the Mediterranean region and beyond.
Learning Target: I can identify Rome’s Boot-Shaped Peninsula.
1. Please study pages 126-128 for tomorrow’s test. Checkpoint 19 will be taken through Gallopade.
2. Check out the Quizizz on Rome’s Boot-Shaped Peninsula.
3. Turn in your Flag for your City-State. Prepare to enter the Olympic competition.
4. Continue Percy Jackson & The Olympians: The Lightning Thief.
Wednesday 3/17/21
Day 126: The Founding of Rome
Standard(s): 6.53 = Describe the government of the Roman Republic, including: • Branches of government • Representative democracy • Checks and balances • The rule of law and the Twelve Tables • Civic participation
Learning Target: I can define "republic."
1. Read pages 129-131 in the Yellow Textbook. This is Chapter 20 about “The Roman Republic.”
2. Turn in your City-State Flag so that we can enter the Olympic competition.
3. Play the Quizizz on Chapter 19 in order to win prizes and prepare for the test.
4. Take Checkpoint 19 in Gallopade.
Thursday 3/18/21
Day 127: The Roman Struggle, Part I
Standard(s): 6.53 = Describe the government of the Roman Republic, including: • Branches of government • Representative democracy • Checks and balances • The rule of law and the Twelve Tables • Civic participation
Learning Target: I can explain the legend behind the creation of Rome.
1. Take notes on the Roman Power Point Presentation. Please pay particular attention to the story of Romulus and Remus.
2. Read about "The Founding of Rome" on pages 306-311 in the Green Textbook. Complete questions #1-5 on page 311. Write all questions and answers on your own piece of clean loose-leaf notebook paper.
3. Do the Flocabulary over “The Roman Republic.”
4. Read pages 47-48 in the small Mythology Book about “The Judgment of Paris.”
5. Perform the Drama “The Wanderings of Aeneas” on pages 61-67 of the Mythology Book.
Friday 3/19/21
Day 128: The Roman Struggle, Part II
Standard(s): 6.54 = Describe the class system of ancient Rome, including the role of patricians, plebeians, and slaves in Roman society.
Learning Target: I can describe the roles and responsibilities of Patricians and Plebeians.
1. Complete pages 129-131 in the Yellow Textbook.
2. Experience John Green’s “The Roman Empire: Crash Course World History #10.”
3. See “The Aeneid by Shmoop” video from YouTube.
4. Experience "Icarus and Daedalus" as a drama from the Journey Across Time textbook on pages 164-167.
5. Consider question #4 from page 167. Why does Icarus disobey his father's words of caution?
6. Prepare for the first Olympic Event: The Long Jump.
7. Assign the following roles:
a. long jump
b. arm wrestling
c. stadion
d. diaulos
e. discus
8. Bring forth your champion for your city-state to compete in the long jump!
Monday 3/22/21
Day 129: The Twelve Tables
Standard(s): 6.54 = Describe the class system of ancient Rome, including the role of patricians, plebeians, and slaves in Roman society.
Learning Target: I can identify the purpose of the Twelve Tables.
1. Complete pages 129-131 in the Yellow Textbook.
2. Experience John Green’s “The Roman Empire: Crash Course World History #10.”
3. Please turn in your flag for your City-State.
4. Check Schoology for the correct answers to the textbook in Chapter 20.
Tuesday 3/23/21
Day 130: Ceterum Censeo Carthaginem Esse Delendam
Standard(s): 6.56 = Analyze the influence of Augustus Caesar, including the establishment of the Roman Empire and its political, geographic, and economic expansion during the Pax Romana.
Learning Target: I can explain the role of Cato the Elder in Rome’s history.
1. Finish completing pages 129-131 in the Yellow Textbook. Please detach the pages, take them home, and study them for tomorrow’s test.
2. What is the Latin phrase that ended every speech made by Cato the Elder in the Roman Senate?
3. Translate into English the following phrase: Ceterum Censeo Carthaginem Esse Delendam.
4. Where is Carthage today?
5. Prepare for the Checkpoint tomorrow by playing the Quizizz today!
Wednesday 3/24/21
Day 131: The Punic Wars, Part I
Standard(s): 6.56 = Analyze the influence of Augustus Caesar, including the establishment of the Roman Empire and its political, geographic, and economic expansion during the Pax Romana.
Learning Target: I can define “Punic.”
1. Experience the first Punic War video in class. I have posted all four to your Schoology course. They are under the title “Motivational Videos.”
2. Turn in your flag for your City-State.
3. Play the Quizizz on Chapter 20 for prizes!
4. Take Checkpoint 20 in Gallopade. You will find it by signing into Clever.
5. Finish the three Flocabulary assignments after the test.
Thursday 3/25/21
Day 132: The Punic Wars, Part II
Standard(s): 6.57 = Analyze how innovations in engineering and architecture contributed to Roman expansion, including the role of: • Aqueducts • Domes • Arches • Roads • Bridges • Sanitation • The Colosseum
Learning Target: I can explain the cause of the Punic Wars.
1. Do the Standing Quiz over the BrainPOP on the “Roman Republic.”
2. Experience the Video on Homer’s Odyssey at the following website address: https://www.youtube.com/watch?v=8Z9FQxcCAZ0
3. See “The Aeneid by Shmoop” video from YouTube.
4. Read pages 47-48 in the small Mythology Book about “The Judgment of Paris.”
5. Perform the Drama “The Wanderings of Aeneas” on pages 61-67 of the Mythology Book.
Friday 3/26/21
Day 133: The Punic Wars, Part III
Standard(s): 6.57 = Analyze how innovations in engineering and architecture contributed to Roman expansion, including the role of: • Aqueducts • Domes • Arches • Roads • Bridges • Sanitation • The Colosseum
Learning Target: I can analyze the results of the Punic Wars.
1. Watch the final three videos in Schoology over the Punic Wars.
2. Read pages 274-276 in the Blue Textbook.
3. Turn in your Flag for your City-State. Prepare to enter the Olympic competition.
4. Continue Percy Jackson & The Olympians: The Lightning Thief.
Monday 3/29/21
Day 134: Veni, Vidi, Vici
Standard(s): 6.54 = Describe the class system of ancient Rome, including the role of patricians, plebeians, and slaves in Roman society.
Learning Target: I can define “dictator.”
1. Read pages 132-138. Answer all questions in your Yellow Textbook.
2. Experience the “Roman Engineering” video. This is “Ancient Top 10: Rome’s Empire Building Tech (Season 1, Episode 6) from the History Channel. This video is easily accessible on YouTube. I have also posted it in Schoology under “Motivational Videos” for Chapter 21.
3. Please check your textbook answers using the Schoology file for Chapter 21.
Tuesday 3/30/21
Day 135: Problems in the Republic, Part I
Standard(s): 6.56 = Analyze the influence of Augustus Caesar, including the establishment of the Roman Empire and its political, geographic, and economic expansion during the Pax Romana.
Learning Target: I can list Roman contributions.
1. Read pages 132-138. Answer all questions in your Yellow Textbook.
2. Experience the “Roman Engineering” video. This is “Ancient Top 10: Rome’s Empire Building Tech (Season 1, Episode 6) from the History Channel. This video is easily accessible on YouTube. I have also posted it in Schoology under “Motivational Videos” for Chapter 21.
3. Please check your textbook answers using the Schoology file for Chapter 21.
4. Take a look at our first “Hank Green” video! He is John Green’s brother! It is entitled “Roman Engineering: Crash Course History of Science #6.” I have posted it in Schoology under “Motivational Videos.”
5. Bring forth your Hero for the Long Jump competition. This officially begins the Olympics! Welcome to the base of Mount Olympus. Thank you for laying down your weapons of war so that we can peacefully compete between our city-states here in Ancient Greece! Welcome!
Wednesday 3/31/21
Day 136: Problems in the Republic, Part II
Standard(s): 6.56 = Analyze the influence of Augustus Caesar, including the establishment of the Roman Empire and its political, geographic, and economic expansion during the Pax Romana.
Learning Target: I can describe the problems in the Roman Republic.
1. Take the Benchmark today using the Chromebooks. This is “6th Grade Benchmark Test (Part 2)” found in Gallopade. Please log in to Clever, go to the “J. Jones’s Page,” then click on Gallopade. This is an open-book, open-notes test. You also do not have to finish by the end of class. However, you will need to complete homework to finish it if you cannot finish during school time. This test will assess your knowledge of the entire second semester.
2. If you finish early, please go to Flocabulary and do the activities that have been assigned on “Spartacus & Ancient Rome.” It is quite interesting!
Thursday 4/1/21
Day 137: Citius, Altius, Fortius
Standard(s): 6.58 = Explain the polytheistic religion of ancient Rome, with respect to beliefs about the humanlike qualities of the deities and their importance in everyday life.
Learning Target: I can translate Latin.
1. Which events correspond to the Olympic motto “Citius, Altius, Fortius?” This is Latin for “Faster, Higher, Stronger.” It was proposed by Pierre de Coubertin upon the creation of the International Olympic Committee in 1894. Coubertin's Olympic ideals are expressed in the Olympic creed: “The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”
2. Finish pages 132-138. Answer all questions in your Yellow Textbook.
3. Experience the “Roman Engineering” video. This is “Ancient Top 10: Rome’s Empire Building Tech (Season 1, Episode 6) from the History Channel. This video is easily accessible on YouTube. I have also posted it in Schoology under “Motivational Videos” for Chapter 21.
4. Bring forth your Champion for the Arm Wrestling Competition. We will be on a bracket system. In a classroom with an odd-number of city-states, one city-state will receive a “bye” for the first round. This means a free pass to the next round of the competition. May the greatest Hero go on to fame, fortune, and glory!
5. Assign the following roles:
a. long jump
b. arm wrestling
c. stadion
d. diaulos
e. discus
Tuesday 4/6/21
Day 138: Ave Imperator, Morituri Te Salutant
Standard(s): 6.57 = Analyze how innovations in engineering and architecture contributed to Roman expansion, including the role of: • Aqueducts • Domes • Arches • Roads • Bridges • Sanitation • The Colosseum
Learning Target: I can translate Latin and understand connections to the modern era.
1. Please log in and complete your missing assignments. The three data points are Checkpoint 19, Checkpoint 20, and Benchmark Test (Part 2).
2. Experience the video “The Great Conspiracy Against Julius Caesar” by Kathryn Tempest. This begins a discussion, “Who killed Julius Caesar?”
3. Play the Quizizz on Chapter 21 for tomorrow’s test.
Wednesday 4/7/21
Day 139: Who Killed Julius Caesar?
Standard(s): 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
Learning Target: I can recount the events surrounding Julius Caesar's death and explain how it affected the lifestyle of the Roman Empire.
1. What was the role of death in the Roman Empire? What purpose did it serve?
2. Play the Quizizz on Chapter 21 to prepare for the test.
3. Take Checkpoint 21 by clicking on Gallopade. This will conclude “The Roman Republic Becomes An Empire.”
4. If you finish early, please go to Flocabulary and do the activities that have been assigned on “Spartacus & Ancient Rome.” Please be prepared to discuss the roles of rebellions, civil wars, and slave revolts on the nature of the Roman Empire.
Thursday 4/8/21
Day 140: Life in the Roman Empire, Part I
Standard(s): 6.58 = Explain the polytheistic religion of ancient Rome, with respect to beliefs about the humanlike qualities of the deities and their importance in everyday life.
Learning Target: I can describe the Pax Romana.
1. Complete the Standing Quiz on the BrainPOP: Pax Romana.
2. Read pages 139-142. Please begin to answer the questions in the Yellow Textbook.
Friday 4/9/21
Day 141: Life in the Roman Empire, Part II
Standard(s): 6.59 = Describe the origins and central features of Christianity: • Key Person(s) Jesus, Paul • Sacred Texts: The Bible • Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah
Learning Target: I can explain the impact of Jesus and Paul on history.
1. Continue pages 139-142.
2. Explain the Sermon on the Mount.
3. Go outside to participate in the Stadion, the Diaulos, and the Discus.
Monday 4/12/21
Day 142: The Rise of Christianity
Standard(s): 6.59 = Describe the origins and central features of Christianity: • Key Person(s) Jesus, Paul • Sacred Texts: The Bible • Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah
Learning Target: I can identify the Sermon on the Mount.
1. Finish pages 139-142.
2. Start working on the End of the Year Test on pages 148-157. Study the Glossary.
Tuesday 4/13/21
Day 143: The Diaspora
Standard(s): 6.60 = Explain the expulsion of the Jews from their homeland by the Romans, which began the Jewish diaspora.
Learning Target: I can define “diaspora.”
1. Finish pages 139-142.
2. Continue pages 148-157.
3. Begin looking at the 6th Grade TCAP Practice Test. There are 25 questions to help prepare for you for the TNReady TCAP test this year.
Wednesday 4/14/21
Day 144: In Hoc Signo Vinces
Standard(s): 6.61 = Explain the division of the Roman Empire into East and West, and identify the later establishment of Constantinople as the capital by Constantine.
Learning Target: I can recognize Latin phrases in English.
1. Continue the TCAP Practice Test.
2. Use the Chromebooks to dance to the Flocabulary on “The Byzantine Empire.”
3. Access Schoology in Chapter 22 to check your answers in your Yellow Textbook on pages 139-142.
4. Take the 6th Grade End of Year Assessment 1 (Part 1) and 6th Grade End of Year Assessment 1 (Part 2). These are both open-book open-notes tests. Access them on Gallopade.
Thursday 4/15/21
Day 145: The Sermon on the Mount
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can discuss the role of pacifism in Rome, India, and the United States of America.
1. Please finish pages 139-142.
2. Run the Stadion and the Diaulos.
3. Compete in the Finals in the Long Jump.
4. Practice the Discus.
Friday 4/16/21
Day 146: Panem Et Circenses
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can discuss the role of “Bread and Circusus” in Rome and the United States of America.
1. Experience the two videos on throwing the discus. These are both under “Motivational Videos” in the chapter 22 file of Schoology.
2. Practice throwing the discus.
3. Continue “Percy Jackson & The Olympians: The Lightning Thief.”
4. Dance to the Flocabulary on The Byzantine Empire.
5. Sing “Istanbul Not Constantinople.”
Monday 4/19/21
Day 147: Anno Domini
Standard(s): 6.58 = Explain the polytheistic religion of ancient Rome, with respect to beliefs about the humanlike qualities of the deities and their importance in everyday life.
Learning Target: I can explain time designations in Latin.
1. Answer the 25 TCAP Practice Questions on your own paper.
2. Please do not write on the packet. These are the questions to help you prepare for state testing.
3. We will experience the Finals in Long Jump, Stadion, Diaulos, and Discus.
Tuesday 4/20/21
Day 148: Senatus Populusque Romanus
Standard(s): 6.59 = Describe the origins and central features of Christianity: • Key Person(s) Jesus, Paul • Sacred Texts: The Bible • Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah
Learning Target: I can explain the importance of Jesus in world history.
1. Finish the TCAP Practice Questions.
2. Go outside to see the Finals in the Stadion, Diaulos, and the Discus.
Wednesday 4/21/21
Day 149: Pax Romana
Standard(s): 6.59 = Describe the origins and central features of Christianity: • Key Person(s) Jesus, Paul • Sacred Texts: The Bible • Basic Beliefs: monotheism, sin and forgiveness, eternal life, Jesus as the Messiah
Learning Target: I can explain sin and forgiveness.
1. Play the Quizizz for Chapter 22.
2. Take Checkpoint 22 in Gallopade.
3. Do “The Byzantine Empire” activities in Flocabulary.
4. Finish the End of Year Assessment 1 (Part 1) and End of Year Assessment 1 (Part 2). These are found in Gallopade using your Chromebook.
Thursday 4/22/21
Day 150: Et tu Brute?
Standard(s): 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
Learning Target: I can describe Rome’s change from republic to empire.
1. Begin the second Percy Jackson movie entitled “Sea of Monsters.”
2. Run the Finals in the Stadion, Diaulos, and Discus.
3. Begin Chapter 23 “The Fall of the Western Roman Empire.”
Friday 4/23/21
Day 151: Pater Familias
Standard(s): 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
Learning Target: I can describe the death of Julius Caesar.
1. Please read pages 143-145 in the Yellow Textbook.
2. Compare and contrast the two versions of William Shakespeare’s play “Julius Caesar.” One is the original wording from Act III, Scene I. The other version is an updated script using modern English.
Monday 4/26/21
Day 152: Corpus Juris Civilis
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can list the causes for the fall of the Roman Empire.
1. Please check your pages in the Yellow Textbook for completion of the final chapter. This is chapter 23 “The Fall of the Western Roman Empire.” Please use Schoology to double check your answers.
2. Perform “Julius Caesar.”
3. Take the Standing Quiz over the BrainPOP on “Cleopatra.”
4. Run the Finals in the Diaulos outside the sixth grade building.
Tuesday 4/27/21
Day 153: Carpe Diem
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can list the Germanic tribes that invaded Europe.
1. Highlight the Latin terms on the handout “You Know Latin Already!” This is also in Schoology under the Latin file.
2. Write and translate all Latin terms from the front board to prepare for the Smack Down at the Word Wall.
3. Take the Standing Quiz with the Physical Challenge on the BrainPOP entitled “William Shakespeare.”
4. Split the class into two groups. Each side will compete for the glory of performing William Shakespeare’s “Julius Caesar.”
Wednesday 4/28/21
Day 154: Tabula Rasa
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can describe the Byzantine Empire.
1. Highlight the Latin terms on the handout “You Know Latin Already!” This is also in Schoology under the Latin file.
2. Write and translate all Latin terms from the front board to prepare for the Smack Down at the Word Wall.
3. Take the Standing Quiz with the Physical Challenge on the BrainPOP entitled “William Shakespeare.”
4. Split the class into two groups. Each side will compete for the glory of performing William Shakespeare’s “Julius Caesar.”
Thursday 4/29/21
Day 155: The Smack Down at the Word Wall
Standard(s): 6.61 = Explain the division of the Roman Empire into East and West, and identify the later establishment of Constantinople as the capital by Constantine.
Learning Target: I can demonstrate a knowledge of the Latin language.
1. Sing “Istanbul (Not Constantinople).” Please follow the lyrics provided to you on the handout.
2. Split the class into two teams. These are the East and the West. One representative will have the green smacker and the other will have the purple smacker.
3. Please stand at the Word Wall and the smack the Latin term that matches the English description.
4. When one contestant reaches 5 correct responses, you will be rewarded a prize. Then switch out the smackers with another contestant from your side of the room.
5. Please study for tomorrow’s test. It is called “The Latin Test.” It will contain 25 matching terms from our study of the Latin language.
Friday 4/30/21
Day 156: The Latin Test
Standard(s): 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
1. Finish pages 143-145 in the Yellow Textbook.
2. Then complete the End of the Year Test questions on pages 148-157.
3. Take the Latin Test. This test consists of 25 matching questions.
4. Compare and contrast the two versions of William Shakespeare’s play “Julius Caesar.” One is the original wording from Act III, Scene I. The other version is an updated script using modern English.
5. Use the three Schoology videos and your lyrics paper to sing, “Istanbul (Not Constantinople).”
6. Watch the video about “The Great Conspiracy Against Julius Caesar” in order to prepare for the performances of the two plays.
Monday 5/3/21
Day 157: Agenda
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can sing songs about world history.
1. Please check your pages in the Yellow Textbook for completion of the final chapter. This is chapter 23 “The Fall of the Western Roman Empire.” Please use Schoology to double check your answers.
2. Perform “Julius Caesar.”
3. This is the day for make-up work using the Chromebooks. Please log in and check for completion of the “End of the Year Assessment.” Please complete Part 1 and then complete Part 2. 4. Check for completion of Checkpoint 22.
5. Absentees will take the Latin Test that was given on Friday.
6. Please check the Spartacus and Byzantine Empire assignments in Flocabulary.
7. Play the Quizizz on Chapter 23. Detach the pages for Chapter 23. Study these tonight for tomorrow’s checkpoint on Chapter 23.
Tuesday 5/4/21
Day 158: May The Fourth Be With You
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can list the reasons for the Fall of Rome.
1. Play the Quizizz about “The Fall of the Western Roman Empire.”
2. Perform “Julius Caesar.” There are two versions of this play by William Shakespeare.
3. This is the day for make-up work using the Chromebooks. Please log in and check for completion of the “End of the Year Assessment.” Please complete Part 1 and then complete Part 2.
4. Take Checkpoint 23 in Gallopade.
5. Absentees will take the Latin Test that was given on Friday.
6. Please check the Spartacus and Byzantine Empire assignments in Flocabulary.
Wednesday 5/5/21
Day 159: Cinco De Mayo
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can identify Cinco de Mayo.
1. Take the Standing Quiz on the Mexican Revolution in BrainPOP.
2. Complete all Unit Tests on pages 148-157 in the Yellow Textbook. Please check Schoology for the answers.
3. Perform “Julius Caesar.” There are two versions of this play by William Shakespeare.
Thursday 5/6/21
Day 160: End of the Year Test
Standard(s): 6.61 = Explain the division of the Roman Empire into East and West, and identify the later establishment of Constantinople as the capital by Constantine.
Learning Target: I can review the major civilizations of ancient world history.
1. Today we had the 6th Grade Awards Ceremony. We watched in as a live feed through Facebook in the classroom. Award recipients went to the gymatorium for the program.
2. Absentees took the End of the Year Assessment 1 (Parts 1 and 2), Checkpoint 23, and the Latin Test.
3. Everyone else worked on completing the Unit Tests on pages 148-157.
Friday 5/7/21
Day 161: Julius Caesar
Standard(s) = 6.55 = Describe the characteristics of Julius Caesar’s rule, including: • Leadership in the military • Popularity amongst plebeians • Role as dictator for life • Assassination
Learning Target: I can summarize Julius Caesar’s influence on world history.
1. Open the Blue Textbook to pages 280-285.
2. Complete the “Julius Caesar” paper by yourself using the textbook. Make sure to write your full name, date, and class at the top right of the paper. You should turn this in at the end of class.
3. Was Julius Caesar a great reformer or an ambitious dictator? You decide. Make sure your answer is based upon the text. Have a debate on both sides of this issue.
4. See slides 29-32 in the Roman Power Point Presentation to help you decide the issue concerning Julius Caesar.
5. If there is any time remaining in class, please update your Unit Tests with the answers found in Schoology. These are in the Yellow Textbook on pages 148-157.
6. Do a “read through” on the modern version of William Shakespeare’s play Julius Caesar.” Please do not write on the script. These are class copies and must be returned at the end of class. Thank you.
Monday 5/10/21
Day 162: Icarus and Daedelus
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can explain how the Greeks used stories to illustrate their worldview.
1. Read pages 164-167 in the Blue Textbook.
2. Answer question #5 on your own piece of clean loose-leaf notebook paper. Please turn in your response at the end of class.
Tuesday 5/11/21
Day 163: The Odyssey, Part IV
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can describe the Odyssey as an epic.
1. Write the 14 characteristics of the epic. Can you think of more characteristics?
2. Finish “The Wanderings of Odysseus.”
Wednesday 5/12/21
Day 164: The Semester 2 Exam
Standard(s): 6.62 = Analyze the fall of the Western Roman Empire, including difficulty governing its large territory, political corruption, economic instability, and attacks by Germanic tribes, and identify the continuation of the Eastern Roman Empire as the Byzantine Empire.
Learning Target: I can review the semester through testing.
1. Take the Semester 2 Exam on Gallopade. This is an open book test.
2. Finish the Yellow Textbook. Please update all answers on the Unit Tests found on pages 148-157. The answers are posted in Schoology. Please see the Conclusion file folder.
3. Continue the Lesson on the Epic using the folder on Schoology.
4. Experience the Epic Hero video.
Thursday 5/13/21
Day 165: The Lesson on the Epic, Part I
Standard(s): 6.11 = Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.
Learning Target: I can define the epic.
1. Finish writing the 14 characteristics of the epic. They are on the front board. They are also in Schoology and on my Google Site.
2. Finish the Odyssey. Read pages 55-60 in the small mythology book.
3. Experience the video about the Epic Hero.
Friday 5/14/21
Day 166: The Lesson on the Epic, Part II
Standard(s): 6.RL.KID.3 = Describe how the plot of a story or drama unfolds, as well as how the characters respond or change as the plot moves toward a resolution.
Learning Target: I can identify the epic hero.
1. Finish Percy Jackson: Sea of Monsters.
2. Complete the puzzle “Exploring the Epic: Star Wars.”
Monday 5/17/21
Day 167: In Medias Res
Standard(s): 6.38 = Describe how the desire for Chinese goods influenced the creation of The Silk Road and initiated cultural diffusion throughout Eurasia, including the introduction of Buddhism into ancient China.
1. Finish the puzzle “Exploring the Epic: Star Wars.”
2. How is the Tao/Dao displayed in Episode 4?
Tuesday 5/18/21
Day 168: The Epic Hero
Standard(s): 6.46 = Explain the polytheistic religion of ancient Greece, with respect to beliefs about the humanlike qualities of the deities, their importance in everyday life, and the emergence of the Olympic Games to honor Zeus.
Learning Target: I can describe the characteristics of the hero in an epic.
1. Begin the puzzle “Lesson on the Epic: Star Wars.”
2. Explore Daoism in Star Wars.
Wednesday 5/19/21
Day 169: Yin and Yang
Standard(s): 6.38 = Describe how the desire for Chinese goods influenced the creation of The Silk Road and initiated cultural diffusion throughout Eurasia, including the introduction of Buddhism into ancient China.
Learning Target: I can explain the two sides of the Tao/Dao and the Force.
1. Finish the Semester 2 Exam on Gallopade. This is an open-book test.
2. Finish the Yellow Textbook. The answers are in Schoology. Please turn in your Yellow Textbook.
Thursday 5/20/21
Day 170: Star Wars: A Modern Epic in a Faraway Galaxy
Standard(s): 6.11 = Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.
Learning Target: I can describe the epic.
1. Finish the Second Puzzle “Lesson on the Epic: Star Wars.”
2. Review Daoism. Play Jeopardy.
3. We are having a Quizizz competition. Be prepared to play 23 games and to receive prizes. These are the 23 Quizizz games that are loaded in Schoology. They are also at my Quizizz site.
4. Today we will also finalize our Greek Olympics competition with the other 6th grade teams at Ocoee Middle School. Bring forth your champions!
Friday 5/21/21
Day 171: The Dark Ages
Standard(s): 7.36 = Describe the economic and social effects of the spread of the Black Death (i.e., Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population.
Learning Target: I can explain the spread of ideas and diseases.
1. Finish the Second Puzzle. Review Daoism. Play Jeopardy.
2. We are having a Quizizz competition. Be prepared to play Quizizz 23 times!
3. Write notes on the Medieval Period.
4. Finish Star Wars Episode 4.
Monday 5/24/21
Day 172: The End of All Things
Standard(s): 7.36 = Describe the economic and social effects of the spread of the Black Death (i.e., Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population.
Learning Target: I can compare the past to the present.
1. Finish Star Wars. This is Episode 4: A New Hope.
2. Experience “Tosche Station.” This is a Songnify YouTube video. If only Uncle Owens had let Luke go to Tosche Station with his friends, the epic would never occur. How many times in life have you had an epic moment where everything changed?
3. Color the Daoism paper. Watch “Eastern Philosophy: Lao Tzu.”
4. Watch “The Hidden Meanings of Yin and Yang.”
5. How is the Tao/Dao displayed in Episode 4?
6. Have a great summer!
7. Thank you for being an important part of all we experienced this year!
The following lessons are from 7th grade 2017-2018. You may want to peruse them to see what you may be learning next year in 7th grade. This year is a foundation for your continued education in the social studies next year.
1. Show the Power Point Presentation introducing the Paint Horses Team and Mr. Jones.
2. Sign up for your online textbook using the Redemption Code in the Student Letter.
3. Prepare for the Quiz using Slides #1-18 of the Power Point Presentation!
Friday 8/4/17
Day 1: Introduction to the Classroom
Standard(s): 7.36 = . . . modern democratic thought and representative institutions . . .
Learning Target: I can explain why rules are important.
1. Introduce the procedure for entering the classroom.
Let us greet each other in many different languages!
2. Introduce the schedule for the day.
3. Each student will receive their schedule.
4. Pass out the Remind App Information, World History Class Website Information, and lyrics for "Do Your Work!"
5. Students will begin the "All About Me" activity.
6. Sing "Do Your Work."
Monday 8/7/17
Day 2: Introduction to Ocoee Middle School
Standard(s): 7.36 = . . . including trial by jury, the common law, Magna Carta . . .
Learning Target: I can identify the levels of government.
1. Review the "All About Me" activity.
2. Mr. Jones will cover pages 9-12 of the OMS Student/Parent Handbook. We will talk about our Non-Discrimination Policies.
3. Please read the Team Information Packet. Notice the last page is the Student Information Sheet. Please review this important information with your parent(s).
3. Sing "Do Your Work." This is the first official grade of this course.
Tuesday 8/8/17
Day 3: The Bee Rules
Standard(s): 7.36 = . . . parliament, habeas corpus, and an independent judiciary . . .
Learning Target: I can demonstrate mastery of the rules through singing.
1. Show the Power Point Presentation introducing the Paint Horses Team and Mr. Jones.
2. Introduce the"Bee Rules."
3. Which rule is the most important?
4. SING the "Do Your Work" song to show mastery concerning your knowledge of the procedures.
5. Sign up for your online textbook using the Redemption Code in the Student Letter.
Wednesday 8/9/17
Day 4: The Fall of the Roman Empire
Standard(s): 7.2 = Summarize the consequences of the fall of the Roman Empire including the contribution of the Eastern Roman Empire as the Byzantine Empire, Justinian, and the significance of Constantinople.
Learning Target: I can define consequences.
4. Make sure your puppets use the TERMS (special words) and ideas found in the textbook.
5. FINISH making your puppet!
6. Design the set(s) for your play. Use technology. (e.g. Power Point Presentations, the Promethean Board, email, flash drive, thumb drive, etc.)
Wednesday 9/20/17
Day 31: Medieval Research, Part II
Standard(s): 7.41 = Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class.
Learning Target: I can describe land ownership in the Middle Ages.
1. Write a play about "Life in Medieval Europe" with your team.
2. Choose a role for each person. [Captain/Scribe/Set Designer/Researcher/etc.]
3. Make sure your puppets use the TERMS (special words) and ideas found in the textbook. Read the Blue Textbook pages 508-561. Read the Green Textbook pages 241-281.
4. FINISH making your puppet!
5. Design the set(s) for your play. Use technology. (e.g. Power Point Presentations, the Promethean Board, email, flash drive, thumb drive, etc.)
6. Start the Power Point Presentation on the Feudal System. Take notes beginning with Slide 46.
Thursday 9/21/17
Day 32: Creating a Play
Standard(s): 7.33 = Describe the development of feudalism and manorialism . . .
Learning Target: I can write a play about Medieval Europe.
1. Begin taking notes on Slides 48-61 of the Middle Ages Power Point Presentation.
2. Read pages 252-259 in the Green Textbook.
3. Finalize the writing of your play. Practice your play. Make sure your puppets use the TERMS found in the Blue Textbook and/or the Green Textbook.
4. Prepare props, set(s), backgrounds, and stage items.
Friday 9/22/17
Day 33: Review of Feudalism
Standard(s): 7.40 = Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population.
Learning Target: I can list the parts of a castle.
1. Read pages 252-259 about Feudalism.
2. Research the answers to "Are You Smarter Than a 7th Grader?: Feudalism in Europe." Do not write on the quiz. You must give this to a Non-7th Grader this weekend. This is going to be fun!
3. Watch "Castles: The Center of Power" Video. This is Video 15 in the Journey Across Time series.
4. Do the "Battle of Tours" handout questions.
Monday 9/25/17
Day 34: The Puppet Play
Standard(s): 7.37 = Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
Learning Target: I can describe two roles of the early church in Europe.
1. Turn in your puppet.
2. Schedule the performance of your play about "Life in Medieval Europe."
3. You will be evaluated by a panel of judges. Aim for a performance time of five to eight minutes.
4. Upload background scenes to the Promethean Board computer.
5. Take notes on Slides 48-61.
6. Prepare to turn in "Are You Smarter Than a 7th Grader?: Feudalism in Europe."
Tuesday 9/26/17
Day 35: The Geography of Europe
Standard(s): 7.32 = Identify the physical location and features of Europe including the Alps, the Ural Mountains, the North European Plain, and the Mediterranean Sea and the influence of the North Atlantic Drift.
Learning Target: I can label European geographic features.
1. Label the maps on pages 233 and 249 of the Medieval Europe "packet."
2. Use the "Puppet Play Evaluation Rubric" to judge the Puppet Plays.
3. Turn in your puppet to be graded.
4. Take notes on Slides 48-61.
5. Show the John Green Video "The Dark Ages . . . How Dark Were They, Really?"
Wednesday 9/27/17
Day 36: The Reconquista
Standard(s): 7.42 = Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms.
Learning Target: I can describe the Inquisition.
1. Finish answering the questions on the Medieval Europe "packet."
2. Use the "Puppet Play Evaluation Rubric" to judge the Puppet Plays.
3. Turn in your puppet to be graded.
4. Take notes on Slides 48-61.
5. Show the John Green Video "The Dark Ages . . . How Dark Were They, Really?"
6. Watch Monty Python's "The Spanish Inquisition."
Thursday 9/28/17
Day 37: The Black Death
Standard(s): 7.40 = Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population.
Learning Target: I can describe two effects of the Black Death.
1. Read pages 274-276 about "Famine and Plague."
2. Answer the seven questions on "The Black Death" activity.
3. The Final Puppet Play performances will be today.
4. Turn in the "Evaluation Rubric" after the final performance.
5. Turn in your puppet.
6. Turn in the "Are You Smarter Than a Seventh Grader?" quiz.
7. Take notes on Slides 48-61.
8. Show the John Green Video "The Dark Ages . . . How Dark Were They, Really?"
9. Watch Monty Python's "Bring Out Your Dead."
Friday 9/29/17
Day 38: Joan of Arc
Standard(s): 7.49 = Gather relevant information from multiple sources about Henry V, Hundreds Year War, and Joan of Arc.
Learning Target: I can compare and contrast multiple sources.
1. Read page 241 and 278 in the Green Textbook. Then read pages 556-557 in the Blue Textbook.
2. Finish the Final Puppet Plays.
3. Turn in your puppet.
4. Turn in the "Evaluation Rubric" after the final performance.
5. Take the Standing Quiz on the Brain Pop covering The Black Death.
6. Turn in the "Are You Smarter Than a Seventh Grader?" quiz.
7. Take notes on Slides 48-61.
8. Show the John Green Video "The Dark Ages . . . How Dark Were They, Really?"
Monday 10/2/17
Day 39: The Magna Carta
Standard(s): 7.36 = . . . explaining the significance of developments in medieval English legal and constitutional practices . . . the common law, Magna Carta . . . habeas corpus . . .
Learning Target: I can list three effects of the Magna Carta.
1. Read pages 261-262 in the Green Textbook.
2. Take notes on Slides 48-49. Answer Questions 20-23 on the "1st Quarter Common Assessment 7th Social Studies STUDY GUIDE."
3. Perform the Final Puppet Plays.
4. Turn in the "Are You Smarter Than a Seventh Grader?" quiz.
5. Show the John Green Video "The Dark Ages . . . How Dark Were They, Really?"
Tuesday 10/3/17
Day 40: 1st Quarter Review, Part I
Standard(s): 7.1, 7.2, 7.3, 7.4, 7.5 = . . . including Islam's historical connections with Judaism and Christianity.
Learning Target: I can list the main three monotheistic world religions.
1. Turn in your 4H T-shirt Design. This is an extra credit opportunity. It is not a required grade.
2. The second 4H Meeting of the 2017-2018 school year will be held today.
3. Continue to work on the "1st Quarter Common Assessment 7th Social Studies STUDY GUIDE." Please record the page number from the Green Textbook next to each of the 50 items on your Study Guide as you continue studying for the Final.
4. The Final Exam will begin on Thursday 10/5/17.
5. Take notes on Slides 50-61 of the Middle Ages Power Point Presentation.
Wednesday 10/4/17
Day 41: 1st Quarter Review, Part II
Standard(s): 7.6, 7.8, 7.9, 7.32, 7.33 = Describe the development of feudalism and manorialism . . .
Learning Target: I can demonstrate research skills and study skills.
1. Finish writing answers on the Study Guide. The Final Exam will begin tomorrow. Please study for this very important Common Assessment.
2. Break into teams for the Mind Jogger Video Game Review with our host Jacqueline Torres.
3. This is our day for our Final Puppet Plays.
4. Turn in your puppet or show it to Mr. Jones for your Puppet Grade.
5. Experience John Green's "The Crusades: Pilgrimage or Holy War--Crash Course World History #15."
Thursday 10/5/17
Day 42: 1st Quarter Common Assessment, Part I
Standard(s): 7.34, 7.35, 7.36, 7.37, 7.38 = Analyze the causes, course, and consequences of the European Crusades and their effects . . .
Learning Target: I can use test-taking strategies.
1. The GradeCam form already has your name on it. Please make sure you have your form.
2. Please do not write on the Final Exam. Please write only on your GradeCam form. Choose the best answer from the available options.
3. You will be given more time tomorrow on the Final Exam if you do not finish it in class today.
Friday 10/6/17
Day 43: 1st Quarter Common Assessment, Part II
Standard(s): 7.39, 7.40, 7.41, 7.42, 7.49 = Gather relevant information from multiple sources . . .
Learning Target: I can analyze art from multiple sources.
1. Finish the Final Exam.
2. Turn in your puppet. Perform the Final Puppet Plays. Please turn in a written play if you did not perform a play. Turn in the "Are You Smarter Than a Seventh Grader?" quiz.
3. Read page 119 in the Green Textbook. Then read pages 393-394 in the Blue Textbook. What is the Taj Mahal?
4. What are tessellations? Can you name the polygons in the tessellating patterns?
Monday 10/16/17
Day 44: Art and Architecture
Standard(s): 7.10 = Gather relevant information from multiple print and digital sources to examine the art and architecture, including the Taj Mahal during the Mughal period.
Learning Target: I can define tessellations.
1. Read page 119 in the Green Textbook. Then read pages 393-394 in the Blue Textbook. What is the Taj Mahal?
2. What are tessellations? Can you name the polygons in the tessellating patterns?
3. Read the "Introduction" paper concerning tessellations.
4. Establish a two-color, three-color, or four-color tessellating pattern for your project.
5. Cut out the pattern block shapes. Then see what objects you can create with the polygons.
6. Watch the video "Taj Mahal--Music of Ancient India."
Tuesday 10/17/17
Day 45: Ghana, Mali, and Songhai
Standard(s): 7.13 = Analyze the growth of Ghana, Mali, and Songhai kingdoms including trading centers such as Timbuktu and Jenne, which would later develop into centers of culture and learning.
Learning Target: I can trace the beginnings of African civilizations.
1. Turn in your tessellation. Write your name, class period, and date on the back of your paper.
2. Read pages 123-133. Complete #1-6 on page 133 about "The Rise of African Civilizations." Write the complete question. Answer with complete sentences.
Wednesday 10/18/17
Day 46: Mansa Musa, Part I
Standard(s): 7.17 = Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324.
Learning Target: I can explain the importance of Mansa Musa.
1. Turn in your tessellation.
2. Experience John Green's Crash Course World History #16 "Mansa Musa and Islam in Africa."
3. Finish #1-6 on page 133. The READ pages 134-139.
4. Turn in #1-6 from page 133. Then begin answering Questions #1-6 on page 139. Please remember to write the full question and the full answer using complete sentences.
Thursday 10/19/17
Day 47: Mansa Musa, Part II
Standard(s): 7.14 = Draw evidence from informational texts to describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
Learning Target: I can describe the effects of trade.
1. Turn in your tessellation. Turn in #1-6 on page 133.
2. Continue to work on #1-6 on page 139. Please remember to write the complete question and the complete answer in complete sentences.
3. Take the Standing Quiz on the Brain Pop covering the savanna.
4. Experience the Flocabulary on "Middle Ages: Africa."
Friday 10/20/17
Day 48: African Influence in America
Standard(s): 7.15 = Examine the importance of written and oral traditions in the transmission of African history and culture.
Learning Target: I can explain how culture can be spread without writing.
1. Turn in all make-up work.
2. Complete the "Chapter Test, Document Based Questions," pages 145-146.
3. Watch the U.S. Naval Academy cadets sing "Steal Away."
4. See the episode of American's Got Talent when Simon asked contestants to sing another song.
5. Write an essay about when your dreams or hopes were crushed or stolen. How did you feel? How do these feelings relate to slavery, racism, prejudice, or discrimination?
Monday 10/23/17
Day 49: Music: The Universal Language
Standard(s): 7.16 = Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
Learning Target: I can analyze the importance of family and music.
1. Read pages 140-145 about "African Society and Culture."
2. Complete the packet (pages 189-192) on Lesson 3 of Chapter 6 "African Civilizations."
3. Take notes on the Video 13: The Music of Africa.
4. What role does music play in your life?
Tuesday 10/24/17
Day 50: African Religions
Standard(s): 7.18 = Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity.
Learning Target: I can compare and contrast different religions.
1. Perform the drama from West Africa "Head Over Heart: Or, How Monkey Tricked Shark And So Saved His Life" on pages 124-127 of the small mythology book. Then do a "Read Aloud--Think Aloud" with a story from the Belgian Congo "From Bumba" on pages 100-101. How does this story compare and contrast with the story of creation from the book of Genesis?
2. Read pages 136-139. Answer "Geography Connection" questions #1 and #2 on page 137 of the Green Textbook.
3. Turn in all make-up work. Motivational Songs: "This Is How We Do It" and "Nuisance" by John Ruben. You must sing the Nuisance song, especially the phrase, "I Just Think We Can Do Better Than This."
Wednesday 10/25/17
Day 51: African Review, Part I
Standard(s): 7.10, 7.13, 7.14, 7.15, 7.16, 7.17, 7.18 = . . . art and architecture . . . Ghana, Mali, and Songhai . . . trans-Saharan caravan . . .
Learning Target: I can predict what will happen in a story.
1. Predict what will happen in a story by reading "Sundiata: The Hungering Lion" in the Blue Textbook on pages 454-459. Complete questions #1-5 on page 459.
2. Slavery Brain Pop/"Lost Kingdoms of Africa" Video from YouTube/Video Game Review with our host Jacqueline Torres
Thursday 10/26/17
Day 52: African Review, Part II
Standard(s): 7.10, 7.13, 7.14, 7.15, 7.16, 7.17, 7.18 = . . . including the Taj Mahal during the Mughal period.
Learning Target: I can summarize the main ideas of African history.
1. Complete the Study Guide for tomorrow's Africa Test by using pages 123-145 in the Green Textbook.
2. Play the Video Game with our host Jacqueline Torres.
3. Do the Standing Quiz over the Slavery Brain Pop.
4. Who sang the song, "Africa?"
5. From what language did the creators of the Disney movie "The Lion King" borrow the phrase "Hakuna Matata?"
6. Is there a connection between "Sundiata: The Hungering Lion" and "The Lion King?"
7. What two days of the week are connected with the Norse Gods Wodin/Odin and Thor?
Friday 10/27/17
Day 53: The Silk Road, Part I
Standard(s): 7.12 = Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise of the Safavid Empire.
Learning Target: I can describe the importance of Shah Abbas I.
1. Take the Africa Test after briefly reviewing your Africa Test Study Guide for a few minutes.
2. Please remember to only write on your GradeCam Form. Please do not write on the Africa Test.
3. Complete the Standing Quiz over the Brain Pop on slavery.
4. Examine the Persian Carpet that Mr. Jones will display today in class. What do you see in the artwork? What do you not see? What does this reveal about the culture of Iran/Persia?
5. Experience the "Music Video" that Mr. Jones made showing his trip to Iran.
6. What is a caravanserai? Why did Shah Abbas I make 999 caravanserais during the Safavid dynasty?
7. Take notes on John Green's Crash Course about the Silk Road and Ancient Trade.
8. Standing Quiz on the Silk Road Brain Pop (Silent, Musical, Physical Challenge)
9. Power Point Presentation on the Silk Road
Monday 10/30/17
Day 54: Introduction to China
Standard(s): 7.20 = Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.
Learning Target: I can infer why Buddhism spread in China.
1. The absentees will take the Africa Test.
2. Complete #1-6 on page 185. Please read pages 175-185 about "China Reunites."
3. Do the Standing Quiz over the Slavery Brain Pop.
4. Complete the Standing Quiz on the Silk Road Brain Pop (The Quiz will be one of the following: Silent, Musical, Physical Challenge. We proceed to the next type of quiz after you have mastered the previous type of quiz.)
9. Experience the Power Point Presentation on the Silk Road.
Tuesday 10/31/17
Day 55: Sunnis, Shi'ites, and Sufis
Standard(s): 7.7 = Analyze the origins and impact of different sects within Islam, Sunnis and Shi'ites.
Learning Target: I can trace the origins of divisions within Islam.
1. Read pages 110-111. Write a description of Sunnis, Shi'ites, and Sufis.
2. Infer why religions experience divisions.
3. Welcome our Guest Speaker!
4. Brain Pop on Slavery/Brain Pop on the Silk Road
5. Experience the Flocabulary "Islamic Empires."
6. https://www.youtube.com/watch?v=5KLvjs7Yrtw
The above link will take you to an excellent explanation of the division between Sunnis and Shi'ites.
7. Examine the two pictures of the Sufi Tomb in Mahan, Iran. Describe the tessellations. What language is depicted in the calligraphy? Look at the video of the exercise in Yadz, Iran. What do you think is happening?
Wednesday 11/1/17
Day 56: Confucianism and Buddhism
Standard(s): 7.21 = Analyze the role of kinship and Confucianism in maintaining order and hierarchy.
Learning Target: I can describe the conflict between Confucianism and Buddhism.
1. Complete #1-6 on page 185. Please read "China Reunites" on pages 175-185.
2. Do the Standing Quiz over the Brain Pop on Slavery.
3. Take notes on John Green's Video "2,000 Years of Chinese History! The Mandate of Heaven and Confucius." This is Crash Course World History #7.
Thursday 11/2/17
Day 57: Geographical Features of China
Standard(s): 7.19 = Create a visual or multimedia display to identify the physical location and major geographical features of China including the Yangtze River, Yellow River, Himalayas, Plateau of Tibet, and the Gobi Desert.
Learning Target: I can identify China's major geographical features.
1. Read pages 175-180. Examine the maps of China.
2. Label the "Ancient China" Map. Color the Map. Answer the questions. Take a look at John Green's Silk Road Video.
3. Do the Standing Quiz over the Slavery Brain Pop.
Friday 11/3/17
Day 58: Chinese Technology
Standard(s): 7.23 = Trace the spread of Chinese technology to other parts of Asia, the Islamic world, and Europe including papermaking, wood-block printing, the compass and gunpowder.
Learning Target: I can trace the spread of Chinese technology.
1. Read pages 187-190. Write the names of all Chinese inventions from the Video "Early Chinese Inventions."
2. Do the Standing Quiz over the Slavery Brain Pop.
3. Complete the Standing Quiz on the Silk Road Brain Pop (The Quiz will be one of the following: Silent, Musical, Physical Challenge. We proceed to the next type of quiz after you have mastered the previous type of quiz.)
4. Take notes on John Green's Video "2,000 Years of Chinese History! The Mandate of Heaven and Confucius." This is Crash Course World History #7.
Monday 11/6/17
Day 59: The Tang and Song Dynasties
Standard(s): 7.22 = Summarize the significance of the rapid agricultural, commercial, and technological development during the Song Dynasties.
Learning Target: I can summarize Chinese technological development.
1. Read pages 186-192 about "Chinese Society."
2. Complete only #1-6 on page 192.
3. Summarize Confucianism with the help of John Green's Video "2,000 Years of Chinese History."
4. Slavery Brain Pop/Silk Road Brain Pop/Silent Gallery
Tuesday 11/7/17
Day 60: Silent Gallery Walk, Part I
Standard(s): 7.25 = Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo-Confucianism).
Learning Target: I can describe how Confucianism became Neo-Confucianism.
1. Finish the John Green video. Take notes on Confucius. Name the Five Relationships.
2. Essential Questions: Which of the 5 Key Relationships is the most important? What is filial piety? What is a Junzi? Should the United States take a lesson from this principle?
3. Read pages 184-185. Make a flow chart tracing the development of Chinese thought from Confucianism to Neo-Confucianism to scholar-officials. Please make sure you include all steps in the process.
4. Solve the Confucius Puzzle.
5. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves."
6. 4H Meeting/Turn in all missing work for the Progress Report./Silk Road Brain Pop
Wednesday 11/8/17
Day 61: Silent Gallery Walk, Part II
Standard(s): 7.21 = Analyze the role of kinship and Confucianism in maintaining order and hierarchy.
Learning Target: I can infer meaning from the sayings of Confucius.
1. Read pages 184-185. Make the Flow Chart.
2. Solve the Confucius Puzzle. Then go on the Silent Gallery Walk. Silently visit each of the Six Sayings of Confucius. Write them on your paper. Then infer (Read between the lines. What do you think?) meaning from each saying. Record your responses on your paper. Please turn in your paper at the end of the Silent Gallery Walk.
3. Receive your Pre-Progress Report Report. Please turn in all missing work for the real Progress Report which you will receive on Friday.
Thursday 11/9/17
Day 62: The Ming Dynasty
Standard(s): 7.26 = Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City and the reconstruction of the Great Wall, isolationism, and sea voyages.
Learning Target: I can analyze informational texts.
1. Create a Two-Column labeled "Before" and "After."
2. Read the informational text. Then take notes. Teach your group members from your area of research.
3. Silent Gallery Walk/Turn in your missing work./Silk Road Brain Pop
Friday 11/10/17
Day 63: The Conquerors, Part I
Standard(s): 7.24 = Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan.
Learning Target: I can describe the conquest of China.
1. Read pages 193-199. Answer #3, #4, and #5 on your own piece of paper. Please write the complete question and the complete answer using complete sentences.
2. Receive and file your old papers. Receive your Progress Report. Please have the Progress Report signed by your parent(s).
3. Complete the Confucius Puzzle. Finish the Silent Gallery Walk.
4. Watch the clip from Mulan. How does Mulan demonstrate filial piety? To whom is the father praying in the shrine? How does this demonstrate Confucianism?
Monday 11/13/17
Day 64: The Conquerors, Part II
Standard(s): 7.11 = Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent.
Learning Target: I can explain the importance of conquerors.
1. Read pages 113-114. Answer #2, #6, and #7 on your own piece of paper.
2. Solve and turn in the Confucius Puzzle. (Have you turned in the Silent Gallery Walk?)
3. Take the Standing Quiz over the Brain Pop on the Ottoman Empire.
4. Take the Standing Quiz over the Silk Road Brain Pop.
5. Experience John Green's Crash Course World History #17 "Wait For It . . . The Mongols!"
Tuesday 11/14/17
Day 65: The Mongols
Standard(s): 7.11, 7.24 = Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan . . . Mehmed II the Conqueror and Suleiman the Magnificent.
Learning Target: I can analyze the effects of Mongol conquest.
1. Read pages 113-114. Answer #2, #6, and #7 on your own piece of paper.
2. Read pages 193-199. Answer #3, #4, and #5 on your own piece of paper. Please write the complete question and the complete answer using complete sentences.
3. Use the index on page 438 to analyze Mongol influence. Write at least 20 effects of the Mongols on World History.
4. Take the Standing Quiz over the Silk Road Brain Pop.
5. Experience John Green's Crash Course World History #17 "Wait For It . . . The Mongols!"
Wednesday 11/15/17
Day 66: The Great Wall of China
Standard(s): 7.11, 7.24, 7.26 = Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City and the reconstruction of the Great Wall, isolationism, and sea voyages.
Learning Target: I can analyze contributions made during the Ming Dynasty.
1. Take notes on Video 12: The Great Wall of China.
2. Experience the History Channel Video "Deconstructing History: Great Wall of China."
3. Pick teams for the Video Game on China with our host Jacqueline Torres.
4. Begin work on the "China Test Study Guide."
5. Look at the Flocabulary entitled "Middle Ages: Asia." What do you remember about Genghis Khan?
Thursday 11/16/17
Day 67: The Smack Down at the Word Wall
Standard(s): 7.19-7.26 = 7.20 = Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.
Learning Target: I can describe the Tang Dynasty.
1. Use the Green Textbook to answer the China Test Study Guide questions 1-40. Write the page number from Chapter 8, pages 175-210, next to each question when you find the answer.
2. Enter the Smack Down Competition at the Word Wall once you have verified and memorized the answers on the Study Guide.
3. We may begin a sneak peak preview of the China Test during tomorrow's class. However, you will be given more time on Monday to continue the test.
4. Brain Pop on the Silk Road/Clips showing Mulan's connection to Confucianism
Friday 11/17/17
Day 68: Final Review of China
Standard(s): 7.19-7.26 = 7.45 = Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China . . .
Learning Target: I can summarize the impact of the Silk Road.
1. Take notes on John Green's "The Silk Road."
2. Complete the China Test Study Guide. Write all page numbers next to each question.
3. Take the Standing Quiz on the Silk Road Brain Pop.
4. Study for the China Test which will begin on Monday.
5. Experience Video 12: The Great Wall of China.
Monday 11/20/17
Day 69: The China Test, Part I
Standard(s): 7.19-7.26 = Analyze the role of kinship and Confucianism in maintaining order and hierarchy.
Learning Target: I can summarize the history of Imperial China.
1. Examine your China Test Study Guide for a few minutes before the China Test begins.
2. Receive your GradeCam Form. Please make sure your name is at the top. It already has your name on it.
3. Please do not write on the China Test. Please record all your answers on the GradeCam form with a Number 2 Pencil. You do not have to finish it today. Please do not rush through the test.
4. Turn in your test and GradeCam form before you leave class today.
5. If you finish earlier than other students, please read the first section of Chapter 9 "Civilizations of Korea, Japan, and Southeast Asia."
6. Begin answering #1-6 on page 219 on your own piece of paper.
Tuesday 11/21/17
Day 70: The China Test, Part II
Standard(s): 7.27 = Compare the major features of Shinto, Japan's indigenous religion, and Japanese Buddhism.
Learning Target: I can compare the major features of Shinto with Buddhism.
1. Finish your China Test today. Please write only on your GradeCam Form. Please do not write on the China Test.
2. Please turn in your GradeCam Form and your China Test.
3. Finish answering #1-6 on page 219 from Lesson 1: Korea: History and Culture.
4. Read pages 220-223 about "Early Japan." Then complete #1-6 on page 223 on your own piece of paper.
5. If there is time, we will view the Flocabulary "Middle Ages: Asia." What do you remember about Genghis Khan?
Monday 11/27/17
Day 71: Introduction to Japan
Standard(s): 7.27 = Compare the major features of Shinto, Japan's indigenous religion, and Japanese Buddhism.
Learning Target: I can trace the beginning of religion in Japan.
1. Absentees will finish the China Test.
2. Did you do the questions on pages 219 and 223?
3. Read pages 211-240. Then read the Lesson 2 Packet about "Early Japan." Answer all packet questions.
4. Watch the Clip of Mulan about Summoning the Stone Dragon. How does this show Animism? What aspects of Shinto are reflected in the clip? How is Japanese Buddhism different from Shinto?
5. Experience Flocabulary's "Middle Ages: Asia."
Tuesday 11/28/17
Day 72: Shinto: Way of the Spirits
Standard(s): 7.28 = Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted.
Learning Target: I can explain how China influenced Japan.
1. Answer all of the Lesson 2 Packet questions.
2. Read pages 220-231. Prepare for the "Lesson Quiz 2" by studying the 13 words from the back board.
3. See John Green's "Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34."
4. Take the first quiz over Japan.
5. What Japanese words are in "Mr. Roboto" by Styx?
Wednesday 11/29/17
Day 73: Bushido: The Way of the Warrior
Standard(s): 7.31 = Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society.
Learning Target: I can analyze the role of the samurai.
1. Read pages 224-231. Write all questions and answers to #1-6 on page 231.
2. See John Green's "Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34."
3. View the article on Sadako Sasaki. Where did she live? How old was she when she passed away? What did she believe about making a thousand origami cranes?
4. Examine the written instructions about how to make an origami crane.
5. Use the square piece of paper to make an origami crane.
6. Watch the YouTube video "Origami Crane (Folding Instructions)."
Thursday 11/30/17
Day 74: Origami
Standard(s): 7.29 = Trace the emergence of the Japanese nation during the Nara, 710-794, and the Heian periods, 794-1180.
Learning Target: I can compare and contrast Samurai and Knights.
1. See "Video 14: Samurai and Knights." Who believed in Bushido? Who followed chivalry?
2. Watch John Green's "Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34."
3. Experience the YouTube movie about Sadako Sasaki.
4. Examine the written instructions about how to make an origami crane.
5. Use the square piece of paper to make an origami crane.
6. Watch the YouTube video "Origami Crane (Folding Instructions)."
7. Take notes to prepare for the Quiz over Lesson 3 of Chapter 9.
Friday 12/1/17
Day 75: Haiku
Standard(s): 7.30 = Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world's first novels.
Learning Target: I can describe the prose and poetry of Japan.
1. Study the 11 Questions on the board. Find the answers on pages 224-231. Then take the Second Quiz over Japan. Please finish all missing quizzes or tests after you finish your quiz today.
2. Write Haiku by constructing a poem that consists of 3 lines with a total of 17 syllables. The first and last line have 5 syllables. The middle line has 7 syllables.
3. Explore The Tale of Genji by considering some Document Based Questions.
4. Watch Channel One for updates on the news affecting us all.
5. Try the Lyrics Lab at Flocabulary to turn your Haiku into a Rap!
Monday 12/4/17
Day 76: The Tale of Genji, Part I
Standard(s): 7.30 = Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world's first novels.
Learning Target: I can describe the importance of the Tale of Genji.
1. Read pages 501-504 in the Blue Textbook about Genji, Murasaki Shikibu, and the role of women.
2. See part of the "The Tale of Genji" and visit the Tale of Genji Museum.
3. Explore the 9 DBQ questions about the Tale of Genji with your team. With each question, one team member reads, a second team member writes the question, a third team member records the answer, and the final team member discusses the question and gives the answer to the team. Go Team!
Tuesday 12/5/17
Day 77: The Tale of Genji, Part II
Standard(s): 7.28 = Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted.
Learning Target: I can explain how The Tale of Genji influenced Japan.
1. Answer by yourself the nine DBQ questions. Please write directly on the packet today. You will receive your own copy.
2. View excerpts from the video about "The Tale of Genji."
3. With any time remaining we will start the Video Game with our host Jacqueline Torres!
Wednesday 12/6/17
Day 78: Review of Japan
Standard(s): 7.27-7.31 = Analyze the rise of a military society . . . and the role of the shogun and samurai . . .
Learning Target: I can analyze the role of individuals in Japan.
1. Turn in your completed packet about the "Tale of Genji." All nine answers must be recorded directly on the packet. Please answer in complete sentences.
2. Play the Video Game with our host Jacqueline Torres. Write all answers on your own paper. Please record the page number in the Blue Textbook where your team found the answer.
3. Study for the Japan Test.
4. We will have a competition using the Larry Bell Videos. The Twelve Powerful Words have motions to illustrate the word!
Thursday 12/7/17
Day 79: The Japan Test
Standard(s): 7.27-7.31 = Trace the emergence of the Japanese nation . . .
Learning Target: I can trace the history of Japan.
1. Study the two quizzes on Japan to prepare for the Japan Test.
2. Take the Japan Test.
3. Work with a partner on the Semester Exam Study Guide. Write all page numbers from the Green Textbook.
Friday 12/8/17
Day 80: Semester Review, Part I
Standard(s): 7.1-7.42 = 7.9 = Describe the establishment of trade routes among Asia, Africa, and Europe . . .
Learning Target: I can describe trade routes.
1. The absentees will take the Japan Test.
2. Work with a partner on the 75 Question Study Guide for the Semester Exam. Please write all page numbers from the Green Textbook to verify each answer.
3. Compete with other teams on the Larry Bell Video about the 12 Powerful Words.
4. Review the Week in Rap at Flocabulary.
5. Take the Standing Quiz over Pearl Harbor at BrainPOP. This will show you the effects of industrialization and the opening of trade with Japan when Commodore Matthew C. Perry forced Japan to open their country to trade. This is a very interesting lesson on cause and effect.
Monday 12/11/17
Day 81: Semester Review, Part II
Standard(s): 7.1-7.42 = 7.38 = Analyze the causes, course, and consequences of the European Crusades . . .
Learning Target: I can analyze the causes and consequences of conflict.
1. The absentees will take the Japan Test.
2. Work with a partner on the 75 Question Study Guide for the Semester Exam. Please write all page numbers from the Green Textbook to verify each answer.
3. Compete with other teams on the Larry Bell Video about the 12 Powerful Words.
4. Review the Week in Rap at Flocabulary.
5. Take the Standing Quiz over Pearl Harbor at BrainPOP. This will show you the effects of industrialization and the opening of trade with Japan when Commodore Matthew C. Perry forced Japan to open their country to trade. This is a very interesting lesson on cause and effect.
6. We will be having a competition between teams for control of the Big Board on the west side of the classroom. The goal is to answer the Study Guide questions correctly by verifying the page in the Green Textbook that gives the answer.
7. Please study for the Semester Final Exam.
Tuesday 12/12/17
Day 82: Semester Review, Part III
Standard(s): 7.1-7.42 = 7.33 = Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns).
Learning Target: I can describe how feudalism affected medieval Europe.
1. Finish the competition for control of the Big Board on the west side of the classroom.
2. Complete your 75 question Study Guide.
3. Play the Final Game Review for the 2nd Quarter Common Assessment. This is also called the Semester Final Exam.
4. Study before the test begins. Then take the Final Exam. This test may take more than one class period. Only the students who want to start today will begin the test. However, you will be given the next two class days to finish the test. Happy Studying!
Wednesday 12/13/17
Day 83: The Semester Final Exam, Part I
Standard(s): 7.1-7.42 = 7.31 = Analyze the role of a military society . . . and the role of the shogun and samurai . . .
Learning Target: I can analyze the role of the shogun and the samurai.
1. We will be continuing the Semester Final Exam today. You will need a Number 2 Pencil. Please write only on your GradeCam Form. Please do not write on the Final Exam.
2. If you finish early, please fold the Origami Paper into the Flapping Bird using the printed instructions.
3. Begin reading Chapter 11 "Renaissance and Reformation" on pages 283-318.
Thursday 12/14/17
Day 84: The Semester Final Exam, Part II
Standard(s): 7.1-7.42 = 7.24 = Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan.
Learning Target: I can describe the conquest of China.
1. Finish the Semester Final Exam.
2. Complete your Origami Flapping Bird using the printed instructions. You may also access the YouTube video located here: https://www.youtube.com/watch?v=7WtQ9sFGXz0.
3. Please attempt to solve the "Candy Quiz." Common Christmas Songs or Sayings are located on the back side of the paper. Both puzzles contain synonyms for famous candy bars or songs. See if you can solve the puzzle!
4. Begin reading Chapter 11 "Renaissance and Reformation" on pages 283-318.
Friday 12/15/17
Day 85: The Renaissance
Standard(s): 7.46 = Describe how humanism led to a revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith.
Learning Target: I can describe how Christmas in the United States involves both religious and non-religious activities.
1. The absentees will finish the Semester Final Exam.
2. Finish the Candy Quiz and the Common Christmas Songs or Sayings Puzzles.
3. Construct your Three Dimensional Christmas Tree. You will be handed two pieces of paper. Please use scissors, colored markers or pencils, and glue sticks to construct your tree.
4. Begin reading Chapter 11 "Renaissance and Reformation" on pages 283-318.
5. Do the Kahoot on the Twelve Powerful Words!
Tuesday 1/9/18
Day 86: Marco Polo, Part I
Standard(s): 7.45 = Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo's travels and the location of his routes.
Learning Target: I can summarize the effects of Marco Polo's travels.
1. Read pages 283-291 about "The Renaissance in Italy." Then answer questions #1, #3, and #4 on page 292. These should be completed on your own piece of paper. Please write the question and the answer. Please use complete sentences.
2. We will have a 4H Meeting today. Please welcome our guests!
3. Take the Standing Quiz on the Marco Polo Brain Pop.
Wednesday 1/10/18
Day 87: Marco Polo, Part II
Standard(s): 7.45 = Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo's travels and the location of his routes.
Learning Target: I can trace the beginnings of the Renaissance.
1. Read pages 283-291 about "The Renaissance in Italy." Do the High Five Questions. Write all questions on your own piece of paper. Record all answers using complete sentences.
2. Do the Standing Quiz on the Marco Polo Brain Pop.
3. Take notes on John Green's "The Renaissance--Was It A Thing--Crash Course World History #22."
4. Sing along with Flocabulary's "The Renaissance."
Thursday 1/11/18
Day 88: The Renaissance Begins!
Standard(s): 7.44 = Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas.
Learning Target: I can cite textual evidence.
1. Take the Marco Polo Quiz by yourself after seeing the Brain Pop one more time.
2. Complete the packet of information on Lesson 1: The Renaissance Begins. This will be passed out to you after the conclusion of the quiz.
3. Take notes on John Green's "The Renaissance--Was It A Thing--Crash Course World History #22."
4. Sing along with Flocabulary's "The Renaissance."
Friday 1/12/18
Day 89: Connections to Dr. Martin Luther King, Jr.
Standard(s): 7.74 = Examine the impact of the exchanges . . . among Europe, Africa, Asia, and the Americas . . . (See also Standards 7.71 and 7.72.)
Learning Target: I can describe the impact and influence of Dr. Martin Luther King, Jr.
1. Read pages 332-335 about the slave trade and its impact on the Americas.
2. Experience the Flocabulary "Dr. Martin Luther King, Jr."
3. Then read the paper "Civil Rights--Fill in the Blanks: Let Freedom Ring." Please complete this activity as you watch the Flocabulary "Civil Rights."
4. Receive the paper "Brain Pop Activity." Please complete this activity as you watch the Brain Pop "Martin Luther King, Jr."
5. Discuss the question, "Has the promise of Dr. King's speech been realized?" What do you think?
Friday 1/19/18
Day 90: Niccolo Machiavelli
Standard(s): 7.43 = Trace the emergence of the Renaissance, including influence from Moorish (0r Muslim) scholars in Spain.
Learning Target: I can trace Muslim influence on the Renaissance.
1. Read pages 284-292 (especially page 287).
2. Write the 10 Study Guide Questions from the board on the west side of the room. Find the answers in order to study for Quiz #1.
3. Take notes on John Green's "The Renaissance--Was It A Thing--Crash Course World History #22."
Monday 1/22/18
Day 91: Humanism
Standard(s): 7.46 = Describe how humanism led to a revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith.
Learning Target: I can describe humanism.
1. Finish the Study Guide Questions. They are located on the western wall of the classroom. Then take the quiz over Lesson 1: The Renaissance Begins.
2. Read pages 293-299. Do the Lesson 2 Review over "New Ideas and Art." Please complete all six questions on page 299. Write the complete question and the complete answer with complete sentences.
3. Take notes on John Green's Video. Then sing "Istanbul (Not Constantinople)."
Tuesday 1/23/18
Day 92: Leonardo da Vinci
Standard(s): 7.48 = Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare.
Learning Target: I can describe the accomplishments of Leonardo da Vinci.
1. Read pages 293-299. Do the Lesson 2 Review over "New Ideas and Art." Please complete all six questions on page 299. Write the complete question and the complete answer with complete sentences. The alternative assignment is to look up and record all answers based on the questions on the back side of Quiz #1.
3. Take notes on John Green's Video. Then sing "Istanbul (Not Constantinople)."
4. Do the Standing Quiz over the Brain Pop on Leonardo da Vinci.
Wednesday 1/24/18
Day 93: Michelangelo Buonarroti
Standard(s): 7.48 = Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare.
Learning Target: I can describe Michelangelo's accomplishments.
1. Read pages 296-299. Then write the Study Guide questions from the board. Find the answers in Section Two of Chapter 11.
2. Analyze "An Ode to Plurals in English." Circle or highlight the parts that seem the most confusing or amusing. Listen to Brian Regan's monologue about confusing plurals in the English language.
3. Take the Brain Pop Standing Quiz over Michelangelo.
Thursday 1/25/18
Day 94: Perspective
Standard(s): 7.47 = Analyze the growth and effects of new ways of disseminating information, ability to manufacture paper, translation of the Bible into vernacular, and printing.
Learning Target: I can analyze how the Renaissance affects us today.
1. Take Quiz #2 over the Renaissance. Prepare for Quiz #3 over the Reformation by taking notes.
2. Do the Michelangelo Standing Quiz.
3. Show perspective by drawing the picture with the help of the Circle Line Art School. We will be using the video "How to Draw Using 1-Point Perspective."
Friday 1/26/18
Day 95: William Shakespeare
Standard(s): 7.50 = Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armada, and the rise of English power in Europe.
Learning Target: I can analyze Shakespeare.
1. Listen to two speeches from the movie "The Return of the King." Then read expressively "Henry V" on pages 300-301. Do the three questions on your own piece of paper from page 301. Please write the complete question and the complete answer using complete sentences.
2. Finish your drawing and be prepared to turn it in with help from the video "How to Draw Using 1-Point Perspective."
Monday 1/29/18
Day 96: The Reformation Begins!
Standard(s): 7.55 = Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith), John Calvin (predestination), Desiderius Erasmus (free will), and William Tyndale (translating the Bible into English), and their attempts to reconcile what they viewed as God's word with Church action.
Learning Target: I can describe Martin Luther and how his ideas influenced history.
1. Turn in your 1-point perspective drawing.
2. Turn in #1, #2, and #3 from page 301.
3. Read pages 302-307. Then complete the Study Guide Questions from the board. Please prepare for Quiz #3 over the Reformation.
4. Watch "St. Peter's Tomb" and "Renaissance Art" from the Journey Across Time series.
Tuesday 1/30/18
Day 97: Martin Luther
Standard(s): 7.55 = Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith), John Calvin (predestination), Desiderius Erasmus (free will), and William Tyndale (translating the Bible into English), and their attempts to reconcile what they viewed as God's word with Church action.
Learning Target: I can analyze predestination.
1. Turn in your 1-point perspective drawing. Turn in #1, #2, and #3 from page 301.
2. Read pages 302-307. Then finish the Study Guide Questions from the board. Please prepare for Quiz #3 over the Reformation.
3. Take notes on the TULIP Confession.
4. Sing "Songs About History."
Wednesday 1/31/18
Day 98: John Calvin
Standard(s): 7.54 = List and explain the significance of the causes for the internal turmoil within and eventual weakening of the Catholic Church including tax policies, selling of indulgences, and England's break with the Catholic Church.
Learning Target: I can explain the effects of the selling of indulgences.
1. Take Quiz #3 about the Reformation.
2. Explain the TULIP Confession.
Thursday 2/1/18
Day 99: Catholics vs. Protestants
Standard(s): 7.53 = Explain the heightened influence of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge and the Church's reaction to these developments.
Learning Target: I can explain how knowledge increased through the spread of books.
1. Take Quiz #3 over the Reformation. Prepare for Quiz #4 by about "Catholics and Protestants" by taking notes.
2. Record notes on John Green's "Luther and the Protestant Reformation."
3. Do "A Midsummer Night's Dream" by William Shakespeare on pages 627-632 of the Blue Textbook.
Monday 2/5/18
Day 100: The Spanish Inquisition
Standard(s): 7.57 = Analyze how the Catholic Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement, including St. Ignatius of Loyola and the Jesuits, and the Council of Trent.
Learning Target: I can summarize the Spanish Inquisition.
1. The absentees will take Quiz #3 over the Reformation.
2. Read pages 310-315. Write all of the questions from page 315 on your own piece of clean loose-leaf notebook paper. Then write the answers in complete sentences.
3. Experience John Green's "Charles V and the Holy Roman Empire" which is Crash Course World History #219.
4. Review the Spanish Inquisition using a clip from Monty Python Season 2 Episode 15.
Tuesday 2/6/18
Day 101: Missionaries
Standard(s): 7.51 = Explain the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods.
Learning Target: I can analyze the impact of missionaries.
1. Write all answers to #1-5 on page 315.
2. Form new teams. Each team presents one area from page 315.
3. Complete the Final Packet from Chapter 11.
4. We had a 4H meeting today during class time.
Wednesday 2/7/18
Day 102: Religion in the New World
Standard(s): 7.52 = Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World.
Learning Target: I can describe how religion was distributed in the New World.
1. Turn in all answers to #1-5 on page 315.
2. Each team will present at least one area from page 315 and the Final Packet.
3. The areas are:
A. Seminary B. Jesuits C. How did the spread of Protestantism threaten the Catholic Church?
D. Why did France fight against Catholic countries in the Thirty Years' War?
E. Huguenots F. Problems between Catholics and Huguenots G. The Edict of Nantes
H. The Spanish Armada
4. We will review CNN Student News from Tuesday, February 6, 2018. The Sistine Chapel paintings by Michelangelo are being restored and revitalized!
5. Please complete the packet on Chapter 11. This is the Final Packet which includes part of Lesson 3 "The Reformation Begins" and Lesson 4 "Catholics and Protestants."
6. Prepare to take Quiz #4 over "Catholics and Protestants."
Thursday 2/8/18
Day 103: Self-government
Standard(s): 7.56 = Engage effectively in collaborative discussions explaining Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
Learning Target: I can support my opinion.
1. Finish team presentations. Turn in page 315.
2. Do the Final Packet with your team. Examine the chart on the origins of Protestant denominations. Then compare the growth of Protestant denominations with maps of the New World to see where these new churches spread in North America and South America.
3. What is federalism? Who were the Puritans? What colonies did the Puritans establish in the New World?
Friday 2/9/18
Day 104: Henry VIII
Standard(s): 7.50 = Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armada, and the rise of English power in Europe.
Learning Target: I can evaluate the influence of Henry VIII.
1. Finish writing the answers in the Final Packet, pages 263-268.
2. How does the song "Bring Me to Life" relate to the Renaissance?
3. We will conduct a Stank Ball Review over items from Lesson 4.
4. All students will take Quiz #4 after the review.
5. Begin the Renaissance Part #1 Power Point Presentation.
Monday 2/12/18
Day 105: The Medici Family
Standard(s): 7.44 = Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas.
Learning Target: I can describe the accomplishments of Filippo Brunelleschi.
1. Read pages 239-291. Then take notes on the PBS special "The Medici--Godfathers of the Renaissance" Part I.
2. Who built the dome of the cathedral in Florence, Italy?
3. Study the Florence Cathedral pictures on page 290. What earlier civilization was known for building domes?
Tuesday 2/13/18
Day 106: The Renaissance Review, Part I
Standard(s): 7.51 = Explain the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods.
Learning Target: I can describe Dante Alighieri.
1. Begin work on the Study Guide over Chapter 11 by recording the page numbers next to the question. Please use the Green Textbook that is provided in the classroom.
2. Take notes on the Power Point Presentation from the Renaissance, Part I.
3. Sit in the HOT SEAT for your team during the review! It's fun!
Wednesday 2/14/18
Day 107: The Origin of Valentines Day
Standard(s): 7.1 = Analyze the legacy of the Roman Empire. 7.52 = Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World.
Learning Target: I can identify Valentine.
1. What is the origin of Valentine's Day? Why was Valentine thrown into jail? What is the most common Valentine's tradition?
2. Watch the video "Bet You Didn't Know: Valentine's Day" from the History Channel.
3. Experience the Discovery Education clip "Holiday Facts and Fun: Valentine's Day."
4. Take the Ten Question Quiz!
Thursday 2/15/18
Day 108: The Renaissance Review, Part II
Standard(s): 7.56 = Engage effectively in collaborative discussions explaining Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
Learning Target: I can summarize the Renaissance.
1. Finish the Ten Question Quiz over the Discovery Education clip "Holiday Facts and Fun: Valentine's Day."
2. Continue working on the 63 question Study Guide in order to prepare for the TEST over the Renaissance and Reformation.
3. Continue to take notes on the Power Point Presentation from the Renaissance, Part I.
4. Prepare for the HOT SEAT! Represent your team! It's amazing!
Friday 2/16/18
Day 109: Guest Speaker Review
Standard(s): 7.15, 7.16, 7.18, 7.51, 7.58 = . . . African history and culture . . . importance of family . . . contact with . . . Christianity . . . impact of missionaries . . . Identify the voyages of discovery . . . (Dias) . . .
Learning Target: I can explain how missionaries affect history.
1. Welcome our guest speaker. She will help us review Africa and the role of missionaries.
2. Continue working on the 63 question Study Guide in order to prepare for the TEST over the Renaissance and Reformation. The test will be given next week.
3. Prepare for the Video Game with our host Jacqueline Torres.
Wednesday 2/21/18
Day 110: The Renaissance Review, Part III
Standard(s): 7.43-7.57 = 7.48 = Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare.
Learning Target: I can summarize the Reformation.
1. Finish the HOT SEAT Review! It's amazingly fun!
2. Finish the 63 question Study Guide in order to prepare for the TEST over the Renaissance and Reformation. The test will be given this week!
3. Prepare for the Video Game with our host Jacqueline Torres.
Thursday 2/22/18
Day 111: The Renaissance Review, Part IV
Standards(s): 7.43-7.57 = 7.56 = Engage effectively in collaborative discussions explaining Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
Learning Target: I can explain Protestants' new practices.
1. Finish all Study Guide questions. The Test will be given tomorrow.
2. Take notes on the Power Point Presentation entitled "Renaissance, Part II."
3. We will finish the Video Game. Then the winning team will take control of the Big Board at the back of the classroom. It is a "make it-take it" strategy. The team at the board will retain control of the board unless there is a successful challenge on one of their answers. Then the opposing team will steal control of the board. Ten points will be rewarded for each correct answer. The Big Board is based on the 63 Question Study Guide.
Friday 2/23/18
Day 112: The Renaissance and Reformation Test
Standard(s): 7.43-7.57 = 7.58 = Identify the voyages of discovery, the locations of the routes (Da Gama, Dias, Magellan), and the influence of cartography in the development of a new worldview.
Learning Target: I can trace the voyages of discovery.
1. Take the 73 Question Renaissance and Reformation Test from Chapter 11.
2. We are looking to start the Incentive Reward Program today in class. We are looking for 5 things:
A. Work the entire time that is allotted for the test. Keep checking over your answers until time runs out.
B. Be present and on time to the test.
C. Use your strategies by writing them down as you work.
D. Be non-distracting by not talking, not looking around, and not making distracting noises.
E. Bring your materials to the test. For example, bring at least two sharpened Number 2 pencils.
3. Please read pages 319-327 once the time expires for the test.
Monday 2/26/18
Day 113: Voyages of Discovery
Standard(s): 7.73 = Identify the voyages of discovery, the locations of the routes, and the influence of technology in the developments of a new European worldview including cartography, compass, caravel, astrolabe.
Learning Target: I can evaluate the influence of Christopher Columbus.
1. Finish the Renaissance and Reformation Test.
2. Read pages 319-327 in the Green Textbook.
3. Read pages 654-669 in the Blue Textbook.
Tuesday 2/27/18
Day 114: Who Am I?
Standard(s): 7.72 = Analyze why European countries were motivated to explore including religion, political rivalry, and economic gain.
Learning Target: I can analyze the motivations of European explorers.
1. The absentees will finish the Renaissance and Reformation Test.
2. Continue reading pages 319-327 in the Green Textbook. Then continue reading pages 654-669 in the Blue Textbook.
3. Finish John Green's Crash Course #18 about International Commerce, Snorkeling Camels, and The Indian Ocean Trade.
4. Make a list of all people mentioned in the reading of Chapter 12 "Age of Exploration and Trade" on pages 319-342 in the Green Textbook. Add to your list any extra people mentioned in the reading of Chapter 18 "Enlightenment and Revolution" on pages 654-669 in Section 1 "The Age of Exploration" in the Blue Textbook.
5. We will take some practice rounds of "Who Am I?" This is a strategy game where each student becomes one of the explorers or related people found in the reading. The secret identity must be discovered through a series of 20 questions that only can be answered with a "yes" or a "no."
Wednesday 2/28/18
Day 115: Amnesia
Standard(s): 7.71 = Identify the European countries responsible for North American exploration and the modern day countries in which they settled, including France, Spain, England, Portugal, and the Dutch. Summarize the reasons for the success of these countries in colonization [of] North and South America.
Learning Target: I can summarize exploration.
1. Finish your list of explorers and other people from Chapter 12 in the Green Textbook and Chapter 18, Section 1 in the Blue Textbook.
2. Correlate your list with the paper you will be given for Who Am I?/Amnesia.
3. Watch John Green's Crash Course on World History #21 about Christopher Columbus and Vasco da Gama.
4. You will be handed your secret identity on a note card. Please research your person from history. You will become that person in "Who Am I?"
5. We will use a "Stand Up/Hand Up/Pair Up strategy for "Who Am I?" Walk around the room gathering information about each person on your list from your history research. Use a "20 Questions" strategy to interview each person. All answers must be a "yes" or a "no." If your partner does not guess your identity after 20 questions, tell your partner who you are and give them two facts about yourself.
6. Each student will record information about each person from history on your paper.
Thursday 3/1/18
Day 116: Ferdinand Magellan
Standard(s): 7.58 = Identify the voyages of discovery, the locations of the routes (Da Gama, Dias, Magellan), and the influence of cartography in the development of a new worldview.
Learning Target: I can describe the accomplishments of Ferdinand Magellan.
1. Take notes on Ferdinand Magellan from our Guest Speaker Dr. Bob Fisher!
2. What is the difference between Cape Horn and the Cape of Good Hope?
Friday 3/2/18
Day 117: Christopher Columbus
Standard(s): 7.75 = Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures.
Learning Target: I can compare and contrast Christopher Columbus with Ferdinand Magellan.
1. Take notes on the Question, "What is there left to explore?" There are two Power Point Presentations to help us with this question.
2. We will begin to explore the Flocabulary "Age of Exploration." Please complete the Missing Lyrics Packet as we experience Flocabulary. There will be a Quiz over the "Age of Exploration."
3. There will be a clip of "Master and Commander" showing the use of the sextant at around 38:54 through the passage around Cape Horn at the southernmost tip of South America. Cape Horn is depicted around the 49:00 point in the clip. The purpose of this presentation is to give the students a feel for what Ferdinand Magellan must have experienced as he and his crew made their way through the Strait of Magellan.
4. We will revisit the Brain Pop on Christopher Columbus. Then we will experience the Standing Quiz over the presentation.
5. Watch John Green's Crash Course on World History #21 about Christopher Columbus and Vasco da Gama. This time we are looking for the Treaty of Tordesillas. It affected Ferdinand Magellan's voyage around the world.
Monday 3/5/18
Day 118: The Treaty of Tordesillas
Standard(s): 7.73 = Identify the voyages of discovery, the locations of the routes, and the influence of technology in the developments of a new European worldview including cartography, compass, caravel, astrolabe.
Learning Target: I can evaluate the influence of Christopher Columbus.
1. Take notes on the Question, "What is there left to explore?" There are two Power Point Presentations to help us with this question.
2. We will begin to explore the Flocabulary "Age of Exploration." Please complete the Missing Lyrics Packet as we experience Flocabulary. There will be a Quiz over the "Age of Exploration.
3. We will revisit the Brain Pop on Christopher Columbus. Then we will experience the Standing Quiz over the presentation.
4. Watch John Green's Crash Course on World History #21 about Christopher Columbus and Vasco da Gama. This time we are looking for the Treaty of Tordesillas. It affected Ferdinand Magellan's voyage around the world.
5. Begin John Green's Crash Course #25 about The Spanish Empire, Silver, and Runaway Inflation.
Tuesday 3/6/18
Day 119: The Northwest Passage
Standard(s): 7.72 = Analyze why European countries were motivated to explore including religion, political rivalry, and economic gain.
Learning Target: I can analyze the motivations of European explorers.
1. Finish the Missing Lyrics from Flocabulary's Age of Exploration. Then prepare for a quiz over the Flocabulary by taking notes and studying the packet.
2. Begin John Green's Crash Course #25 about The Spanish Empire, Silver, and Runaway Inflation.
3. Read about the Northwest Passage on page 327 in the Green Textbook and on pages 663-664 in the Blue Textbook.
4. We will experience a Rap Off by forming teams of 3 to 5 students. Then your team will be given 3 minutes to practice. Then you will take the stage to perform the Flocabulary Rap. If your team wants one of the Lyrics Lab beats, Mr. Jones will provide that in the background. Your team can also choose to make your own beat. The winning team will be determined by the "Applause Meter" with corresponding clapping by our studio audience. There will be prizes!
Wednesday 3/7/18
Day 120: The Story of Chocolate
Standard(s): 7.71 = Identify the European countries responsible for North American exploration and the modern day countries in which they settled, including France, Spain, England, Portugal, and the Dutch. Summarize the reasons for the success of these countries in colonization [of] North and South America.
Learning Target: I can explain exploration.
1. Take notes on two videos from the Journey Across Time. It is the "Blue Textbook." Video 16 is "The Story of Chocolate." Video 18 is "The Age of Exploration." Both of these videos will help you to understand the material from the Green Textbook more completely.
2. We will work through the "Read and Respond" section of the Flocabulary "Age of Exploration." Please take notes because we are preparing for the Flocabulary Quiz.
3. Take the Flocabulary Quiz over the Age of Exploration.
4. Finish the Rap Off including the prize round for the Age of Exploration.
5. Experience John Green's Crash Course #25 about The Spanish Empire, Silver, and Runaway Inflation.
Thursday 3/8/18
Day 121: Hernan Cortes
Standard(s): 7.67 = Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices, and slavery.
Learning Target: I can explain religious practices.
1. Finish the Flocabulary Quiz over the Age of Exploration.
2. Turn in your "Cooking Matters" permission form for the 4H World Feast.
3. Click on the Google Doodle regarding today's event "International Women's Day." There are 12 separate stories created by 12 female artists. Then take the Standing Quiz over "Women's Suffrage" on Brain Pop.
4. Compete against other teams using the Promethean Board to sort famous females from history. This is the Game entitled "Sortify" on Brain Pop!
5. Take the Standing Quiz over Saint Patrick's Day.
6. Take notes on the Age of Exploration Power Point Presentation.
Friday 3/9/18
Day 122: Conquistadors, Part I
Standard(s): 7.75 = Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures.
Learning Target: I can infer opinion.
1. Finish the Brain Pop over Saint Patrick's Day.
2. Finish the Flocabulary Quiz over the Age of Exploration.
3. Read both articles in your new teams about Christopher Columbus. Look for bias and opinion in the articles. Are they different in some way?
4. Write your own opinion piece with supporting details about the effects of exploration.
5. Read pages 328 to 339 for additional supporting details. Also read the packet on Lesson 2 of Chapter 12 "Spain's Conquests in the Americas."
6. Take notes on the Age of Exploration Power Point Presentation.
7. Complete another round of "Who Am I?" Then play the Amnesia Round!
8. Have a Great Spring Break!
Monday 3/19/18
Day 123: The Olmecs
Standard(s): 7.64 = Identify the locations of the Olmecs, Mayans, Aztec, and Incas and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations.
Learning Target: I can analyze the impact of geographical features.
1. Read Chapter 7 "The Americas" on pages 151-174.
2. Compare the reading of Chapter 7 with the Lesson 2 Packet from Chapter 12. You received this packet before Spring Break.
3. Do the Standing Quiz over the Brain Pop on "Mesoamerica."
4. Begin the Power Point Presentation on Chapter 7.
Tuesday 3/20/18
Day 124: The Maya
Standard(s): 7.65 = Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states.
Learning Target: I can describe the Maya.
1. Take the Standing Quiz over "Maya Civilization" with our friends Tim and Moby on Brain Pop.
2. Write the ten questions from the board on the western side of the classroom. This will serve as a Study Guide. Please find the answers in Chapter 7 about "The Americas." Please continue reading the Green Textbook on pages 151-174.
3. Quiz #1 over Chapter 7 will be given tomorrow.
Wednesday 3/21/18
Day 125: The Aztecs
Standard(s): 7.69 = Cite several pieces of textual evidence to support the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations' agricultural systems.
Learning Target: I can analyze Aztec accomplishments.
1. Take the Lesson 1 Quiz over Chapter 7. Please take notes from the backside of the paper in order to prepare for the Lesson 2 Quiz.
2. Complete the quiz over the Aztec Civilization Brain Pop.
3. Cite textual evidence from both textbooks about the Aztecs and other Mesoamerican civilizations.
Thursday 3/22/18
Day 126: The Incas
Standard(s): 7.70 = Compare the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions.
Learning Target: I can compare cultures.
1. Finish the Study Guide from the board. The answers are found on pages 151-174 in the Green Textbook.
2. Experience John Green's Crash Course World History #23 about the Columbian Exchange.
3. Take the Standing Quiz over the Brain Pop on Inca Civilization.
4. Please turn in your permission form to participate in the 4H World Feast which occurs next week on Wednesday, March 28, 2018.
Friday 3/23/18
Day 127: The Columbian Exchange
Standard(s): 7.75 = Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures.
Learning Target: I can support my opinion in writing with supporting details.
1. Take the Quiz "Lesson Quiz 2" over Chapter 7.
2. Experience the Brain Pop "Columbian Exchange." Then take the Columbian Exchange Quiz.
3. Write a Two Page Opinion Paper after reading pages 338-339 in the Green Textbook and pages 668-669 in the Blue Textbook. These pages are about the Columbian Exchange. Make sure you include textual evidence to provide supporting details to support your opinion. You are writing an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. You may also use Chapter 12 on pages 319-342 in the Green Textbook to support your opinion.
Monday 3/26/18
Day 128: Conquistadors, Part II
Standard(s): 7.66 = Create a graphic organizer or concept map explaining how and where each empire arose (how the Aztec and Incan empires were eventually defeated by the Spanish in the 16th century.)
Learning Target: I can explain the effects of exploration.
1. Finish your two page paper from Friday. Write your own opinion piece with supporting details about the effects of exploration. Add graphics, a concept map, geography maps, and color to your report.
2. Read pages 328 to 339 for additional supporting details.
3. Take notes on the Age of Exploration Power Point Presentation.
4. Experience the Flocabulary about "Conquistadors & Slavery."
5. Do the Standing Quiz over the Brain Pop on "Conquistadors."
6. Organize yourselves into 4H Teams for the World Feast. The Feast happens in the gymatorium on Wednesday, 3/28/18. Form a team of 2-3 students. Each class must be organized into thirds to be evenly distributed over the following areas: Mediterranean, Mexico, and America.
Tuesday 3/27/18
Day 129: The Four Civilizations
Standard(s): 7.68 = Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations).
Learning Target: I can describe the four civilizations using technology.
1. Turn in your Two Page Opinion Paper.
2. Turn in your signed Permission Form for the 4H World Feast. It will be tomorrow!
3. Create a multimedia presentation based on the Standard 7.68 using the laptop computers. Please email your presentation as an attachment. The alternative is to transport it to the teacher's computer using a Flash Drive.
Wednesday 3/28/18
Day 130: The World Feast
Standard(s): 7.74 = Examine the impact of the exchanges of plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent.
Learning Target: I can compare and contrast food from various places.
1. Turn in your Two Page Opinion Paper.
2. Turn in your signed Permission Form for the 4H World Feast.
3. Travel to the gymatorium to experience the 4H World Feast!
Thursday 3/29/18
Day 131: Multimedia Presentation
Standard(s): 7.68 = Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations).
Learning Target: I can compare and contrast architecture.
1. Turn in your Two Page Opinion Paper. An alternative to writing on paper is to create it in the Google Classroom or through other technology and email it to me at tjones@bradleyschools.org.
2. Finish your 4H Post Test Evaluation Survey.
3. Create a multimedia presentation based on the Standard 7.68 using the laptop computers. Please email your presentation as an attachment. The alternative is to transport it to the teacher's computer using a Flash Drive. This can be created within the Google Classroom.
Tuesday 4/3/18
Day 132: The Scientific Revolution
Standard(s): 7.59 = Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.
Learning Target: I can describe the roots of the Scientific Revolution.
1. Read pages 343-353. Write notes on Copernicus, Kepler, Galileo, Newton, Descartes, etc.
2. Do the Brain Pop on Copernicus.
3. Take notes on "Worldview."
4. "I think, therefore I am." Who invented this famous quote? What does it mean?
5. What are the 5 senses that science relies on for perceiving the world?
6. When do your senses fail you? When do they mislead you concerning reality?
7. Draw the Lloyd E. Kwast Worldview Model. What is the only part of the human experience that can be observed? Is it behavior, values, beliefs, or worldview?
Wednesday 4/4/18
Day 133: Copernicus
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can evaluate the significance of scientific discoveries.
1. Listen to Brian Regan's explanation of the Science Project Day. What references does he make to Copernicus and the solar system?
2. Write notes on the six leading figures and the four inventions mentioned in the Standard 7.60. List the important contributions of each of these pioneers of science. Describe the new inventions.
3. Complete the Brain Pop on Copernicus.
4. Continue with the Brain Pop on Galileo Galilei.
5. Watch the "John Green" presentation on the Scientific Revolution.
Thursday 4/5/18
Day 134: Galileo
Standard(s): 7.61 = Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity.
Learning Target: I can trace the main ideas of the Enlightenment.
1. Do the Brain Pops on Galileo and Newton.
2. See "John Green's" Crash Course on the Scientific Revolution.
3. Read pages 352-361.
4. Continue the Lloyd E. Kwast Worldview Model. The first level is Behavior which answers the question, "What is done?" The second level is Values which answers the question, "What is good or best?"
5. Begin the Power Point Presentation on the Scientific Revolution.
6. Please continue taking notes. These notes will be turned in at the end of the period.
Friday 4/6/18
Day 135: Sir Isaac Newton
Standard(s): 7.62 = Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
Learning Target: I can describe Enlightenment accomplishments.
1. Read pages 354-361. Please write your notes on the paper entitled "The Scientific Revolution & The Enlightenment." This is a handout you will receive from the teacher.
2. Do the Standing Quiz over Galileo Galilei.
3. Then complete the Brain Pop entitled "Isaac Newton." What are Newton's Laws of Motion? Please take notes from the Brain Pop over his scientific discoveries.
4. Finish the Lloyd E. Kwast Worldview Model.
5. Take notes on the Scientific Revolution Power Point Presentation.
6. Finish submitting your Multimedia Presentation through the Google Classroom. The object is for you to join those in the classroom that are "done."
Monday 4/9/18
Day 136: Capitalism, Part I
Standard(s): 7.63 = Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers.
Learning Target: I can summarize the origins of capitalism.
1. Read pages 336-339. Then read pages 402-403. Define: mercantilism, commerce, entrepreneur, joint-stock company, cottage industry, liberalism, laissez-faire, utilitarianism, and socialism.
2. Who was Adam Smith? Do the Standing Quiz on the Brain Pop with Tim and Moby.
3. Look at the British East India Company on page 372 to see the effects of capitalism.
4. Observe the clip from Pirates of the Caribbean.
5. Watch John Green's "Capitalism and the Dutch East India Company: Crash Course World History 229."
Tuesday 4/10/18
Day 137: The Twelve Powerful Words
Standard(s): 7.59 = Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.
Learning Target: I can summarize all of the 12 Powerful Words.
1. Practice the 12 Powerful Words. Take notes on the 12 Powerful Words using the Power Point Presentation from Larry Bell.
2. Play "The Americas" Video Game with our host Jacqueline Torres. Please watch for the Big Smile. Then play the "Enlightenment & Revolution" Video Game.
Wednesday 4/11/18
Day 138: TN Ready Review, Part I
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can compare and contrast the Native American groups that existed before the arrival of the Spanish conquistadors.
1. Continue practicing the 12 Powerful Words.
2. Finish "The Americas" Video Game. We were in 8 groups yesterday. Today we will make alliances to form 3 main groups for the Review.
3. Start the "Enlightenment & Revolution" Video Game.
4. Homeroom students will receive a positive note from Mr. Jones.
Thursday 4/12/18
Day 139: TN Ready Review, Part II
Standard(s): 7.61 = Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity.
Learning Target: I can trace the beginnings of the Enlightenment.
1. Finish the "Enlightenment & Revolution" Video Game.
2. Please start to work on the Study Guide for the 3rd Quarter Common Assessment. This will be a cumulative test based upon the entire year of standards.
3. Finalize preparations for the Pep Rally. We must have a Paint Horses "Dream Team" to perform the 12 Powerful Words song!
4. The backup plan for today is to complete the review questions on pages 602-603 and pages 702-703.
Friday 4/13/18
Day 140: TN Ready Review, Part III
Standard(s): 7.62 = Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
Learning Target: I can analyze Enlightenment accomplishments.
1. Read pages 343-364. Please complete the packet you will receive from the teacher. Please write all page numbers next to the questions. This is an Open Book Packet. All quiz and test questions are Open Book. Therefore, please write the page number from the textbook next to each question. Thank you very much.
2. Do the Standing Quiz over Adam Smith.
3. Then complete the Brain Pop entitled "Isaac Newton." What are Newton's Laws of Motion? Please take notes from the Brain Pop over his scientific discoveries.
4. Get Ready for the TN Ready!
Monday 4/16/18
Day 141: Capitalism, Part II
Standard(s): 7.63 = Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers.
Learning Target: I can summarize the origins of capitalism.
1. Read pages 336-339. Then read pages 402-403. Define: mercantilism, commerce, entrepreneur, joint-stock company, cottage industry, liberalism, laissez-faire, utilitarianism, and socialism.
2. Who was Adam Smith? Do the Standing Quiz on the Brain Pop with Tim and Moby.
3. Look at the British East India Company on page 372 to see the effects of capitalism.
4. Observe the clip from Pirates of the Caribbean.
5. Watch John Green's "Capitalism and the Dutch East India Company: Crash Course World History 229."
Tuesday 4/17/18
Day 142: TN Ready Review, Part IV
Standard(s): 7.62 = Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
Learning Target: I can summarize Enlightenment accomplishments.
1. Read pages 343-364. Please complete the packet you will receive from the teacher. Students will take control of the "Big Board" on the west side of the classroom. Whoever answers more questions correctly will receive a prize in each class. This is our way of reviewing the packet. The hope is that it will prepare you to face the TN Ready Questions.
2. Complete the Brain Pop entitled "Isaac Newton." What are Newton's Laws of Motion? Please take notes from the Brain Pop over his scientific discoveries.
3. Do the Standing Quiz over the Laws of Motion.
4. Please complete the Religions of the World Crossword Puzzle.
5. Experience the Flocabulary song about Imperialism. How was Great Britain imperialistic in its thinking and in its actions? Is the United States imperialistic?
Wednesday 4/18/18
Day 143: TN Ready Review, Part V
Standard(s): 7.61 = Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity.
Learning Target: I can trace the beginning of the Enlightenment.
1. Read pages 343-364. Please complete the packet you will receive from the teacher. Students will take control of the "Big Board" on the west side of the classroom. Whoever answers more questions correctly will receive a prize in each class. This is our way of reviewing the packet. The hope is that it will prepare you to face the TN Ready Questions.
2. Complete the Brain Pop entitled "Isaac Newton." What are Newton's Laws of Motion? Please take notes from the Brain Pop over his scientific discoveries.
3. Do the Standing Quiz over the Laws of Motion.
4. Please complete the Religions of the World Crossword Puzzle.
5. Experience the Flocabulary song about Imperialism. How was Great Britain imperialistic in its thinking and in its actions? Is the United States imperialistic?
6. Begin the Jeopardy Game Review on Africa, China, and Japan. The class will be divided into two teams with one student as the spokesperson for their team. Please write notes on any item that you did not know.
Thursday 4/19/18
Day 144: Religions of the World
Standard(s): 7.13 = Analyze the growth of Ghana, Mali, and Songhai kingdoms including trading centers such as Timbuktu and Jenne, which would later develop into centers of culture and learning.
Learning Target: I can describe Timbuktu.
1. Read pages 343-364. Please complete the packet you will receive from the teacher. Students will take control of the "Big Board" on the west side of the classroom. Whoever answers more questions correctly will receive a prize in each class. This is our way of reviewing the packet. The hope is that it will prepare you to face the TN Ready Questions.
2. Complete the Brain Pop entitled "Isaac Newton." What are Newton's Laws of Motion? Please take notes from the Brain Pop over his scientific discoveries.
3. Do the Standing Quiz over the Laws of Motion.
4. Please complete the Religions of the World Crossword Puzzle.
5. Experience the Flocabulary song about Imperialism. How was Great Britain imperialistic in its thinking and in its actions? Is the United States imperialistic?
6. Begin the Jeopardy Game Review on Africa, China, and Japan. The class will be divided into two teams with one student as the spokesperson for their team. Please write notes on any item that you did not know.
Friday 4/20/18
Day 145: Bodhisattva
Standard(s): 7.27 = Compare the major features of Shinto, Japan's indigenous religion, and Japanese Buddhism.
Learning Target: I can compare and contrast religions.
1. Please have your parent(s) or legal guardian sign the Progress Report.
2. Receive your other papers during the passing out of the Progress Reports.
3. Review the packet from last Friday on the Scientific Revolution and the Enlightenment.
4. Review the final answers to the Religions of the World Crossword Puzzle.
5. See the Flocabulary on Imperialism.
6. Resume the Jeopardy Game Review for the TN Ready.
7. Do the Worldview Word Search Puzzle.
8. See the extended clip from Pirates of the Caribbean to illustrate mercantilism and joint stock companies.
Monday 4/23/18
Day 146: Defining Your Worldview
Standard(s): 7.28 = Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted.
Learning Target: I can analyze my worldview.
1. See the Flocabulary on Imperialism.
2. Finish the Jeopardy Game Review for the TN Ready.
3. Describe your worldview using the "Defining Your Worldview" paper. How does this relate to the Lloyd E. Kwast Worldview Model?
Tuesday 4/24/18
Day 147: Rene Descartes
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can compare and contrast worldviews.
1. Explain the significance of Rene Descartes by analyzing his famous quote, "I think, therefore I am."
2. How does this relate to our discussion of worldview?
3. Complete the Study Guide questions #1-12.
Wednesday 4/25/18
Day 148: Sir Francis Bacon
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can evaluate the significance of Sir Francis Bacon.
1. Review the Study Guide questions #1-12.
2. Complete the Study Guide questions #13-21.
3. Take Review Quiz #1 by answering the first twenty questions on your own paper from the 4th Quarter Common Assessment.
4. Listen to Jim Gaffigan's insights on camping, waking up, and bacon!
Thursday 4/26/18
Day 149: Connections to American History, Part I
Standard(s): 7.62 = Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
Learning Target: I can analyze the connection between John Locke and American History.
1. Complete the Study Guide questions #23-39.
2. Please write the page numbers from the Green Textbook next to the number of each question.
3. Experience John Green's Crash Course US History #1 "The Black Legend, Native Americans, and Spaniards."
Friday 4/27/18
Day 150: Laissez-faire
Standard(s): 7.63 = Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers.
Learning Target: I can describe the effects of laissez-faire on the American economy.
1. Please complete Study Guide questions #40-59. Please read pages 394-407 in the Green Textbook.
2. Please record all page numbers next to each number on the Study Guide.
3. Experience John Green's Crash Course US History #2 "When is Thanksgiving? Colonizing America."
Monday 4/30/18
Day 151: Connections to American History, Part II
Standard(s): 7.70 = Compare the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions.
Learning Target: I can describe the effects of exploration on the Native Americans.
1. Please complete Study Guide questions #40-59. Please read pages 394-407 in the Green Textbook.
2. Please record all page numbers next to each number on the Study Guide.
3. Experience John Green's Crash Course US History #2 "When is Thanksgiving? Colonizing America."
Wednesday 5/2/18
Day 152: The Scientific Method
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can explain the Scientific Method.
1. Review the Study Guide questions #40-59. Please read pages 394-407 in the Green Textbook. The Quiz over these questions will occur tomorrow during class time.
2. Complete the "People to Know" Puzzle. This is a review of the past two years. Please feel free to use the Green Textbook if you get stuck.
3. Do "Activity 18: Forming Hypotheses." What scientific principles could be revealed if you were handed a bowl, water, a piece of tissue, a magnet, and a needle?
4. What scientific principles would be revealed if we dropped large and small objects of various weights from the roof of Ocoee Middle School?
Thursday 5/3/18
Day 153: The Magnetosphere
Standard(s): SPI #0807.12.3 = Distinguish among the Earth's magnetic field, a magnet, and the fields that surround a magnet and an electromagnet.
Learning Target: I can analyze magnetism.
1. Take the 2nd Quiz over the Study Guide.
2. Do the Standing Quiz over "Earth's Structure" using Brain Pop.
3. Experience John Green's Crash Course American History #2.
4. Tomorrow is May the 4th. What does this have to do with Daoism/Taoism from China?
Friday 5/4/18
Day 154: May the Fourth Be With You . . . Always
Standard(s): 6.64 = Describe the influence of Julius Caesar in Rome's transition from a republic to an empire. RL.6.5 = Analyze . . . the development of the theme, setting, or plot. 7.2 = Summarize the consequences of the fall of the Roman Empire . . .
Learning Target: I can compare and contrast Roman history with the Star Wars epic.
1. Who is Julius Caesar in the Star Wars epic? What specific references does George Lucas place in Star Wars to indicate he is retelling Roman history?
2. Take notes on the Eleven Characteristics of the Epic.
3. What are three things you know about the Epic Hero?
4. Complete the word search Puzzle on the Epic.
5. Begin Star Wars: Episode 4. What does this have to do with Daoism/Taoism from China?
6. Experience John Green's Crash Course American History #2.
7. Do the Magnetic North Experiment. Use the following five objects:
a. Bowl
b. Water
c. Magnet
d. Tissue
e. Needle
8. Magnetize the Needle with the Magnet. Place the tissue on the surface of the water. Place the needle on top of the tissue. Gentle push the four corners of the tissue so the tissue sinks. The needle should magically float on the surface of the water and point toward Magnetic North! This demonstrates the surface tension of water, the magnetosphere of the Earth, and the four cardinal directions. Isn't that cool?!
Monday 5/7/18
Day 155: Leaning Tower of Pisa
Standard(s): SPI 0807.12.6 = Illustrate how gravity controls the motion of objects in the solar system.
Learning Target: I can predict what will happen with falling objects.
1. Write page numbers next to Questions #60-114 on the Study Guide. The absentees will take Quiz #2.
2. Revisit the Galileo Brain Pop. Do the Standing Quiz.
3. We will weigh objects during class using a large scale and a small kitchen scale. These weights will be recorded on the board on the west side of the classroom.
4. Form hypotheses about what will happen as various objects are dropped from a great height.
5. Experience John Green's American History #2 in preparation for our guest speaker on Wednesday on the Dead Presidents' Tour.
6. Take pictures and videos as Mr. Ledford and Mr. Jones drop objects off the new building on the east side of our campus.
7. What do you think will happen on the last drop of The Watermelon vs. The Apple?
Tuesday 5/8/18
Day 156: The 4th Quarter Review
Standard(s): 7.64-7.75 = . . . supporting details that describes the effects of exploration on the indigenous American cultures.
Learning Target: I can describe what happened to the Native American cultures.
1. You will receive your Study Guide from yesterday. Please continue to complete the questions.
2. Use the Green Textbook to write page numbers next to the questions as your find the answers.
3. Work with your partners in your group. Please make sure each member of your group is being productive and contributing to the group.
4. Review these answers as you study for the 4th Quarter Common Assessment.
5. Feel free to ask questions about the correct answers after you have found the answers as a group.
Wednesday 5/9/18
Day 157: The Dead Presidents Tour
Standard(s): 8.35 = Analyze the major events of George Washington's presidency, including Pinckney's Treaty, Jay's Treaty, Whiskey Rebellion, and precedents set in the Farewell Address.
Learning Target: I can analyze events.
1. Welcome Mr. Cameron Fisher to our class. Prepare to be amazed on The Dead Presidents Tour!
2. Continue to prepare for the 4th Quarter Common Assessment using the Study Guide.
Thursday 5/10/18
Day 158: The 4th Quarter Common Assessment, Part I
Standard(s): 7.64-7.75 = . . . the Olmecs, Mayans, Aztec, and Incas . . .
Learning Target: I can describe the effects of exploration.
1. Work with your group to finish the Study Guide.
2. Begin the 114 Question 4th Quarter Common Assessment.
Friday 5/11/18
Day 159: Dollywood
Standard(s): 7.59 = Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.
Learning Target: I can predict what will happen after I board a roller coaster.
1. What scientific properties are demonstrated on a roller coaster?
2. Finish your Study Guide in preparation to continue the 4th Quarter Common Assessment.
Monday 5/14/18
Day 160: Character Education Through Chess
Standard(s): 7.4 = Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of . . . 6.29 = Identify the important aesthetic and intellectual traditions . . . 7.38 = . . . with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
Learning Target: I can explain the historical roots of the game of chess.
1. Experience "History of Chess" through YouTube.
2. Where did chess originate? What was the original name of chess? What empire primarily spread the game? How did the modern pieces take their "final" form? What effect did Europe have on the game?
3. Continue the 4th Quarter Common Assessment. Please write only on your GradeCam Form.
Tuesday 5/15/18
Day 161: The 4th Quarter Common Assessment, Part II
Standard(s): 7.64-7.75 = . . . supporting details that describes the effects of exploration on the indigenous American cultures.
Learning Target: I can summarize the history of chess.
1. Finish the 114 Question 4th Quarter Common Assessment. Please write only on your GradeCam Form.
2. Play chess with your partner after the test.
3. Research the following using the computers or smart phones:
a. The history of chess
b. The game of chess (how the pieces move)
c. Strategies to win the game of chess
4. Prizes will be received for a verified checkmate or for beating Mr. Jones.
Wednesday 5/16/18
Day 162: The 4th Quarter Common Assessment, Part III
Standard(s): 7.62 = Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
Learning Target: I can predict what will happen in a game of chess.
1. Finish the 114 Question 4th Quarter Common Assessment. Please write only on your GradeCam Form.
2. Play chess with your partner after the test.
3. Research the following using the computers or smart phones:
a. The history of chess
b. The game of chess (how the pieces move)
c. Strategies to win the game of chess
4. Prizes will be received for a verified checkmate or for beating Mr. Jones.
Thursday 5/17/18
Day 163: The Positive Game
Standard(s): 7.61 = Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity.
Learning Target: I can trace how Christianity affected the Enlightenment.
1. Use a 3 x 5 Card to write a positive note to another student in your classroom. We are experimenting today with how positivity affects our minds and relationships. What are the historical roots of positivity?
2. How does positivity relate to natural rights as explained by John Locke?
3. Please read pages 354-358 in the Green Textbook.
4. Your note to another student must contain at least three comments about the student's character or personality. Please focus on who they are and not on their physical appearance. Please sign your name to the note. Please deliver it to them by shaking their right hand and presenting the note with your left hand. Try to maintain eye contact as you both use words like, "Thank you," and "You're welcome."
5. Play chess with your partner.
6. Use the new Chrome Book Lab to explore the "What's in a Name? Project."
Friday 5/18/18
Day 164: The "What's in a name?" Project
Standard(s): 7.50 = Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armada, and the rise of English power in Europe.
Learning Target: I can analyze Shakespeare's reference to names. I can analyze the meaning of my own name.
1. Use the new Chrome Book Lab to explore the "What's in a name?" Project. Sign in to your Google Classroom. You will see the assignment waiting for you.
2. You will be handed a printed version of the project. Please interview your parent(s) and family members in order to unlock the mysteries of your name.
3. Create a multimedia presentation using Google Slides. An alternative is to create a poster displaying the information about your incredible name. Let the journey begin!
4. Play chess with your partner after you explore your name.
Monday 5/21/18
Day 165: The Lesson on the Epic
Standard(s): 6.64 = Describe the influence of Julius Caesar in Rome's transition from a republic to an empire. RL.6.5 = Analyze . . . the development of the theme, setting, or plot. 7.2 = Summarize the consequences of the fall of the Roman Empire . . .
Learning Target: I can compare Roman history with the Star Wars epic.
1. Who is Julius Caesar in the Star Wars epic? What specific references does George Lucas place in Star Wars to indicate he is retelling Roman history?
2. Complete the Vocabulary Challenge! This is a word search puzzle.
3. What are three things you know about the Epic Hero?
4. Continue Star Wars: Episode 4. What does this have to do with Daoism/Taoism from China?
Tuesday 5/22/18
Day 166: Inside Out: A Lesson in Psychology
Standard(s): 7.60 = Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Francis Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer.
Learning Target: I can infer thought patterns based on behavior.
1. Complete the Inside Out Word Search Puzzle.
2. What did Rene Descartes mean when he wrote, "I think, therefore I am."?
3. Watch "Inside Out" to delve into the patterns of thoughts all humans experience. Which of the characters reveal your thinking? Which emotions do you experience the most? How can exploring your emotions make you a better person?
Thursday 5/24/18
Day 167: The End of All Things
Standard(s): 6.72 = Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses, including Jupiter, Mercury, Venus, Mars, Neptune, Saturn, Pluto, and Hera and their inclusion in modern society.
Learning Target: I can compare and contrast Greeks gods and goddesses to Roman gods and goddesses.
1. Make a chart of every Greek/Roman god mentioned in Percy Jackson.
2. Use the new Chrome Book Lab to continue to explore the "What's in a name?" Project. Sign in to your Google Classroom. You will see the assignment waiting for you.
2. There are still printed copies available of the project. Please interview your parent(s) and family members in order to unlock the mysteries of your name.
3. Create a multimedia presentation using Google Slides. An alternative is to create a poster displaying the information about your incredible name. Let the journey continue! Have fun!
Thursday 8/10/17
Day 5: The Legacy of the Roman Empire
Standard(s): 7.1 = Analyze the legacy of the Roman Empire.
Learning Target: I can describe the Middle Ages.
1. Continue the "All About Me" Activity. Please turn it in tomorrow on Friday!
2. Take notes on Slides #1-18 of the Middle Ages Power Point Presentation. Prepare for Quiz #1.
3. Who was Charles the Hammer?
4. Do the Standing Quiz on The Fall of the Roman Empire Brain Pop.
Friday 8/11/17
Day 6: The Middle Ages, Part I
Standard(s): 7.1, 7.2 = . . . the Byzantine Empire, Justinian . . .
Learning Target: I can describe the Byzantine Empire.
1. Take notes on Slides #1-18 to prepare for the Middle Ages Quiz #1. The Power Point Presentation on the Middle Ages is on my website under "Forms and Documents."
2. Who was Charles Martel? Please read pages 246-247.
3. Turn in the "All About Me" Activity.
4. Do the Standing Quiz over the Middle Ages Brain Pop.
5. Experience the Jousting Clip.
Monday 8/14/17
Day 7: The Middle Ages, Part II
Standard(s): 7.34 = Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV.
Learning Target: I can describe conflict and cooperation.
1. Continue to take notes on Slides #1-18. We will take the Quiz as soon as we finish taking notes.
2. Who was Charlemagne? Please read pages 247-248.
3. Experience John Green's presentation from Crash Course #12 about the Fall of the Roman Empire.
Tuesday 8/15/17
Day 8: The Catholic Church, Part I
Standard(s): 7.39 = Explain the importance of the Catholic church as a political . . .
Learning Target: I can define "catholic."
1. Please take notes on the Middle Ages Power Point Presentation.
2. See John Green's Fall of the Roman Empire. Who was Justinian?
3. Read pages 250-251 about "The Church and Its Influence."
Wednesday 8/16/17
Day 9: The Catholic Church, Part II
Standard(s): 7.37 = Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
Learning Target: I can define "monasteries."
1. Finish taking notes on Slides #1-18 of the Power Point Presentation.
2. Take notes on John Green's Fall of the Roman Empire.
3. Please read pages 90-95 in the Green Textbook. This is the same as the online textbook.
4. What is a monk? What is a monastery? Why do some people remain single?
Thursday 8/17/17
Day 10: Charlemagne and Justinian
Standard(s): 7.39 = . . . political and spiritual roles of the clergy, creation of monastic and mendicant religious orders . . .
Learning Target: I can identify Charlemagne.
1. Finish Slides #1-18.
2. Take Quiz #1. You will need a piece of clean, loose-leaf notebook paper to cover your answers.
3. Watch John Green's Fall of the Roman Empire.
4. Read pages 247-249 and 260-261. Who were the Vikings?
Friday 8/18/17
Day 11: The Vikings
Standard(s): 7.35 = Examine the Norman invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France.
Learning Target: I can trace Viking exploration.
1. The absentees will take the Middle Ages Quiz #1.
2. Take notes on Slides #19-22 of the Power Point Presentation. Prepare for Quiz #2 which will happen in our next class.
3. Read pages 247-249 and 260-261 to find information about the Vikings.
4. John Green/Eclipse Brain Pop/Vikings Brain Pop
Tuesday 8/22/17
Day 12: The Anglo-Saxons
Standard(s): 7.35 = Examine the Norman invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France.
Learning Target: I can identify William the Conqueror.
1. The absentees will take the Middle Ages Quiz #1.
2. Finish the 10 "Vikings and Anglo-Saxon Questions." This was a handout during our last class.
Please read pages 248-249 and 260-261 to learn more about the Vikings.
3. Finish taking notes on Slides #19-22.
4. Take Quiz #2 which is entitled "Vikings and Anglo-Saxon Quiz."
5. Do the Standing Quiz over the Brain Pop on the Vikings.
Wednesday 8/23/17
Day 13: William the Conqueror
Standard(s): 7.4 = Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language.
Learning Target: I can trace the spread of Islam.
1. Read pages 99-104. Study the maps!
2. Do the Vikings Brain Pop Standing Quiz.
3. Play Stankball to prepare for the Quiz.
4. Take the "Vikings and Anglo-Saxon Quiz."
5. Define "Islam." What is the Ka'aba?
Thursday 8/24/17
Day 14: The Geography of Islam
Standard(s): 7.3 = Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, Mediterranean Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River.
Learning Target: I can locate places on a map.
1. Absentees will take the Viking Quiz.
2. Get Byzzy With It with Flocab! (This is a review activity.)
3. Read pages 102-104. Start the "Geography and History Activity." Please label and color code all items from Standard 7.3.
Friday 8/25/17
Day 15: Judaism, Christianity, and Islam
Standard(s): 7.5 = Trace the origins of Islam and the life and teachings of Muhammad, including Islam's historical connections to Judaism and Christianity.
Learning Target: I can identify Muhammad.
1. Finish the map. Answer the six questions on the "Geography and History Activity."
2. Read pages 105-107 very carefully.
3. Take notes on Slides 23-27.
4. Video: Islamic Trade Routes
5. Song: Something Good Is About To Happen
Monday 8/28/17
Day 16: Muslim Daily Life
Standard(s): 7.6 = Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practices, and law and their influence in Muslims' daily life.
Learning Target: I can explain the Five Pillars.
1. Absentees will take their missing quizzes.
2. Read page 107 about "Beliefs and Practices."
3. Take notes on Slides 23-27. Prepare for the quiz on Islam.
4. Please watch the Video: Islamic Trade Routes. What do you see in Islamic art and architecture? What do you not see? Why?
Tuesday 8/29/17
Day 17: Cultural Diffusion of Islam
Standard(s): 7.4 = . . . conquests and the spread of . . . Islam and the Arabic language.
Learning Target: I can explain the influence the Arabic language.
1. Write, speak, and translate: سلام، حال شما چطور است؟
2. Finish taking notes on Slides 23-27.
3. Take the Islam Quiz.
4. Video: Islamic Trade Routes
Wednesday 8/30/17
Day 18: The Five Pillars
Standard(s): 7.8 = Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
Learning Target: I can list Muslim contributions.
1. Write the Persian numbers 0-10. Do you know your "Arabic numerals?"
2. Read pages 117-119. Make a list of contributions from the Muslim world.
3. Finish taking notes on Slides 23-27.
4. Take the Islam Quiz.
5. Examine the Video: Islamic Trade Routes.
Thursday 8/31/17
Day 19: The Crusades, Part I
Standard(s): 7.38 = Analyze the causes, course, and consequences of the European Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe . . .
Learning Target: I can explain how the Crusades started.
1. Please read pages 266-267 in the Green textbook.
2. Then read pages 541-543 in the Blue textbook.
3. Take notes on Slides 28-45.
4. Complete the front and back of the Crusades Outline.
5. Video: Islamic Trade Routes/Brain Pop Middle Ages
Friday 9/1/17
Day 20: The Crusades, Part II
Standard(s): 7.38 = . . . with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
Learning Target: I can define "crusade."
1. What do you see in Islamic art and architecture? What do you not see? Why?
2. Why do Muslim women wear the hijab?
3. Complete the Puzzle "The Middle Ages: Crusader Quest."
4. Continue the Crusades Outline with Slides 28-45.
5. Brain Pop Middle Ages/Flocabulary Week In Rap
Tuesday 9/5/17
Day 21: Pope Urban II
Standard(s): 7.9 = Describe the establishment of trade routes among Asia, Africa, and Europe . . .
Learning Target: I can explain the effects of the Crusades.
1. Take notes on Slides 28-45.
2. Complete the Crusades Outline.
3. Prepare to take the Crusades Quiz.
4. Take the Standing Quiz over the Brain Pop on the Middle Ages.
Wednesday 9/6/17
Day 22: Saladin
Standard(s): 7.38 = . . . consequences of the European Crusades and their effects on the Christian, Muslim, and Jewish populations . . .
Learning Target: I can define "monotheism."
1. Take notes on Slides 35-45.
2. What did Saladin say about Jerusalem?
3. What reward did Pope Urban II promise? What reward do Muslims believe awaits in the afterlife?
4. Brain Pop: Middle Ages/Jousting Clip
Thursday 9/7/17
Day 23: The End of the Crusades
Standard(s): 7.41 = Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class.
Learning Target: I can use study skills.
1. Read pages 541-543. Then read it again.
2. Write your final notes on the Crusades from Slides 40-45.
3. Take the Quiz on the Brain Pop again. Study your completed quiz for tomorrow's Crusades Quiz.
4. Jousting Clip: What is a "Coat of Arms?"
Monday 9/11/17
Day 24: Patriot Day
Standard(s): 7.4 = Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law and their influence in Muslims' daily life.
Learning Target: I can explain conflict.
1. Watch the 9/11 Flocabulary. Then take the Standing Quiz on the September 11th Brain Pop.
2. Review for the Crusades Quiz.
3. Take the Crusades Quiz.
4. Examine the Jousting Clip. What elements in the clip belong in the Middle Ages? What elements in the clip are not found in the Middle Ages?
Tuesday 9/12/17
Day 25: Coat of Arms, Part I
Standard(s): 7.33 = Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns).
Learning Target: I can define "illiterate."
1. Read pages 522-533 in the Blue Textbook about Feudalism.
2. Revisit the Jousting Clip.
3. Examine the handout "Middle Ages: Coat of Arms."
4. Create your Coat of Arms using construction paper, copy paper, colored pencils, etc.
Wednesday 9/13/17
Day 26: Coat of Arms, Part II
Standard(s): 7.41 = Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class.
Learning Target: I can define "economy."
1. Continue reading pages 522-533.
2. How did farming improve in the Middle Ages?
3. Finish your Coat of Arms. Please turn it in on Friday, September 15, 2017.
4. We will have our first 4H Meeting of the year! Yea!
5. Pick teams for the Puppet Play.
6. Turn in your Signed Progress Report.
Thursday 9/14/17
Day 27: Feudalism
Standard(s): 7.33 = Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns).
Learning Target: I can describe feudalism.
1. Continue reading pages 522-533.
2. Finish your Coat of Arms. It is due tomorrow.
3. Continue working on the T-shirt design from yesterday's 4H Meeting.
4. Pick teams for the Puppet Play on the Middle Ages.
5. Start the Power Point Presentation on the Feudal System. Take notes beginning with Slide 46.
Friday 9/15/17
Day 28: Life in the Middle Ages
Standard(s): 7.40 = Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population.
Learning Target: I can use my creative and artistic skills.
1. Read pages 553-555 about the Black Death.
2. Turn in your Coat of Arms.
3. Pick teams for the Puppet Play Project.
4. Create a puppet and write a play about "Life in the Middle Ages" based on pages 508-561 in the Blue Textbook.
5. Materials: paper bags, glue sticks, construction paper, scissors, colored pencils, and a photocopy of the "face" circle
Monday 9/18/17
Day 29: Puppet Play Project
Standard(s): 7.39 = Explain the importance of the Catholic church as a political, intellectual, and aesthetic institution, including the founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, Thomas Aquinas's synthesis of classical philosophy with Christian theology and the concept of "natural law."
Learning Target: I can list three contributions of the Catholic church.
1. Read pages 544-552 in the Blue Textbook.
2. Turn in your Coat of Arms.
3. Pick teams for the Puppet Play Project.
4. Create a puppet and write a play about "Life in the Middle Ages" based on pages 508-561 in the Blue Textbook.
5. Materials: paper bags, glue sticks, construction paper, scissors, colored pencils, and a photocopy of the "face" circle
6. Make sure your puppets use the TERMS (special words) and ideas found on pages 508-561.
Tuesday 9/19/17
Day 30: Medieval Research, Part I
Standard(s): 7.33 = Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns).
Learning Target: I can list three levels of society in Medieval Europe.
1. Read pages 522-533 in the Blue Textbook.
2. Write a play about "Life in Medieval Europe" with your team.
3. Choose a role for each person. [Captain/Scribe/Set Designer/Researcher/etc.]
The following lessons are from 2016-2017. You may want to peruse them to see what we established in our social studies class four years ago. History never changes. Only our perceptions of our past change with time.
Friday 8/5/16
Day 1: Introduction to the Classroom
Standard(s): 6.6 = Identify and explain the importance of the characteristics of civilizations . . .
Learning Target: I can explain why rules are important.
1. Introduce the procedure for entering the classroom.
Let us greet each other in many different languages!
2. Introduce the schedule for the day.
3. Each student will receive their schedule.
4. Collect the Student Information Sheet.
5. Pass out the Team T-Shirt Order Forms, Remind App Information Sheets, Online Textbook, and Teacher Contact Information Sheets.
6. Sing "Do Your Work."
Monday 8/8/16
Day 2: Introduction to Ocoee Middle School
Standard(s): 6.6 = . . . the presence of geographic boundaries and political institutions . . .
Learning Target: I can identify the levels of government.
1. Turn in materials fees to your homeroom teacher. Science Fees will be turned into the Science teacher. Team T-shirt money will be collected.
2. Mr. Jones will cover pages 9-12 of the OMS Student/Parent Handbook. We will talk about our Non-Discrimination Policies.
3. Sing "Do Your Work." This is the first official grade of this course.
Tuesday 8/9/16
Day 3: The Bee Rules
Learning Target: I can demonstrate mastery of the rules through singing.
Standard(s): 6.6 = Identify and explain the importance of the characteristics of civilizations . . .
1. Show the Power Point Presentation introducing the Arabian Team and Mr. Jones.
2. Introduce the"Bee Rules."
3. Which rule is the most important?
4. SING the "Do Your Work" song to show mastery concerning your knowledge of the procedures.
Wednesday 8/10/16
Day 4: Celebrating Differences
Standard(s): 6.6 = . . . the existence of social classes . . .
Learning Target: I can learn to celebrate differences!
1. Introduce the Classroom Rules.
2. What makes us unique? What makes us different? Why must these differences be celebrated?
3. Fill out your 3x5 Card demonstrating that you are also a unique person. We will use these cards to learn about each other.
Thursday 8/11/16
Day 5: What is history?
Standard(s): 6.1 = Identify sites in Africa where archaeologists and historians have found evidence of the origins of modern human beings . . .
6.7 = Recognize time designations . . .
Learning Target: I can identify parts of a timeline.
1. Take notes on the Power Point Presentation!
2. READ pages 1-15.
3. Put together the time line on the floor in a group of three students!
Friday 8/12/16
Day 6: Mystery Island, Part I
Standard(s): 6.6 = Identify and explain the importance of the characteristics of civilizations, including: the presence of geographic boundaries, etc.
Learning Target: I can Identify time designations.
1. Review time designations.
2. You are stranded on an island with three other people. How will you survive?
3. Sing "The Friday Song."/ Flocabulary Week in Rap / "Something Good Is About To Happen"
4. Swim around the islands during the "Volcano" song. When the music stops, turn to the closest person and discuss survival. What do you need to survive on an island? We will do this at least three times. At the conclusion of the song, sit down with three other people on an island. This is the beginning of "Mystery Island."
Monday 8/15/16
Day 7: Mystery Island, Part II
Standard(s): 6.6 = . . . the presence of geographic boundaries, food surpluses, distinct areas or cities, technology
Learning Target: I can identify a civilization.
1. Examine Map #1. Did you locate your settlement by placing a dot on the map?
2. Organize your team. Rotate the role of "Keeper of the Map" for Map #2, #3, and #4.
[The Keeper of Map #1 writes the story of the island.]
[The Keeper of Map #2 assigns roles and functions of each person on the island.]
[The Keeper of Map #3 defines the government and the laws or rules. Who is in charge?]
[The Keeper of Map #4 describes the food available on the island. What materials do you have to make your shelters?]
Tuesday 8/16/16
Day 8: Mystery Island, Part III
Standard(s): 6.1, 6.2 = Provide textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry.)
Learning Target: I can identify primitive tools.
1. Finish Mystery Island.
2. Who was Lucy? Who was Otzi the Iceman? (Read Pages 8-9.)
3. Watch the Journey Across Time video "Otzi: The Ice Man."
Wednesday 8/17/16
Day 9: Understanding a Globe
Standard(s): 6.1, 6.2, 6.6, 6.7, 6.8 = On a historical map, locate and describe . . .
Learning Target: I can interpret a map!
1. Write complete sentences about Mystery Island. Every person must turn in to Mr. Jones your written summary.
2. What are the three mysteries about the Island?
3. How did Otzi the Iceman die?
4. Flocabulary: Hunter Gatherers = Prepare for tomorrow's QUIZ!
5. Do The Directions Song!
Thursday 8/18/16
Day 10: Prehistory Exploration, Part I
Standard(s): 6.1, 6.2, 6.3, 6.4 = Evaluate the climatic changes and human modifications... domestication of plants and animals...
Learning Target: I can Identify pre-history.
1. Take the Quiz over the Flocabulary "Hunter Gatherers."
2. Name the 3 Mysteries of the Island.
3. Take Notes on "Understanding a Globe."
4. Do the "Directions Song."
Friday 8/19/16
Day 11: Prehistory Exploration, Part II
Standard(s): 6.1, 6.2, 6.3, 6.4, 6.5 = Summarize the impact of agriculture related to settlement, population growth, and the emergence of civilization.
Learning Target: I can identify hemispheres.
1. Take the "Understanding a Globe" Quiz.
2. Memorize the 24 Special Words for the next test!
3. What are the key differences between the Paleolithic Age and the Neolithic Age?
4. Week in Rap/Friday Song/The Croods
Monday 8/22/16
Day 12: Prehistory Exploration, Part III
Standard(s): 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7 = Explain the importance of the discovery of metallurgy and agriculture.
Learning Target: I can explain the differences between the Paleolithic Age and the Neolithic Age.
1. Study the 24 Terms for tomorrow's Quiz! Write the page number next to each term.
2. READ pages 51-71. Make a chart showing the differences between the Paleolithic Age and the Neolithic Age.
3. Video Clips: The Croods/John Green's "The Agricultural Revolution" = Take notes!
Tuesday 8/23/16
Day 13: Map Skills
Standard(s): 6.8 = On a historical map, locate and describe the Tigris and Euphrates Rivers, . . . Persian Gulf, Caspian Sea and Black Sea . . .
Learning Target: I can make a map key.
1. Take Vocabulary Quiz #1.
2. Open to page 68. Review the map.
3. Color all oceans, bays, seas, and rivers BLUE.
4. Color all deserts yellow or brown.
5. Label all deserts, plateaus, and peninsulas.
6. Review the key and color (label) early civilizations to 3,000 B.C. Make a key.
Wednesday 8/24/16
Day 14: Mesopotamia: The First Civilizations
Standard(s): 6.9 = Summarize Sumer, Babylon, and Assyria as succesive civilizations and empires . . .
Learning Target: I can identify empires.
1. Finish labeling and coloring the Map!
2. Read pages 73-83.
3. Use your own clean loose-leaf notebook paper to write questions #1-6 from page 83.
4. Answer questions #1-6 using complete sentences.
5. Finish John Green's video "The Agricultural Revolution."
6. Flocabulary: The Fertile Crescent
Thursday 8/25/16
Day 15: The Fertile Crescent
Standard(s): 6.11 = Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations.
Learning Target: I can identify polytheism.
1. Finish reading pages 73-83.
2. Finish #1-6 on page 83.
3. What is a ziggurat? Do you know a story about a ziggurat? What is POLYTHEISM?
4. FLOCABULARY: The Fertile Crescent
Friday 8/26/16
Day 16: Cuneiform
Standard(s): 6.13 = Analyze the important achievements of Mesopotamian civilization, including its system of writing . . .
Learning Target: I can write in cuneiform.
1. Prepare to turn in #1-6 from page 83.
2. READ pages 81-83. What is the most important contribution of the Sumerians to the world? Why?
3. Write your name in CUNEIFORM. Write a secret message in CUNEIFORM. Solve the puzzle!
4. Week In Rap/Flocabulary "The Fertile Crescent/Nuisance
5. Access the Online Textbook.
6. Check out my website! Notice that all of our lessons are posted at my site. You will also find a generic sign in code for the online textbook in the links section.
Monday 8/29/16
Day 17: Sumer
Standard(s): 6.12 = Explain the effects of how irrigation . . . the domestication of animals . . . on the growth of Mesopotamian civilizations.
Learning Target: I can identify Sumer.
1. Finish decoding cuneiform by writing your name and solving the puzzle.
2. Finish reading pages 73-86.
3. Take notes on the Chapter 4, Section 1 Quiz. It will take place tomorrow!
4. What are the social classes in Sumer, Babylon, and Assyria? (See pages 73-93.)
5. Watch part of John Green's video "Rethinking Civilization - Crash Course World History 201."
Tuesday 8/30/16
Day 18: Life in Sumer, Babylon, and Assyria
Standard(s): 6.9, 6.10, 6.11, 6.12, 6.13 = Analyze the important achievements of Mesopotamian civilization . . .
Learning Target: I can be creative!
1. Take the Chapter 4, Section 1 Quiz!
2. Write notes on the Chapter 4, Lesson 2 Quiz from the other side of Quiz #1.
3. Watch the Sumerian Technology Video.
4. Create a puppet and write a play about life in Sumer, Babylon, or Assyria based on pages 73-93.
5. Materials: paper bags, glue sticks, construction paper, scissors, colored pencils, and a photocopy of the "face" circle
Wednesday 8/31/16
Day 19: Life in Sumer, Part II
Standard(s): 6.9 = Summarize Sumer . . .
Learning Target: I can locate Mesopotamia.
1. Watch "Mesopotamia: From Nomads to Farmers."
2. Form a team of four or five "artists."
3. Choose a role for each person. READ THE BOOK! (Pages 73-93) (See pages 80 and 81.)
4. Write your play based on daily life in Sumer, Babylon, or Assyria.
5. Make sure your puppets use the TERMS (special words) and ideas found on pages 78-85. READ THE BOOK!
Thursday 9/1/16
Day 20: Life in Mesopotamia, Part III
Standard(s): 6.10 = Trace the development of agricultural techniques that permitted economic surplus . . .
Learning Target: I can identify Sumerian technology.
1. FINISH making your puppet!
2. Write your play. Practice your play.
3. Design the set(s) for your play. Use technology. (e.g. Power Point Presentations, the Promethean Board)
4. Absentees: Please turn in your make-up work.
Friday 9/2/16
Day 21: Life in Sumer, Part IV
Standard(s): 6.9, 6.10, 6.11, 6.12, 6.13 = monumental architecture (the ziggurat).
Learning Target: I can identify a ziggurat.
1. Finish writing your play about Sumer, Babylon, or Assyria.
2. Practice your play. Design the set(s) for your play.
3. Perform your play using your puppets!
4. Read pages 86-93. Describe the love story about the Hanging Gardens of Babylon.
Tuesday 9/6/16
Day 22: Puppet Plays
Standard(s): 6.9, 6.10, 6.11, 6.12, 6.13 = . . . and art (large relief sculpture, mosaics, . . . )
Learning Target: I can experience art.
1. Write all of the notes from the Chapter 4, Lesson 2 "Study Guide" from the front board. Find all of the answers by reading the book on pages 86-93.
2. Study for the Quiz. It is tomorrow!
3. Make your background set(s). Practice your play. Make sure your play is completely written down. Perform your puppet play with your team!
Wednesday 9/7/16
Day 23: Nebuchadnezzar
Standard(s): 6.9 = Summarize . . . Babylon . . . as successive civilizations and empires . . .
Learning Target: I can identify Babylon.
1. Study your notes on the Lesson 2 Quiz.
2. READ pages 86-93.
3. Describe the LOVE STORY about the Hanging Gardens of Babylon.
4. Take the "Lesson Quiz 2."
5. Perform your puppet play!
6. READ pages 84 and 85 about the Epic of Gilgamesh.
Thursday 9/8/16
Day 24: Puppet Plays, Part II
Standard(s): 6.9 = . . . identify Kish, Akkad, Ur, and Nineveh . . .
Learning Target: I can identify Nebuchadnezzar.
1. Perform your puppet plays.
2. Smile for the camera! There are two grades associated with the puppet plays. The first grade is the puppet itself. The second grade is the performance of the play.
3. What stories do you know about Ur? Babylon? Assyria? Nineveh? Ziggurats?
4. Read pages 84 and 85 about the Epic of Gilgamesh.
5. Write questions #1-3 on page 85. Answer in complete sentences.
Friday 9/9/16
Day 25: Progress Reports
Standard(s): 6.9, 6.10, 6.11, 6.12, 6.13 = . . . literature (Epic of Gilgamesh) . . .
Learning Target: I can describe the Epic of Gilgamesh.
1. Review your Progress Report. Get it signed!
2. Read pages 84 and 85. Complete #1-3 on page 85. Write all questions. Write your answers in complete sentences.
3. Finish the final puppet plays.
4. Flocabulary: The Week in Rap!
Monday 9/12/16
Day 26: Review of Mesopotamia, Part I
Standard(s): 6.8-6.13 = Analyze the important achievements of Mesopotamian civilization . . .
Learning Target: I can identify Mesopotamia.
1. Complete the Unit 2 Study Guide over Chapter 4.
2. Study for the Mesopotamia Test. It will happen tomorrow!
3. Watch part of John Green's Mesopotamia Crash Course #3 video presentation.
4. Review the answers to #1-3 from page 85. (The Epic of Gilgamesh)
Tuesday 9/13/16
Day 27: The Epic of Gilgamesh, Part I
Standard(s): 6.9-6.13 = . . . literature (Epic of Gilgamesh) . . .
Learning Target: I can describe an epic.
1. Finish the "Unit 2 Study Guide" covering Chapter 4.
2. Take the "Mesopotamia Test!"
3. READ pages 84 and 85.
4. Read the handout "Gilgamesh (the first superhero)." Do the nine questions on the back side of the paper.
5. Experience the Epic of Gilgamesh video from Discovery Education.
Wednesday 9/14/16
Day 28: The Epic of Gilgamesh, Part II
Standard(s): 6.9-6.13, 6.69 = . . . and attacks by Germanic tribes.
Learning Target: I can identify various gods of mythology.
1. Finish the Mesopotamia Test.
2. Complete the nine questions after reading "Gilgamesh (the first superhero)" and pages 84 and 85 "Epic of Gilgamesh."
3. Experience the Epic of Gilgamesh movie.
4. Name at least two Norse gods. What do they have to do with the Fall of Rome?
Thursday 9/15/16
Day 29: Hammurabi's Code, Part I
Standard(s): 6.14 = . . . Write an informative piece . . . Mesopotamian leaders . . .
Learning Target: I can write an essay.
1. Review the Epic of Gilgamesh
2. Begin your research on your four to six paragraph essay about the contributions of Mesopotamian leaders. (Sargon, Hammurabi, Nebuchadnezzar, etc.)
3. The official deadline for the essay is Tuesday 9/20/16.
4. Examine Hammurabi's Code.
5. Read page 87 in the Green Textbook.
6. Read pages 24-25 in the Blue Textbook.
7. Flocabulary: Hammurabi's Code!
Friday 9/16/16
Day 30: Hammurabi's Code, Part II
Standard(s): 6.14 = . . . explain . . . Hammurabi's Code ("an eye for an eye").
Learning Target: I can identify Hammurabi.
1. Read page 87 in the Green Textbook.
2. Then read pages 24-25 in the Blue Textbook.
3. Continue your research about Mesopotamian Leaders. Plan your writing of the essay. Make sure you write 4-6 paragraphs containing 8 sentences in each paragraph.
4. The essay is due on Tuesday 9/20/16.
5. Do the Standing Quiz on the Brain Pop "The Sumerians."
Monday 9/19/16
Day 31: Review of Mesopotamia, Part II
Standard(s): 6.8-6.13 = Analyze the important achievements of Mesopotamian civilization . . .
Learning Target: I can research a topic.
1. Finish your research on Mesopotamian leaders. Finish writing your final draft of your essay.
2. Turn in your ESSAY tomorrow on Tuesday 9/20/16.
3. Take the Standing Quiz over the Seven Wonders of the World.
4. Do the "Agricultural Revolution" Brain Pop. Register your answers by standing when you see your answer being highlighted.
Tuesday 9/20/16
Day 32: Introduction to Egypt, Part I
Standard(s): 6.22 = Compare and contrast the religious, social, and political structures in Mesopotamia and Egypt.
Learning Target: I can compare and contrast.
1. Turn in your Mesopotamian Leaders Essay.
2. Perform as a drama "Apsu and Tiamat the Creators" on pages 91-94 in the "Myths and Legends" book.
3. Look over the Nine Weeks Exam questions.
4. Read Chapter 5 about "Ancient Egypt and Kush" on pages 97-136. Who is Osiris?
5. Brain Pop: "Agricultural Revolution"
Wednesday 9/21/16
Day 33: Introduction to Egypt, Part II
Standard(s): 6.18 = Cite evidence from informational texts to explain the polytheistic religion of ancient Egypt . . .
Learning Target: I can define polytheism.
1. Review the Nine Weeks Exam Questions.
2. Read pages 97-136 in the Green Textbook. This is Chapter 5 over Egypt and Kush.
3. What is mummification?
4. Please complete the TWO puzzles on Ancient Egypt using your textbook(s).
5. Complete Standing Quizzes over the Agricultural Revolution AND The Pharaohs.
Thursday 9/22/16
Day 34: Introduction to Egypt, Part III
Standard(s): 6.18 = . . . with respect to beliefs about death, the afterlife, mummification, and the roles of different deities.
Learning Target: I can define religion.
1. Finish the two puzzles on Ancient Egypt.
2. Who was Osiris? What did he have to do with death? Who was Re (Ra)?
3. Complete the packet about "Lesson 1: The Nile River." The pages of these handouts are numbered 41-44.
4. Brain Pops: Agricultural Revolution, The Pharaohs, Mummification . . .
Friday 9/23/16
Day 35: The Role of the Pharaoh
Standard(s): 6.17 = . . . the role of the pharaoh as god/king . . . ; 6.19 = . . . main features of . . . the Pyramids and Sphinx at Giza . . .
Learning Target: I can identify the Sphinx.
1. Take notes on the Nine Weeks Final Exam.
2. Take the Standing Quiz over "The Agricultural Revolution" and "The Pharaohs."
3. Show the video "The Pyramids" from the Journey Across Time.
4. What is the Egyptian word for "soul?"
Monday 9/26/16
Day 36: 1st Quarter Review, Part I
Standard(s): 6.1-6.22 = Compare and contrast . . . Mesopotamia and Egypt.
Learning Target: I can Identify Egypt.
1. Read as a drama "The Prince Who Knew His Fate" on pages 53-58 in the Blue Textbook.
2. Review all of your papers. Complete all of your missing work.
3. Watch Channel One to be aware of world events. Who is debating tonight?
4. Memorize the "Social Studies Study Guide 1st Nine Weeks" Final Exam Review.
Tuesday 9/27/16
Day 37: The Gift of the Nile
Standard(s): 6.15 = . . . the Nile River and Delta . . . Upper and Lower Egypt . . . explain what the terms mean.
Learning Target: I can locate the Nile River.
1. Watch Channel One!
2. Experience the Flocabulary "Walk Like an Egyptian."
3. Complete the missing lyrics paper from "Walk Like an Egyptian."
4. Brain Pop: Mummification
5. Use your Final Exam Review Study Guide to prepare for the Smack Down at the Word Wall.
Wednesday 9/28/16
Day 38: 1st Quarter Review, Part II
Standard(s): 6.1-6.22, 6.7 = Recognize time designations and the abbreviations . . .
Learning Target: I know how to study!
1. Pick teams. Play the video game with our host Jacqueline Torres over "The First Civilizations!" Take notes for your Final Exam.
2. Play Quiz-Quiz-Trade to prepare for tomorrow's First 9 Weeks Final Exam.
3. Study the "Social Studies Study Guide 1st Nine Weeks" Final Exam Review. Watch out for false statements like #26!
4. Do the Smack Down at the Word Wall!
Thursday 9/29/16
Day 39: 1st 9 Weeks Common Assessment
Standard(s): 6.1-6.22; 6.19 = Summarize important achievements of Egyptian civilization, including: . . . evolution of writing-hieroglyphics . . .
Learning Target: I can identify hieroglyphics.
1. Complete Questions #1-43 on the 1st 9 Weeks Common Assessment.
2. Study the hieroglyphics.
3. Form your own name in hieroglyphics.
4. Create a SECRET MESSAGE for your neighbor to DECIPHER using THE CODE.
Friday 9/30/16
Day 40: Hieroglyphics
Standard(s): 6.18 = Cite evidence from informational texts to explain . . . the afterlife, mummification . . .
Learning Target: I can explain mummification.
1. The absentees will take the nine weeks test (common assessment.)
2. Review hieroglyphics and "Walk Like an Egyptian."
3. Grade your missing lyrics paper.
4. Take a LOOK at the "Book Of The Dead" to see the hieroglyphics, the transliteration, the pronunciations, and the translation of the Egyptian language.
Monday 10/3/16
Day 41: The Polytheism of Egypt
Standard(s): 6.18 = . . . beliefs about death, mummification, different deities; 6.22 = Compare and contrast religious structures in Mesopotamia and Egypt.
Learning Target: I can compare and contrast Mesopotamia and Egypt.
1. READ Lesson 2 "Life in Ancient Egypt" on pages 108-119 in the Green Textbook.
2. Take the Standing Quiz over the mummification process using Brain Pop.
3. Please complete the packet entitled "Lesson 2: Life in Ancient Egypt." The page numbers are 45-48. This packet corresponds with Chapter 5, Lesson 2 in the textbook.
4. Watch both "Journals Through History" videos from Discovery Education. These are "Journals Through History - Egypt" and "Journals Through History - Egypt II."
5. BRAIN BREAK: Do You Remember The Time?
Tuesday 10/4/16
Day 42: Life in Egypt
Standard(s): 6.17 = Develop a visual representation of the structure of Egyptian society including the role of pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in Ancient Egypt.
Learning Target: I can draw, color, and create art!
1. Review the Flocabulary lyrics in "Walk Like An Egyptian."
2. Complete the PACKET on Life in Egypt.
3. Do the Standing Quiz on mummification.
4. READ pages 99-119 in Chapter 5.
5. Begin the Writing/Art Project "Egyptian Society."
Wednesday 10/5/16
Day 43: The Social Structure of Egypt
Standard(s): 6.17 = Develop a visual representation of the structure of Egyptian society including the role of pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in Ancient Egypt.
Learning Target: I can write an essay.
1. Continue the Writing/Art Project "Egyptian Society." Turn it in by Friday.
2. Write the "Study Guide" on Ancient Egypt from the front board.
3. Quiz #1 is tomorrow over the notes.
4. Sing "Songs About History" and "Delta Dawn!"
Thursday 10/6/16
Day 44: Egypt's Empire, Part I
Standard(s): 6.20: Identify the Old, Middle, and New Kingdom time periods . . .
Hyksos invasion, King Tut, Queen Hatshepsut, Ramses the Great
Learning Target: I can identify time periods.
1. Prepare to turn in the Writing/Art Project tomorrow.
2. READ pages 120-127 "Egypt's Empire."
3. Take Quiz #1 over Egypt. Prepare for Quiz #2 tomorrow by taking notes from the back side of the quiz today.
4. Watch "Egypt: Constructing Civilization." This is the second video on Egypt from the Journals Through History section of Discovery Education.
Friday 10/7/16
Day 45: The Prince of Egypt, Part I
Standard(s): 6.40 = Examine the development of the ancient Israelites, tracing their migrations from Mesopotamia to Canaan, later called Israel, and explain the significant roles of Abraham and Moses in their history.
Learning Target: I can identify Moses.
1. Show John Green's Crash Course on Egypt.
2. Take the Second Quiz on Egypt over Lesson 2 from pages 108-119.
2. Begin "The Prince of Egypt" video material. What symbols of Egypt do you see in the opening scenes?
Monday 10/17/16
Day 46: Egypt's Empire, Part II
Standard(s): 6.20 = . . . evaluate the significance of the following: Menes, Khufu, Hykos, invasion, Ahmose, King Tut, Queen Hatshepsut, Ramses the Great.
Learning Target: I can identify Queen Hatshepsut.
1. Review the John Green Crash Course video on Egypt.
2. Read pages 120-127 about "Egypt's Empire."
3. Write the Study Guide notes over Lesson 3.
4. Solve the Story Problem about the "King Who Was Sick" with you group.
Tuesday 10/18/16
Day 47: The Nubians
Standard(s): 6.21= . . . locate . . . Ancient Nubia and Egypt, 6.16 = . . . the social and economic characterism of Ancient Nubia . . .
Learning Target: I can locate Nubia.
1. Take the Lesson 3 Quiz over Egypt's Empire.
2. Complete the Study Guide for Chapter 5.
3. Study for Thursday's quiz on Lesson 4.
4. Do the Standing Quiz over the "Voting" Brain Pop.
5. Solve the Story Problem about the "King Who Is Sick." Read the Fox News article.
Wednesday 10/19/16
Day 48: The Kingdom of Kush
Standard(s): 6.21= Identify the location of the Kush civilization and describe its political, commercial, and cultural relationship with Egypt.
Learning Target: I can identify Kush.
1. Read pages 128-133 about the Kingdom of Kush.
2. Mr. jones will perform PANTOMIME if you still have not solved the Story Problem.
3. Pick teams for the Game Review.
4. Play Stankball to prepare for the final text on Egypt.
5. Experience the Video Game Review with our host Jacqueline Torres!
Thursday 10/20/16
Day 49: Connections (Egypt, Israel, India)
Standard(s): 6.41 = Describe the monotheistic religion of the Israelites, including: the belief in one God (monotheism)
Learning Target: I can demonstrate the connections between Egypt and Israel.
1. Consider the story problem about the "King Who Is Sick." What is your solution?
2. Prepare for tomorrow's quiz over Lesson 4 by taking notes from the Study Guide that is written on the front board.
3. Watch "Journey with Dylan Dreyer" about Egypt from NBC News.
4. Debate the Presidential Election by presenting positive and negative opinions on the class stage concerning the Republican and Democratic nominees for President of the United States.
Friday 10/21/16
Day 50: Connections, Part II
Standard(s): 6.40 = . . . explain the significant roles of Abraham and Moses . . .
Learning Target: I can define deities.
1. Solve the King Who Is Sick. Watch the Pantomime. Read the Fox news article.
2. Prepare for the Lesson 4 Quiz "The Kingdom of Kush" by playing Stankball!
3. Watch the Prince of Egypt scene of the showdown between Moses and the priests of Egypt. What deities do you see?
4. Week in Rap/Friday Song/Walk Like an Egyptian
5. Pick teams. Play the video game with our host Jacqueline Torres over "Egypt."
Monday 10/24/16
Day 51: Introduction to India, Part I
Standard(s): 6.23 = Locate and describe the Himalayas and the major river systems, including Indus and Ganges and evaluate the importance of each.
Learning Target: I can locate India on a map.
1. Absentees will take the Lesson 4 Quiz on Egypt.
2. Solve the story problem about the "King Who Is Sick." Experience the pantomime. Read the Fox news article.
3. Watch "The Prince of Egypt." What Egyptian deities are in the song?
4. Read pages 140-142 about the "Early Civilizations" of Ancient India.
5. Do the Ancient India Scavenger Hunt.
6. Go over the Scavenger Hunt Power Point Presentation and Large map.
7. "Round and Round" Flocabulary Video.
Tuesday 10/25/16
Day 52: Introduction to India, Part II
Standard(s): 6.23 = I can locate and explain the importance of India's major river systems and mountain ranges. I can explain the significance of the Indus valley civilization.
Learning Target: I can locate the Himalayas.
1. Go over the Ancient India Scavenger Hunt.
2. Label the BIG map as a class.
3. READ pgs. 142-144 over "The Indus Valley Civilization."
4. Indus Valley Civilization worksheet.
5. Review the "Round and Round" Flocabulary.
6. Mount Everest Brain Pop.
Wednesday 10/26/16
Day 53: The Aryan Invasion, Part I
Standard(s): 6.23, 6.24 = Analyze the impact of the Aryan invasions.
Learning Target: I can define "Aryan."
1. Turn in the MAP.
2. Write in all answers to the Scavenger Hunt.
3. Channel One Election Results/Flocabulary Voting Election/Flocabulary Quiz
4. Mount Everest Brain Pop
5. "Round and Round" Flocabulary Lyrics
Thursday 10/27/16
Day 54: The Aryan Invasion, Part II
Standard(s): 6.23, 6.24 = Analyze the impact of the Aryan invasions.
Learning Target: I can explain the caste system.
1. Complete the Scavenger Hunt using the Power Point Presentation.
2. Vote for the President of the United States.
3. Take the Standing Quiz on the Mount Everest Brain Pop.
4. Complete the Lyrics Paper on the "Round and Round" Flocabulary on India.
Friday 10/28/16
Day 55: The Caste System, Part I
Standard(s): 6.26 = Outline the social structure of the caste system and explain its effect on everyday life in Indian society.
Learning Target: I can define "caste."
1. Fill in your Flocabulary "Round and Round" Lyrics Paper.
2. Read aloud pages 137-148 about the Indus River Civilization.
3. Watch the John Green Crash Course video about the Indus River Civilization.
4. The Week in Rap/The Friday Song
Monday 10/31/16
Day 56: The Hindi Language
Standard(s): 6.29 = Identify the important aesthetic and intellectual traditions, including: . . . Sanskrit literature . . . mathematics, including Hindu-Arabic numerals and the zero
Learning Target: I can learn other languages!
1. Finish your "Round and Round" lyrics.
2. Practice saying Hindi words and writing numbers in Sanskrit. This is mainly accomplished by reading the paper entitled "Hindi Language." Write the numbers one through ten in Sanskrit using this paper as your guide.
3. John Green Video/The Jungle Book
Tuesday 11/1/16
Day 57: The Caste System, Part II
Standard(s): 6.25 = Explain how the major beliefs and practices of Brahmanism in India evolved into early Hinduism.
Learning Target: I can define "Brahmanism."
1. Read pages 147-150.
2. Complete the worksheet entitled "Lesson 1 Early Civilizations" as a review activity on the geography of India. The page numbers on the worksheet are 57 and 58.
3. Participate in the Caste System Activity. The teacher will tape a card to your back. The four Varnas are Brahmins, Kshatriyas, Vaisyas, and Sudras. We will also have the Untouchables represented among us.
4. Try to identify the song "Bodhisattva" by Steely Dan.
5. While the Taj Mahal video is playing, walk around the room silently. Everyone should treat each other according to your caste. However, this is completed by body language only. No one should look at their card. Listen to the music of Ancient India as you walk around the room. Notice musical instruments like the sitar in the music of India.
6. Without referring directly to the caste, say things to other students in the room to indicate their caste. Ask questions if you are still not sure of your caste. The questions should only be answered with a yes or a no. Do not directly refer to your caste.
7. At the end of the activity, go to the card in the classroom corresponding to your caste. Were you correct? How were you treated? How did it make you feel? Do we treat each other this way in the United States? Do we have a class system that compares or contrasts to the caste system of India?
Wednesday 11/2/16
Day 58: Religions of Ancient India, Part I
Standard(s): 6.27 = Write a narrative text describing how Siddhartha Gautama's (Buddha) life experiences influenced his moral teachings . . .
Learning Target: I can define karma.
1. Read pages 151-153.
2. Complete the paper "American vs. Indian Concept of Life."
3. Take notes on the BrainPOP "Religion." What are the Four Noble Truths?
4. Do the Standing Quiz on Religion.
Thursday 11/3/16
Day 59: Religions of Ancient India, Part II
Standard(s): 6.27 = Write a narrative text describing how Siddhartha Gautama's (Buddha) life experiences influenced his moral teachings and how they became a new religion that spread throughout India and Central Asia as a new religion.
Learning Target: I can define nirvana.
1. READ pages 154-156.
2. Read the handout about "Siddhartha Gautama's Early Life."
3. Fill out the "Narrative Plan."
4. Begin writing the Essay over Standard 6.27.
5. Watch the video about the Buddha.
Friday 11/4/16
Day 60: The Life of Siddhartha Gautama, Part I
Standard(s): 6.27 = Write a narrative text describing how Siddhartha Gautama's life experiences influenced his moral teachings and how they became a new religion that spread throughout India and central Asia as a new religion.
Learning Target: I know the difference between Theravada Buddhism and Mahayana Buddhism.
1. Miss Nancy Scarborough was our guest speaker today on Buddhism in Thailand.
2. Read the Siddhartha Gautama packet and have a class discussion.
3. Begin the "Narrative Plan" Worksheet.
4. Ms. Nancy Atchley will pick up your work at the end of class today.
Monday 11/7/16
Day 61: The Life of Siddhartha Gautama, Part II
Standard(s): 6.27 = Write a narrative text describing how Siddhartha Gautama . . .
Learning Target: I can write a story.
1. Decide who you will be in the story you are writing. For example, you could be the charioteer, the aged man, the sick man, or even the corpse. Writing from 1st person is preferable. However, you can also write from 3rd person perspective.
2. Show the Voting Brain Pop. Take the Standing Quiz.
3. Have a short debate over the Presidential Election. We are electing the President tomorrow!
4. Experience the John Green video over "Buddha and Ashoka."
Wednesday 11/9/16
Day 62: The Mauryan Empire
Standard(s): 6.28 = Describe the growth of the Maurya Empire and the political and moral achievements of Emperor Asoka.
Learning Target: I can identify Ashoka. (His name can be spelled in two different ways.)
1. Read pages 157-163.
2. Complete worksheets pages 65, 66, 67, and 68 about Lesson 3 "The Mauryan Empire."
3. Experience the videos about India from Connect ED if there is time remaining in class.
Thursday 11/10/16
Day 63: Review of Ancient India
Standard(s): 6.23-6.29 = Identify the important aesthetic and intellectual traditions . . .
Learning Target: I can identify ahimsa.
1. Turn in your missing work for the Progress Report. (See the front board.)
2. Turn in your Written Narrative Text about Siddhartha Gautama.
3. See John Green's "Indus River Civilization."
4. Write the Study Guide notes for tomorrow's TEST on Chapter 6. (There are 20 questions on the Agenda Board today.)
5. Play the video game over Chapter 6 Ancient India with our host Jacqueline Torres.
Friday 11/11/16
Day 64: Finishing Ancient India
Standard(s): 6.29 = Identify the important aesthetic and intellectual traditions, including: Sanskrit literature . . . and mathematics, including Hindu-Arabic numerals and the zero.
Learning Target: I can identify Hindu-Arabic numerals.
1. Answer the final questions from the Chapter 6 Study Guide.
2. Take the Chapter 6 Test on Ancient India.
3. Review the Flocabulary "Round and Round" lyrics.
4. Finish the Religions BrainPOP. Take the Standing Quiz!
5. Experience the Flocabulary on "Major World Religions."
Monday 11/14/16
Day 65: Introduction to Ancient China
Standard(s): 6.30 = Identify and locate on a map the geographical features of China, including the Huang He (Yellow) River, Plateau of Tibet, and Gobi Desert.
Learning Target: I can identify the Huang He.
1. Please read pages 167-177 about "The Birth of Chinese Civilization."
2. Absentees will take the test on India.
3. Do the Ancient China Geography Foldable.
4. Take the Open Book Eastern River Valleys Map Quiz.
Tuesday 11/15/16
Day 66: The Shang Dynasty, Part I
Standard(s): 6.31 = Locate and describe the origins of Chinese civilization in the Huang-He Valley during the era of the Shang Dynasty.
Learning Target: I can identify China.
1. Read pages 172-177.
2. Take the Eastern River Valleys Map Quiz. This is an Open Book Test! Yea!
3. Show part of Mulan to show the following aspects of Chinese civilization: Traditions, Respect for Elders, Ancestor Worship, Variety of Food, and the Threat of Invasion from outside forces.
4. View John Green's Crash Course on China.
5. Color the Dragon and the Panda. (The Chinese language is based on ideographs and pictographs. The Dragon and the Panda are just two of the symbols of China.)
Wednesday 11/16/16
Day 67: The Shang Dynasty, Part II
Standard(s): 6.32 = Explain how the regions of China are isolated by geographic features, making governance and the spread of ideas and goods difficult, and served to isolate the country from the rest of the world.
Learning Target: I can identify the Gobi Desert.
1. Read pages 172-177 and 178-179.
2. Who was Confucius?
3. Take notes for Quiz #1. The Quiz is tomorrow. See the front board.
4. View John Green's Crash Course.
5. See the Flocabulary on Ancient China.
Thursday 11/17/16
Day 68: China's Three Philosophies
Standard(s): 6.33 = Analyze the structure of the Zhou Dynasty and the emergence of Taoism, Confucianism, and Legalism.
Learning Target: I can identify Confucius.
1. Take the Lesson 1 Quiz over China.
2. Write down notes for the Lesson 2 Quiz. The Lesson 2 Quiz is tomorrow.
3. Read Lesson 2 on pages 178-183.
4. Take notes on the John Green Video.
5. Standing Quiz: Brain Pop
Friday 11/18/16
Day 69: Silent Gallery Walk
Standard(s): 6.34 = Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
Learning Target: I can write about philosophy.
1. Finish the John Green video. Take notes on Confucius. Name the Five Relationships.
2. Solve the Confucius Puzzle.
3. Embark on the Silent Gallery Walk. What did Confucius mean by, "Before you embark on a journey of revenge, dig two graves."
Monday 11/21/16
Day 70: The Influence of Confucius
Standard(s): 6.35 = List the policies and achievements of the emperor Shi Hung and explain how these contributed to the unification of northern China under the Qin Dynasty and the construction of the Great Wall of China.
Learning Target: I can identify the Great Wall of China
1. Read pages184-191.
2. Prepare for Quiz #2 using the front board notes.
3. Act out the "Miniature Theater: Philosophies in Ancient China."
4. Fill out the "Note Sheet: Three Philosophies in China." Do the "Liar's Club" activity.
Tuesday 11/22/16
Day 71: Mulan
Standard(s): 6.36= Detail the political contributions of the Han Dynasty and determine how they contributed to the development of the imperial bureaucratic state and the expansion of the empire.
Learning Target: I can identify the Han.
1. Fill out the "Note Sheet: Three philosophies in China" using pages 178-183.
2. Continue to prepare for Quiz #2.
3. Watch Mulan for illustrations of filial piety, ancestor worship, and the role of traditions.
Monday 11/28/16
Day 72: The Role of Confucius
Standard(s): 6.33 = Analyze the structure of the Zhou Dynasty and the emergence of Taoism, Confucianism, and Legalism.
Learning Target: I can identify Legalism.
1. Take notes from the front board to prepare for Quiz #2.
2. Complete the "Note Sheet: Three Philosophies in China" using pages 178-183.
3. Experience the Power Point Presentation of the "Liar's Club."
4. Perform the Miniature Theater.
Tuesday 11/29/16
Day 73: The Importance of Shi Huang
Standard(s): 6.35 = List the polices and achievements of the emperor Shi Huang . . . Qin dynasty . . . The Great Wall of China.
Learning Target: I can Identify Shi Huang.
1. Take the Lesson 2 Quiz.
2. Read pages 184-191. Complete #1-7 on your own paper from page 191. Write the complete questions and answers in complete sentences.
3. Perform the Miniature Theater.
4. Great Wall Videos/ Silk Road Brain Pop.
Thursday 12/1/16
Day 74: The Han Dynasty
Standard(s): 6.36 = Detail the political contributions of the Han Dynasty and determine how they contributed to the development of the imperial bureaucratic state and the expansion of the empire.
Learning Target: I can define bureaucracy.
1. Finish #1-7 on page 191. Write all questions and answers in complete sentences.
2. Perform the Miniature Theater. You will be judged by a "Panel of Experts."
3. Take the Standing Quiz on the Silk Road Brain Pop! Watch the Journey Across Time video.
Friday 12/2/16
Day 75: The Silk Road, Part I
Standard(s): 6.37 = Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.
Learning Target: I can identify the Silk Road.
1. Read pages 188-191. Answer #7.
2. Watch the John Green Video #9 "The Silk Road."
3. Take the Standing Quiz on the "Silk Road."
4. Write down all of the Chinese inventions from the Journey Across Time video "Early Chinese Inventions."
5. Perform the Miniature Theater.
Monday 12/5/16
Day 76: The Silk Road, Part II
Standard(s): 6.38 = Describe the diffusion of Buddhism northward to China during the Han Dynasty.
Learning Target: I can identify Mahayana Buddhism.
1. Do the Geography Activity #1-10 on page 192 on your own paper. We will grade these in class.
2. Complete the Open Book Test #1-10 on pages 193-194 "Chapter 7 Assessment."
3. Name all of the Chinese inventions mentioned in the Journey Across Time video.
4. Perform the Miniature Theater with your Drama Troupe.
Tuesday 12/6/16
Day 77: The Silk Road, Part III
Standard(s): 6.1-6.38 = Review; 6.37 = Cite the significance of the . . . "silk roads" . . . and their locations.
Learning Target: I can identify Daoism.
1. Write the Persian numbers 1-10. Why should we learn other languages?
2. Perform the Miniature Theater. Receive your reward!
3. Grade the Open Book Test #1-10 on pages 193-194.
4. View the Silk Road Music Video and Power Point Presentation from Mr. Jones's trip to Iran.
Wednesday 12/7/16
Day 78: First Semester Review, Part I
Standard(s): 6.1-6.38 = Review; 6.29 = Identify the important aesthetic and intellectual traditions . . .
Learning Target: I can identify bodhisattvas.
1. Review the Persian numbers 1-10.
2. Perform the Miniature Theater.
3. Watch Mr. Jones's Silk Road Video.
4. Pick teams for the Mind Jogger Video Game Review.
5. Stand Up/Hand Up/Pair Up = Quiz Quiz Trade Cards!
Thursday 12/8/16
Day 79: First Semester Review, Part II
Standard(s): 6.1-6.29 = Review; 6.37 = Cite the significance of the . . . "silk roads" . . .
Learning Target: I can explain polytheism.
1. The next time you walk into class, you will complete the 63 question Second Nine Weeks Final Exam.
2. Study the "Social Studies 2nd 9 Weeks Final" Review Paper. Read pages 53-163.
3. Do all of the Quiz Quiz Trade Cards. There will be a short motivational movie clip between each of the three rounds. The seasonal theme centers around how we should and should not behave during the Quiz Quiz Trade Cards Activity.
4. Pick teams for the Game Review. Prepare to prove your answer "A", "B", "C", or "D."
Friday 12/9/16
Day 80: The Second Nine Weeks Final Exam
Standard(s): 6.1-6.29; 6.40 = . . . migrations from Mesopotamia to Canaan, later called Israel, and explain . . . Abraham and Moses . . .
Learning Target: I can identify Abraham.
1. Take the 2nd 9 Weeks Final Exam. Do not write on the exam. Record your answers on the provided GradeCam answer sheet. Please keep your answers covered with a blank sheet of paper.
2. Read Chapter 8 on pages 195-228 about "The Israelites."
3. Flocabulary Week In Rap/Prince of Egypt
Monday 12/12/16
Day 81: Introduction to Ancient Israel, Part I
Standard(s): 6.39 = On a historical map . . . locate . . . Hittites and Phoenicians, ancient Israel, and Egypt.
Learning Target: I can identify Moses.
1. Resume the 2nd 9 Weeks Final Exam.
2. Do #1-6 from page 205 on the "Lesson 1 Review."
3. Watch the "Ancient Jerusalem" Video. What is the Diaspora?
4. Silk Road Music Video/PPP/The Prince of Egypt
Tuesday 12/13/16
Day 82: Introduction to Ancient Israel, Part II
Standard(s): 6.41 = Describe the monotheistic religion of the Israelites, including: . . . the Ten Commandments
Learning Target: I can define monotheism.
1. Conclude the 2nd 9 Weeks Final Exam.
2. Turn in all make-up work. Please check the front board for your name.
3. Review #1-6 on page 205.
4. Watch the "Ancient Jerusalem" Video.
5. Begin the Chapter 8 Study Guide.
6. Complete the Candy Quiz/Miniature Theater.
Wednesday 12/14/16
Day 83: Beginnings of Israel
Standard(s): 6.39 = . . . locate Asia Minor, . . . Hittites and Phoenicians, ancient Israel, and Egypt.
Learning Target: I can identify The Ten Commandments.
1. Complete all make-up work. Check the front board. Absentees must take the Final.
2. Continue to work on the Chapter 8 Study Guide.
3. Complete the Candy Quiz.
4. Finalize the Miniature Theater Competition.
Thursday 12/15/16
Day 84: The Ten Commandments, Part I
Standard(s): 6.41 = Describe the monotheistic religion of the Israelites, including: . . . the Ten Commandments
Learning Target: I can list the Ten Plagues.
1. Turn in all make-up work.
2. Continue the Chapter 8 Study Guide.
3. Grade the Candy Quiz.
4. Finish the Miniature Theater.
5. Standing Quiz: Religions
Friday 12/16/16
Day 85: The Final "Day" of 2016
Standard(s): 6.68 = Describe the origins and central features of Christianity . . . the belief in Jesus as the Messiah and God's Son
Learning Target: I can explain Christmas.
1. What are you doing during your Christmas Break?
2. Explain the origins of Christmas.
3. Observe the Volleyball Game.
4. Watch the Basketball Game.
5. Complete the Common Christmas Sayings or Songs Puzzle.
Thursday 1/5/17
Day 86: Beginnings of Israel, Part II
Standard(s): 6.39 = On a historical map of the Mediterranean Sea, Jordan River, Sinai Peninsula, locate Asia Minor, the kingdoms of the Hittites and Phoenicians, ancient Israel, and Egypt.
Learning Target: I can locate Israel.
1. Sing "Do Your Work." Experience "Something Good Is About To Happen."
2. Locate and color all items on the Map Handout using the textbook.
3. Do the Vocabulary Builder on the back side of the handout.
4. If there is time remaining, participate in the Concentration Game on the white board.
Friday 1/6/17
Day 87: The Ten Commandments, Part II
Standard(s): 6.41 = Describe the monotheistic religion of the Israelites, including: . . . the Ten Commandments
Learning Target: I can explain how the Ten Commandments make sense.
1. Read pages 198-205.
a. What are the Ten Plagues?
b. What are the Ten Commandments?
c. How are they related and connected?
2. Watch the "Prince of Egypt."
3. Review the Vocabulary Builder answers.
4. Sing the Friday Song!
Wednesday 1/11/17
Day 88: The Ten Plagues
Standard(s): 6.40 = . . . explain the significant roles of Abraham and Moses in their history.
Learning Target: I can list the Plagues.
1. Finish the Chapter 8 Study Guide.
2. Examine the Plagues Chalk Drawing.
3. How are the Ten Commandments related?
4. Watch the "Prince of Egypt" clip showing the Plagues on Egypt.
5. Play the Concentration Game!
6. WAKE UP CALL! = What did it take for Egypt to give up slavery? What did it take for the United States to give up slavery?
Thursday 1/12/17
Day 89: The Prince of Egypt, Part II
Standard(s): 6.40 = Examine the development of the ancient Israelites, tracing their migrations from Mesopotamia to Canaan, later called Israel, and explain the significant roles of Abraham and Moses in their history.
Learning Target: I can identify Saul, David, and Salomon.
1. Complete the 21questions on the "Chapter 8 final review on Israel." Please write down the page number next to the question.
2. Play the Concentration game.
3. How are the 10 Commandments related?
4. What is the Red Sea Deliverance? Finish the Prince of Egypt.
5. WAKE UP CALL! = What did it take for Egypt to give up slavery? What did it take for the United States to give up slavery? What does it take for you or me to turn from what we are doing wrong?
Friday 1/13/17
Day 90: Connections to Dr. Martin Luther King, Jr.
Standard(s): 6.41 = Describe the monotheistic religion of the Israelites, including: . . . the emphasis on individual worth and personal responsibility.
Learning Target: I can identify Dr. Martin Luther King, Jr.
1. Finish the "Final Review" (21 Questions).
2. Finish the Prince of Egypt.
3. Fill out the Brain Pop Activity on Martin Luther King, Jr.
4. Complete the "Civil Rights" FLOCABULARY paper.
Tuesday 1/17/17
Day 91: Survival of the Jews, Part I
Standard(s): 6.42, 6.43, 6.45 = Explain how Judaism survived the expulsion/dispersion of the Jews to other lands . . .
Learning Target: I can define "Diaspora."
1. Finish the Prince of Egypt.
2. Finish the 21 Questions.
3. How are the 10 Commandments related?
4. Do the 10 Review Questions on the board.
5. Take "Israel Quiz 2" tomorrow!
6. See John Green's Crash Course on Israel over the conflict over "Palestine."
Wednesday 1/18/17
Day 92: Survival of the Jews, Part II
Standard(s): 6.43 = Summarize the four major events after the rule of King Solomon . . . and the return of the Jews to their homeland under the Persian Empire.
Learning Target: I can define "Exile."
1. Finish the Prince of Egypt.
2. Take the Israel Quiz #2.
3. Experience John Green's Crash Course over "Palestine." How is this related to Americans vs. the Cherokee?
4. Play the Video Game over Israel with our host Jacqueline Torres!
Thursday 1/19/17
Day 93: Final Review on Israel, Part I
Standard(s): 6.39 - 6.45 = Nebuchadnezzar, Persian Empire, Cyrus the Great, Darius the Great, Xerxes, destruction of the Temple . . .
Learning Target: I can identify Cyrus the Great.
1. Finish Reading pages 195-228. The Test on all of Chapter 8 will be given on Monday.
2. Finish John Green's Crash Course.
3. Pick teams for the Video Game Review.
4. Play the Smack Down at the Word Wall!
5. Take Notes from the front board and from the video game.
Friday 1/20/17
Day 94: Final Review on Israel, Part II
Standard(s): 6.39-6.45 = 6.44 = Conduct a short research piece with supporting details of Second Babylonian, Persian, and Median Empires, including Nebuchadnezzar, the Hanging Gardens of Babylon, Cyrus the Great, Darius the Great, and Xerxes.
Learning Target: I can identify Xerxes.
1. Finish the Video Game Review with our host Jacqueline Torres.
2. Play the Smack Down at the Word Wall.
3. We will have a guest speaker today. Our guest has just returned from Israel.
4. Please remember to study for the Chapter 8 Test. It will happen on Monday.
Monday 1/23/17
Day 95: Israel Chapter Test
Standard(s): 6.46 = On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current
boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras.
Learning Target: I can locate Greece.
1. Take the Israel Chapter Test on Chapter 8 from pages 195-228.
2. Begin reading about "The Ancient Greeks" on pages 229-240 including the "Rise of Greek Civilization."
3. Complete #1-6 on page 240 on notebook paper by writing the complete questions and answers.
4. Use the maps on pages 231, 233, 268, 269, and 290 to trace the growth of Greek influence on the Map Exercise.
Tuesday 1/24/17
Day 96: Introduction to Ancient Greece
Standard(s): 6.47 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.
Learning Target: I can identify Darius the Great.
1. READ pages 229-240.
2. Review the answers to the homework from #1-6 on page 240.
3. Create a SILENT SKIT about the Second Babylonian, Persian, or Median Empires, including Nebuchadnezzar, the Hanging Gardens or Babylon, Cyrus, Darius, and Xerxes.
Wednesday 1/25/17
Day 97: The Minoans and Mycenaeans, Part I
Standard(s): 6.56= Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes . . .
Learning Target: I can identify the main Greek gods.
1. Turn in #1-6 from page 240.
2. Prepare to turn in your completed Map Exercise (front and back). Please color your map.
3. Read "Mother Earth and Her Children" in the "Myths" book.
4. Experience as a play "Theseus and the Minotaur" from pages 42-46 of the "Myths" book.
Thursday 1/26/17
Day 98: The Geography of Greece
Standard(s): 6.46 = . . . On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras.
Learning Target: I can compare and contrast.
1. Finish your map. Do the back side also.
2. Answer questions #1-4 on page 230.
3. Turn in your map. You must complete both sides.
4. Read pages 229-302.
5. Experience "Theseus and the Minotaur."
Friday 1/27/17
Day 99: The Silent Skit
Standard(s): 6.44 = Conduct a short research piece with supporting details of Second Babylonian . . . Median Empires . . .
Learning Target: I can use research skills.
1. Turn in your map.
2. Continue working on the Study Guide.
3. Create a Silent Skit about Nebuchadnezzar, Cyrus, Darius, or Xerxes.
4. Sing the Friday Song.
5. Begin the Greek Power Point Presentation, Flocabulary Week in Rap, and the Brain Pop on Greece.
Monday 1/30/17
Day 100: Theseus and the Minotaur
Standard(s): 6.56 = . . . (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Apollo), and events, and where and how we see their names today.
Learning Target: I can identify mythology.
1. Please turn in your make-up work for the Progress Report. (Page 240, #1-6/Map Exercise)
2. Read "Theseus and the Minotaur" on pages 42-46.
3. Take notes on the Greek Power Point Presentation.
4. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
Tuesday 1/31/17
Day 101: The Minoans and Mycenaeans, Part II
Standard(s): 6.55 = Analyze the causes and effects of the Hellenistic culture of Greece.
Learning Target: I can translate Ελληνες from Greek to English.
1. Take notes on the Power Point Presentation on slides #1-11.
2. Write notes #1-10 from the front board to prepare for Greek Quiz #1.
3. Read pages 231-240.
4. Do the Standing Quiz over the Brain Pop "Greek Gods and Goddesses."
Wednesday 2/1/17
Day 102: The Mycenaeans
Standard(1): 6.56 = Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes . . .
Learning Target: I can locate Troy.
1. Take Greek Quiz #1.
2. Do the Standing Quiz on Brain Pop over "Greek Gods."
3. Turn in your make-up work.
4. Who had "the face that launched a thousand ships?"
5. Experience the Trojan Horse video clip.
Thursday 2/2/17
Day 103: The Trojan War
Standard(s): 6.47 = Explain how the geographical location of . . . city-states contributed to their role in maritime trade . . . cultural influence.
Learning Target: I can identify Homer.
1. Finish the Trojan Horse video clip.
2. The Progress Report is tomorrow. Please turn in any make-up work.
3. Do "Echo and Narcissus" on pages 34-37 in "Myths and Legends" Book.
4. Take notes on the Power Point Presentation.
5. Experience the Brain Pop on Homer.
Friday 2/3/17
Day 104: Homer
Standard(s): 6.59 = . . . identify the major accomplishment of the ancient Greeks . . . Homer . . . (history, poetry, and drama)
Learning Target: I can reference the Iliad.
1. Show the Trojan Horse video clip.
2. Pass out Progress Reports.
3. Read pages 272-274.
4. Do the Brain Pop on Homer.
5. Take notes on the Greek Power Point Presentation.
Monday 2/6/17
Day 105: Athens & Sparta, Part I
Standard(s): 6.50 = Compare and contrast life in Athens and Sparta.
Learning Target: I can identify Athens and Sparta.
1. Read pages 241-247.
2. Take notes on your Athens/Sparta paper from Slides 12-27 of the Power Point Presentation.
3. Prepare for Greek Quiz #2 by studying your NOTES.
4. Do the Brain Pop on Athens!
Tuesday 2/7/17
Day 106: The Greek Language, Part I
Standard(s): 6.59= . . . the development of the first complete alphabet, with symbols representing both consonants and vowels.
Learning Target: I can identify the Greek language.
1. Finish Slides 12-27.
2. Take Greek Quiz #2.
3. Standing Quiz: Athens Brain Pop
4. What does this mean? Ἡ φιλαδελφία μενέτω.
Monday 2/13/17
Day 107: The Greek Language, Part II
Standard(s): 6.72 = Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses . . .
Learning Target: I can reference The Odyssey.
1. Finish Slides 12-27.
2. Take Greek Quiz #2.
3. Write all uppercase and lowercase member of the Greek alphabet. Please use the notes on the front board to complete your list. There is a similar list on page 236 of the textbook.
4. READ pages 272-274 about Homer's two epics the Illiad and the Odyssey.
5. Silent Standing Quiz over the Brain Pops: Etymology and Homer
6. Perform and SING "The Wanderings of Odysseus" on pages 51-60.
Tuesday 2/14/17
Day 108: The Origin of Valentines Day
Standard(s): 6.68, 6.72 = . . . the relationship of early Christians to officials of the Roman Empire . . . Roman gods and goddesses . . . and their inclusion in modern society.
Learning Target: I can identify Valentine.
1. What is the origin of Valentine's Day? Why was Valentine thrown into jail? What is the most common Valentine's tradition?
2. Watch the video "Bet You Didn't Know: Valentine's Day" from the History Channel.
3. Experience the Discovery Education clip "Holiday Facts and Fun: Valentine's Day."
4. Take the Ten Question Quiz!
Wednesday 2/15/17
Day 109: The Odyssey, Part I
Standard(s): 6.72 = Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses . . .
Learning Target: I can translate Greek.
1. The absentees will take Greek Quiz #2.
2. Everyone must take the Valentines Day Ten Question Video Quiz.
3. READ pages 272-274 about Homer's two epics the Illiad and the Odyssey.
4. Silent Standing Quiz over the Brain Pops: Etymology and Homer
5. Perform and SING "The Wanderings of Odysseus" on pages 51-60 of the Myths Book.
Thursday 2/16/17
Day 110: The Odyssey, Part II
Standard(s): 6.51 = Compare and contrast the status of women and slaves between Athens and Sparta.
Learning Target: I can define etymology.
1. Take notes on the Power Point Presentation.
2. Prepare for the Greek Quiz #3.
3. READ pages 272-274. Then SING the Odyssey on pages 51-60.
4. Translate the most famous Greek sentence.
5. TRANSLATE: ἠγάπησεν , θεὸς , αἰώνιον, ζωὴν AND μονογενῆ .
Friday 2/17/17
Day 111: The City-State
Standard(s): 6.49 = Explain how the development of democratic political concepts . . . lead to . . . the "polis" or city-state.
Learning Target: I can define city-state.
1. TRANSLATE: ἠγάπησεν , θεὸς , αἰώνιον, ζωὴν AND μονογενῆ .
2. Prepare for Greek Quiz #3 by taking notes on the Power Point Presentation.
3. Spartan Video Clips/Brain Pops = Etymology and Homer.
Wednesday 2/22/17
Day 112: The Odyssey, Part III
Standard(s): 6.48 = Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece . . . citizenship.
Learning Target: I can define oligarchy.
1. Continue the Power Point Presentation.
2. Brain Pops: Etymology and Homer
3. Finish "The Wanderings of Odysseus" on pages 51-60.
Thursday 2/23/17
Day 113: Athens & Sparta, Part II
Standard(s): 6.49 = Compare and Contrast life in Athens and Sparta.
Learning Target: I can identify Sparta.
1. Take notes on the Power Point Presentation.
2. Prepare for Greek Quiz #3!
3. Experience two video clips about the Spartans from the History Channel.
4. Who was King Leonidas?
5. READ pages 241-247.
Friday 2/24/17
Day 114: The Big Three Philosophers, Part I
Standard(s): 6.59 = . . . the major accomplishments of the ancient Greeks . . . Socrates, Plato, and Aristotle (philosophers)
Learning Target: I can identify Socrates.
1. Continue the Power Point Presentation.
2. What is the Socratic method? (Read pages 257 and 278-282.) Why did they kill Socrates?
3. Explore the BBC site about the Olympics.
4. Take the Standing Quiz on The Olympics.
5. Finish the Odyssey.
Monday 2/27/17
Day 115: The Big Three Philosophers, Part II
Standard(s): 6.54 = Explain the rise of Alexander the Great and the spread of Greek culture.
Learning Target: I can identify Alexander the Great.
1. Finish the Odyssey!
2. Look for Homer, the Cyclops, and the Sirens in the movie clip and the music video.
3. Experience the Olympics video and the Brain Pop on the Olympics.
4. Take notes on the Power Point Presentation.
Tuesday 2/28/17
Day 116: Alexander the Great, Part I
Standard(s): 6.58 = Explain why the city-states of Greece initiated a tradition of athletic competition and describe the sports they featured.
Learning Target: I can list Olympic events.
1. Do Slides 28-39.
2. Take Greek Quiz #3.
3. Watch the Olympic Video. Define Citius, Altius, and Fortius.
4. Do the Standing Quiz on the Olympics.
5. Continue the Power Point Presentation.
Thursday 3/2/17
Day 117: Alexander the Great, Part II
Standard(s): 6.55 = Analyze the causes and effects of the Hellenistic culture of Greece.
Learning Target: I can define "Hellenistic.''
1. Continue to TAKE NOTES on the Greek Power Point Presentation.
2. Take Greek Quiz #4!
3. READ pages 288-293. What was Alexander's primary goal? Why?
4. Olympics Video/Brain Pop
Friday 3/3/17
Day 118: The Olympics, Part I
Standard(s): 6.46-6.59 = Identify the major accomplishments of the ancient Greeks.
Learning Target: I can do research.
1. Finish the Power Point.
2. Take Greek Quiz #4.
3. Olympics Video/Brain Pop
4. Research why the Olympic Games started. What were the original games? Name them . . .
Monday 3/6/17
Day 119: The City-State, Part II
Standard(s): 6.48 = . . . Greece, including the significance of the development of the idea of citizenship.
Learning Target: I can define ''polis.''
1. Form the 5 Greek city-states of Athens, Sparta, Corinth, Megara, and Argos.
2. Assign roles on your team including Team Captain, Time Manager, Materials Gatherer, and Encourager.
Tuesday 3/7/17
Day 120: The City-State, Part III
Standard(s): 6.58 = Explain why the city-states of Greece initiated a tradition of athletic competition and describe the sports they featured.
Learning Target: I can create a poem, rap, or chant!
1. Finish your oath or pledge. Take your oath to your city-state in front of the class!
2. Present your flag or poster.
3. Prepare for Greek Quiz #4!
Wednesday 3/8/17
Day 121: Cultural Contributions
Standard(s): 6.57 = . . . explain the surrounding Greek mythology.
Learning Target: I can present my research in the form of a flag and a pledge.
1. Review your packet of information with your team.
2. Take your oath in front of the other city-states and present your flag.
3. Review Slides 40-48 of the Power Point Presentation.
4. Take Greek Quiz #4.
Thursday 3/9/17
Day 122: Perseus
Standard(s): 6.56 = Describe the myths and stories of classical Greece; give examples of Greek . . . heroes . . . and how we see their names used today.
1. Take Greek Quiz #4.
2. Read as a drama "Perseus" on pages 38-41.
3. Experience "Icarus and Daedalus" on pages 164-167 in Journey Across Time.
4. All city-states should conclude presenting their flag.
5. Enter the Olympics! There are five events: the stadion, the diaulos, arm wrestling, the long jump, and the discus.
Friday 3/10/17
Day 123: Icarus and Daedalus
Standard(s): 6.59 = Describe the purposes and functions of the lyceum, the gymnasium . . .
Learning Target: I can read expressively.
1. Read "Perseus" as a drama on pages 38-41.
2. Make a three column chart or Venn Diagram to show similarities, differences, and characteristics common to both Perseus and Percy Jackson.
3. Experience Percy Jackson and the Lightning Thief.
Monday 3/20/17
Day 124: The Greeks Final Review, Part I
Standard(s): 6.46-6.59 = Identify the major accomplishment of the ancient Greeks.
Learning Target: I know how to study.
1. Answer the 28 questions on the Study Guide. Give ALL page numbers. The Greek Test is Wednesday, March 22, 2017.
2. Do "Icarus and Daedalus" on pages 164-167.
3. Take notes on John Green's "Alexander the Great" video.
Tuesday 3/21/17
Day 125: The Greeks Final Review, Part II
Standard(s): 6.49 = Explain . . . direct Democracy and representative Democracy.
Learning Target: I can define "democracy."
1. Finish the Greek Study Guide.
2. Pick teams for the Game. Play the Greeks Video Game with our host Jacqueline Torres.
3. Experience "Icarus and Daedalus" on pages 164-167.
Wednesday 3/22/17
Day 126: The Greek Test
Standard(s): 6.46-6.59 = Describe the myths and stories of classical Greece.
Learning Target: I can define "consequences."
1. Review the Greek Study Guide.
2. Take the TEST on the Greeks! Write the 28 answers on your own sheet of clean loose-leaf notebook paper.
3. READ pages 303-311 about Rome: Republic to Empire and the Founding of Rome.
4. Experience "Icarus and Daedalus" as a drama from the Journey Across Time textbook on pages 164-167.
5. Consider question #4 from page 167. Why does Icarus disobey his father's words of caution?
6. Prepare to "Stand Up/Hand Up/Pair Up." It's time to do all of the "Quiz Quiz Trade Cards" to prepare for the 3rd 9 Weeks Final Exam.
Thursday 3/23/17
Day 127: 3rd 9 Weeks Final Exam Review, Part I
Standard(s): 6.30-6.59 = Describe the monotheistic religion of the Israelites . . .
Learning Target: I can define "monotheistic."
1. Review for the 3rd 9 Weeks Final Exam. The Final Exam will be given on Monday 3/27/17.
2. Underline or highlight important words on the Study Guide.
3. Experience "Party at the Parthenon" from Flocabulary.
4. "Stand Up/Hand Up/Pair Up." It's time to do all of the "Quiz Quiz Trade Cards" to prepare for the 3rd 9 Weeks Final Exam.
5. Prepare for the first Olympic Event: The Long Jump.
Friday 3/24/17
Day 128: 3rd 9 Weeks Final Exam Review, Part II
Standard(s): 6.30-6.59 = . . . and the building of the first temple by Solomon.
Learning Target: I can list at least 5 Greek gods or goddesses.
1. Experience the Spartans Video from the History Channel.
2. The Final Exam will be taken on Monday, March 27, 2017. Review the Study Guide.
3. Do the third and final round of Quiz-Quiz-Trade.
4. Play the video game with our host Jacqueline Torres.
5. Assign the following roles:
a. long jump
b. arm wrestling
c. stadion
d. diaulos
e. discus
6. Bring forth your champion for your city-state to compete in the long jump!
Monday 03/27/17
Day 129: The 3rd 9 Weeks Final Exam
Standard(s): 6.62 = Explain the rise of the Roman Republic . . .
Learning Target: I can define "republic."
1. Take the 3rd 9 Weeks Final Exam. Please mark your answers only on your GradeCam form.
2. Read about "The Founding of Rome" on pages 306-311. Complete questions #1-5 on page 311. Write all questions and answers on your own piece of clean loose-leaf notebook paper.
3. Beware the Ides of March.
Tuesday 03/28/17
Day 130: The Founding of Rome
Standard(s): 6.60-6.62 = . . . identify ancient Rome . . . and explain how the location contributed to Roman society . . .
Learning Target: I can explain the legend behind the creation of Rome.
1. Pretest
2. Founding of Rome Video
3. Ancient Rome map activity
4. Origins Comic Strip Activity
5. About Ms. Baggett
Wednesday 03/29/17
Day 131: The Roman Struggle
Standard(s): 6.62-6.63 = Describe the government of the Roman Republic . . .
Learning Target: I can describe the roles and responsibilities of Patricians and Plebeians.
1. Finish the map activity. Finish the Origin Activity. Please check the front board to see what you may have not completed.
2. Influences of Greeks & Etruscans Prezi
3. BrainPop Video
4. The Roman Struggle Activity
Thursday 03/30/17
Day 132: The Roman Struggle II
Standard(s): 6.62-6.63 = Describe the government of the Roman Republic . . .
Learning Target: I can describe the roles and responsibilities of Patricians and Plebeians.
1. Take Roman Quiz #1.
2. BrainPop on the Roman Republic
3. The Roman Struggle Group Read
4. Complete the Seven Step Organizer.
5. Prepare for the Twelve Tables.
Friday 03/31/17
Day 133: The Twelve Tables
Standard(s): 6.63 = Describe the government of the Roman Republic and its contribution to the development of democratic principles . . .
Learning Target: I can identify the purpose of the Twelve Tables.
1. Finish the Roman Struggle notes.
2. Read Rome's System of Law on page 315.
3. The Twelve Tables Activity
4. Punic Wars Video
Monday 04/03/17
Day 134: The Punic Wars
Standard(s): 6.62 = Explain the rise of the Roman Republic . . .
Learning Target: I can explain the cause of the Punic Wars and the outcomes of all three.
1. Read pp. 316-319 on the Punic Wars.
2. The Punic Wars PPT & Notes
3. Punic Wars Video
4. Expansion of Ancient Rome Introduction
5. Bring markers for your group! You will need them tomorrow!
Tuesday 04/04/17
Day 135: Problems in the Republic
Standard(s): 6.66 = Identify the location of, and the political reasons for the growth of Roman territories . . .
Learning Target: I can describe some of the problems going on in the Roman Republic.
1. Timeline Activity
2. Present your timeline!
3. Problems in the Republic Prezi
4. Read page 323 about The Rise of Julius Caesar.
5. Solve a murder! CSI = Who killed Julius Caesar?
6. Assign roles!
Wednesday 4/5/17
Day 136: Who Killed Julius Caesar?
Standard(s): 6.64 = Describe the influence of Julius Caesar . . .
Learning Target: I can identify the man Julius Caesar and how his death represents the end of the Roman Republic.
1. Roman Quiz #2
2. The rise of Julius Caesar (pg. 323)
3. CSI: Who killed Julius Caesar?
4. Caesar video: The conspiracy against Julius Caesar
5. Assign roles!
Thursday 4/6/17
Day 137: Julius Caesar & Those That Followed
Standard(s): 6.64 = Describe the influence of Julius Caesar.
Learning Target: I can list the most famous and infamous emperors.
1. Finish and go over CSI activity.
2. Watch Caesar video.
3. Assign roles.
4. Play practice
Friday 4/7/17
Day 138: Life In The Roman Empire
Standard(s): 6.64 = Describe the influence of Julius Caesar in Rome's transition from a republic to an empire.
Learning Target: I can recount the events surrounding Julius Caesar's death and explain how it affected the lifestyle of the future of Roman Empire.
1. 3-minute meet with your group
2. Perform Julius Caesar: 6th Grade Edition.
3. The Daily Life of a Roman Brochure
-Homework if not completed
-To be turned in Monday
-Class vote on the most creative one
4. FAB Friday
Monday 4/10/17
Day 139: Life in the Roman Empire, Part II
Standard(s): 6.70 = . . . significance of Coliseum, Circus Maximus, roads, bridges, arches, arenas, baths, aqueducts, . . . sanitation.
Learning Target: I can list Roman Contributions
1. Experience the videos "Life in Ancient Rome" and "Bread and Circuses."
2. Prepare for Roman Quiz #3 by writing notes from Slides 29-39 of the Power Point.
3. Flocabulary: I am Spartacus.
4. Standing Quiz: Pax Romana
Tuesday 4/11/17
Day 140: The Emperors
Standard(s): 6.65 = Reflect on the impact of lives of Cleopatra, Marc Antony, Nero, Diocletian and Constantine on the Roman Empire.
Learning Target: I can list the famous and infamous Roman emperors.
1. Peer Reviews
2. Gallery Walk
3. Read pp. 326-327, 330-331
4. The Emperor Song
5. Emperor Activity
Wednesday 4/12/17
Day 141: The Rise of Christianity
Standard(s): 6.68 Describe the origins and central features of Christianity.
·Monotheism
·The belief in Jesus as the Messiah and God’s Son
·The concept of resurrection
·The concept of salvation
·Belief in the Old and New Testaments
·The lives, teachings and contributions of Jesus and Paul
·The relationship of early Christians to officials of the Roman Empire
Learning Target: I can Identify Christianity.
1. Read pages 369-391.
2. Examine Luke 6:20-31. (See the handout.)
Thursday 4/13/17
Day 142: The Fall
Standard(s): 6.69 = Analyze how internal and external forces caused the disintegration of the Roman Empire . . .
Learning Target: I can list major reasons behind the fall of Rome.
1. Read "The Fall of Rome" on pages 352-356.
2. The Fall of the Roman Empire BrainPop
3. Centers
4. Fab Thurz
Tuesday 4/18/17
Day 143: Life in the Roman Empire, Part III
Standard(s): 6.70 = . . . significance of Coliseum, Circus Maximus, roads, bridges, arches, arenas, baths, aqueducts, . . . sanitation.
Learning Target: I can describe the Pax Romana.
1. Do the standing Quiz on the Pax Romana.
2. Read pages 326-330.
3. Prepare for Roman Quiz #3 by writing notes from slides 29-39 of the Power Point Presentation.
4. Flocabulary: I am Spartacus.
5. Take Roman Quiz #3.
Wednesday 4/19/17
Day 144: Cleopatra
Standard(s): 6.65 = Reflect on the impact of the lives of Cleopatra, Marc Antony, Nero, Diocletian, and Constantine, city of Constantinople on the Roman Empire.
Learning Target: I can identify Cleopatra.
1. Finish the Pax Romana Standing Quiz.
2. Take notes on Slides 29-39 of the Power Point Presentation.
3. Complete Roman Quiz #3.
4. Experience the Cleopatra Brain Pop. Take the Quiz! Warning: This is a weird one!
5. John Green: The Roman Empire
Thursday 4/20/17
Day 145: The Aeneid
Standard(s): 6.62 = Aeneas; 6.70 = Describe the Roman contribution to . . . literature . . .
Learning Target: I can identify Aeneas.
1. Read pages 61-67 in the "Myths and Legends" Book about Aeneas. Then read pages 346-349 about Virgil's Aeneid in the Green Textbook.
2. What are the similarities and differences between Odysseus and Aeneas? Create a two-column chart to show the comparison.
3. Absentees must take Roman Quiz #3. The Progress Report will be issued tomorrow.
4. Finish the Cleopatra Brain Pop. See the John Green video on "The Roman Empire."
5. Begin arm wrestling and the discus.
Friday 4/21/17
Day 146: The Fall of the Roman Empire, Part II
Standard(s): 6.69 = Analyze how internal and external forces caused the disintegration of the Roman Empire: including the rise of autonomous military powers, political corruption, economic and political instability, shrinking trade, invasions, and attacks by Germanic tribes.
Learning Target: I can list reasons for the fall of the Roman Empire.
1. Take notes in order to prepare for Roman Quiz #4. See Slides 40-58 of the Roman Power Point Presentation.
2. Sing "Istanbul Not Constantinople."
3. Where are we in "Percy Jackson and the Lightning Thief?"
4. Experience the John Green Video on the Roman Empire.
5. Pass out Progress Reports. Have your parent(s) sign them.
6. Record the results of the Long Jump.
7. Begin the Arm Wrestling Competition. Bring forth your best Greek Hero! Let the Games continue!
Monday 4/24/17
Day 147: The Fall of the Roman Empire, Part III
Standard(s): 6.69, 6.67 = Describe the characteristics of slavery under the Romans and explain the slave revolt led by Spartacus.
Learning Target: I can identify Spartacus.
1. Finish taking notes from slides 40-58 to prepare for Roman Quiz #4.
2. Read page 343. Then discuss the Flocabulary "I am Spartacus."
3. Take Roman Quiz #4.
4. Compete in the Arm Wrestling Competition.
5. See John Green's "The Roman Empire."
Tuesday 4/25/17
Day 148: The Fall of the Roman Empire, Part IV
Standard(s): 6.69, 6.67, 6.72 = Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses, including Jupiter, Mercury, Venus, Mars, Neptune, Saturn, Pluto, and Hera and their inclusion in modern society.
1. Finish the Final Review of Slides 40-58 of the Roman Power Point Presentation.
2. Take Roman Quiz #4.
3. Create a chart showing the "9 Planets." Make sure you record Greek and Roman names.
4. Continue the Arm Wrestling Competition of the Olympics.
5. Show the John Green Video on the Romans.
Wednesday 4/26/17
Day 149: The Middle Ages, Part I
Standard(s): 6.69 = Analyze . . . the rise of autonomous military powers, political corruption, economic and political instability, shrinking trade, invasions, and attacks by Germanic tribes.
Learning Target: I can identify Constantinople.
1. Read pages 352-391 in the green text book.
2. Access the PPT on the Middle Ages and take notes.
3. Sing "Istanbul Not Constantinople."
4. Observe Greco-Roman wrestling.
5. Complete arm wrestling competition.
6. What are the 3 names of that city that became the capital of the Eastern Roman Empire?
Thursday 4/27/17
Day 150: The Middle Ages, Part II
Standard(s): 6.69 = Analyze the rise of autonomous military powers, political corruption, economic and political instability, shrinking trade, invasions, and attacks by Germanic tribes.
Learning Target: I can give a description of the Middle Ages.
1. Sing ''Istanbul Not Constantinople."
2. Read pages 369-385.
3. Take notes on the Middle Ages PPT.
4. Take Roman quiz #4.
5. What are the 3 names of that city?
6. Watch the John Green Video.
7. Bring forth your discus champion!
Friday 4/28/17
Day 151:The Middle Ages, Part III
Standard(s): 6.69 = Analyze the . . . political instability, shrinking trade, invasions, and attacks by Germanic tribes.
Learning Target: I can list features of the Middle Ages.
1. Sing ''Istanbul Not Constantinople.''
2. Finish reading pages 369-385.
3. Take notes on the Middle Ages PPT.
4. Discus Competition!
5. Fab Friday will occur for those that earned the reward.
Monday 5/1/17
Day 152: 4th 9 Weeks Final Exam, Part l
Standard(s): 6.46-6.72 = Compare and contrast the Roman gods/goddesses to the Greek gods/goddesses . . .
Learning Target: I can review all of the Roman Standards.
1. Ms. Baggett makes a good-bye speech.
2. Mr. Jones and Ms. Baggett will collect any final notes you have for her to wish her well.
3. Sing "Istanbul Not Constantinople."
4. What are the 3 names of that city . . . ?
5. Middle Ages PPT.
6. Review for 4th 9 Weeks Final.
7. Olympics
8. You will receive a gift from Mrs. Baggett!
Tuesday 5/2/17
Day 153: 4th 9 Weeks Final Exam, Part ll
Standard(s): 6.69, 6.67, 6.72 = Compare and contrast the Roman gods/goddesses to the Greek gods/goddesses, including Jupiter, Mercury, Venus, Mars, Neptune, Saturn, Pluto, and Hera and their inclusion in modern society.
Learning Target: I can compare and contrast the Roman gods to the Greek gods.
1. Finish slides #1-8 of the Middle Ages Power Point Presentation. Prepare for Quiz #1 over the Middle Ages.
2. Review Questions #1-30 of the 4th 9 weeks Final Exam.
3. Watch John Green's video concerning The Roman Empire.
Wednesday 5/3/17
Day 154: 4th 9 weeks Review, Part lll
Standard(s): 6.1-6.72 = (e.g 6.40 = tracing their migrations from Mesopotamia to Canaan)
Learning Target: I can use study skills.
1. Complete questions #1-28 on the Final Review. This review is on my website under "Forms of Documents."
2. Play the Jeopardy Review.
3. Play the Video Games with our host Jacqueline Torres!
4. Finalize the Arabian Team Olympics.
5. The Final Exam is Friday 5/5/17!
Thursday 5/4/17
Day 155: May the Fourth Be With You . . . Always
Standard(s): 6.64 = . . . Rome's transition from a republic to an empire . . .
Learning Target: I can compare and contrast Roman history with the Star Wars epic.
1. Who is Julius Caesar in the Star Wars epic? What specific references does George Lucas place in Star Wars to indicate he is retelling Roman history?
2. Finish the 28 questions on the Study Guide.
3. The 4th Final Exam occurs tomorrow on Friday.
4. Finish the Jeopardy Review.
5. Start the Video Game with Jacqueline Torres.
6. Finalize the Arm Wrestling and Discus for the Arabians.
7. Bring forth your Greek heroes to compete with the Stallions!
Friday 5/5/17
Day 156: The 4th 9 Weeks Final Exam
Standard(s): 6.1-6.72 = Compare and contrast the Roman gods. . . to the Greek gods. . .
Learning Target: I can use test taking strategies.
1. Take the Final Exam. This counts twice. Write ONLY on your Grade Cam form. Please bubble in the best answer with your pencil.
2. When you are finished, please read pages 372-379.
3. Complete #1-7 on page 379 on your own piece of paper.
4. Continue taking notes on the Middle Ages Power Point Presentation.
5. Brain Pop: William Shakespeare (The Star Wars Connection)
6. Brain Pop: Cinco De Mayo
7. Video: Percy Jackson
Monday 5/8/17
Day 157: Roman Gods vs. Greek Gods, Part I
Standard(s): 6.72 = Compare and contrast the Roman gods . . . to the Greek gods . . .
Learning Target: I can review all of the Roman standards.
1. The absentees must take the Final Exam.
2. Make a chart of every Greek/Roman god mentioned in Percy Jackson.
3. Write all Latin terms from the board. Please review the two chapters on the Romans and the chapter on the Rise of Christianity. Write the page numbers where you find the terms.
4. Middle Ages Power Point Presentation/Brain Pop on William Shakespeare/Percy Jackson/Brian Pop on Etymology
Tuesday 5/9/17
Day 158: Roman Gods vs. Greek Gods, Part II
Standard(s): 6.57 = Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology.
Learning Target: I can compare and contrast.
1. Finish writing the Latin terms. Translate!
2. READ the "Mother Earth and her Children" and "Persephone" on pages 5-8 and 11-13.
3. Finish the Lightning Thief.
Wednesday 5/10/17
Day 159: Latin: The Language of the Romans
Standard(s): 6.71 = . . . the use of Latin as the language of education for more than 1,000 years . . .
Learning Target: I can translate from one language to another.
1. Translate all Latin terms for the Latin Test which will be given on Friday 5/12/17.
2. Finish "Persephone" (pg. 11-13) and "Mother Earth and her Children." (pg. 5-8)
3. Run the Stadion and the Diaulos.
4. Finalize Wrestling, Long Jump, and the Discus.
Thursday 5/11/17
Day 160: Review of the Latin Language
Standard(s): 6.71 = Explain the spread and influence of the Roman alphabet and the Latin language . . .
Learning Target: I can use the Latin language.
1. Make flash cards using the Latin terms and their translations.
2. Play the Latin Smack Down at the Word Wall.
3. Run the Stadion and the Dialous.
4. Finalize Arm Wrestling, Long Jumping, and the Discus.
5. Video Game with Jacqueline Torres/Brain Pop on Etymology
Friday 5/12/17
Day 161: The Latin Test, Part I
Standard(s): 6.71= Explain the spread and influence of the Roman alphabet and the Latin language . . .
Learning Target: I use study skills.
1. Study all 25 terms for the Latin Test.
2. Take the Latin Test.
3. Prepare for the Middle Ages Quiz #1 by writing notes from and studying Slides #1-18.
4. "Persephone" from pages 11-13/Brain Pop on Etymology/Video Game with Jacqueline Torres
5. Finalize all Greek Olympic Events so that we can take on the other teams!
Monday 5/15/17
Day 162: The Latin Test, Part II
Standard(s): 6.71 = Explain the influence of the . . . Latin language . . .
Learning Target: I can explain the importance of Latin.
1. Finish the Latin Test. All absentees must take the test. Those that did not finish will be given the opportunity to finish their Latin Test.
2. Continue your Middle Ages Notes. Prepare for Quiz #1 over Slides #1-18.
3. Finalize Wrestling, Long Jump, and the Discus. Prepare to run the Stadion and the Diaulos.
4. Begin Percy Jackson: Sea of Monsters. Update your mythology chart.
5. Brain Pop on Etymology/Video Game over the Romans with Jacqueline Torres
Tuesday 5/16/17
Day 163: The Middle Ages, Part IV
Standard(s): 7.2 = Summarize the consequences of the fall of the Roman Empire including the contribution of the Eastern Roman Empire as the Byzantine Empire, Justinian, and the significance of Constantinople.
Learning Target: I can define consequences.
1. Prepare for the Quiz using Slides #1-18 of the Power Point Presentation!
2. Travel to the OMS track to run the Stadion and the Diaulos.
3. Take notes on the Lesson on the Epic.
Wednesday 5/17/17
Day 164: The Middle Ages, Part V
Standard(s): 7.1 = Analyze the legacy of the Roman Empire.
Learning Target: I can describe the Middle Ages.
1. Study Slides #1-18 for the Quiz.
2. Finalize the following Greek Olympic Events: Discus, Stadion, and Diaulos.
3. Who was Charles the Hammer?
4. Middle Ages Brain Pop/Jousting Clip.
Thursday 5/18/17
Day 165: The Lesson on the Epic, Part I
Standard(s): 7.1, 7.2 = . . . the Byzantine Empire, Justinian . . .
Learning Target: I can describe the Byzantine Empire.
1. Take notes to prepare for the Middle Ages Quiz #1.
2. Do the Standing Quiz over the Middle Ages Brain Pop.
3. Experience the Jousting Clip.
4. Write the Eleven Characteristics of the Epic from the front board notes.
5. Prepare for tomorrow's field trip.
6. Please turn in the missing textbooks.
Friday 5/19/17
Day 166: Lesson on the Epic, Part II
Standard(s): 6.56 = Describe the myths and stories of classical Greece . . .
1. Absentees must take the Latin Test and the Middle Ages Quiz #1.
2. Update your Mythology Chart by watching Percy Jackson: Sea of Monsters.
3. Compare and contrast Greek gods and Roman gods using the Mythology Book.
4. Write the Eleven Characteristics of the Epic from the front board notes.
Monday 5/22/17
Day 167: The Lesson on the Epic, Part II
Standard(s): RL.6.5= Analyze... the development o the theme, setting, or plot.
Learning Target: I can describe "theme".
1. Continue taking notes on the Eleven Characteristics of the Epic.
2. What are three things you know about the Epic Hero!
3. Complete the word search Puzzle on the Epic.
4. Begin Star Wars: Episode 4.
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