Objectives: -- Explain how Rome transitioned from a republic to an empire Activities: -- Review benefits of actively participating in the democratic process for citizens and for gov'ts to have citizens participate in the democratic process -- (some classes) Continue taking notes on the Punic Wars -- (some classes) Write a summary of the Punic Wars in your notes -- Read p. 443-446 in the textbook on Julius Caesar -- Read the story of Julius Caesar's assassination on p, 428-429 Independent Learning: -- Review your notes for an assessment describing the importance of actively participating in the democratic process and the types of government tomorrow (see below for the notes you'll need) Notes/Handouts/Material covered in class: -- reformer-- someone who tries to "re-form" something existing to make what s/he thinks is an improvement for the better -- Veni, vidi, vici: "I came, I saw, I conquered" -- "Beware the Ides of March": Warning to Julius Caesar and his wife from a fortune teller in William Shakespeare's Julius Caesar. The Ides of March-- the 15th of March-- is when Julius Caesar was assassinated -- "Et tu, Brutus?" ("And you, Brutus?" or "You, too, Brutus?" or "Even you, Brutus?") Famous phrase, also from Shakespeare's Julius Caesar, now taken as something you might say to someone who betrayed you or was disloyal. [Brutus was Julius Caesar's friend/cousin and participated in Julius Caesar's assassination]
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Objectives: -- Describe the importance of the Punic Wars Activities: -- Take a practice test on the types of governments -- Continue taking notes on the Punic Wars -- Write a summary of the Punic Wars in your notes Independent Learning: -- There will be an assessment on describing the importance of actively participating in the democratic process and the types of government on Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the importance of active participation in the democratic process Activities: -- Review types of governments -- Review how to actively participate in the democratic process -- List in notes some of the ways it benefits a citizen to participate in the democratic process -- List in notes some of the ways it benefits a government to have its citizens participate in the democratic process -- Read p. 440-441 in textbook on the Punic Wars and expanding the republic -- Begin taking notes on the Punic Wars -- Period 8: See website posting for Monday, April 24 for the other classes Independent Learning: -- None, but there will be an assignment on describing the importance of actively participating in the democratic process and the types of government on Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the importance of active participation in the democratic process Activities: -- Discuss painting on p. 438 of textbook -- Review Social Studies standards for 6th grade focusing on types of governments and describing the importance of active participation in the democratic process -- Prepare study guide by copying summaries of the types of government and types of active participation in the democratic process -- With partner, brainstorm one of the following topics: -- How does it benefit a citizen to participate in the democratic process? -- How does it benefit a government to have its citizens participate in the democratic process? -- Period 8: See website posting for Friday, April 21 for the other classes Independent Learning: -- None, but there will be an assignment on today's objective either Thursday or Friday of this week Notes/Handouts/Material covered in class:
Objectives: -- Describe the founding and geography of Rome -- Explain how geography impacts social organization and politics -- Period 8: Describe the final phase in the mummification process Activities: -- Period 7: Turn in Alexander the Great poem -- Review information learned yesterday about Rome's landowning farmers in the army, and the characteristics developed by difficult farm work -- Review and discuss how economic differences began to create 2 social classes -- Read p. 437 about the tension between the patricians and plebeians leading to the creation of a written constitution that would define rights and duties of all Roman citizens -- Receive a blue guided notesheet comparing Roman and US governments and the US organizational structure -- Fill out the US side of the notesheet and the organizational structure on the back -- Period 8: Oil, spice, and wrap chickens! Independent Learning: -- Weekly Weekend Work -- Check StudentVUE -- Doing any missing work -- Check OG gmail account for any messages from teachers -- Clean out/Organize backpack -- Restock supplies (Stop by the front office or my room first thing Monday morning if you need anything) Notes/Handouts/Material covered in class: -- Discussed difference between "capital" and "capitol" -- capital --> city (think of the Spanish word for city, ciudad. Notice the a -- capitol --> building (think of the Spanish word for buidling, edifico. Notice the o
Objectives: -- Describe the founding and geography of Rome -- Explain how geography impacts social organization and politics Activities: -- Review information learned yesterday about Rome's physical characteristics -- Read p. 434 about the landowning farmers in Rome and their role in the Roman army -- Read p. 435 about the personal characteristics developed by difficult farming and how those characteristics helped Rome succeed and its army be strong -- Discuss how some farming successes contributed to the creation of two social classes, patricians (upper class) and plebeians (middle and lower classes) [see bottom half of notes below] Independent Learning: -- None -- Period 7: Alexander the Great poem due tomorrow (use powerpoint on Monday's and Tuesday's website post for facts on Alexander the Great) Notes/Handouts/Material covered in class:
Objectives: -- Describe the founding and geography of Rome Activities: -- Take notes on the 2 phases of Roman history (and the definition of a republic) -- View p. 427 to contrast the size of the Roman Republic and the Roman Empire. -- View p. A28-A29 and A32-A33 to contrast Alexander's empire and the Roman Empire -- Read p. 431-432 about the legend of Romulus and Remus. View images of the famous statue of the she-wolf and the twins. -- Continue with reading p. 432-433 about the physical geography surrounding Rome -- View p. A16 (physical map) and make inferences about how physical geography might have impacted Rome's development. Independent Learning: -- None -- Period 7: Alexander the Great poem due Friday (use powerpoint on Monday's and Tuesday's website post for facts on Alexander the Great) Notes/Handouts/Material covered in class: -- The story of Romulus and Remus (Google it)
30 minute classes Objectives: -- Create a replica of a mezuzah Activities: -- Finish creating mezuzah -- Finish Judaism crossword -- Continue writing thank-you message to our yoga teacher -- Read in textbook: -- p. R70-R71 (Judaism) -- p. R50 (Primary Source reading from the Hebrew Bible: Psalm of King David -- p. 330-333 (Story of the Exodus) -- p. 322-346 (Chapter on Judaism: Look at pictures) -- Period 7: Work on Alexander the Great poem instead of mezuzah (use powerpoint below for facts about Alexander the Great) Independent Learning: -- None -- Period 7: Alexander the Great poem due Friday (use powerpoint below for facts on Alexander the Great) Notes/Handouts/Material covered in class:
Objectives: -- Describe the purpose of a mezuzah -- Create a replica of a mezuzah Activities: -- Go over historical importance of a mezuzah -- See various images of mezuzot (plural of mezuzah) on Google Images -- Receive a paper mezuzah cut out and fold -- Receive paper to write your "words to live by" that will go on your scroll -- Period 7: Finish Alexander the Great powerpoint -- Period 7: Begin Alexander the Great acrostic poem Independent Learning: -- Bring headphones or earbuds, snacks, water, and a book for testing -- Period 7: Alexander the Great poem due Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the beliefs and practices of Judaism Activities: -- Complete viewing powerpoint on Judaism and filling in notesheet blanks (booklet notes below are completed notes with no blanks) -- Show artifacts -- Begin crossword puzzle on Judaism Independent Learning: -- Consider doing AzMerit sample tests (see website posting of March 29 for how to access the sample tests and scoring sheet) -- WWW -- Bring headphones or earbuds, snacks, water, and a book for testing 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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