Web view“The Definition of the Word” – PowerPoint ... American Revolution Map ... Students will learn about the historical development of Imperialism in Africa and how

7th Grade Social Studies Syllabus

Date Learning Target Essential Question

Warmup Classwork/Task AssessmentWk. 1, Day 1 H. 1.1, 1.2, C 1.1, 1.2 –

Students will learn vocabulary for the Renaissance and Reformation and manipulate the vocabulary

What vocabulary words will be utilized throughout our unit on the Renaissance and Reformation and how can students manipulate the words to demonstrate mastery?

Renaissance Cipher – 1-20 –

Discuss Renaissance Cipher and give introduction into Renaissance Era.

Vocabulary Chart –“What I Think”

“The Definition of the Word” – PowerPoint Presentation

Vocabulary Assignment –

Directions are in the Renaissance and Reformation Vocabulary PowerPoint

Wk. 1, Day 2 H. 1.1, 1.2, C 1.1, 1.2 –Students will learn vocabulary for the Renaissance and Reformation and manipulate the vocabulary


“Renaissance and Reformation Vocabulary” Crossword PuzzleDiscuss Questions

Students will make notecards with vocabulary words from Wk. 1, Day 1 Lesson.

Some of the words will have pictures on the word side of the card.

Vocabulary Assignment –

Directions are in the Renaissance and Reformation Vocabulary PowerPoint

Wk. 1, Day 3 H. 1.1, 1.2, C 1.1, 1.2 –Students will learn vocabulary for the Renaissance and Reformation and manipulate the vocabulary


Vocabulary Card Sort – Directions for Stacks are in the SmartBoard file.

Students will sort vocabulary notecards into 2 stacks.

** Check notecards for a grade during Warmup.

Student groups for review –

“Pair-Share” for Vocabulary Words – 5 to 6 rotations of 3-4 minutes each.

“Lightening Round” – Competition/Game for mastery. Groups go through stacks of cards and place on desk if correct. 8 minute game.

“Pictionary” – Directions are in the SmartBoard file.

Ticket Out the Door –

“I Have, Who Has” with table groups to leave classroom –

Have students put all cards on desk with words facing the ceiling – call out definition and see if students can match the cards to the definition – If correct, students can leave

Wk. 1, Day 4 H. 1.1, 1.2, C 1.1, 1.2 –Students will learn about the creation of the Renaissance and Reformation and how those movements altered the

How did the Renaissance and Reformation start, and how did those movements change the future of World History?

Label Scantron and quick study session (5 minutes) for Vocabulary Quiz –

20 minutes for

Students will finish the Vocabulary Assignment from the PowerPoint Presentation after the Quiz until 30 minutes of class have expired.

Ticket Out the Door –

SmartBoard file –

“If you would go back in time,

future of World History. Vocabulary Quiz – From Quizlet Printout After Quiz, students will take

notes on the Renaissance and Reformation from a PowerPoint presentation

would you visit the Renaissance or Reformation? Explain.

Wk. 1, Day 5 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1, 1.2, C 1.1, 1.2, E 1.1, 1.2 – Students will utilize the Internet to gather research and learn new information about the Renaissance, Reformation, Age of Enlightenment, and the Age of Exploration

What famous events and people made an impact during the Age of Enlightenment, Reformation, Renaissance, and the Age of Exploration, and how did they alter World History?

“Dawn of a New Age” – Reading with Questions

Students will get an introduction into their 9 weeks research project.

Students will be shown how to answer research questions, compile research, and annotate bibliographical information for each topic researched.

Ticket Out The Door:

Quick summary – 4 sentences demonstrating what you have learned about the Renaissance and Reformation this week.



“Trade Fuels City Growth” – Map Activity on the Front and Questions 5-9 on the back.

Students will work on their 9 Weeks Research Project. Students will have a daily progress check to match their progress with throughout their research today.

Ticket Out the Door:

Students will have progress checked on their 9 weeks project on their “Daily Progress Check” page.



“Renaissance Art” –Reading with 10 Questions

Students will work on their 9 weeks Research Project. Students will have a daily progress check to match their progress with throughout their research today.





“The Medici” –Reading with 7 Questions

Students will continue to work on their 9 weeks research project today.

Students should be finalizing all research and should be starting to type.

Teacher will show students how to type information through a



quick tutorial of Google Slides, Google Documents, Prezi, and Adobe Spark.



“The Renaissance” –Reading with 4 Questions

Students will be typing their information from their research project into the product of their choice.

Students should refer to the Daily Progress Check page to ensure they are typing minimum progress for each day.





“What I Learned from Research” – Bubble Map with 10 details. – Smartboard File







“Break The Code” – Renaissance II







“City States in Italy” – Reading with Summary Acrostic Poem at the Bottom

Students should continue typing their project information into their document or slideshow.

Students should include relevant bibliographical information as they are typing their information into their electronic document.



Wk. 3, Day 3 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1, 1.2, C 1.1, 1.2, E 1.1, 1.2 – Students will utilize the

What famous events and people made an impact during the Age of

Students use Internet Access to sign up for Quizlet access.

Students should continue typing their information into their project product.


Students will have progress

Internet to gather research and learn new information about the Renaissance, Reformation, Age of Enlightenment, and the Age of Exploration

Enlightenment, Reformation, Renaissance, and the Age of Exploration, and how did they alter World History?

Students use ABSS email to sign up for Quizlet account.

Access Vocabulary sets once they have access for 10 minutes, look around in Quizlet at vocab, then work on project

Students should add pictures for each topic into their product.

checked on their 9 weeks project on their “Daily Progress Check” page.



“Break the Code Renaissance I”

Students should finish typing all information into their product.

Students should check all spelling, grammar, and websites for their Bibliography page.

Students will submit their projects if they are finished and ready to submit.

Teacher will show students how to submit their projects through the “SHARE” feature on Prezi, Spark, or Google software.

Projects are due on Wk. 5, Day 4


Students will complete a written summary of what they have learned from their entire project.

Students will turn in their “Daily Progress Check” page.

Wk. 3, Day 5 H. 1.1, 1.2 – Students will learn details about how survivors of the plague changed the future of Europe and World History.

How did the plague survivors change the history of Europe and World History?

“A Trip Through the Renaissance” – Cloze Task with Word Bank at the bottom.

“Mankind the Story of All of Us – Survivors” VIDEO

Students will answer questions during the video.

Ticket Out the Door:Students will answer summary questions from the video from Smartboard file.

PROGRESS REPORTS ISSUED.Wk. 4, Day 1 H. 1.1, 1.2, C 1.1, 1.2 –

Students will learn about the historical and cultural impact of various people throughout the Renaissance determine how they changed the future of Europe.

Who were the “Celebrities of the Renaissance” and how did each of them have an impact on the Renaissance movement in Europe?

“Renaissance and Reformation” Review – Fill in Blank Sentences at top, with puzzle at the bottom for extra credit.

“Celebrities of the Renaissance” Readers’ Theater – Select students for roles in the script.

See directions in Smartboard file.

Students will fill out organizer as


Students will compare and contrast three people from the Readers’ Theater Script in a TRI-VENN DIAGRAM.

the Readers’ Theater is being read in class.

Students will discuss the organizer in 12 minutes after reading of the script is finished.

Students will turn in Tri-Venn Diagram at the end of class.

Wk. 4, Day 2 H. 1.1, 1.2, C 1.1, 1.2 – Students will learn about the historical development of the Renaissance in Italy and determine how the Renaissance ideals moved to other places.

Why did the Renaissance start in Italy, and how did the ideas of the Renaissance move to other places?

Show Notes from Celebrities of the Renaissance organizer.

Bubble Map with one detail per character from the Readers Theater script.

Students will create a Jigsaw assignment to coincide with the “Italy: Birthplace of the Renaissance” Reading Packet.

Students will be put into a group of 4 to read the information and create notes for each section.

After 8 minutes, students will present information about their section to their entire group and all students will fill in their diagrams.


Students will fill in the Acrostic Poem – “Italian Renaissance” with information from their diagram and will complete the acrostic poem for Homework.

Wk. 4, Day 3 H. 1.1, 1.2, 2.1, 2.2 – Students will examine the historical importance of the DeMedici Family and determine why the Renaissance depended on their family to succeed.

What did the DeMedici Family have to do with the creation of the Renaissance, and how did they ensure that the Renaissance would continue throughout Europe?

“The DeMedicis” Article with Questions on Smartboard File.

“The Godfathers of the Renaissance – The DeMedici” – PBS VIDEO on YOUTUBE.

Students will be answering questions and filling in the blanks in their video guide as the video is being played.

Teacher will go over the answers to the fill in the blanks after the video is over.

Ticket out the door:

“Would you have worked for the DeMedici Family during the Renaissance?”

Why or why not?

Wk. 4, Day 4 H 1.1., 1.2, 2.1, 2.2., C 1.1, 1.2, C&G 1.1, 1.2 – Students will review and apply all concepts from our unit of study on the Renaissance and Reformation to prepare for a Unit Test.

How well have students mastered concepts and materials of Unit 1 (Renaissance and Reformation) and how can they demonstrate mastery?

Renaissance and Reformation Review Circle Map – 20 phrases of information from notes and classwork assignments.

Students can get extra credit for

Renaissance and Reformation Test Review Guide

Go over Test Review Guide – Play game with review questions – Keep score on SmartBoard

Ticket out the door:

Create 3 tweets about the Renaissance and Reformation on white paper.

Include hashtags which would have been used in the historical time period.

writing more than 20 phrases

Wk. 4, Day 5 H 1.1., 1.2, 2.1, 2.2., C 1.1, 1.2, C&G 1.1, 1.2 – Students will review and apply all concepts from our unit of study on the Renaissance and Reformation to prepare for a Unit Test.

How well have students mastered concepts and materials of Unit 1 (Renaissance and Reformation) and how can they demonstrate mastery?

Renaissance and Reformation Test – Students will label their Scantron document and quick study (5 minutes)

Renaissance and Reformation Unit Test

Students will analyze a series of events from the Protestant Reformation to create a Cause and Effect Chart.

Students will link the causes to the effects and answer critical thinking questions on the back of their paper once they have completed the Cause and Effect Chart.


Work on Cause and Effect Charts and Critical Thinking Questions until the end of class.

Wk. 5, Day 1 H. 1.1, 1.2 – Students will learn important vocabulary words which will be used throughout our Unit on the Age of Exploration and manipulate the words to show mastery.

What vocabulary words will be utilized throughout the Age of Exploration and how can students manipulate them to show mastery?

Students will have 10 minutes to continue working on their flip books from last week.

Students will complete a vocabulary chart for the Age of Exploration in class.

“What I Think”

“The Definition of the Word” – SmartBoard file

Start making notecards for vocabulary


Matching vocabulary with definition – Ask table group representative for a word that matches a definition –

“PING PONG” style answers

Wk. 5, Day 2 H. 1.1, 1.2 – Students will learn important vocabulary words which will be used throughout our Unit on the Age of Exploration and manipulate the words to show mastery.


Crossword puzzle with Age of Exploration Vocabulary

Students will make notecards for their vocabulary words.

Students will put words on blank side and definition on lined side.

Directions for notecards will be on the Smartboard.

FLIP BOOKS ARE DUE!

Wk. 5, Day 3 H. 1.1, 1.2 – Students will learn important vocabulary words which will be used throughout our Unit on the Age of Exploration and manipulate the words to


Notecard Sort – Directions on the Smartboard

“Pair-Share” with 5-6 rotations of 4 minutes each

“Lightening Round” competition

“Pictionary” – Directions on

“I Have, Who Has” with table groups.

All students put cards word side up and definition is called out by teacher, matching

show mastery. Smartboard cards allows tables to leave class.

Wk. 5, Day 4 H 1.1, 1.2, 2.1, 2.2 – Students will analyze artifacts and documents which have been found in sunken exploration vessels to determine what was important to explorers and why their trips often failed.

What can artifacts from sunken ships during the Age of Exploration show about life during the Age of Exploration and why explorers failed?

Vocabulary Quiz – Students fill in Scantrons and quick study (5 minutes) when they enter class

Age of Exploration Notes with Organizer

Notes on SmartBoard file.

Discuss/Review notes – Have students read note slides for stamps in their agenda.

9 WEEKS RESEARCH PROJECTS ARE DUE TODAY! – Students should submit their project electronically through email or through “Share” feature.

HOMEWORK – “My Exploration Failed” story – Use information from Sunken Ship organizer to complete a 2 paragraph story.

Wk. 5, Day 5 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the creation of the Age of Exploration and determine why the Age of Exploration changed the future of World History.

Why did the Age of Exploration occur, and how did it change the future of World History?

“Columbus and other Explorers” Map with Questions.

Students will interpret the map and answer all questions.

Sunken Ship Organizer with Notes

Students will analyze sunken ship artifacts from reading to determine the importance of goods which were used during Exploration.


Create 6 summary pictures from notes.

TURN IN EXPLORATION STORY from yesterday.

Wk. 6, Day 1 H 1.1, 1.2, 2.1, 2.2 – Students will analyze primary source and secondary source readings to determine the importance of various explorers during the Age of Exploration.

What were the contributions of various explorers during the Age of Exploration and how can they be compared/contrasted to each other?

“Reading a Time Line” – Students analyze timeline of Exploration and Answer Questions

Exploration Social Media Pages

Use Explorer information from reading packet to create two social media posts from each explorer. Include time period relevant hash tags and one picture per explorer.

TICKET OUT THE DOOR:

Tri-Venn Diagram – Compare/Contrast three different explorers from the Social Media readings.

Wk. 6, Day 2 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the difficulties that were experienced by scientists, explorers, and navigators during the Age of Exploration, and how they overcame the difficulties.

Why was the Age of Exploration such a dangerous time period for scientists, navigators, and sailors?

Review Questions – Students will answer 12 Review Questions from the SmartBoard on their own papers.

Finish Social Media pages for each explorer – create a booklet to put them into with a picture on the front “Exploration Social Media” – 15 minutes

Finish Critical Thinking/Reflection part of Social Media assignment.


Suppose you were an explorer.

Create two diary entries about your trip citing difficulties and the parts of the trip that you enjoy.

Wk. 6, Day 3 H. 1.1, 1.2, 2.1, 2.2 – Why did Europeans from “Age of Exploration” “Conquistadors, Exploration, TICKET OUT THE DOOR:

Students will learn about the exploration of the New World by Spanish, Portuguese, and English explorers and determine how they affected native populations.

Portugal, Spain, and England sail to the New World, and what changes did they create in the New World?

Review Questions – Students will answer 18 Review Questions based upon their prior knowledge.

Answers will be discussed at the end of class.

Explorers” Reading Packet.

Students will separate reading and create “Jigsaw” type notes.

Students will present “Jigsaw” notes to each other once 12 minutes of preparation has expired.

Students will answer several review questions on their way out of class today to gauge understanding of the reading packet.

Wk. 6, Day 4 H. 1.1, 1.2, 2.1, 2.2 – Students will learn how the Age of Exploration starts, what difficulties the natives and Europeans faced, and how various scientific improvements helped to increase World Exploration.

How did the Age of Exploration start, what difficulties did the natives have before the Europeans arrived, and what scientific improvements helped to create more World Exploration?

“Age of Exploration” Cloze Assignment – Students will use prior understanding and the word bank to fill in the missing parts of the story.

Story will be read aloud once the timer expires to gauge student mastery of prior objectives.

Students will watch “Mankind: The Story Of All Of Us: New World” in class.

Students will answer questions during the video to assess their learning of the key objectives.


Pick a civilization from the video to be a part of.

Why did you pick this civilization and why?

Wk. 6, Day 5 H. 1.1, 1.2, 2.1, 2.2, C 1.1, 1.2 – Students will analyze primary and secondary sources to determine how European explorers treated Native Americans and how the treatment of Natives reflected racism and prejudices of that time period.

Why did the European explorers mistreat Native Americans in the new territories they explored during the Age of Exploration, and how does the treatment echo ideas of racism and prejudices of that time period?

Mankind The Story Of All of Us Review Questions – Students use notes and questions from video yesterday to answer the questions.

Exploration Quiz

How did Europeans Affect Native Populations?-

Reading DBQ type documents and answering accompanying questions and critical thinking/text dependent/text independent questions.


Why do you think the Natives were treated so badly by most of the Europeans who came to the New World?

What would you have done to treat them better if you were an European explorer during this time period?

Wk. 7, Day 1 H 1.1, 1.2, 2.1, 2.2 – Students will learn vocabulary words which will be used throughout our unit of study on Revolutions and manipulate the words to demonstrate mastery.

What vocabulary words will be used throughout our unit of study on Revolutions, and how can students manipulate the vocabulary to show mastery?

Age of Exploration Circle Map – Write 20 phrases demonstrating mastery of what was included in the unit.

“What I Think The Word Means”

Table group discussion of the What I think column

“The Definition of the Word”- Students will write down

Students will work on a vocabulary assignment (included in the Smartboard/PowerPoint presentation file of the vocabulary)

More phrases than 20 will be extra credit.

definitions from SmartBoard/PowerPoint Presentation



Revolutions Vocabulary Crossword Puzzle

Students will make notecards with vocabulary words in class.

Several of the vocabulary words will require pictures on the blank side.

Directions for Vocabulary Cards will be included in the Smartboard file for the unit.

Work on Vocabulary Assignment if finished with notecards.

PROGRESS REPORTS ISSUED



Notecard Sort – Students will use their notecards to fill in and complete a word sort. Students will classify the words into categories based upon their prior understanding of the vocabulary words.

Student notecards from the prior class period will be graded during the warmup.

Pair-Share – 5-6 rotations of 4 minutes each.

“Lightening Round” game

“Pictionary Game”

“I HAVE, WHO HAS” game to end class so table groups can leave.

Wk. 7, Day 4 H 1.1, 1.2, 2.1, 2.2 , C&G 1.1, 1.2 – Students will learn about the Era of Revolutions, and how the Era of Revolutions changed governments and people throughout the world.

How did the Era of Revolutions change governments and people throughout the world, and how are the revolutions related to the Renaissance, Enlightenment, and Reformation?

Label and fill in Scantron for Vocabulary Quiz and quick study session (5 minutes)

“Mankind the Story Of All of Us: Revolutions” Video – Students will fill in question page while the video is playing.

Student video pages will be examined for a grade after the video is over.


REVOLUTION acrostic

Use video question information to fill in the acrostic – FINISH FOR HOMEWORK if needed

Wk. 7, Day 5 H 1.1, 1.2, C 1.1, 1.2 –Students will learn the

How did the American Revolution start, and what

“Boston Tea Party and Boston

Causes of American Revolution Readers’ Theater and Graphic

historical and cultural factors which led to the creation of the American Revolution and determine how it is connected to the Age of Exploration.

connection does it have to the Age of Exploration?

Massacre” Readings with Questions

Check Acrostic Poems from yesterday for a grade during warmup time

Organizer.

Students fill in Graphic Organizer as the Readers’ Theater script is being read.

12 minutes to discuss readers theater organizer in table groups after script is read.


Create 4 summary cartoon pictures with captions about the American Revolutions starting. Color pictures.

Finish for homework – Due on Wk. 7, Day 5.

Wk. 8, Day 1 H 1.1, 1.2, C 1.1, 1.2 –Students will learn the historical and cultural factors which led to the creation of the American Revolution and determine how it is connected to the Age of Exploration.

How did the American Revolution start, and what connection does it have to the Age of Exploration?

American Revolution Quiz – 20 Questions – Based upon Notes and Readers’ Theater Organizer

“Causes of the American Revolution” Readings

Students will fill out a Jigsaw Organizer and split up their reading packets to create summary notes for each event which led to the American Revolution.

Students will have 10 minutes to prepare summary notes and 20 minutes to present their notes to their group members.


Colonial Era Newspaper – Boston Chronicle – 3 stories with a picture a piece about British Taxes, Boston Massacre, and Boston Tea Party. Each story must be 6 sentences long and must have date. Newspaper must also have the title “Boston Chronicle” and must have an advertisement from that time period.

Wk. 8, Day 2

H 1.1, 1.2, C 1.1, 1.2 –Students will learn the historical and cultural factors which led to the creation of the American Revolution and determine how it is connected to the Age of Exploration.

How did the American Revolution start, and what connection does it have to the Age of Exploration?

“Road to Revolution” Cloze Assignment

Organizer notes from yesterday will be checked for a grade during the warmup.

“America The Story of Us – Revolution” Video – YOUTUBE

Students will answer questions on worksheet while the video is played.

Discussion of video guide and a grade will be taken at the end of class.


Write 2 historical tweets from the perspective of an American colonist about the Revolution starting.

Include time period relevant hashtags.

Wk. 8, Day 3 H 1.1, 1.2, C 1.1, 1.2 –Students will learn the historical and cultural factors, which led to the differences between the Patriots and Loyalists.

What was the difference between the Patriots and Loyalists, and why would one side of the American Revolution have an advantage over the other side?

“American Revolution Word Sort” – Students separate words about American Revolution into 4 groups, categorize

Patriots vs. Loyalists Reading with Acrostic Organizer for each side.

Students will work in a group of 2 to analyze the reading packet and create summary details to

NONE

words and give each group a title they can explain.

include in the “Patriots vs. Loyalists” organizer.

Wk. 8, Day 4 H 1.1, 1.2, C 1.1, 1.2 –Students will learn the historical and cultural factors which led to the differences between the Patriots and Loyalists.

What was the difference between the Patriots and Loyalists, and why would one side of the American Revolution have an advantage over the other side?

“Boston Tea Party and Intolerable Acts” Reading with Questions

Patriots vs. Loyalists Organizer from yesterday will be inspected for a grade during the warmup.

“The Evolution of Democratic Ideals”.

Students will analyze the reading document to determine the strengths and weaknesses of each document which lead to the development of democracy.

Students will fill in a compare/contrast diagram, answer critical thinking questions and figure out how history would have been different without the document being created.


Continue working on Boston Chronicle Newspaper – Due on Week 8, Day 5

Wk. 8, Day 5 H 1.1, 1.2, C 1.1, 1.2 –Students will learn the historical and cultural factors which led to the differences between the Patriots and Loyalists.

How did the American Revolution lead to the American Revolutionary War, and what advantages and disadvantages did the Colonists have in the war?

American Revolution Quiz – 30 minutes to finish all parts.

Students will answer questions on Scantron.

American Revolution Map Assignment – Students will cut and glue the papers together and then label/color/write on the map. Answer questions when they are finished with map on the back.


Finish map if needed for Homework, Maps due on Wk. 9, Day 2

Wk. 9, Day 1 H 1.1, 1.2, 2.1, 2.2 - Students will learn about the historical development of the French Revolution and how it was different than the American Revolution.

How did the French Revolution begin, and how was it different than the American Revolution?

American Revolution Wordscramble with Secret Phrase at Bottom.

Students will have 20 minutes to fill in the Wordscramble.

“The French Revolution” Notes

Students take notes on a handout while the PowerPoint presentation is being shown.

Students read notes from PowerPoint for stamps.


Summary – Concept Map with 8 parts

Wk. 9, Day 2 H 1.1, 1.2, 2.1, 2.2 - Students will learn about the historical development of the French Revolution and how it was different than the American

What caused the French Revolution, and why did it have so many different steps until it actually worked?

“Estates General and Declaration of Rights of Man” Readings with Questions

Notes from yesterday

“French Revolution Causes” Reading with Jigsaw Notes

Students divide reading into parts, each student takes 4 parts.


FRENCH REVOLUTION acrostic poem, students use Jigsaw Notes to finish acrostic –

Revolution. are checked for a grade during the warmup time.

Students create notes for 10 minutes, present for 20 minutes in their small groups.

ACROSTICS ARE DUE ON Wk. 9, Day 2

Wk. 9, Day 3 H 1.1, 1.2, 2.1, 2.2 - Students will learn about the historical development of the French Revolution and how it was different than the American Revolution.

What caused the French Revolution, and why did it have so many different steps until it actually worked?

“Three Estates and Bankruptcy of the French Crown” Reading/Charts with Questions

Jigsaw Notes from yesterday will be checked for a grade during the warmup time.

French Revolution Video with Questions – Video is “FRENCH REVOLUTION HISTORY CHANNEL” on YOUTUBE

Students will fill in video questions while the video is playing.

Discussion of questions and grade will be taken at the end of the video.

NONE

*** SEND HOME WAR VIDEO PERMISSION SLIPS – DUE BY Wk. 10, Day 1

Wk. 9, Day 4 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical development of the Haitian Revolution and determine how it is connected to the French Revolution.

How did the Haitian Revolution begin, and how does it connect to the French Revolution?

Toussaint L’Ouverture Reading with Questions

Students will watch “Haitian Revolution – Khan Academy” on YOUTUBE and take notes.

Student notes will be analyzed at the end of class to create an assignment.

FRENCH REVOLUTION ACROSTIC POEMS ARE DUE TODAY AT THE END OF CLASS

Wk. 9, Day 5 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical development of the Haitian Revolution and determine how it is connected to the French Revolution.

How did the Haitian Revolution begin, and how does it connect to the French Revolution

“Haitian Revolution” vs. “French Revolution” Venn Diagram

Khan Academy Video Notes from yesterday will be inspected for a grade during the warmup time.

Students will read “Haitian Revolution” and will take summary notes into a graphic organizer.

Students will discuss the graphic organizer in a small group and then report out to the class during whole class discussion at the end of class.

NONE

Wk. 10, Day 1 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical development of the Industrial Revolution and compare/contrast it to the other revolutions of this time period.

How did the Industrial Revolution begin, and how does it compare/contrast to the other revolutions of this time period?

Industrial Revolution Reading with Questions

Graphic Organizer about the Haitian Revolution will be inspected today

“Industrial Revolution” Notes

Students will read information from PowerPoint for stamps.

Notes will discussed.

Industrial Revolution will be


TRI-VENN DIAGRAM

American vs. French vs. Industrial Revolution – 3 Items in Each Part – Due Tomorrow

during warmup time for a grade.

compared/contrasted to other revolutions as the class period progresses.

Wk. 10, Day 2 H 1.1, 1.2, 2.1, 2.2 – Students will review all materials from the Era of Revolutions unit to demonstrate mastery for a Test.

How well have students mastered materials from our unit on the Era of Revolutions, and how can they show mastery on a Test?

Revolutions Circle Map – 20 phrases

Students can write more than 20 phrases for extra credit.

Revolutions Test Review Guide

Go over Review Guide

PLAY REVOLUTIONS KAHOOT – RESERVE LAPTOP CART TO PLAY KAHOOT


Turn in Tri-Venn Diagram from yesterday’s class period

Wk. 10, Day 3 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical development of Imperialism in Africa and how the Scramble for Africa leads to World War One.

What was the Scramble for Africa, and how did it lead to the conditions which created World War One?

“Eras of Revolutions Wordscramble”

Discuss/Review Wordscramble

Revolutions TEST – Students will answer questions on Scantrons.

Introduction to Imperialism and Colonialism

Imperialism and Colonialism in Africa and Asia Maps and Questions

Finish Colonialism in Africa and Asia Maps for Homework

Wk. 10, Day 4 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical development of World War One.

How did World War One start, and what ties did it have to imperialism?

“Colonialism Cartoons”

World War One Notes

Students will fill in note organizer while PowerPoint/SmartBoard file is being discussed in class.

Students will read parts of notes from Smartboard to earn stamps.

Summary Assignment –Bubble Map with 8 details



Introduction to World War One reading with questions

Show video “THE WORLD WARS: PART ONE”

Students will answer questions on a worksheet while the video is playing.

Questions will be discussed and a grade will be taken on the questions at the end of class.


Write a 2 paragraph newspaper with a story explaining first person point of view about how World War One starts.

Include a colored picture.Due on Wk. 11, Day 1



Assassination Point of View Articles with Questions

World War One Jigsaw Reading with Jigsaw Notes

Students will separate the reading into various sections and create summary notes for each section.

10 minutes to prepare summary notes, 20 minutes to present in small groups.

FINISH NEWSPAPER STORY – DUE TOMORROW

Wk. 11, Day 2 H. 1.1, 1.2, 2.1, 2.2, C 1.1, 1.2 – Students will learn cultural, government, and historical vocabulary which will be used throughout our unit of study on World War One.

What vocabulary terms will be used throughout our unit of study on World War One, and how can students manipulate them to show mastery?

World War One Cloze with Word Bank

Jigsaw notes from yesterday will be inspected for a grade during warmup time.

World War One and Two Unit Vocabulary –

“What I Think” – table group discussion

“The Definition of the World” – Students write definitions from stapled handouts at their desks

Vocabulary Assignment will be at the end of the handout.

VOCABULARY ASSIGNMENTS WILL BE DUE ON Wk. 11, Day 4



World War One Vocabulary Crossword Puzzle

Vocabulary charts will be inspected for a grade during warmup time today.

Students will make notecards with their vocabulary words.

Directions for notecards are in the Smartboard file for the unit.

Some notecards need illustrations.

Work on Vocabulary Assignments once students finish notecards.



Notecard sort.

Notecards will be inspected for a grade during warmup time today.

“Pair-Share” – 5 to 6 rotations of 4 minutes each.

“Lightening Round”

“Pictionary”

NONE


What vocabulary terms will be used throughout our unit of study on World War One, and how can students show mastery?

Label Scantron for Vocabulary Quiz, silently study for 5 minutes

Vocabulary Quiz

Vocabulary Quiz

Work on Vocabulary Assignment after Quiz

World War One Map Assignment

Finish Vocabulary Assignment – Due Tomorrow

Finish World War One Map Assignment

Wk. 12, Day 1 H 1.1, 1.2, 2.1, 2.2 –Students will learn about how World War One progressed, and why the Christmas Armistice of 1914 was an important part of the history of the war.

What was the Christmas Truce of 1914, and what did it reveal about the viewpoints of various soldiers during World War One?

World War One cloze story with Word Bank

Finish Vocabulary Assignment or World War One Map Assignment before timer expires.

Christmas Truce of 1914 Readers Theater

Select student readers

Fill in Organizer for each soldier’s point of view as the script is read

12 minutes to discuss readers theater notes after script

TRI-VENN DIAGRAM on the back of the Readers’ Theater Notes or on an attached paper once the organizer is finished

Wk. 12, Day 2 H 1.1., 1.2, E 1.1, 1.2 –Students will learn about the creation of the Roaring Twenties and why post-war economy boomed around the world.

What was the Roaring Twenties, and why was post-war economy so successful throughout the world?

World War One Alphabet Summary.

RT Notes from yesterday will be checked during the warmup time.

Roaring Twenties Reading with Jigsaw

Students separate 1920s reading into different groups.

10 minutes to prepare Jigsaw, 20 minutes to share notes.

NONE


What was the Roaring Twenties, and why was post-war economy so successful throughout the world?

Roaring Twenties Cloze with Word Bank

Introduction to Roaring Twenties Project

Work on Roaring Twenties Projects in cooperative groups.

Calculations for all numbers run today in class, graphs started.

Work on 1920s Project


Why did credit become a problem in the 1920s, and why did economic problems start to show at the end of the decade?

“War and Uneasy Neutrality” Article and Questions

Work on Roaring Twenties Project in cooperative groups

Answer critical thinking questions after graphs are completed for both sets of data.

Work on 1920s Project – Due on Wk. 13, Day 1


Why did credit become a problem in the 1920s, and why did economic problems start to show at the end of the decade?

Map of Europe during World War One – 10 Questions

Finish all 1920s Project parts today in class.

Finalize and color all graphsWork on 1920s Project –Due on Wk. 13, Day 1

Wk. 13, Day 1 H. 1.1, 1.2, E 1.1, 1.2 –Students will learn about the creation of the New

What was the New Deal, and why was it needed as a response to the Great

Deaths During World War One – Chart and Questions

New Deal Reading – Separate into different parts in Groups.

Finish 1920s Project

Deal programs as a response to the Great Depression in the United States.

Depression in the United States?

Complete Jigsaw notes in groups.

10 minutes to prepare notes, 20 minutes to present notes in groups.

Wk. 13, Day 2 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the creation of World War Two and how the problems of the Great Depression led to World War Two starting.

How did the problems of the Great Depression create the conditions for the start of World War Two?

World War Two Cipher Assignment

Students will watch “The World Wars: Program Two” in class today.

Students will fill in the video questions as they are watching the video.

Discussion of video questions and a grade at the end of class.


Students will brainstorm about how the conditions of the Great Depression could have been resolved without the start of World War Two.

Write a 3-4 sentence response.

Wk. 13, Day 3 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the creation of World War Two and how the problems of the Great Depression led to World War Two starting.

How did the problems of the Great Depression create the conditions for the start of World War Two?

Review Questions from “World Wars”

Students will be taking notes on the start of World War Two in class.

Students will volunteer to read notes for stamps while filling out their note page.

1920s PROJECT DUE TODAY

Summary Assignment:

4 cartoons showing events which led to the start of World War Two.

Wk. 13, Day 4 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the turmoil of the World leading up to World War Two, and how various world leaders interactions with each others framed their response to the conflict of World War Two.

What was the turmoil that the World faced in the early 1940s, and how did the World’s major leaders interact with each other during the start of World War Two?

“Japan, Pearl Harbor, and War” Reading Article with Questions

Notes from yesterday will be inspected for a grade during warmup time.

“Europe and the World In Turmoil” Readers’ Theater will be read in class.

Students will volunteer for roles in the readers’ theater script.

Students will fill out a graphic organizer during the reading of the script.

Table groups will get 14 minutes to discuss and complete the organizer after the script is read.


Students will compare/contrast three of the world leaders from the Readers’ Theater Script and create a Tri-Venn Diagram.

Tri-Venn Diagrams will be inspected for a grade tomorrow.

Wk. 13, Day 5 H 1.1, 1.2, 2.1, 2.2 – Students will demonstrate mastery of World War One, Great Depression, Roaring

How well have students mastered materials and concepts from 1914-1941, and how can they

“World At War” Cloze Assignment

Tri-Venn Diagrams

1914-1941 Test Review Guide

Students will work on the Test Review Guide in groups.


Summarize events from 1914-1941 in a Bubble Map with 8

Twenties, and lead up to World War Two by preparing for a Test.

demonstrate mastery on a Test?

from yesterday will be inspected for a grade during warmup time.

Test Review Guide will be discussed in class after students have 25 minutes to work on it.

Review Game to end class

parts.

Wk. 14, Day 1 H 1.1, 1.2, 2.1, 2.2 – Students will demonstrate mastery of World War One, Great Depression, Roaring Twenties, and lead up to World War Two by preparing for a Test.

How well have students mastered materials and concepts from 1914-1941, and how can they demonstrate mastery on a Test?

Label Scantrons for Unit Test 1914-1941.

Quick study session (5 minutes)

1914-1941 Test

World War Two in Europe Map after the Test.

Students will color code map according to directions on the front and answer critical thinking questions on the front after the map is finished.

Map is 74 points, critical thinking questions are 26 points.

Students will turn in map on Wk. 13, Day 5.

NONE

Wk. 14, Day 2 H 1.1, 1.2, 2.1, 2.2 – Students will demonstrate mastery of World War One, Great Depression, Roaring Twenties, and lead up to World War Two by preparing for a Test.

How well have students mastered materials and concepts from 1914-1941, and how can they demonstrate mastery on a Test?

“World Wars” Handout with Review Questions

Students will label their paper for Test Corrections.

Test Corrections will be based upon student performance on Scantron graded test from yesterday.

After Test Corrections are completed, students should staple Scantron to written corrections and then work on World War Two in Europe Map.

TEST CORRECTIONS TODAY

Wk. 14, Day 3 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the end of World War Two, the Korean War, and the threat of Communism during the Cold War.

How did the end of World War Two lead to more problems in the world, including the Korean War after 1945?

“WORLD WAR TWO ENDS” Acrostic – Students use World War Two Notes and Materials to complete ACROSTIC

Acrostics will be collected for a grade.

Khan Academy Videos – “Korean War, Bay of Pigs Invasion”

Students will take notes during the Khan Academy Videos in class.


VENN DIAGRAM – World War Two vs. Korean War

Wk. 14, Day 4 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the end of World War Two, the Korean War, and the threat of Communism during the Cold War.

How did the end of World War Two lead to more problems in the world, including the Vietnam War after 1945?

“Bay of Pigs Invasion” Article with Questions

Notes from yesterday’s videos will be inspected for a grade during the warmup time.

Khan Academy Videos – “Cuban Missile Crisis, Vietnam War.”

Students will take notes during the Khan Academy Videos in class.

Reflection/Discussion of All Notes from videos the last two class periods after videos are over.


Students will create a 12 picture summary cartoon showing the events of the Cold War from the video notes.

All cartoons must have dialogue/words and must be colored.

Wk. 14, Day 5 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1, 1.2 – Students will learn about the events and people which shaped the Cold War, and how the Cold War affected governmental policies and programs from 1945-1992 in America and around the world.

What was the Cold War, and how did it affect the policies and programs of various countries from 1945-1992?

“Korean War” Article with Questions

Cold War Timeline Project – 1945-1992

Students will follow directions on the front of their papers while completing their timelines.

Students will answer critical thinking questions while completing their Cold War Timeline Project

Wk. 15, Day 1 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1, 1.2 – Students will learn about the events and people which shaped the Cold War, and how the Cold War affected governmental policies and programs from 1945-1992.

What was the Cold War, and how did it affect the policies and programs of various countries from 1945-1992?

“Foreign Affairs” Article with Questions

Cold War Timeline 1945-1992 Students will finalize the Cold War Timeline Project and answer critical thinking questions on the back of their timeline.

Wk. 15, Day 2 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the creation of the Gulf War

Why did the Gulf War of 1990-1991 start and why was it an extension of

Cold War Review Circle Map

“Gulf War – The Air Campaign” – Video – History Channel TICKET OUT THE DOOR:

and determine why the Gulf War was an extension of Cold War policies.

Cold War policies? Students will answer questions for the video as they are watching.

Questions will be discussed at the end of class and a grade will be taken.

Patriotic Poster supporting America’s Efforts in the Gulf War. Add campaign slogan and detailed/colored pictures.

Wk. 15, Day 3 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the creation of the Gulf War and determine why the Gulf War was an extension of Cold War policies.

Why did the Gulf War of 1990-1991 start and why was it an extension of Cold War policies?

Gulf War – Air Campaign Review Questions

Posters will be inspected for a grade during warmup time.

“Gulf War – The Ground War” – Video – History Channel

Students will answer questions for the video as they are watching.

Questions will be discussed at the end of class and a grade will be taken.


Reflection Questions –1. Do you think the U.S. should have intervened in the Gulf War? Explain.

2. What do you think will happen in the future of Iraq as a result of the Gulf War?

3. What could the U.S. led coalition have done differently to be more successful in the Gulf War? Explain.

Wk. 15, Day 4 H. 1.1, 1.2, 2.1, 2.2, E. 1.1, 1.2 – Students will learn about humanitarian crises of the 1990s, including the humanitarian problems in Somalia and why the U.S. intervened.

Why did the U.S. intervene in several different humanitarian crises of the 1990s, and why was the experience of U.S. troops in Somalia a deterrent to U.S. actions in foreign affairs?

Gulf War Quiz –Fill in Blank, Matching, Multiple Choice – Students put answers on their own paper.

“Battle of Mogadishu” Reading

Students read the article aloud in small groups (2).

Students will fill in KWLH chart or Q-A-R based questions as they are reading the story.

Questions and charts will be turned in for a grade at the end of class today.

COLD WAR TIMELINES DUE AT THE END OF CLASS TODAY.


Battle of Mogadishu 6 summary cartoon pictures with captions/sentence details. Due on Wk. 16, Day 1

Wk. 15, Day 5 H. 1.1, 1.2, 2.1, 2.2, E. 1.1, 1.2 – Students will learn about humanitarian crises of the 1990s, including the humanitarian problems in Somalia and why the U.S. intervened.

Why did the U.S. intervene in several different humanitarian crises of the 1990s, and why was the experience of U.S. troops in Somalia a deterrent to U.S. actions

Battle of Mogadishu Map Warmup with Questions

“True Story of Blackhawk Down” – Video – History Channel

Students will answer questions as the video is being shown.

Questions will be discussed at

Work on 6 Summary Pictures from yesterday, if any time is left at the end of class.

in foreign affairs? the end of class today.Wk. 16, Day 1 H. 1.1, 1.2, 2.1, 2.2, E. 1.1,

1.2 – Students will learn about humanitarian crises of the 1990s, including the humanitarian problems in Somalia and why the U.S. intervened.

Why did the U.S. intervene in several different humanitarian crises of the 1990s, and why was the experience of U.S. troops in Somalia a deterrent to U.S. actions in foreign affairs?

Battle of Mogadishu Review Questions

“True Story of Blackhawk Down” – Video – History Channel

Students will answer questions as the video is being shown.

Questions will be discussed at the end of class today and all questions will be tabulated for a grade.

Finish 6 summary pictures from Wk. 15, Day 2 class period.

Color all pictures.

Wk. 16, Day 2 H 1.1, 1.2, 2.1, 2.2 – Students will learn about the impact of terrorism and other events on the United States throughout the early 21st century.

Why did the U.S. become a target of terrorist attacks during the late 1990s and early 2000s?

Summary Bubble Map with 10 details from the Battle of Mogadishu – Use notes and Reading Guide to help fill in.

September 11th, 2001 Terrorist Attacks Reading

Jigsaw Notes with Readings

Students create Jigsaw Notes – 12 minutes to create Notes, 20 minutes to share out Notes in small groups


Diary Entry –First person point of view about September 11th – Suppose you were at the event and survived, tell your thoughts and viewpoints in a 4 sentence diary entry.

Wk. 16, Day 3 H. 1.1, 1.2, 2.1, 2.2 – Students will learn about the historical importance of the September 11th terrorist attacks on America and why there were earlier attacks on America similar to 9/11.

Why was the U.S. deliberately targeted by terrorists going back to 1993 and why did the terrorists create the plans for another attack on America?

Jigsaw Notes from yesterday will be inspected for a grade during warmup time

“Inside 9/11 – War on America” – Documentary – National Geographic

Students will answer questions as they are watching the video

Questions will be discussed after the video ends.


Reflection:1. Why do you think America was a target of attacks going all the way back to 1993?

2. What could American authorities have done to prevent future attacks after 1993?

BATTLE OF MOGADISHU SUMMARY CARTOON PICTURES DUE TODAY

Wk. 16, Day 4 H 1.1, 1.2, 2.1, 2.2, C 1.1, 1.2 – Students will learn about the historical and culturally relevant factors which led to the September 11, 2001

What were the historical and cultural factors which led to the September 11, 2001 terrorist attacks, and what was America’s

“Inside 9/11” Review Questions

“Inside 9/11 – Zero Hour” – Documentary – National Geographic

Students will answer questions

GROUP DISCUSSION/REFLECTION:

Students will brainstorm in a

terrorist attacks on America and the American response to the attacks.

response to the attacks? as they are watching the video.

Questions will be discussed after the video ends.

group of 2 how to solve international terrorism issues.

Students will create and color campaign posters which will effectively limit international terrorism.

Wk. 16, Day 5 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1, 1.2 – Students will learn about governmental, historical, and cultural factors which led to the U.S. declaring war on Iraq in 2003.

What were the various factors which led to the U.S. declaring war on Iraq in 2003, and why was the U.S. coalition so difficult to create?

“SEPTEMBER ELEVENTH” Acrostic Poem – Use notes and video questions from last several class periods to fill in the acrostic poem.

Students will share acrostic poems when timer expires.

“The Iraq War” Smartboard Notes

Students will fill in their “Iraq War” handout while notes are being discussed in class.

Students will receive stamps for volunteering to read notes during class time.

Finalize campaign posters to limit international terrorism.

Wk. 17, Day 1 H. 1.1, 1.2, 2.1, 2.2, C&G 1.1., 1.2 – Students will learn about the historical development of the Iraq War in 2003, and why the United States had unexpected problems during the Iraq War.

Why did the United States have some problems during the 2003 war in Iraq, and what steps did the U.S. take to solve those problems?

“Terrorist Attacks on America” Bubble Map with 12 details.

Students will share details once the timer expires.

“The Iraq War” Video – Documentary- History Channel

Students will answer questions while watching the videos in class.

Questions will be discussed at the end of class.


Reflection:1. Why do you think the U.S. still has troops in Iraq after 10+ years of fighting?

2. Do you think the U.S. should have gone back to Iraq in 2003 to fight another war? Explain.

3. Why do you think the President would say Iraq had Weapons of Mass Destruction if they have never found any? Explain.

Wk. 17, Day 2 E. 1.1, 1.2, 2.1, 2.2 – Students will learn about the importance of financial literacy, and how it ties to the various units of study this semester.

What is Financial Literacy, and how has it been used throughout history by various civilizations and groups?

“The Iraq War” Address By President Bush – Article with Questions

“Financial Literacy” PowerPoint

Students will take notes on “Financial Literacy” PowerPoint by using guided note page.

Financial Literacy Practice through Budgeting 101 Assignment. – Students will analyze budget information and create/modify a budget based upon revenue vs. expenditures formula.

Wk. 17, Day 3 All Concepts How well have students mastered all concepts to prepare for NC Finals?

Final Exam Review Scramble

NC Final Exam Review Crossword Puzzle

Students answer crossword puzzle in a group of 2.

Students get 25-30 minutes to complete puzzle.

Puzzle Answers are discussed in class.

Review BINGO at end of class.

STUDY FOR EXAM

Wk. 17, Day 4 All Concepts How well have students mastered all concepts to prepare for NC Finals?

Final Exam Review Sort – Students will sort topics into various categories.

Sort will be discussed and explanations will be given why topics belong in certain areas of worksheet

NC FINAL Exam Sample Question Packets.

Students answer 25 sample questions in groups.

Sample Questions are gone over.

KAHOOT at the end of class

STUDY FOR EXAM

AFTER EXAM – Continue War on Terrorism Documentaries – “Battle of Fallujah”, “Battle of Nasiriyah,” and “War on Terror – Afghanistan” OR CURRENT EVENT STORIES (CNN, History.com, etc.)