June 2nd- 6th
Monday
I will discuss with students about my travels around the world. |
Tuesday
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Wednesday
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Thursday
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Friday
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May 26th- May 30th
Monday
No School |
Tuesday
Students may retake their finals today. -Students will learn about the black death and its impact on Europe. |
Wednesday
-Students will continue to learn about the black death. |
Thursday
-Students will learn about the Magna Carta and its impact. |
Friday
-Students will continue to learn about the Magna Carta and have a short quiz. |
May 19th- 23rd
Monday
Testing day |
Tuesday
Election Day No School |
Wednesday
Finals |
Thursday
Students reviewed their grades in the class -We went over the final in class. |
Friday
Activity day in class Students had their reward for social studies hard work -Students who still have missing work , worked on their missing work -Students who wanted to retake their final will be able to today or Tuesday. |
May 12th- 16th
Monday-
|
Tuesday-
1st Day of Testing |
Wednesday-
Testing Day |
Thursday-
Testing Day |
Friday-
Testing Day |
May 5th- May 9th , fourth nine weeks
Monday-
Bellringer- Describe an “egg”-celent behavior you will have today -Students were introduced to the economic and political system in Western Europe: Feudalism -Students drew a chart to represent the divisions of land, power and money -Students watched a Brainpop about Feudalism and completed the quiz in class. |
Tuesday-
Bellringer- Why did the people in Western Europe choose Feudalism? What would have been their other options? **Website for finding your last name is linked to the classwork page..... -Students learned about the ancestry of last names or surnames from the Middle Ages. -Each Student worked in their "Manor" or group to create a historically accurate name for their group. -Students used their knowledge of the four ways last names were creates (Father's name, location, occupation, and nickname) to create a "new" last name for the Medieval unit. |
Wednesday-
Bellringer- What might the last name of Cook say about someone’s past? Smith? Baker? -Review the social experiences of different classes of people. - Students were given several scenarios and asked to create a reaction for different groups in society. "How would a serf respond to this? The King....etc" |
Thursday-
Bellringer- What would have been a benefit of being a King, what would have been difficult about being a Medieval King? -Students will work in groups to negotiate the protection clause of their "contracts" in their Manors. |
Friday-
Bellringer Why were negotiations an important part of Feudalism? -Hand in Bellringers -Short quiz over Feudalism -Introduction to the Roman Catholic Church and its influence on government and economics during the Middle Ages. |
April 28th- May 2, fourth nine weeks
Monday-
Bellringer •Describe what happened to Jesus of Nazareth.Compare the Three monotheistic religions of Christianity, Judaism, and Islam. -Finished Spread of Christianity. -Students learned about the spread of other religions , Islam. |
Tuesday-
Bellringer •The holy book of Islam is called A.The Koran B.The Bible C.The Torah D.a scroll •The prophet of the Islamic religion is A.Jesus B.Moses C.Muhammad D.Gandhi -Compare the Three monotheistic religions of Christianity, Judaism, and Islam -Students used a Venn diagram to compare the three religions. |
Wednesday-
Compare the Three monotheistic religions of Christianity, Judaism, and Islam. -Students will work in groups to answer Extended Responses comparing the three religions. |
Thursday-
Compare the Three monotheistic religions of Christianity, Judaism, and Islam. -Students will work in groups to answer Extended Responses comparing the three religions. |
Friday-
Begin New Unit on Medieval Unit. -Introduced the new incentives of the unit to the students. |
April 21st- 25th fourth nine weeks
Monday
Beginning of Religion Unit Origins of Christianity |
Tuesday
Origins of Christianity |
Wednesday
Origins of Christianity |
Thursday
Spread of Christianity |
Friday
Spread of Christianity |
April 14th- April 18th, fourth nine weeks
Monday
Bellringer: •Describe your favorite technology or invention. Explain why this is your favorite technological object. -Students learned about the technological advances the Roman Empire made |
Tuesday
Bellringer: •After viewing your grade for the end of this third nine weeks, describe why you received the grade you got. What can you do differently these next nine weeks to help yourself improve? -Students learned about the technological advances the Roman Empire made |
Wednesday
Bellringer: •What are taxes? •How are they collected? •How are they used? - Jelly Bean Taxes. Students were given a certain amount of jelly beans and proceeded be taxed over the course of the class, they were allowed to eat and jelly beans they had left over at the end of the class. |
Thursday
Bellringer: •Explain how the Romans collected taxes. •Was this system fair or unfair? Why? •How did the collection of taxes in the Roman Empire create conflict? -Students began working on their Roman Empire Quiz (Chapter 35) and worked in partners to complete it. |
Friday
Bellringer: •What do you call the clothing Pictured below? *Many wore this in ancient Rome, Especially Senators. -Students completed Quiz over Chapter 35 and turned them in to the tray. -Students turned in bellinger 2 |
April 7th- 11th, 2014 End of Third nine weeks
Monday
Bellringer •What is the difference between the governments of the Roman Republic and the Roman Empire? Beginning of the Roman Empire Unit. -Students watched the brainpop on the fall of the Roman Republic and the beginning of the Roman Empire. -Students worked with a partner to place a sequence of events in order which lead to the beginning of the Empire. -Students got their multiple choice part of their Mastery Check on Greece and the Roman Republic back, We went over that part of the test. |
Tuesday
Bellringer •Why did Rome change from a Republic to a dictatorship? ***Today ends the third 9 weeks. All make up work must be in by Thursday Morning at 8am. Grades will be sent home with students next Tuesday for AA day. -Students learned about the fall of the Roman Republic. The identified the problems which lead to the fall of the Empire. -Students learned how Julius Caesar was able to rise to power in ancient Rome. |
Wednesday
Bellringer: What events lead to the destruction of the Roman Republic? Students learned about more economic reasons the Roman Republic fell. -Students learned what Julius Caesar did to reform Rome while he was Dictator. -Students learned about the Assassination of Julius Caesar. |
Thursday
Bellringer: 1. Describe why Julius Caesar could be described as a Hero or Villain. 2. Describe why the senators who assassinated Julius could be seen as heroes and villains. -Students learned who what typed of Roman citizen worked in the Army. -Students learned what expectations soldiers meet in the army. |
Friday
Bellringer: 1. Describe the requirements someone must meet to be in the Roman Military. 2. What types of difficulties did the soldiers face? Could you have been a solider? -Students finished up the section on the Roman miilitary. -Students began learning about the Pax Ramona. |
March 25th -28th, 2014
Monday:
Bellringer: 1. Which grouping below represents the social divisions in ancient Rome? a.plebeians, slaves, freedmen b.b. patricians, plebeians, slaves c.c. patricians, saxons, barbarians d.d. barbicans, plebeians, artisans 2. Which of the following is true about the geographic location of ancient Rome? a. the location made Rome more susceptible to attack b. the low elevation made it difficult to see enemies advancing c. being in the center of the continent made trade impossible d. the location provided protection from enemies -Compare and contrast the Roman Republic to the United States Government (Three Branches) |
Tuesday:
Bellringer: •People of the same status are equal before the law. • An accused person is innocent until proven guilty. • The accused should be allowed to face his or her accuser and defend against the charge. • Guilt must be established “clearer than daylight” through evidence. 1. Based upon the common principles of Roman Law listed above, which of the following would be true? a. A person accused of stealing would be punished immediately. b. A person accused of stealing is assumed guilty if they are of a lesser status c. A person accused of stealing has the right to face his/her accuser d. A person accused of stealing could be convicted without evidence Go over Study guide for Mastery Check |
Wednesday:
Bellringer: Handed in bellringers after these question were finished: 1. Which of the following pieces of information would most likely be considered a “common characteristic” of both the United States Government and the Roman Republic? a. Both were formed during the same time period. b. Both had two parts to the legislative branch. c. Both had most of the power in one part of the government. d. Both practiced the idea that every citizen had a direct say in what the government did. 2. Read the following sentence to answer this question: The plebeians, or common citizens, were usually artisans, merchants, farmers, or traders. Which of the following modern day professions would have been considered as plebeians during the Roman Republic Era? a. medical doctors b. university professors c. plumbers d. stock trader Mindsoccer Review Game |
Thursday:
"A" DAY CLASSES ONLY Mastery Check 4 |
Friday:
"B" DAY CLASSES ONLY Mastery Check 4 |
March 17-21st, 2014
Monday
Bellringer: "Today is Saint Patrick’s Day which was founded by a certain immigrant population of the United States. 1. Describe what Saint Patrick’s Day celebrates and the immigrant population it was founded by. 2. Name another holiday created and celebrated by another immigrant population in the United States. " -Student watched a brainpop on Saint Patrick's Day. -They completed the quiz for the brainpop on their bellringer sheets. -Classes were shortened to 20 minutes today to accommodate for the school wide play we attended at GRC. |
Tuesday
Bellringer"1. What was the earliest form of government in ancient Rome? A. monarchy B. Direct democracy C. republic D. tyranny 2. What is considered the ancient Roman’s most important contribution to Western civilization? A. poetry B. sculpture C. law D. gunpowder" -Students charted the differences and similarities of the United States branches of government and the ancient Roman Republic's branches of government. |
Wednesday
Bellringer 1. In which type of government do people choose a smaller group of people to make rules and laws for everyone? a. monarchy b. representative democracy c. tyranny d. direct democracy 2.What is the importance of the Twelve Tables? a. the tables set up requirements for the twelve Gods of ancient Rome b. that was the number of tables required by custom at major feasts c. the tables contained mathematical formulas to calculate elections d. the tables established written legal principles. Hand in bellringers -Students charted the differences and similarities of the United States branches of government and the ancient Roman Republic's branches of government |
Thursday
I was with the students in Chicago.... "A" Day classes only Watched the Pompeii video linked to the classwork homework page on this website and answered the extended response below it. |
Friday
I was with the students in Chicago.... "B" Day classes only Watched the Pompeii video linked to the classwork homework page on this website and answered the extended response below it. |
March 10th- March 14th, 2014
Monday
-Bellringer: "Who First Ruled early Rome? Why?" -Students learned a new gesture for Patrician. Students were taken through a fake activity which was designed to give only a few students in the room extra privileges and rights. The other students were suppose to become frustrated and allowed to go on strike from work. -Students were then asked to come back together and talk about the events. This activity demonstrated the different rights in ancient Rome with Patricians (more power) and Plebeians (almost no power) until the plebeians revolted and went on strike. |
Tuesday
-Bellringer:"In the Roman Republic , patricians referred to… A.Every adult male citizen. B.Everyone except slaves C.Wealthy landowners D.People with Greek ancestry" - Students learned a new gesture for Plebeians -Introduction to sections 33.3-33.5 students worked on answering the questions about powers and revolts that happened in the Roman Republic. -Students worked on 33.3-33.5 in class |
Wednesday
-Bellringer: "Why were the plebeians unhappy when the Roman Republic was first set up?" -Students will complete sections 33.3-33.5 -We went over sections 33.3-33.5 in class. Students did not turn in the assignment so they could use it to study from. |
Thursday
-Bellringer: "How did the plebeians serve the republic during its early years? -Students compared and contrasted the Twelve Tables to the United States Bill of Rights. Students were looking for the similarities and the differences of the rights of citizens in each Republic. |
Friday
-Bellringer: "What was the major job of the consul?" -Students turn in their bellringers -Students turn in their vocabulary charts and paragraph. Vocabulary and Content Quiz 3/14/14. The words are on the classwork/ homework page. |
March 3rd- March 7th, 2014
Monday-
No School Snow Day 13 |
Tuesday
No School Snow Day 14 |
Wednesday
No School Snow Day 15 |
Thursday
Bellringer: Make Up from last week for classes 2A and 2B " What did you learn from attending the Assembly last Friday? What can you do to make a difference in the World today? |
Friday:
Bellringer: What powers do the people have in a Republic? -Students learned a new gesture for Republic Students were given vocabulary words which they will be tested on next Friday. -Patrician -Plebeian -Republic -Senate -Consul -Tribune -Veto -Constitution No Bellringers to turn in this week because of snow days. |
February 24th - 28th, 2014
Monday:
-Bellrigner " Describe a benefit to having a Monarchy as a government." -Students reviewed gestures from last week. -We discussed midterm grades. -Students worked individually on a mastery check activity. This activity tested their understanding of the influences of the Etruscans and Greeks on early Rome. |
Tuesday:
-Bellringer-We are halfway through the 3rd nine weeks, reflect on your current grade in Social Studies. How can you adjust your work to meet the goal you wrote for the 3rd nine weeks?" Advisor- Advisee Day I saw classes 1A, 1B, 2A, 2B -Students reviewed and graded the Mastery Check activity from Monday. |
Wednesday:
No School Snow Day 12 |
Thursday:
-Bellringer: Make-Up Bellringer "Describe a benefit to living in a Republic." •What was the difference in Greek and Roman art? -I saw Classes 1a, 1b, 4a, 4b Students reviewed and graded the Mastery Check activity from Monday. -Students took a Mastery Check Quiz |
Friday:
Bellringer: "Today we will be discussing several contributors to black history. Describe what you know about Fredrick Douglas." -Black History Month lesson -Black History Month Assembly |
February 17th- 21st
Monday
President's Day: No School Teacher professional Development and CIITS/PGES training day. |
TuesdayBellringer : "1.What do you know about ancient Rome?
2. What do you want to know by the end of this unit?" -Students learned about the geographic advantages and disadvantages of early Rome. -Notes/mini lecture -Students learned 7 gestures about the advantages and disadvantages. They need to keep practicing these in this unit. |
Wednesday
Bellringer: •"What are the geographic advantages of ancient Rome? (Think Gestures)" -Read the story of Romulus and Remus -Students will compare two versions of the story in a Venn Diagram. -Students worked in pairs to complete the multiple choice questions. |
Thursday
Bellringer: •"Why was the Italian peninsula an advantage and a disadvantages for Rome?" -Students created 6 visual cue cards. Each card old the story of the influence of the Etruscan and the Greeks' on early Roman history. -Students worked in pairs to begin this assignment. |
Friday
Bellringer: •"List AND Describe three ways the Etruscan and Greeks influenced the development of Rome." -Students handed in their bellringers from this week. Students completed their 6 cards on the influences of early Rome. -We began going over the influences of early Rome. |
February 10th- 14th
Monday
Snow Day 11 |
Tuesday
-Bellringer: "February is Black History month. Describe a contribution made to the betterment of the United States made by and African American citizen." -Students worked in the library on editing their Bibliographies. |
Wednesday
-Bellringer: Students answered one true false and two multiple choice questions. -Students learned test taking strategies which will help them while taking social studies test. -As a whole class we reviewed the Italy/Rome geography questions and map -Students tuned in their geography map and questions. |
Thursday
-Bellringer: Who were the Patricians and what did they do in the society? -Students read a handout and answered questions on Roman society (Patricians/Plebeians) -Rough Draft deadline pushed back -Classes 1A, 2A, and 2B will have their Final Drafts due Friday February 21st. |
Friday
-Bellringer:? Who were the Plebeians and what did they do in Roman society? -Students turned in their bellringers for the week. -Students completed their reading and questions and turned them in. -Students completed a survey about their research project while I conference with students. -Conferencing with students on their rough drafts. ***Not all students were seen they will get their rough drafts back next week. |
February 3rd- 7th
Monday
Snow Day 8 |
Tuesday
-Bellringer: -Students learned about Roman Government and the role Patricians and Plebeians played in the formation of the Government. -Students watched the Roman government brainpop. -Students completed a three branches graphic organizer to show the different roles and responsibilities of the Roman government. -Students completed the quiz over the Roman government brainpop and turned it in. |
Wednesday
Snow Day 9 |
Thursday
Snow Day 10 |
Friday
Bellringer: " What is a peninsula?" -Students completed a handout on the Italian Peninsula.Talking about the advantages and disadvantages in ancient Rome's location. We began whole class, and switched to individual work. Whatever the student did not finish was homework. |
January 27th- 31st
Monday:
Bellringer: Why was the Golden Age of Greece called the "Golden Age"? DUE MONDAY JAN. 27TH....... -Column 2 projects -Rough Draft Outline(worksheet) -Rough Draft -Bibliography -Sign (Explained on hand out that went home with the students, also under project guidelines on the Research Project page of my website.) |
Tuesday:
Snow Day 6 |
Wednesday:
Snow Day 7 |
Thursday:
-Culture Fair in the Library -Students analyzed the projects completed by students. -Students completed the Ancient Culture's Bingo Chart and turned it in. |
Friday:
-Alexander Great. -Although we were not able to complete all parts of the Greek unit as a whole. I will be covering the information over the course of the Roman unit by drawing connections between Greece and Roman lasting impacts. -Rough Drafts still being accepted. |
January 20th-24th
Monday:
No School Dr. Martin Luther King Jr. Day |
Tuesday:
No School Snow Day 2 What we would have completed in class.... -Students were going to collaborate and work in pairs to uncover the lasting cultural triubutes of the ancient Greeks. |
Wednesday:
No School Snow Day 3 What we would have completed in class..... -Students were going to turn in their column 2 project. -Students were going to complete a preview activity on Alexander The Great. |
Thursday:
No School Snow Day 4 What we would have completed in class..... -Students were going to complete the activity on Alexander the Great. -We were going to have a review for the mastery check quiz that was suppose to be on Friday. |
Friday:
No School Snow Day #5 :( What we would have completed in class..... -Students would have taken a mastery check quiz (5-10 multiple choice questions). The questions on this quiz will be added to the next mastery check quiz scheduled. -Students would have watched a short clip on Alexander the Great, and filled in a map diagraming the areas he conquered and spread Greek Culture to. -Students were going to write an exit slip stating the lasting cultural impacts that Alexander the Great left behind. |
January 13th-17th
Monday:
Bellringer: What did 300 Spartans do that made them so famous? AA Day Schedule.... Students met with their advisors about their 2nd 9 week grades. |
Tuesday:
Bellringer: What resources can you use to complete your bibliography? -Students met in the Library. -Students received an outline for their research essay paper. -I modeled how to fill out the outline in each paragraph. -Students took notes and labeled what to put in each paragraph. -Students were to fill out the paper and turn it in with their rough drafts on the 27th |
Wednesday:
Bellringer: After completing Column 1 projects, how do you feel about the effort you put forth for the project? Why? -I checked off students' column one projects of they turned them in. -All students participated in a seventh grade wide Geography Bee. |
Thursday:
Bellringer: Trace you hand and label each finger with one of the five senses. Label the palm of your hand with emotions. -I modeled a hook using the five senses technique. -Each student spent time writing their hook paragraph on class. |
Friday:
Bellringer: What steps do you still need to complete before turning in your column 2 project next Wednesday? -Students turned in their bellringers from this week and last week. -We worked whole class to discover the Golden Age of .... -Architecture -Religion -Philosophy -Athletics -Sculpture -Drama in ancient Greece. -Each student wrote two sentences for each section summarizing the growth in each area of Greek Culture. |
January 8th- 10th
Monday
No School |
Tuesday
No School Snow Day 1 |
Wednesday
(2 hour delay 1A and 1B will make up this class) Bellringer " Why did Athens and Sparta not see eye to eye? -Contiue with Greek unit -Introduce the new unit and new I CAN statement learning target. -Students learned why the Persians wanted Greece. |
Thursday
Bellringer What allies did Athens have? Why? -Students learned about the Battle of Marathon. -They watched the clips which are on the classwork homework page. -All students were given a second copy of their students number, so they can look up their grades in the back of my classroom throughout the 3rd nine weeks. |
Friday
Bellringer: What did 300 Spartans do that made them so famous? -Students learned about the Battle of Thermopylae -Students watched the clips which are on the homework page. |
December 16th-20th
Monday
No Bellringers this week -We went over the study guide whole class to review for their Social Studies Final - Students were given grade sheets in 1A,1B,2A, and 2B -Students were given a chance to work on make up work, missing work, or retakes. |
Tuesday
-Students will have their Reading Writing, and Social Studies Finals today. |
Wednesday
-Students will have their Math and Science Finals today. |
Thursday
Field Trip to the Singletary Center to see the Nutcracker. |
Friday
-Students will have their last day in the library for research before the Winter Break. Remember the deadline for the projects in January. They will be here before you know it. |
December 9-13TH
Monday
Bellringer "What kinds of Governments exist?" -Powerpoint reviewing the most common forms of governments (attached to the classwork page) |
Tuesday
Bellringer "Describe the two forms of Democracy" Students worked in the library on their research projects. They were given a demonstration on how to use easybib.com to cite their sources for their bibliography. |
Wednesday
Bellringer "Define Oligarchy" -Lecture/Guided notes on Sparta -Students are learning how to compare the governments, cultures, and economies of Athens and Sparta. |
Thursday
Bellringer "Describe the advantages and disadvantages for the citizens who lived in Sparta" -Lecture/Guided notes on Athens -Students are learning how to compare the governments, cultures, and economies of Athens and Sparta. |
FridayBellringer "Describe the advantages and disadvantages for the citizens who lived in Athens"
-Lecture/Guided notes on Athens -Students are learning how to compare the governments, cultures, and economies of Athens and Sparta. Students need to begin to study for their comprehensive final which is next Tuesday. The study guide is linked to the classwork homework page. |
December 2-6th
Monday:
-Bellringer : What did you learn from filling out your homework (the back of the project matrix)? • New seats -Students will show the completion of their Project Matrix -Students will work to complete geographic mapping skills for Greece and the areas surrounding ancient Greece. |
Tuesday:
-Bellringer "What is a peninsula?" -Students will have go to the library to work on their research project. |
Wednesday:
-Bellringer " What is a colony? Name 2 reasons someone may want to migrate to a colony?" - Students will work to complete geographic mapping skills for Greece and the areas surrounding ancient Greece. |
Thursday:
-Bellringer -Introduction of Greek Unit |
Friday:
-Bellringer -Short quiz -Introduction of Greek Unit |
November 25th-29th
Monday
Bellringer: "Which three projects are you most interested in completing?" -Students turned in their bellringers from last week today and added Monday's bellringer to the bellringers from last week. -Students were given their Research Project Matrix and asked to complete the back of this paper. This check list is Due Monday Dec. 2nd -Students worked on finding reliable website resources for their research project. |
Tuesday
No Bellringer Students turned on their Israel Vocabulary Chart -Students completed their Israel Vocabulary Quiz. |
Wednesday
No School |
Thursday
No School |
Friday
No School |
November 18th- 21st
Monday
Sub |
Tuesday
Library Research Day |
Wednesday
Oral history focus on the Kings of ancient Israel -Saul -David -Solomon -Students watched a short 4 min clip showing David and Goliath's match. |
Thursday
Library Research Day Students were given their vocabulary words. The quiz will be next Tuesday. |
Friday
Bowling Field trip |
November 11th-15th
Monday
Bellringer:(picture of flag raising at Iwo Jima) What does this picture show? When was it taken? Students had shorten classes today due to our Veterans day celebrations. -Students watched a brainpop on the armed forces and we discuss the different branches of the U.S.military. -Students who had not finished their Mastery Check tests on Friday finished in class today. |
Tuesday
Bellringer: "What do these images have in common?(With pictures)" Students will begin the oral history mini unit on Israel. During this unit students will listen to story tell and document the stories via family trees. The students will only be responsible for the vocabulary of this mini unit. FOCUS ON; Abraham Issac |
Wednesday
Bellringer: What is a family tree? What is it used for? Oral History Focus on: Issac Jacob and Esau Joseph -take notes -Watch small clip |
Thursday
Bellringer": What is a matriarch, what is a partriarch?" Oral History Focus on: Joseph Moses -take notes -watch small clip |
Friday
Bellringer- Which laws govern the U.S? Which laws govern the Israelites?" -Hand in bellringers Oral history Focus on: Moses Samuel Saul -take notes -watch small clip |
November 4th-8th
Monday
-Bellringer: "Which Structures are the most connected to ancient Egypt? Why? -Students will be given part one of their study guide." -Students will review part one for their test -Students will watch 5 minutes of the Discovery Channel clip explaining one man's theory on the building of the Great Pyramids of Giza. -Whole class will engage in a class discussion on the lasting impact of the pyramids. Study for Mastery Check 2 |
Tuesday
-Bellringer: "How has Egypt influenced American architecture?" --Students will compare and contrast Egyptian structures to structures in America. -Students will complete part two of study Guide. Study for Mastery Check 2 |
Wednesday
Bellringer-"What devise is required to read a bar code? Why can't you read it without this devise?" -Students will get a brief background about the Rosetta Stone, including a clip which is on the classwork page. -Students will work in pairs to read an article about the controversy surrounding the Rosetta Stone. -Students will watch a very short clip further explaining the controversy. -Students will work in pairs to complete exercises 1,3, and 4 on the reading handout. Study for Mastery Check 2 |
Thursday
Bellringer" Should the Rosetta Stone be returned to Egypt? Why or Why not? - Students will finish the Rosetta Stone discussion -Students will have a review game called Mind Soccer to Review for Mastery Check 2. Study for Mastery Check 2 Test Tomorrow |
Friday
Bellringer" What are the three periods in Egyptian History?" -Turn in Bellringers -Complete Mastery Check 2 Egypt Mastery Check 2 |
October 28th- November 1st
Monday
Bellringer "What is a dynasty, which form of government represents dynasties? - Students will use the information they collected from their research last week and collect the information from the other Pharaohs from this Dynasty. -Students studied Ramesses II and filled on the most important facts about his life. |
Tuesday
Bellringer "What was Ramesses II able to accomplish because of his long life?" - Focus on Dynasties of Egypt. |
Wednesday
-Bellringer " What did Amenhotep III do to keep peace with his neighboring countries?" -Focus on Dynasties of Egypt. |
Thursday
No Bellringer for A classes Students who have me during 1A, 2A, and 4A were with the social studies classes to complete part of a social studies and science program. *B classes were with their science class and will be with me tomorrow. -Students watched the NOVA program on floods and answered the extended response after watching. -Students with me today will complete the lab on floods with their Science teacher tomorrow. |
Friday No Bellringer for B classes
Students who have me during 1B, 2B, and 4B were with the social studies classes to complete part of a social studies and science program. -Students watched the NOVA program on floods and answered the extended response after watching. -Students completed the lab on floods yesterday with their Science teacher. |
October 21st - 25th
Monday-
Bellringer Students worked in groups and then as a whole class to connect how religion impacted the Egyptian empire. |
Tuesday-
Students had a sub because of my car wreck. Students do not need to make up work from this day. |
Wednesday-
Bellringer Students watched a brainpop on the seven wonders of the ancient worlds. Classes were shortened to 20 minutes. |
Thursday-
Students worked in pairs in the computer lab to research an assigned pharaoh. They filled in the chart attached to the classwork/homework page as they did the research on the PBS Egyptian Empire page. |
Friday-
Students worked in groups to take their research and prepare a 5 slide PowerPoint with their information. Students saved their PowerPoint to their h-drives for me to check. |
October 14th- 18th
Daily Agendas:
Monday
No School Fall Break |
Tuesday
Bellringer: " Why were the social classes rigid in ancient Egypt? If your parents were peasant farmers, what would most likely be your job as an adult?" **Guidance Counselors will speak for all classes of the day. . |
Wednesday
Bellringer: Define Noble -Students review Pharaohs by viewing the brainpop clip -Students took a quiz over the clip -Students completed an activity about Egyptian Pharaohs -Students watched the mummy clip -Students completed a quiz of the mummy clip. -Students turned in their quizzes after we went over the answers as a class. |
Thursday
Bellringer : "Write down your current grade and write down words and draw pictures for any words you have not completed on your vocab 3 chart. (Words on classroom page) -Students finished their vocab charts and were prompted to finish the pictures, definitions, and study in preparation for the quiz tomorrow. -Students watched the brainpop on Egyptian Mummies -Students decorated an Egyptian sarcophagus(coffin) -Students completed the question "Why did Egyptians make mummies" and turned it into the tray. Vocab Quiz Tomorrow |
Friday
Bellringer: "Define Status" and turn your bellringers into the tray. -Students completed their quiz -Students were walked through the steps of mummification. |
October 7th- 11th
Monday
Bellringer: :"What is a social pyramid?" -Students identified the social pyramid of power within the school and charted it within a pyramid. -Students worked in pairs and read pages 91-93 in their History Alive Textbooks. -Students used the background knowledge of the reading to chart the social pyramid of Ancient Egypt. -Students compared the social pyramid of Ancient Egypt to the pyramid of power within the United States. -Exit slip question |
Tuesday
-Bellringer "What is one of the most interesting facts you have learned from your research? What makes this information interesting?" -Students will spend the day in the Library. -The students will work on their research projects. -They will keep all information in their research folders which stay in the classroom. -Students will develop three questions to focus their research. |
Wednesday
-Bellringer: "Who had the most power in ancient Egypt?Who has the most power in the United States government?" -Students worked in pairs on sections 9.2, 9.3, 9.4, and 9.5 reading comprehension questions from the History Alive textbook. -As a whole class students went over 9.2 and 9.3. |
Thursday
Bellringer: "What roles and freedoms did women have in ancient Egypt? How were these freedoms different than other ancient cultures?" Students worked in pairs on sections 9.2, 9.3, 9.4, and 9.5 reading comprehension questions from the History Alive Textbook. -As a whole class students went over 9.3, 9.4. and 9.5. |
Friday
No School Fall Break |
September 30th- October 4th
Monday
Bellringer: What direction does the Nile flow? What did the Nile provide for the ancient Egyptians? -Students continued to work on their geography analysis of northern African and the Middle East in their Chapter 2 packet. -Students began Vocabulary list 3 today Check the classwork/homework page for the new list. The quiz over these words will be Friday. The quiz Friday will also have geography/ mapping skills, so students need to be able to locate what we have already learned to map by Friday. |
Tuesday
Bellringer: Why do we list our sources on a reference page when we research? -Students had a Research Day in the library. -The students began to learn how to take notes for their research project and were each given a folder to keep their information in. They will be required to keep this folder in the social studies room until December, so I can check their progress. |
Wednesday
Bellringer: What does this monument show? Why was it built?(Inserted picture) -Students worked in pairs on a reading about the pharaoh's roles and responsibilities. -Students filled in a Venn diagram showing the difference and similarities of the pharaoh's roles and responsibilities and the U.S. president's roles and responsibilities. -Students answered an exit slip, and handed it in. |
Thursday
Bellringer- Define pharaoh. Name three jobs he had. - Students watched a clip on Narmer/Menes the first suspected pharaoh of Egypt who used propaganda in monuments to strengthen his name in history. -Students worked in pairs on their vocabulary with gestures to practice for their quiz tomorrow. Quiz Tomorrow study vocab list 3 and geography (Nile River and Delta, Arabian Peninsula, Israel, Lower and Upper Egypt, Kush, Red Sea, and Mediterranean Sea. |
Friday
Bellringer: Define Papyrus -Turn in bellringers -Quiz over vocab list 3 and geography mapping skills. |
September 23rd- 27th
Monday:
-Bellringer: "Please describe two topics you would be interested in researching about from your civilization of choice." -Research Day in Library -Students worked to narrow their topic to one focused topic. |
Tuesday
-Bellringer"What are the five themes of Social Studies, hint they are on the bulletin board in the room." -Students completed Mastery Check Test 1 on the Mesopotamia and Historical Perspective Unit. |
Wednesday
-Bellringer "Find your new seat and answer the following question, name three things you would like to learn about ancient Egypt." -Students will begin the new unit on Ancient Egypt. -Students investigated the Geography of Egypt. 17 questions to answer at stations with maps and text to help answer the questions. |
Thursday
-Bellringer" How would you describe Egypt geographically? -A barren desert -Mountainous -Rocky Plains -Fertile farmlands" -Students continued to analyze maps and connect the information to the impact geography had on the economics, culture, and government. - Watched a clip from "The Gift of the Nile" from Discovery Education |
Friday
-Bellringer "Egypt had many natural resources within its borders. How did Egypt’s natural resources impact its ability to trade with other nations." -Students handed in their Bellringers from the week -No Quiz (Go over multiple choice and T/F part of their Mastery Check Test 1). Students were able to see a portion of their grade on the Mastery Check, but we will review their open response grades later. -Students worked in pairs on reading maps. Geography activity handed out today in class will be due by the end of class on Monday. |
September 16th- 20th
Monday:
-Bellringer "What was the code of Hammurabi? What was the purpose of the Code?" -Students worked in partners to finish analysis of the Code of Hammurabi. -Students were asked to act as judges and rule on a particular court case based on the Code of Hammurabi. -Students were asked to identify the Cultural Values each law of the Code of Hammurabi displayed. |
Tuesday:
-Bellringer "Why were there different punishments in the Code for different social classes?" - Students completed a Document Based Question Quiz over the Code of Hammurabi **Many students did not finish their quiz and will need more time to finish their quiz tomorrow. -Students received the Life in Sumer Worksheet which is Homework and due tomorrow if they did not finish it in class. |
Wednesday:
-Bellringer "Tuesday of next week is your Mastery Check Test for the unit of Mesopotamia. What will you do to be successful on the test?" - Students finished their Document Based Question Quiz over Hammurabi -Students were shown a clip from the Prince of Egypt to give a "spoil alert" for the next unit we will study in class. |
Thursday:
-Students participated in school-wide testing. |
Friday:
-Bellringer "Describe ancient Sumer's economy. How did the Sumerians make money? -Students participated in review activity for their unit test which will be next Tuesday. |
September 9th- September 13th
Monday:
-Bellringer "What are the most helpful and least helpful schools rules?" -Introduction to new learning targets for Mesopotamia, Government/ Laws - Introduction to the long term Research Project and Library expectations Check the Research Page for Project Information -Students went to the library for a reminder of the Dewey Decimal System and to preview the cultures they can pick from for their topics Homework: Lesson 2 The First Civilization, Due Tomorrow *If students forgot their paper they are attached to the extra resource page as Mesopotamia Worksheets (the first link page five) |
Tuesday:
-Bellringer "Describe how to find ancient history in the Dewy Decimal System." -We went over the First Civilization worksheet and students turn it in. -The remainder of class students continued their research for their research project. -All students turned in an exit slip detailing which civilization/culture they will do their research project on. |
Wednesday:
-Bellringer ""If your birthday was September 11th, 2001. How would you feel when you celebrated each year? - Watch a clip commemorating heroes of 9/11. - Continue PowerPoint: Mesopotamian Notes -Continue discussion of Social, Cultural, and Economic Focus of Sumer; Students turned this information into seven gestures and taught the gestures to each other to check comprehension. |
Thursday:
-Bellringer - Continue PowerPoint: Mesopotamian Notes -Continue discussion of Social, Cultural, and Economic Focus of Sumer; Students turned this information into seven gestures and taught the gestures to each other to check comprehension. -Students learned a set of gestures to compliment their understanding of Hammurabi. |
Friday:
-Bellringer Begin working with the code of Hammurabi *Classes were shorten today to 20 minutes due to Adviser-Advisee schedule. |
September 3rd- September 6th
Monday-
No School :) Happy Labor Day!!! |
Tuesday-
-Bellringer - Whole-class discussion of Sumerian achievements: irrigation, canals, levees, wheeled cart, ox-pulled plow, potter's wheel and time and calendar contributions - The rest of the period was reserved for seventh grade MAP testing pretesting in the computer lab. |
Wednesday-
-Bellringer - Review Clip over Sumerian Inventions in ancient Mesopotamia - Students took notes over the building of Mesopotamia and the social classes of ancient Mesopotamia (**Clip and notes are attached to assignments tab) -Students worked in pairs to teach each other the three social classes in ancient Mesopotamia. |
Thursday-
-Bellringer - Students completed their vocabulary Charts -Students started Mesopotamia Geography Map Skills Homework: Finish Vocabulary #2 Chart Due Tomorrow |
Friday:
-Bellringer -Turn in completed Bellringers -Turn in Vocabulary #2 Chart - Vocabulary #2 Quiz |
August 26th- August 30th
Monday:
-Bellringer "List at least 10 primary sources you would include in a museum exhibit about you." - Review Primary and Secondary Source - Review the results of student's Historical Report on Mrs. Madison's Museum - Check to see if students' conclusions were historically accurate. - Handed in Historical Report Assignment. -Handed out new vocabulary sheet -Students recorded the first words included in the new vocabulary. (vocabulary listed under classwork tab) |
Tuesday:
-Bellringer
"Describe an invention you would not want live without. Why is it necessary to you? -Introduce new Learning target focus for the week "Explain how geographic factors promote or limit human activities, and Explain how scarcity begins the quest for farming and crop surplus" - Watch First eleven minutes of Episode one from "Guns, Germs, and Steel" by Jared Diamond -Discuss the essential question "Why have some civilizations progressed faster than others?" -Students used the remainder of class to work on their new vocabulary from list #2. These vocabulary charts will not be due until 9/6/13(vocabulary listed under classwork tab) |
Wednesday:
-Bellringer•Define:
-Scarcity -Surplus "Give an example of scarcity and surplus you have witnessed or we have discussed in class." -Students will work in groups to "build" a civilization from a list of steps. Each group will decide the order in which they feel they should accomplish each task. -Students presented their groups' work |
Thursday:
-Bellringer"After the group activity yesterday, what did you learn about building civilizations?
Would you change any of the decisions your group made? Why or Why not?" -Students will "reteach" each other about scarcity and surplus and how they are related to the growth of civilizations. - Students learned about the geographic factors of Ancient Mesopotamia (Powerpoint included umder the assignment/homework tab -Students have a homework assignment due tomorrow they are to complete Lesson 1 Geography of Mesopotamia. ***If you child forgot the assignment at school you can print it from the website. The assignment is under extra resources titled "worksheets for review on Mesopotamia" page 1 and 2. |
Friday:
Bellringer-
Define Mesopotamia -Students handed in their bellringers from this week. -Go over Geographic factors of Mesopotamian homework - Pop quiz over homework on Mesopotamia's geography - Watch a portion of Guns, Germs and Steel and continue to discuss the geographic advantages and disadvantages which can promote or limit the growth of civilization. |
August 19th- August 23
Monday:
-Bellringer -Review Classroom Rules -Review B.C. and A.D. -Students create their own timelines using the principles of B.C. and A.D. *Many students did not finish their timeline in class. Any students who did not finish their timeline will need to finish it for homework and turn it in tomorrow. |
Tuesday:
-Bellringer
-Define Primary and Secondary Sources -Review with flash-back Power Point over Primary and Secondary Sources -Exit Slip: Students viewed different examples of sources and decided if they werePrimary or Secondary sources (Be able to back up your opinion). |
Wednesday:
-Bellringer
-Review Primary and Secondary Sources with gestures. -Watch Archaeology Clip to help define the new vocabulary " Archaeology, Anthropologist, Artifact, Historian, Chronological Order." -Whole class discussion over the new words. -Students work individually on a vocabulary activity (including all the vocabulary on the quiz Friday). *Vocab chart due Friday before the quiz |
Thursday:
-Bellringer
-Mrs. Madison's Museum. -Students will collect information from the artifacts from my life. They will make conclusions from the artifacts they view and write a one page report on their conclusions. The purpose of the report is for the students to show their ability to describe in detail and pay close attention to detail. ***The Madison Museum Report is due Monday |
Friday:
-Bellringer
-Turn in the vocab chart -Time to Review vocab -Quiz over vocabulary -Students may view the tables from the Madison Museum as review to help write their reports. **The Madison Museum Report is due Monday |
August 12th- August 16th
Monday:
Back to school Bash |
Tuesday:
-1st Day of school, students will be in 2nd block as they rotate between the seventh grade teachers for team information |
Wednesday:
-Teacher Introduction Introduction to Whole Brain Teaching. -Exit Slip |
Thursday:
-Finish Introduction to Whole Brain Teaching |
Friday:
-Bellringer -Introduction to B.C.(B.C.E.) and A.D.(C.E.) -Guidelines for good Timelines |