Objectives:
-- Describe some of the contributions of ancient Greece to modern US society Activities: -- Review the two main reasons Greece did so much trading (1-- Didn't have a lot of its own resources, 2-- Had an easy way to trade using the sea) -- Read textbook pages 358-359 on the development of the Greek alphabet and the use of coins (both borrowed from other cultures) -- Made a bookmark using the Greek alphabet to write your name on one side and drawing two sides of a coin (one with profile, one with symbol) on the other side. Independent Learning: -- None -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class:
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Objectives:
-- Describe the ways geography affected Ancient Greece Activities: -- Take notes on the five main landforms that distinguish Greece -- In small groups, brainstorm the challenges of a country that is 70-80% mountains; record on notesheet -- In small groups, brainstorm the benefits of a country that is on a peninsula; record on notesheet -- In small groups, make inferences about Greece's lifestyle based on its geography; share with class; record on notesheet Independent Learning: -- None -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class: -- Each class was slightly different so students who were absent may want to copy a classmate's notes. Objectives: -- Describe the ways geography affected Ancient Greece Activities: -- Discuss with partner what you already know about Ancient Greece; share with class -- Go over graded papers -- Receive notesheet/map. Take notes on Ancient and Classical Greece's time frames -- Label parts of the map using the geographic names on the bottom and the pages on the side -- Go over map in class; correct any mistakes Independent Learning: -- None -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class:
Objectives:
-- Demonstrate knowledge of China Activities: -- Take China quiz Independent Learning: -- WWW (Weekly Weekend Work): -- Check StudentVUE -- do any missing work -- Check OG email for messages from teachers -- Clean out backpack -- Restock supplies (If you don't have supplies at home, go to the front office or come see me first thing Monday morning to pick up supplies) -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class: Objectives: -- Determine preparedness for quiz -- Describe the look and feel of 100% silk! Activities: -- (some classes) Receive piece of mulberry paper -- Watch video segment on the Terra Cotta army -- With partner, play "Stump the Student" as a review for the China quiz -- Select a piece of silk; stamp with a Chinese pictograph -- Whole class quiz review Independent Learning: -- Study for China quiz tomorrow Notes/Handouts/Material covered in class:
Objectives: -- Describe cultural diffusion and explain why it is beneficial -- Describe other important developments from China Activities: -- Continue general notes on China -- (some classes) Video on modern day Silk Road -- (some classes) Receive piece of mulberry paper Independent Learning: -- Study for China quiz Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the Great Wall of China -- Explain what we can learn about Shi Huangdi and China from the Terra Cotta Army Activities: -- (some classes) Finish notes on the positives and negatives of Shi Huangdi -- Take notes on the Great Wall of China -- View video on the Great Wall -- Take notes on the Terra Cotta Army -- Read Junior Scholastic magazine article, "Secrets of an Ancient Army" -- (some classes) Read/Look at photos of the section about the Terra Cotta Army Independent Learning: -- Get all missing work in by Wednesday, March 8 (see yesterday's post for copies of handouts that might be needed) -- Period 1: Work on SLC: Gather work, write reflections (see Friday, March 3 post for copies of reflection forms) Notes/Handouts/Material covered in class:
Objectives: -- Assess and address missing work in Social Studies -- Describe leadership of Shi Huangdi Activities: -- Turn in summarizing paragraph graphic organizer for "Learning about Religions" paragraph -- View Google Classroom about number of missing assignments -- View chalkboard to see if name is there for a missing assignment Independent Learning: -- Get all missing work in by Wednesday, March 8 -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class:
Objectives: -- Evaluate the positives and negatives of Shi Huangdi Activities: -- Review the Shang and Zhou dynasties -- Review the 3 philosophies (Legalism, Confucianism, Daoism) -- Construct a T-chart labeling "+" and "-" under the name Shi Huangdi -- Read pages 267-268. Identify positive and negative characteristics and actions of Shi Huangdi Independent Learning: -- Summarizing paragraph on Learning about Religions is due Monday. Submit your work on Google Classroom. The graphic organizer must also be turned in (just using phrases on graphic organizer is fine). Your claim must address why learning about other religions is positive, negative, or some of each. Remember to CONSTRUCT SUPPORT! (Consider CEE, CER, PIES, etc.) Be sure you are thoroughly explaining or giving examples of your evidence and connecting it to your claim. -- WWW (Weekly Weekend Work): -- Check StudentVUE -- do any missing work -- Check OG email for messages from teachers -- Clean out backpack -- Restock supplies (If you don't have supplies at home, go to the front office or come see me first thing Monday morning to pick up supplies) -- Period 1: Work on SLC: Gather work, write reflections Notes/Handouts/Material covered in class:
Objectives: -- Demonstrate knowledge of Confucianism and Daoism Activities: -- Take quiz -- Continue working on Learning about Religions paragraph Independent Learning: -- Summarizing paragraph on Learning about Religions is due Monday. Submit your work on Google Classroom. The graphic organizer must also be turned in (just using phrases on graphic organizer is fine). Your claim must address why learning about other religions is positive, negative, or some of each. Remember to CONSTRUCT SUPPORT! (Consider CEE, CER, PIES, etc.) Be sure you are thoroughly explaining or giving examples of your evidence and connecting it to your claim. Notes/Handouts/Material covered in class:
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AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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