7th Grade
Social Studies
Social Studies
WEEK 36!!!!! June 10-14 LAST WEEK OF SCHOOL!
Monday - Tuesday
Students finishing Renaissance projects and reading text, "Chinese Web giant Tencent rolls out gaming restrictions for young players" and learning to mark-up the text the AVID way. Additionally, students will be processing the information in the article by writing in the margins (annotating) using six different strategies: visualizing, summarizing, clarifying, connecting, questioning, and responding. Students will participate in a philosophical chairs debate on Thursday.
Wednesday
Finish prepping for debate -- marking text and completing prep form
Thursday
Philosophical Chairs debate on gaming restrictions text.
Friday
LAST day (full day) and field day.
Have a great summer!!!
Monday - Tuesday
Students finishing Renaissance projects and reading text, "Chinese Web giant Tencent rolls out gaming restrictions for young players" and learning to mark-up the text the AVID way. Additionally, students will be processing the information in the article by writing in the margins (annotating) using six different strategies: visualizing, summarizing, clarifying, connecting, questioning, and responding. Students will participate in a philosophical chairs debate on Thursday.
Wednesday
Finish prepping for debate -- marking text and completing prep form
Thursday
Philosophical Chairs debate on gaming restrictions text.
Friday
LAST day (full day) and field day.
Have a great summer!!!
Week 35: Jun 3 - 7
Monday
Students finished watching the fourth and final Magnificent Medici video and completing the note-taker (links below). The note-taker is having students evaluate statements to determine if the action being taken by individuals and groups during the Renaissance was an act of power or truth.
Tuesday-Friday
Students continued to work on their final project for the year -- digging deeper and learning more about an aspect of the Renaissance they found interesting from our unit.
DUE: Monday, June 9th
Monday
Students finished watching the fourth and final Magnificent Medici video and completing the note-taker (links below). The note-taker is having students evaluate statements to determine if the action being taken by individuals and groups during the Renaissance was an act of power or truth.
Tuesday-Friday
Students continued to work on their final project for the year -- digging deeper and learning more about an aspect of the Renaissance they found interesting from our unit.
DUE: Monday, June 9th
Week 34: May 28-31
Monday
No School
Tuesday
Viewing Medici video #3 and note-taker (links above)
Wednesday
Students finished watching the third Medici video and we discussed the shift of power and the changes taking place in the church during these years.
Thursday
Students completed a reading comprehension test and had time to check StudentVue and complete any missing work for class.
Monday
No School
Tuesday
Viewing Medici video #3 and note-taker (links above)
Wednesday
Students finished watching the third Medici video and we discussed the shift of power and the changes taking place in the church during these years.
Thursday
Students completed a reading comprehension test and had time to check StudentVue and complete any missing work for class.
Week 33: May 20-14
Monday
Students finished their one-pagers on the Medici Video #1
DUE: End of period
Tuesday-Wedneday
Students watched the second Medici video and completed a note-taker/viewing guide. Links to video (be sure to change subtitles to English) and viewing guide above.
Thursday-Friday
A great number of students were out on science field trips, so we enjoyed a couple days' review of the Renaissance by playing Quizlet Live and challenging each other to learn about significant people and topics related to the Renaissance.
Monday
Students finished their one-pagers on the Medici Video #1
DUE: End of period
Tuesday-Wedneday
Students watched the second Medici video and completed a note-taker/viewing guide. Links to video (be sure to change subtitles to English) and viewing guide above.
Thursday-Friday
A great number of students were out on science field trips, so we enjoyed a couple days' review of the Renaissance by playing Quizlet Live and challenging each other to learn about significant people and topics related to the Renaissance.
Week 32: May 13-17
Monday - Friday
Students finished watching the Medici video #1 and we reviewed the note-taker (note-taker with answers is posted below).
Students are going to create a One-Pager about the ideas presented in the first Medici video in a storyboard format. Students can use their note-taker, the textbook (pages 434-441) and any additional research.
DUE: End of class Monday, May 20
Monday - Friday
Students finished watching the Medici video #1 and we reviewed the note-taker (note-taker with answers is posted below).
Students are going to create a One-Pager about the ideas presented in the first Medici video in a storyboard format. Students can use their note-taker, the textbook (pages 434-441) and any additional research.
DUE: End of class Monday, May 20
Week 31: May 6-10
Monday - Friday
Medici Video #1
Students began watching a film about the Medicis -- a powerful banking family and patrons of the arts during the Renaissance in Florence, Italy. The objective is for students to contrast renaissance and medieval attitudes, understand the origins of the Renaissance, and learn to appreciate genius in art and engineering. There is a question sheet that we will be completing and reviewing in class.
Students finished watching "Medici: Godfathers of the Renaissance" and answered questions. Class discussion about what they think will happen next with the Medici family, the significant changes in art and architecture, and new ways of thinking.
Monday - Friday
Medici Video #1
Students began watching a film about the Medicis -- a powerful banking family and patrons of the arts during the Renaissance in Florence, Italy. The objective is for students to contrast renaissance and medieval attitudes, understand the origins of the Renaissance, and learn to appreciate genius in art and engineering. There is a question sheet that we will be completing and reviewing in class.
Students finished watching "Medici: Godfathers of the Renaissance" and answered questions. Class discussion about what they think will happen next with the Medici family, the significant changes in art and architecture, and new ways of thinking.
Week 30 Apr 29-May 3
Monday - Friday
Students studied the "Origins of the Renaissance". We read the text together and discussed how the world was beginning to change after the Black Death, Crusades, and Hundred Years' War. Changes could be seen in all areas: economics, religion, socially, educationally, etc.
Monday - Friday
Students studied the "Origins of the Renaissance". We read the text together and discussed how the world was beginning to change after the Black Death, Crusades, and Hundred Years' War. Changes could be seen in all areas: economics, religion, socially, educationally, etc.
Week 29 Apr 22 - 26
Monday
Students worked on a Chapter 4: The Rise of Muslim States crossword puzzle as review for the Chapter 4 test THIS WEDNESDAY!
Tuesday
Students worked on the textbook website classzone.com and worked through the "Flipcards" as review for the Chapter 4 test TOMORROW!
Wednesday
Chapter 4 test
Thursday
Introduction to the Crusades
Students watched a couple of videos to get an overview of the crusades
Friday
Students are working on a "Crusades and Religion" packet
Monday
Students worked on a Chapter 4: The Rise of Muslim States crossword puzzle as review for the Chapter 4 test THIS WEDNESDAY!
Tuesday
Students worked on the textbook website classzone.com and worked through the "Flipcards" as review for the Chapter 4 test TOMORROW!
Wednesday
Chapter 4 test
Thursday
Introduction to the Crusades
Students watched a couple of videos to get an overview of the crusades
Friday
Students are working on a "Crusades and Religion" packet
Week 28 Apr 15-19
Monday-Tuesday
Students worked with a partner taking notes on "The Golden Age" and "Muslim Rule in Spain" lessons from Chapter 4. Students are to process their notes, write questions, and answer the review questions found in the text.
Wednesday-Thursday
Students wrote letters and created cards for Korean War veterans from Central Oregon who are going on an Honor Flight to Washington DC.
Friday
Students resumed note-taking on Lesson 3 from Chapter 4. Notes from all of Chapter 4 (lessons 1, 2, 3), questions, and summaries will be due on Monday, April 22nd.
Monday-Tuesday
Students worked with a partner taking notes on "The Golden Age" and "Muslim Rule in Spain" lessons from Chapter 4. Students are to process their notes, write questions, and answer the review questions found in the text.
Wednesday-Thursday
Students wrote letters and created cards for Korean War veterans from Central Oregon who are going on an Honor Flight to Washington DC.
Friday
Students resumed note-taking on Lesson 3 from Chapter 4. Notes from all of Chapter 4 (lessons 1, 2, 3), questions, and summaries will be due on Monday, April 22nd.
Week 27 Apr 8-12
Monday-Tuesday
Students turned in their "Black Death" writing assignment, outline, and exhibits worksheet.
We began to study the eastern world and the rise of Muslim states prior to beginning our look at the Crusades.
Students are to take Cornell notes on Chapter 4, Lesson 1 (link on button above), answering the "Review" questions on the student side in their social studies spiral. Also, any vocabulary words are to be added to a three-column notes page with a definition and picture/symbol.
DUE: Wednesday, April 10, 2019
Wednesday-Friday
Students continued reading about the growth of Muslim states and changes in power during this time in history. Working with partners or independently, they are taking Cornell notes on Chapter 4, Lessons 1 & 2, answering the Review questions on the student side of their spiral, processing their notes, and writing questions in the left-hand column. Click on buttons above to link to text for Lesson 1 & 2.
DUE: Beginning of class Monday, April 15th. Students will get a grade for their notes.
Monday-Tuesday
Students turned in their "Black Death" writing assignment, outline, and exhibits worksheet.
We began to study the eastern world and the rise of Muslim states prior to beginning our look at the Crusades.
Students are to take Cornell notes on Chapter 4, Lesson 1 (link on button above), answering the "Review" questions on the student side in their social studies spiral. Also, any vocabulary words are to be added to a three-column notes page with a definition and picture/symbol.
DUE: Wednesday, April 10, 2019
Wednesday-Friday
Students continued reading about the growth of Muslim states and changes in power during this time in history. Working with partners or independently, they are taking Cornell notes on Chapter 4, Lessons 1 & 2, answering the Review questions on the student side of their spiral, processing their notes, and writing questions in the left-hand column. Click on buttons above to link to text for Lesson 1 & 2.
DUE: Beginning of class Monday, April 15th. Students will get a grade for their notes.
Week 26 Apr 1 - 5
Monday
After watching a movie about the bubonic plague/black students are beginning their investigation of the Black Death/Bubonic Plague by reviewing a packet of exhibits that address all aspects of the disease. Link to packet is on the button above. Students are working in groups and should finish exhibits A, B, and C by the end of class.
Tuesday
Students are continuing their investigation on the plague and answering the questions on exhibits D-E-F on their worksheet in preparation for a writing assignment on Thursday. If students finish worksheet, they can start working on their outline for writing.
Wednesday
The class is finishing the worksheet and reviewing exhibits G and H. When finished with the worksheet, they will review the information about the black death (bubonic plague) and prepare to write about their findings by completing an outline and writing a rough draft. We reviewed as a class what an outline looks like (mini-Q version works great) and the importance of planning writing BEFORE actually drafting.
Students are required to have a topic sentence/claim, two supporting details/evidence, a citation, and their feelings (comment/argument) about their evidence, a citation (where did they find the evidence/details), and a concluding sentence for that paragraph.
DUE: Black Death Worksheet Questions, Thursday, April 4th beginning of class
Thursday
Students are working on their "Black Death" rough draft and making revisions to begin their final paper on the black death.
Friday
Students have the class period to finish their black death paper.
Monday
After watching a movie about the bubonic plague/black students are beginning their investigation of the Black Death/Bubonic Plague by reviewing a packet of exhibits that address all aspects of the disease. Link to packet is on the button above. Students are working in groups and should finish exhibits A, B, and C by the end of class.
Tuesday
Students are continuing their investigation on the plague and answering the questions on exhibits D-E-F on their worksheet in preparation for a writing assignment on Thursday. If students finish worksheet, they can start working on their outline for writing.
Wednesday
The class is finishing the worksheet and reviewing exhibits G and H. When finished with the worksheet, they will review the information about the black death (bubonic plague) and prepare to write about their findings by completing an outline and writing a rough draft. We reviewed as a class what an outline looks like (mini-Q version works great) and the importance of planning writing BEFORE actually drafting.
Students are required to have a topic sentence/claim, two supporting details/evidence, a citation, and their feelings (comment/argument) about their evidence, a citation (where did they find the evidence/details), and a concluding sentence for that paragraph.
DUE: Black Death Worksheet Questions, Thursday, April 4th beginning of class
Thursday
Students are working on their "Black Death" rough draft and making revisions to begin their final paper on the black death.
Friday
Students have the class period to finish their black death paper.
Week 25 - Mar 18 - 22
Monday
Students presented world religion and belief systems to each other with a gallery walk of posters highlighting each of the religions/belief systems (Buddhism, Christianity, Islam, Hinduism, Confucianism, and Judaism). On the gallery walk, students took notes on a World Religions Chart (link above) and can reference the text (link below) to fill-in the missing areas on the chart in preparation for a quiz tomorrow.
For the quiz, students should study the information in the chart and be able to answer the questions on the link above ("Religion Questions").
DUE: Completed Religions/Beliefs Chart, Tuesday March, 19th beginning of class
QUIZ: Tuesday, March 19th
Monday
Students presented world religion and belief systems to each other with a gallery walk of posters highlighting each of the religions/belief systems (Buddhism, Christianity, Islam, Hinduism, Confucianism, and Judaism). On the gallery walk, students took notes on a World Religions Chart (link above) and can reference the text (link below) to fill-in the missing areas on the chart in preparation for a quiz tomorrow.
For the quiz, students should study the information in the chart and be able to answer the questions on the link above ("Religion Questions").
DUE: Completed Religions/Beliefs Chart, Tuesday March, 19th beginning of class
QUIZ: Tuesday, March 19th
Week 24 - Mar 11-15
Monday
Students are finishing a one-pager assignment on the "Power of the Church in the Middle Ages".
DUE: End of class today
Tues - Thur
Students are working in groups learning about a specific religion or belief system and creating a poster to share-out in a gallery walk on Monday. Click on button above to access information
DUE: Monday, beginning of class
Monday
Students are finishing a one-pager assignment on the "Power of the Church in the Middle Ages".
DUE: End of class today
Tues - Thur
Students are working in groups learning about a specific religion or belief system and creating a poster to share-out in a gallery walk on Monday. Click on button above to access information
DUE: Monday, beginning of class
Week 23 - Mar 4 - 8
Monday-Tuesday
Students read new text, "The Power of the Church" with a partner and took notes. Link to text on button above. Students were to complete "TASKS" in their Social Studies spirals on the student side.
DUE: Notes due Wednesday, March 6th, beginning of class.
Wednesday
Students created questions and answers about the text, "The Power of the Church" for an activity on Thursday. Question and answer sheet linked on button above.
DUE: Questions and answers due beginning of class, March 7th.
Thursday
Students participated in an activity where they would try and stump a classmate with one of the questions they wrote about the growth and power of the church in the Middle Ages.
Friday
ALL work for trimester 2 is due.
Students are working on creating a one-pager to demonstrate understanding of the church during the middle ages. This assignment (click on button above for link) will be completed using the "Power of the Church" text and student notes.
DUE: Monday, March 11th at the end of class
Monday-Tuesday
Students read new text, "The Power of the Church" with a partner and took notes. Link to text on button above. Students were to complete "TASKS" in their Social Studies spirals on the student side.
DUE: Notes due Wednesday, March 6th, beginning of class.
Wednesday
Students created questions and answers about the text, "The Power of the Church" for an activity on Thursday. Question and answer sheet linked on button above.
DUE: Questions and answers due beginning of class, March 7th.
Thursday
Students participated in an activity where they would try and stump a classmate with one of the questions they wrote about the growth and power of the church in the Middle Ages.
Friday
ALL work for trimester 2 is due.
Students are working on creating a one-pager to demonstrate understanding of the church during the middle ages. This assignment (click on button above for link) will be completed using the "Power of the Church" text and student notes.
DUE: Monday, March 11th at the end of class
Week 22 - Feb 25-Mar 1
Mon - Thurs
No school - SNOW DAYS
Friday
Students worked on creating a family crest
Mon - Thurs
No school - SNOW DAYS
Friday
Students worked on creating a family crest
Week 21 - Feb. 18-22
Monday
No School - President's Day
Tuesday
Students began work on an acrostic poem on feudalism (link on button above). The poem should be finished by end of class on Wednesday and the required paragraph should be finished by end of class on Thursday.
DUE: Assignment due end of class Thursday, Feb. 21st
Wednesday & Thursday
Students had class time to work on the "Feudalism" acrostic poem and paragraph. Students who finished their feudalism assignment started work on a new text and activity, "Knights and the Middle Ages" (link on button above). Students will work on the "Knight" assignment in class on Friday.
DUE: Feudalism Poem & Paragraph, end of period, Thursday
DUE: "Knight" assignment, end of period Friday, February 22nd.
Monday
No School - President's Day
Tuesday
Students began work on an acrostic poem on feudalism (link on button above). The poem should be finished by end of class on Wednesday and the required paragraph should be finished by end of class on Thursday.
DUE: Assignment due end of class Thursday, Feb. 21st
Wednesday & Thursday
Students had class time to work on the "Feudalism" acrostic poem and paragraph. Students who finished their feudalism assignment started work on a new text and activity, "Knights and the Middle Ages" (link on button above). Students will work on the "Knight" assignment in class on Friday.
DUE: Feudalism Poem & Paragraph, end of period, Thursday
DUE: "Knight" assignment, end of period Friday, February 22nd.
Week 20 - February 11-15
Monday-Thursday
Students began to learn about daily life in medieval Europe - taking notes from Ch. 9, lesson 2 (link above) and learning about how the manor system formed the economic structure of Europe during the Middle Ages.
Friday
Students took notes from an information sheet on "Feudalism & Medieval Life" and answered questions on the back side of the sheet (link on button above). DUE: End of period
Student assignment:
Monday-Thursday
Students began to learn about daily life in medieval Europe - taking notes from Ch. 9, lesson 2 (link above) and learning about how the manor system formed the economic structure of Europe during the Middle Ages.
Friday
Students took notes from an information sheet on "Feudalism & Medieval Life" and answered questions on the back side of the sheet (link on button above). DUE: End of period
Student assignment:
- Process all their notes from Ch. 9, Lesson 2 (processing notes involves thinking about notes, revising notes, organizing notes, and evaluating information in the notes), and
- Connecting Thinking (think beyond notes, analyze notes, ask questions, and connect to previous learning).
Week 19 - Jan. 28-Feb 1
Monday
Review for Viking test - tomorrow!
Tuesday
VIKING TEST!
Wednesday
Rules round-up and schoolwide expectations mid-year "refresher".
Thursday
VIKING TEST RETAKE after school today or by special arrangement with Miss Buck.
Students will begin to study the early middle ages. Partner reading with note-taking. Text can be found on the link above.
Monday
Review for Viking test - tomorrow!
Tuesday
VIKING TEST!
Wednesday
Rules round-up and schoolwide expectations mid-year "refresher".
Thursday
VIKING TEST RETAKE after school today or by special arrangement with Miss Buck.
Students will begin to study the early middle ages. Partner reading with note-taking. Text can be found on the link above.
Week 18 Jan 22-25
Monday
No School - Martin Luther King Jr. Holiday
Tuesday
Students are learning about Viking gods. Students received a handout on which they are to record information about seven Viking gods. Students went to the website (link above) to learn about the powers of the gods, what they were known for and also why the gods were believed to be important.
DUE: End of class TODAY
Monday
No School - Martin Luther King Jr. Holiday
Tuesday
Students are learning about Viking gods. Students received a handout on which they are to record information about seven Viking gods. Students went to the website (link above) to learn about the powers of the gods, what they were known for and also why the gods were believed to be important.
DUE: End of class TODAY
Week 17 Jan 14-18
Monday
Students watched a video on Viking exploration and answered questions. Click on the buttons above to access the video and questions.
DUE: Questions on "Horrible Histories, Tuesday Jan. 15th - beginning of class.
Tuesday
Students are working on a mapping activity, labeling geographical landmarks and locations as well as mapping Viking exploration and invasion routes. Click on buttons above to access the map and labeling instructions.
DUE: End of class on Wednesday, Jan. 16th.
Wednesday
Students finished Viking World Map and will turn it in at beginning of class Thursday.
Thursday
Students will be completing a mid-year reading comprehension assessment.
Monday
Students watched a video on Viking exploration and answered questions. Click on the buttons above to access the video and questions.
DUE: Questions on "Horrible Histories, Tuesday Jan. 15th - beginning of class.
Tuesday
Students are working on a mapping activity, labeling geographical landmarks and locations as well as mapping Viking exploration and invasion routes. Click on buttons above to access the map and labeling instructions.
DUE: End of class on Wednesday, Jan. 16th.
Wednesday
Students finished Viking World Map and will turn it in at beginning of class Thursday.
Thursday
Students will be completing a mid-year reading comprehension assessment.
Week 16 - Jan 7-11
Monday- Tuesday
Students are to read and take notes on text (chapter 15, lesson 1) reviewing the reasons for the fall of the Roman empire and the division of the empire into the East and the West.
Wednesday
Overview with students about our course of study for the rest of the trimester. Reflected on learning from Monday and Tuesday.
Thursday
Students watched a video about the barbaric Vikings and their 300-year infiltration of Europe. Students answered questions from the video and learned about Viking life. Link to video and questions are on buttons above.
DUE: Viking video questions due beginning of class Friday, Jan. 11th.
Friday
Students reviewed answers to video questions as a class and turned them in.
Monday- Tuesday
Students are to read and take notes on text (chapter 15, lesson 1) reviewing the reasons for the fall of the Roman empire and the division of the empire into the East and the West.
Wednesday
Overview with students about our course of study for the rest of the trimester. Reflected on learning from Monday and Tuesday.
Thursday
Students watched a video about the barbaric Vikings and their 300-year infiltration of Europe. Students answered questions from the video and learned about Viking life. Link to video and questions are on buttons above.
DUE: Viking video questions due beginning of class Friday, Jan. 11th.
Friday
Students reviewed answers to video questions as a class and turned them in.
Week 15 - Dec. 17 -21
Monday - Friday
Students are continuing their work on the Rome Mini-Q packet and essay - following is this weeks schedule.
Wednesday & Thursday
Students came in after school to work on their writing and get support.
Friday
DUE: Rome Mini-Q Essays
Monday - Friday
Students are continuing their work on the Rome Mini-Q packet and essay - following is this weeks schedule.
- Monday 12/17/18: Documents and document questions DUE; Class will review all document answers
- Tuesday 12/18/18: Outline and "bucketing" in class; students will begin to draft essay
- Wednesday-Friday 12/19-12/21/18: Writing in class - all essays to be done in google docs and shared with me; FINAL ESSAY DUE FRIDAY, DEC. 21st
- writing a claim
- providing evidence to support the claim
- citing a source (of information/evidence)
- writing an argument to connect the evidence to the claim
Wednesday & Thursday
Students came in after school to work on their writing and get support.
Friday
DUE: Rome Mini-Q Essays
Week 14 - Dec 10 - 14
Monday
Students took guided notes on Christianity in the Roman Empire. Button above is link to slide presentation and note-taker.
Tuesday
Students took guided notes on The Decline of the Roman Empire. Button above is link to slide presentation.
Wednesday - Friday
Students were given the Mini-Q packet on Rome, "What were the primary reasons for the fall of Rome?".
Following is the schedule for our Rome Mini-Q Packet and Essay assignment that is due Friday, December 21st. Students received the packet and schedule on Wednesday, Dec. 12th and have been working on it this week. Because of the amount of work necessary to complete the packet, students HAVE HOMEWORK THIS WEEKEND that is due on Monday.
Monday
Students took guided notes on Christianity in the Roman Empire. Button above is link to slide presentation and note-taker.
Tuesday
Students took guided notes on The Decline of the Roman Empire. Button above is link to slide presentation.
Wednesday - Friday
Students were given the Mini-Q packet on Rome, "What were the primary reasons for the fall of Rome?".
Following is the schedule for our Rome Mini-Q Packet and Essay assignment that is due Friday, December 21st. Students received the packet and schedule on Wednesday, Dec. 12th and have been working on it this week. Because of the amount of work necessary to complete the packet, students HAVE HOMEWORK THIS WEEKEND that is due on Monday.
- Wednesday 12/12/18: Hook Exercise done in class with partner
- Thursday 12/13/18: Background essay -- read as a class and questions discussed - questions due Friday; Pre-bucketing page completed as a class.
- Friday 12/14/18: Background question answers reviewed; Documents A-F read aloud in class and questions discussed - answered questions due Monday (full complete sentence answers)
- Monday 12/17/18: Documents and document questions DUE; Class will review all document answers
- Tuesday 12/18/18: Outline and "bucketing" in class; students will begin to draft essay
- Wednesday-Friday 12/19-12/21/18: Writing in class - all essays to be done in google docs and shared with me; FINAL ESSAY DUE FRIDAY, DEC. 21st
- writing a claim
- providing evidence to support the claim
- citing a source (of information/evidence)
- writing an argument to connect the evidence to the claim
TRIMESTER 2
Week 13 - Dec 3 - 7
Monday - Wednesday
Students read through text about the beginning of the Roman Empire beginning with Augustus and the Pax Romana. They learned about the technological advances (architecture, building, infrastructure), military, and the economy of the Roman Empire. The text and notes are found on the buttons above.
Thursday
Miss Buck is out and the students are to finish the text and their notes. Students are to complete questions 1-8 at the end of the text -- due at the end of class. QUIZ on FRIDAY over the Roman Empire text.
Week 13 - Dec 3 - 7
Monday - Wednesday
Students read through text about the beginning of the Roman Empire beginning with Augustus and the Pax Romana. They learned about the technological advances (architecture, building, infrastructure), military, and the economy of the Roman Empire. The text and notes are found on the buttons above.
Thursday
Miss Buck is out and the students are to finish the text and their notes. Students are to complete questions 1-8 at the end of the text -- due at the end of class. QUIZ on FRIDAY over the Roman Empire text.
Week 12 - November 26-29
Monday-Tuesday
Students reviewed the construct of the Roman Republic and discussed the essential question, "Why do governments change/fail?" We examined the changes in the Republic that led to its demise and the rise of the Roman Empire.
Wednesday - Thursday
Students continued to study about the crumbling of the Roman Republic and the rise of the Roman Empire -- learning about power-hungry generals, ambitious politicians, and angry, poor citizens. Students worked on answering questions 3-7 during class on Friday.
DUE: Students should process their notes from the text over the weekend (revise, highlight, organize, etc.).
Next week, we will begin to study the leaders of the Roman Empire and prepare to begin the Mini-Q!
Monday-Tuesday
Students reviewed the construct of the Roman Republic and discussed the essential question, "Why do governments change/fail?" We examined the changes in the Republic that led to its demise and the rise of the Roman Empire.
Wednesday - Thursday
Students continued to study about the crumbling of the Roman Republic and the rise of the Roman Empire -- learning about power-hungry generals, ambitious politicians, and angry, poor citizens. Students worked on answering questions 3-7 during class on Friday.
DUE: Students should process their notes from the text over the weekend (revise, highlight, organize, etc.).
Next week, we will begin to study the leaders of the Roman Empire and prepare to begin the Mini-Q!
Week 11 - November 13-16
Monday - No School
Tuesday
The Etruscan One-Pager summary (TEST) was due. MANY students did not complete the assignment and have until tomorrow to complete it or points will be deducted. REMINDER: ALL work for the first trimester is due by this Friday, November 16th (unless arrangements have been made with Miss Buck).
Today, students worked in groups to "jigsaw" the plebeians and patricians. Each group is to learn their assigned information and then teach the rest of the class about it. The essential question is "How did social structure impact the development of the Roman Republic?" The objective is for students to learn about the roles of the plebeians and patricians in the government and how they worked to establish a republic.
Wednesday
Patrician & Plebeian groups worked on their content to present to the rest of the class on Thursday. There will be a quiz on the Patrician & Plebeian information on Friday.
Thursday
Students are presenting their information to the class about patricians and plebeians. Notes are available by clicking on the link above. Quiz tomorrow over content.
DUE: Quiz on Friday, Nov. 16 on "Patricians & Plebeians"
Monday - No School
Tuesday
The Etruscan One-Pager summary (TEST) was due. MANY students did not complete the assignment and have until tomorrow to complete it or points will be deducted. REMINDER: ALL work for the first trimester is due by this Friday, November 16th (unless arrangements have been made with Miss Buck).
Today, students worked in groups to "jigsaw" the plebeians and patricians. Each group is to learn their assigned information and then teach the rest of the class about it. The essential question is "How did social structure impact the development of the Roman Republic?" The objective is for students to learn about the roles of the plebeians and patricians in the government and how they worked to establish a republic.
Wednesday
Patrician & Plebeian groups worked on their content to present to the rest of the class on Thursday. There will be a quiz on the Patrician & Plebeian information on Friday.
Thursday
Students are presenting their information to the class about patricians and plebeians. Notes are available by clicking on the link above. Quiz tomorrow over content.
DUE: Quiz on Friday, Nov. 16 on "Patricians & Plebeians"
Week 10 - November 5-9
Monday
Students finished working on their ancient Rome vocabulary and played Quizlet Live to further learn the vocabulary in a collaborative and fun way. Students who did not finish their 3-column vocabulary notes, will need to do them for homework tonight.
DUE: Ancient Rome 3-column vocabulary notes, Tuesday, November 6th
Tuesday
Students went to the library for a presentation by local veterans.
Wednesday
Students were given text that contained information about the Etruscans and their cultural contributions and influence on the development of the Roman culture. In pairs, students read the text and took notes and will be answering questions ("Etruscans & Romans Text") and creating a "one-pager" (summarization) of the information.
DUE: Notes, questions, and one-pager, Friday, November 9th - end of class.
Thursday-Friday
Students finished taking notes on the Etruscan influence on Rome (the Latins as they settled the area). Additional text on what the Romans borrowed from the Etruscans and an answer sheet are due Friday. Students began work on the summary piece, a "one-pager" - this is due Tuesday, November 13th at the beginning of class. Click on the links above to access information about this project.
DUE: Tuesday, November 13th - One-Pager Summary of Etruscan influence on Roman culture.
Monday
Students finished working on their ancient Rome vocabulary and played Quizlet Live to further learn the vocabulary in a collaborative and fun way. Students who did not finish their 3-column vocabulary notes, will need to do them for homework tonight.
DUE: Ancient Rome 3-column vocabulary notes, Tuesday, November 6th
Tuesday
Students went to the library for a presentation by local veterans.
Wednesday
Students were given text that contained information about the Etruscans and their cultural contributions and influence on the development of the Roman culture. In pairs, students read the text and took notes and will be answering questions ("Etruscans & Romans Text") and creating a "one-pager" (summarization) of the information.
DUE: Notes, questions, and one-pager, Friday, November 9th - end of class.
Thursday-Friday
Students finished taking notes on the Etruscan influence on Rome (the Latins as they settled the area). Additional text on what the Romans borrowed from the Etruscans and an answer sheet are due Friday. Students began work on the summary piece, a "one-pager" - this is due Tuesday, November 13th at the beginning of class. Click on the links above to access information about this project.
DUE: Tuesday, November 13th - One-Pager Summary of Etruscan influence on Roman culture.
Week 9 - October 29 - Nov 2
Monday
Rome! We begin the Ancient Rome unit with a quick overview of this time in history. We will dig deeper into the civilization by focusing on the geography, government, politics, daily life, and changes during the Roman Republic.
Period 5: Students are taking Cornell notes from the text on the button above, "Rise of the Roman Republic.
DUE: END of period Tuesday, Oct. 30th.
Tuesday
Students continued taking notes on the Roman Republic and their homework tonight is to "process" their notes -
Processing notes can include: revising, thinking about, organizing, and evaluating information in notes.
Students should be:
- chunking the information (draw lines between different ideas
- numbering each new idea
- highlight and underline important details
- put question marks next points of confusion (and ask questions when they come to class)
- circle key terms/vocabulary
- draw a visual or symbol to represent information
DUE at beginning of period on Wednesday, Oct. 31
Wednesday
Students will have their notes checked and graded while they begin on a mapping and question activity for ancient Rome. Work time will be given in class today and tomorrow, the final map due at the end of class on Thursday. Grading will be based on accuracy and neatness. Link to map and directions/questions above. Students are to include the following on their map:
- Compass Rose - Color land/islands GREEN - color seas BLUE - NO marker coloring (use colored pencils
- Key/Legend - use ^^^^^^ for mountains - all labeling in PEN
DUE: End of class, Thursday, Nov. 1st
Monday
Rome! We begin the Ancient Rome unit with a quick overview of this time in history. We will dig deeper into the civilization by focusing on the geography, government, politics, daily life, and changes during the Roman Republic.
Period 5: Students are taking Cornell notes from the text on the button above, "Rise of the Roman Republic.
DUE: END of period Tuesday, Oct. 30th.
Tuesday
Students continued taking notes on the Roman Republic and their homework tonight is to "process" their notes -
Processing notes can include: revising, thinking about, organizing, and evaluating information in notes.
Students should be:
- chunking the information (draw lines between different ideas
- numbering each new idea
- highlight and underline important details
- put question marks next points of confusion (and ask questions when they come to class)
- circle key terms/vocabulary
- draw a visual or symbol to represent information
DUE at beginning of period on Wednesday, Oct. 31
Wednesday
Students will have their notes checked and graded while they begin on a mapping and question activity for ancient Rome. Work time will be given in class today and tomorrow, the final map due at the end of class on Thursday. Grading will be based on accuracy and neatness. Link to map and directions/questions above. Students are to include the following on their map:
- Compass Rose - Color land/islands GREEN - color seas BLUE - NO marker coloring (use colored pencils
- Key/Legend - use ^^^^^^ for mountains - all labeling in PEN
DUE: End of class, Thursday, Nov. 1st
Week 8 - October 22 - 26
Monday - Tuesday
Students are researching the pros and cons of nuclear energy by using the website procon.org (link below). They are creating two-column notes for reference during the philosophical chairs debate on Thursday of this week when they will take a position on whether nuclear power is the cleanest and most efficient form of energy -- and defend it.
Wednesday
Students finished watching the Bill Nye video and taking notes for the debate.
Thursday
Students learned the "Rules of Engagement" for a philosophical chairs debate which will happen on Friday! There are two assignments due tomorrow before the debate begins. Click on the buttons to access the "sentence frames" and "debate prep sheet".
Sentence frames: students need to write only two (2) sentences in preparation for the debate.
Debate Prep Sheet: students need to read the central statement, list pros and cons from their notes on the Chernobyl and How Nuclear Energy is Made videos.
DUE: Sentences (2) and Debate Prep Sheet - beginning of class Friday, Oct 26
Monday - Tuesday
Students are researching the pros and cons of nuclear energy by using the website procon.org (link below). They are creating two-column notes for reference during the philosophical chairs debate on Thursday of this week when they will take a position on whether nuclear power is the cleanest and most efficient form of energy -- and defend it.
Wednesday
Students finished watching the Bill Nye video and taking notes for the debate.
Thursday
Students learned the "Rules of Engagement" for a philosophical chairs debate which will happen on Friday! There are two assignments due tomorrow before the debate begins. Click on the buttons to access the "sentence frames" and "debate prep sheet".
Sentence frames: students need to write only two (2) sentences in preparation for the debate.
Debate Prep Sheet: students need to read the central statement, list pros and cons from their notes on the Chernobyl and How Nuclear Energy is Made videos.
DUE: Sentences (2) and Debate Prep Sheet - beginning of class Friday, Oct 26
Week 7 - Oct 15-18
Monday
Click on the links below to access the text and the "marking the text" directions sheet.
Tuesday
Students turned in their marked-up Chernobyl text and vocabulary was also due today.
Students watched a video and took Cornell notes about how a nuclear power plant works. Students will begin to create a t-chart listing the pros and cons of nuclear power in preparation for the philosophical chairs debate next week.
Click on the button above to access the video.
Wednesday-Thursday
Students watched a Bill Nye video on nuclear power and took notes to further prepare for the philosophical chairs debate next week. They have a two-column notes sheet to list the "pros" and "cons" of nuclear energy to help them decide which side they will defend during the debate. Knowing both sides of the topic is essential in preparing their arguments.
The video link is listed above if students want to review it again before next week.
Monday
- Students are to finish reading and "marking-up" the text using the guidelines on the "Marking the Text" paper students were given today and we practiced in class (students should have a copy of this in their spiral). We marked paragraph one together in class and students were give about 20 minutes of work time today -- independently or with a partner -- to work on this assignment.
- In addition to marking the text, students are to write two things (questions, comments OR connections) for every paragraph (total of 8).
- Students need to finish their three-column vocabulary notes (we started in class last week) using vocabulary they select from the Chernobyl text. Twelve (12) words are expected. One column is for the word, the second column for the definition, and the third column is for a picture/symbol which they can leave blank for now.
Click on the links below to access the text and the "marking the text" directions sheet.
Tuesday
Students turned in their marked-up Chernobyl text and vocabulary was also due today.
Students watched a video and took Cornell notes about how a nuclear power plant works. Students will begin to create a t-chart listing the pros and cons of nuclear power in preparation for the philosophical chairs debate next week.
Click on the button above to access the video.
Wednesday-Thursday
Students watched a Bill Nye video on nuclear power and took notes to further prepare for the philosophical chairs debate next week. They have a two-column notes sheet to list the "pros" and "cons" of nuclear energy to help them decide which side they will defend during the debate. Knowing both sides of the topic is essential in preparing their arguments.
The video link is listed above if students want to review it again before next week.
Week 6
Monday-Tuesday
We began to study one of the five themes of geography in-depth, human environment interaction. What do humans do to the environment -- for what reasons -- and what is the result. In particular, we will be looking at nuclear energy from a variety of perspectives and sources in preparation for a philosophical chairs debate next week. Students will collect information that is both "for" and "against" nuclear power and decide which side they agree with most.
We began with completing a graphic organizer/note-taker while watching a short film about Chernobyl (links above).
Wednesday-Thursday
Students continued to watch the video and take notes and we moved on to watching a video about how nuclear power is made (link above). A copy of notes from the video can also be accessed by clicking on the link "How nuclear power is made - notes" above. Students should look over these notes and supplement their own when reviewing and revising their notes.
Monday-Tuesday
We began to study one of the five themes of geography in-depth, human environment interaction. What do humans do to the environment -- for what reasons -- and what is the result. In particular, we will be looking at nuclear energy from a variety of perspectives and sources in preparation for a philosophical chairs debate next week. Students will collect information that is both "for" and "against" nuclear power and decide which side they agree with most.
We began with completing a graphic organizer/note-taker while watching a short film about Chernobyl (links above).
Wednesday-Thursday
Students continued to watch the video and take notes and we moved on to watching a video about how nuclear power is made (link above). A copy of notes from the video can also be accessed by clicking on the link "How nuclear power is made - notes" above. Students should look over these notes and supplement their own when reviewing and revising their notes.
Week 5
Monday - Wednesday
Students were regrouped to work collaboratively in creating a "theme of geography" poster that will be presented to the class. Students were tasked with including the main elements of title, theme, definition, examples, pictures, captions, and group name on the poster. The rubric for scoring this poster is linked on the button below. The posters are due Thursday and students will practice listening, speaking, and note-taking skills as they present posters to small groups. Students will also learn how to use critical thinking skills (objective analysis and evaluation of an issue in order to form a judgment) by providing feedback to groups on their posters.
DUE: 5 Themes Poster, Thursday, October 4th
Thursday
Students presented their "5 Themes of Geography" posters today and received a speaking score for eye contact and voice/volume. They did an amazing job! Students also gave feedback to the poster groups in the form of specific compliments and suggestions for improvement.
While touring the "gallery of posters" students were tasked with taking any additional notes on the five themes of geography that were missing from their previous notes.
Students were informed there will be a quiz tomorrow -- and what will be on it:
DUE: Quiz on 5 Themes of Geography, Friday, Oct. 5th
Friday
Students took a quiz on the five themes of geography today - and overall did quite well! We will begin to study one of the themes in depth next week -- human environment interaction.
Monday - Wednesday
Students were regrouped to work collaboratively in creating a "theme of geography" poster that will be presented to the class. Students were tasked with including the main elements of title, theme, definition, examples, pictures, captions, and group name on the poster. The rubric for scoring this poster is linked on the button below. The posters are due Thursday and students will practice listening, speaking, and note-taking skills as they present posters to small groups. Students will also learn how to use critical thinking skills (objective analysis and evaluation of an issue in order to form a judgment) by providing feedback to groups on their posters.
DUE: 5 Themes Poster, Thursday, October 4th
Thursday
Students presented their "5 Themes of Geography" posters today and received a speaking score for eye contact and voice/volume. They did an amazing job! Students also gave feedback to the poster groups in the form of specific compliments and suggestions for improvement.
While touring the "gallery of posters" students were tasked with taking any additional notes on the five themes of geography that were missing from their previous notes.
Students were informed there will be a quiz tomorrow -- and what will be on it:
- be able to define the 5 themes
- give examples of the 5 themes
- recognize the themes from examples
DUE: Quiz on 5 Themes of Geography, Friday, Oct. 5th
Friday
Students took a quiz on the five themes of geography today - and overall did quite well! We will begin to study one of the themes in depth next week -- human environment interaction.
Week 4
Monday & Tuesday
Students began to learn/review the Five Themes of Geography by taking notes when listening to a five themes of geography song, watching a video that used Fortnite examples, and engaging in class and table-group discussion.
Wednesday - Friday
Students began a collaborative activity to learn more about the 5 Themes of Geography (worksheet and information sheet links above). Working in groups of 5-6, students are reading about and discussing a theme of geography, answering a questions, and checking each other's work (this keeps all group members accountable).
DUE: 5 Themes of Geography Graphic Organizer - Friday, September 28th
Monday & Tuesday
Students began to learn/review the Five Themes of Geography by taking notes when listening to a five themes of geography song, watching a video that used Fortnite examples, and engaging in class and table-group discussion.
Wednesday - Friday
Students began a collaborative activity to learn more about the 5 Themes of Geography (worksheet and information sheet links above). Working in groups of 5-6, students are reading about and discussing a theme of geography, answering a questions, and checking each other's work (this keeps all group members accountable).
DUE: 5 Themes of Geography Graphic Organizer - Friday, September 28th
Week 3
Monday - Tuesday
Students learned how to write questions and summaries for Cornell notes (buttons below link to handouts for writing questions and summaries).
Wednesday
Students took a break from note-taking and did a textbook scavenger hunt (became familiar with the textbook).
Thursday & Friday
Students took a quiz on Cornell note-taking on Thursday and did a reading comprehension assessment on Friday.
If a student was absent on one or both of those days, it is his/her responsibility to schedule a time to make up the missed work.
Monday - Tuesday
Students learned how to write questions and summaries for Cornell notes (buttons below link to handouts for writing questions and summaries).
Wednesday
Students took a break from note-taking and did a textbook scavenger hunt (became familiar with the textbook).
Thursday & Friday
Students took a quiz on Cornell note-taking on Thursday and did a reading comprehension assessment on Friday.
If a student was absent on one or both of those days, it is his/her responsibility to schedule a time to make up the missed work.
Week 2
Monday - Friday
Students learned about focused note-taking -- specifically Cornell note-taking in Social Studies. Some of the students are already familiar with this style of note-taking from last year, but received a "refresher" course. Click on the buttons below to access note-taking handouts that students will use to guide their Cornell note-taking.
Students also set up their "interactive notebooks". This is a spiral notebook used ONLY for this class. "Teacher Input" (notes, handouts, etc.) go on the right hand side pages and "Student Output" (students demonstrate understanding with writing, charts, or drawings) is on the left hand pages.
Tuesday we took a break from note-taking and discussed the impact of 9/11. What changes did the US make after the attack on American soil?
Monday - Friday
Students learned about focused note-taking -- specifically Cornell note-taking in Social Studies. Some of the students are already familiar with this style of note-taking from last year, but received a "refresher" course. Click on the buttons below to access note-taking handouts that students will use to guide their Cornell note-taking.
Students also set up their "interactive notebooks". This is a spiral notebook used ONLY for this class. "Teacher Input" (notes, handouts, etc.) go on the right hand side pages and "Student Output" (students demonstrate understanding with writing, charts, or drawings) is on the left hand pages.
Tuesday we took a break from note-taking and discussed the impact of 9/11. What changes did the US make after the attack on American soil?
Week 1
Wednesday
Students participated in a classroom community activity to get to know each other and we reviewed the OMS Student Handbook during first period.
Thursday:
Students received a class syllabus today and classroom expectations were reviewed.
Signed syllabus due: Friday, September 7, 2018
Friday
DUE: Signed syllabus
Wednesday
Students participated in a classroom community activity to get to know each other and we reviewed the OMS Student Handbook during first period.
Thursday:
Students received a class syllabus today and classroom expectations were reviewed.
Signed syllabus due: Friday, September 7, 2018
Friday
DUE: Signed syllabus