6^th grade On-level Social Studies

Lesson Plans for the week of August 10-14

 

8/10/09            Introduce myself to students. Explain expectations for behavior and academics for Social Studies. Distribute a syllabus to each student and give a brief overview of course. If time allows, students can introduce themselves to class.

 

8/11/09            Have students become familiar with the various parts of the textbook. Have students complete a “scavenger hunt” using page XXIII in the student edition while ensuring that students have written the proper information in their textbooks. Afterwards, review the “scavenger hunt” answers with students. (Answers are found on page T55 in the teacher’s edition.) Have students complete map worksheet “Latitude and Longitude”. Afterwards, review the assignment with the students.

 

8/12/09            Students will review map and globe skills. In the textbook, read pages 4-5 concerning imaginary lines and latitude and longitude. Have students complete map worksheets “Where in Europe?” and “A Look at Europe”. Review both.   

Afterwards, students will complete a 20-question Vertical Skills Assessment for data-gathering purposes. This assessment is for diagnostic purposes only and is not for a grade.

 

8/13/09            Students will review map and globe skills. In the textbook, read pages 6-7 concerning maps and globes. Have students complete map worksheets “Distance” and “International Riddles”. Review both.

For homework, students will make an acrostic using the word GEOGRAPHY. A page with that word will be provided to each student, who must then complete it with geographic places specific to Europe. Pages RA18-19 and 284 in the textbook can be used.

 

8/14/09            Students will become familiar with the physical geography of Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Physical and Political Characteristics and Europe: Rainfall and Elevation worksheet to complete. (These worksheets are found on pages 47-50 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

6^th grade TAG Social Studies

Lesson Plans for the week of August 10-14

 

8/10/09            Introduce myself to students. Explain expectations for behavior and academics for Social Studies. Distribute a syllabus to each student and give a brief overview of course. If time allows, students can introduce themselves to class.

 

8/11/09            Have students become familiar with the various parts of the textbook. Have students complete a “scavenger hunt” using page XXIII in the student edition while ensuring that students have written the proper information in their textbooks. Afterwards, review the “scavenger hunt” answers with students. (Answers are found on page T55 in the teacher’s edition.)

For homework, students will complete map worksheets “Latitude and Longitude”, “Where in Europe?” and “A Look at Europe”.

 

8/12/09            Students will first complete a 20-question Vertical Skills Assessment for data-gathering purposes. This assessment is for diagnostic purposes only and is not for a grade.          

Students will then review map and globe skills. In the textbook, read pages 4-5 concerning imaginary lines and latitude and longitude. Afterwards, students will complete a physical geography map of Europe. Students will label various features after first deciphering various clues locating those features. This is the first day of a two-day activity.  

 

8/13/09            Students will review map and globe skills. In the textbook, read pages 6-7 concerning maps and globes. Afterwards, review Tuesday’s homework. Finally, students will complete a physical geography map of Europe. Students will label various features after first deciphering various clues locating those features. This is the second day of a two-day activity.           

 

8/14/09            Students will become familiar with the physical geography of Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Physical and Political Characteristics and Europe: Rainfall and Elevation worksheet to complete. (These worksheets are found on pages 47-50 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

6^th grade On-level Social Studies

Lesson Plans for the week of August 17-21

 

8/17/09            Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. In the textbook, read page 8 concerning parts of the map. Using maps from the textbook as a resource guide, have students then draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete.

 

8/18/09            Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second day of a three-day project.

 

8/19/09            Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the third (and last) day of a three-day project.

 

8/20/09            Students will become familiar with general geographic features. In the textbook, read pages 14-15 concerning various geographic terms. Have students then complete the map worksheet “Geographically Speaking” which matches each term with their corresponding illustration. Review afterwards.

 

8/21/09            Students will be assessed on their knowledge of the geographical features of Europe. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector.

6^th grade TAG Social Studies

Lesson Plans for the week of August 17-21

 

8/17/09            Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. In the textbook, read page 8 concerning parts of the map. Using maps from the textbook as a resource guide, have students then draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take two days to complete.

 

8/18/09            Students will become familiar with the various countries, capitals, landforms, and significant bodies of water in Europe. Using maps from the textbook as a resource guide, have students draw and label a map of Europe which includes both physical and political features. Each student will be given a copy of the Europe Map Project, a handout which lists the requirements to be included in the map. Each student will also be given a piece of 12” x 18” paper to complete the assignment. The project is expected to take three days to complete. This is the second (and last) day of a two-day project.

 

8/19/09            Students will become familiar with general geographic features. In the textbook, read pages 14-15 concerning various geographic terms. Have students then complete the map worksheet “Geographically Speaking” which matches each term with their corresponding illustration.

Students will then read about Europe’s Resources and Industries and answer some related questions. Review both worksheets afterwards.

 

8/20/09            Students will become familiar with the location of countries in Europe. Each student will be given a copy of a Nystrom Desk Atlas. Each will also be given a Europe: Where People Live and Russia and Its Neighbors worksheet to complete. (These worksheets are found on pages 51-54 in The Nystrom World Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

8/21/09            Students will be assessed on their knowledge of the geographical features of Europe. Before giving the quiz, review the material as a class by calling individual students to label various features on a transparency used with an overhead projector.  

 

6^th grade On-level Social Studies

Lesson Plans for the week of August 24-28

 

8/24/09            Students will have a video introduction to the culture and history of Medieval Europe. The first film, “The Middle Ages for Students: A History of the Middle Ages”, is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a worksheet that is keyed to the information. If time permits, a second film, “World History: The Medieval Era”, will be shown. This film is approximately 47 minutes.

A notebook of the last two week’s assignments is due today.

 

8/25/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. A practice “round” will be played today before the competition “rounds” begin. (This is the 1^st day of a three-day activity.)

 

8/26/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the first and second “round” of competition. (This is the 2^nd day of a three-day activity.)

 

8/27/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the third “round” of competition. (This is the 3^rd day of a three-day activity.)

In addition, students will read a Junior Scholastic magazine and answer questions once the competition is complete. The articles in the magazine review aspects of European history.

 

8/28/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance will be assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students will have three days to research their topic and prepare a class presentation. Students will be given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available.

6^th grade TAG Social Studies

Lesson Plans for the week of August 24-28

 

8/24/09            Students will have a video introduction to the culture and history of Medieval Europe. The first film, “The Middle Ages for Students: A History of the Middle Ages”, is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a worksheet that is keyed to the information. Afterwards, lead a discussion about the Bubonic Plague, its spread and ramifications.

A notebook of the last two week’s assignments is due today.

 

8/25/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. A practice “round” will be played today before the competition “rounds” begin. (This is the 1^st day of a three-day activity.)

 

8/26/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the first and second “round” of competition. (This is the 2^nd day of a three-day activity.)

 

8/27/09            Students will learn about the geography and natural resources of Europe. A laptop computer, LCD projector, and CD from the software program Europe Inspirer will be needed. The class will be divided into groups of two. Each group will be given an individualized assignment which involves finding different natural resources. Each group’s responses are recorded by the computer, and results for correctness are tabulated. The competition between groups involves three “rounds” of assignments. Today is the third “round” of competition. (This is the 3^rd day of a three-day activity.)

In addition, students will read a Junior Scholastic magazine and answer questions once the competition is complete. The articles in the magazine review aspects of European history.

 

8/28/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance will be assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students will have three days to research their topic and prepare a class presentation. Students will be given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available.

 

6^th grade On-level Social Studies

Lesson Plans for the week of August 31 - September 4

 

8/31/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the second of three days to prepare for the presentation.

           

9/01/09            Students will become familiar with the history and culture of the Middle Ages. Read aloud Chapter 10, Section 2, pages 298-302, Medieval Europe. Have students then complete and review the Guided Reading Activity 2 (on page 49, in The World and Its People: Unit Resources, Europe) and questions 3 and 6 from page 302, Section 2 Assessment.

 

9/02/09            Students will have a video introduction to the culture and history of the Renaissance. The first film, “The Renaissance for Students: A History of the Renaissance”, is approximately 23 minutes. If time permits, a second film, “The Renaissance for Students: Everyday Life in the Renaissance”, will be shown. The latter movie is also 23 minutes. (Both are from the media center.) While viewing the two films, students will complete a handout that is keyed to the information.

 

9/03/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research their topic by themselves or with a partner. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the last day to prepare for the presentation.

 

9/04/09            Students will use the internet to discover the accomplishments of European sailors during the Age of Exploration. Students will use computers to access specific internet sites which describe the life and feats of European sailors during the Age of Exploration. As students are reading the online material, they will also answer related questions on a handout.

Another possible site for use is http://www.mariner.org/exploration/index.php.

 

6^th grade TAG Social Studies

Lesson Plans for the week of August 31 - September 4

 

8/31/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the second of three days to prepare for the presentation.

 

9/01/09            Students will become familiar with the history and culture of the Middle Ages. Read aloud Chapter 10, Section 2, pages 298-302, Medieval Europe. Have students then complete and review the Guided Reading Activity 2 (on page 49, in The World and Its People: Unit Resources, Europe) and questions 3 and 6 from page 302, Section 2 Assessment. Afterwards, students will orally compare and contrast medieval and modern (U.S.) societies.

 

9/02/09            Students will have a video introduction to the culture and history of the Renaissance. The film, “The Renaissance for Students: A History of the Renaissance”, will be shown. It is approximately 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information. Afterwards, students will orally discuss which events began the transition from the Medieval period to the Renaissance.

 

9/03/09            Students will research topics related to the Explorers and the Renaissance. The projects concerning the Explorers and the Renaissance were assigned by lottery. Students can choose to research one topic by themselves or with a partner to complete two projects. Students have three days to research their topic and prepare a class presentation. Students were given an instruction sheet which lists the requirements of the presentation and each project. Students will have access to the internet today for research. Books and other materials from the media center will also be available. Today is the last day to prepare for the presentation.

 

9/04/09            Students will use the internet to discover the accomplishments of European sailors during the Age of Exploration. Students will use computers to access specific internet sites which describe the life and feats of European sailors during the Age of Exploration. As students are reading the online material, they will also answer related questions on a handout. Afterwards, students will discuss which explorers, in their opinion, had the most important “discoveries”.

Another possible site for use is http://www.mariner.org/exploration/index.php.

 

6^th grade On-level Social Studies

Lesson Plans for the week of September 7-11

 

9/07/09            In observance of the Labor Day holiday, school is not in session.

 

9/08/09            Students will present information to the class concerning various topics about Explorers and the Renaissance. Each group of students will present their project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the first of two days of presentations.

 

9/09/09            Students will present information to the class concerning various topics about Explorers and the Renaissance. Each group of students will present their project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the second of two days of presentations.

 

9/10/09            Students will become familiar with notable Europeans responsible for the Age of Exploration. Read aloud selections from pages 658-665, The Age of Exploration. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/renaissance.htm.) Afterwards, have students compare the accomplishments of Prince Henry the Navigator, Vasco da Gama, Christopher Columbus, Magellan, and John Cabot.

 

9/11/09            Students will become familiar with the geographical features and boundaries of Europe. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing Europe. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.

A notebook of the last two week’s assignments is due today.

6^th grade TAG Social Studies

Lesson Plans for the week of September 7-11

 

9/07/09            In observance of the Labor Day holiday, school is not in session.

 

9/08/09            Students will present information to the class concerning various topics about Explorers and the Renaissance. Each student will present his or her project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the first of three days of presentations.

 

9/09/09            Students will present information to the class concerning various topics about Explorers and the Renaissance. Each student will present his or her project concerning Explorers and the Renaissance to the class. Requirements for each project were distributed last week. After each topic is presented, audience members will record positive and negative aspects of each presentation. The teacher will use a checklist assessing different aspects of the presentation to determine the grade for each student. This is the second of two days of presentations.

 

9/10/09            Students will become familiar with notable Europeans responsible for the Age of Exploration. Read aloud selections from pages 658-665, The Age of Exploration. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/renaissance.htm.) Afterwards, students will first compare the accomplishments of Prince Henry the Navigator, Vasco da Gama, Christopher Columbus, Magellan, and John Cabot. Students will then discuss who they believe today exhibits those same characteristics.

 

9/11/09            Students will become familiar with the geographical features and boundaries of Europe. Using a classroom set of laminated world maps from Nystrom, have the students complete Introducing Europe. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps. Afterwards, students will discuss how the shape and geographical features of Europe have contributed to the continent’s history and influence.

A notebook of the last two week’s assignments is due today.

 

6^th grade On-level Social Studies

Lesson Plans for the week of September 14-18

 

9/14/09            Students will build a medieval castle. To become with the different parts of a castle, students will first view “Living history: Living in Medieval Europe”. This film is approximately 21 minutes. Afterwards, the teacher will also use the projector to show the websites http://www.castles.org/Kids_Section/Castle_Story/parts.htm and http://kevin.lps.org/Middle_ages/castles/default.html. Afterwards, each student will be given a set of directions and paper to make a “foldable” castle. One side of the foldable will show the exterior of the castle; the other side will have an interior view of the castle. Students will be given an instruction page for this assignment. This is the first day of a two-day project. (To use as examples, student castles from previous years will be available, as well as books on the subject from our media center.)

 

9/15/09            Students will build a medieval castle. Students will use paper to make a “foldable” castle. One side of the foldable will show the exterior of the castle; the other side will have an interior view of the castle. Students were given an instruction page for this assignment. This is the second day of a two-day project.

 

9/16/09            Students will have a video introduction to science during the Renaissance. The film, “The Renaissance for Students: Renaissance Science and Invention”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.

 

9/17/09            Students will become familiar with Europe’s Renaissance and Reformation. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Reformation and Counter Reformation and The Dawn of Worldwide Trade worksheet to complete. (These worksheets are found on pages 93-94 and 97-98 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

9/18/09            Students will become familiar with Europe’s Reformation. Read aloud Chapter 10, Section 3, pages 303-307, From Renaissance to Revolution. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 50 and 24, respectively, in The World and Its People: Unit Resources, Europe).

 

6^th grade TAG Social Studies

Lesson Plans for the week of September 14-18

 

9/14/09            Students will become familiar with Europe’s Renaissance and Reformation. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Reformation and Counter Reformation and The Dawn of Worldwide Trade worksheet to complete. (These worksheets are found on pages 93-94 and 97-98 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class. Students will then discuss which European countries benefited most from the growing trade opportunities, and why.

As a take-home project, students will also be given a copy of the instructions for Renaissance Poetry. In this, students are given a selection of Renaissance poets from which to choose a poem to copy and recite before the class. This project will be presented on September 28^th.

 

9/15/09            Students will become familiar with Europe’s Reformation. Read aloud Chapter 10, Section 3, pages 303-307, From Renaissance to Revolution. Have students then complete and review the Guided Reading Activity 3 and Vocabulary Activity (on pages 50 and 24, respectively, in The World and Its People: Unit Resources, Europe).

Students will then be asked whether they agree more with the Reformation or Counter-Reformation, and why.

 

9/16/09            Students will have a video introduction to science during the Renaissance. The film, “The Renaissance for Students: Renaissance Science and Invention”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.

 

9/17/09            Students will replicate and analyze a Renaissance painting. Each student will be given a different Renaissance painting. Using one of several offered strategies, students will draw their own copy of the masterpiece. In essay form, each student will also write a short biography of the painter, an analysis of the painting’s subjects and techniques, and the student’s reaction to the meaning and mood of the painting. Use of books and the internet will be available in the media center. The project will need to be assembled on a poster. Instructions, a rubric, and helpful hints will be given to students. This is the first of a two-day project.

 

9/18/09            Students will review the textbook material related to Medieval Europe and the Renaissance. The class will first read page 308, Leonardo da Vinci. The teacher will then use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 10, Sections 2 and 3, pages 299-308. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.

 

6^th grade On-level Social Studies

Lesson Plans for the week of September 21-25

 

9/21/09            Students will use the internet to review the culture and history of Medieval Europe. Students will use computers to access specific internet sites which describe varying aspects of life in Medieval Europe. As students are reading the online material, they will also answer related questions on a handout.

 

9/22/09            Students will review the textbook material related to Medieval Europe and the Renaissance. The class will first read page 308, Leonardo da Vinci. The teacher will then use the Presentation Plus CD-ROM to show a PowerPoint presentation which reviews the material from Chapter 10, Sections 2 and 3, pages 299-308. Some of the presentation slides will pose questions, and students will need to write the answers to these questions on notebook paper as a daily assignment.

 

9/23/09            Students will be assessed on their knowledge of the Renaissance and Reformation. Students will complete a quiz which reviews the time period from Medieval Europe to the Industrial Age. Before giving the quiz, the teacher will lead a brief review of the material.

 

9/24/09            Students will become familiar with the Industrial Revolution. Read aloud Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/europe_in_transition.htm.) Have students then complete and review The Industrial Revolution worksheet (on pages 308 and 399, respectively, in the accompanying CD workbook).

 

9/25/09            Students will become familiar with colonialism. Read aloud Chapter 20, Section 1, pages 762-770, The New Imperialism. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/europe_in_transition.htm.) Have students then complete and review The New Imperialism worksheet (on pages 319 and 421, respectively, in the accompanying CD workbook).

A notebook of the last two week’s assignments is due today.

 

6^th grade TAG Social Studies

Lesson Plans for the week of September 21-25

                                                   

9/21/09            Students will replicate and analyze a Renaissance painting. Each student will be given a different Renaissance painting. Using one of several offered strategies, students will draw their own copy of the masterpiece. In essay form, each student will also write a short biography of the painter, an analysis of the painting’s subjects and techniques, and the student’s reaction to the meaning and mood of the painting. Use of books and the internet will be available in the media center. The project will need to be assembled on a poster. Instructions, a rubric, and helpful hints will be given to students. This is the second of a two-day project which is due October 2^nd.

 

9/22/09            Students will become familiar with the Industrial Revolution. Read aloud Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/europe_in_transition.htm.) Have students then complete and review The Industrial Revolution worksheet (on pages 308 and 399, respectively, in the accompanying CD workbook). Students will then discuss the advantages and disadvantages of the cottage industry versus the factory system.

 

9/23/09            Students will use the internet to review the culture and history of Medieval Europe. Students will use computers to access specific internet sites which describe varying aspects of life in Medieval Europe. As students are reading the online material, they will also answer related questions on a handout. Students will then be asked whether the “old” trial or the “new” trial system is preferable, and why.

 

9/24/09            Students will become familiar with colonialism. Read aloud Chapter 20, Section 1, pages 762-770, The New Imperialism. (This is in World History: Journey Across Time, which the students have online access to at http://www2.fultonschools.org/teacher/allenk2/europe_in_transition.htm.) Have students then complete and review The New Imperialism worksheet (on pages 319 and 421, respectively, in the accompanying CD workbook). Students will then discuss how the vestiges of colonialism and imperialism still affect world dynamics today.

 

9/25/09            Students will be assessed on their knowledge of the Renaissance and Reformation. Students will complete a quiz which reviews the time period from Medieval Europe to the Industrial Age. Before giving the quiz, the teacher will lead a brief review of the material. 

6^th grade On-level Social Studies

Lesson Plans for the week of September 28 – October 2

 

9/28/09            Students will simulate working conditions during the Industrial Revolution. Students will be divided into two groups upon entering the class. One group will perform an activity that simulates domestic production by hand. A second group will perform an activity that simulates factory work. After the activity is over, the class will compare the quantity and quality of items produced by each group.

 

9/29/09            Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 3, pages 780-788, World War I Begins. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War I Begins worksheet (on pages 321and 435, respectively, in the accompanying CD workbook).

 

9/30/09            Students will use the internet to investigate the weapons, tactics and hardships of World War I. Students will use computers to access specific internet sites which describe various aspects of World War I. As students are reading the online material, they will also answer related questions on a handout.

 

10/01/09          Students will have a video introduction to World War I. The first film, “World War I: The War in Europe”, is approximately 25 minutes. If time permits, a second film, “World War I and Its Aftermath”, will be shown. This film is approximately 53 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.

 

10/02/09          Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 4, pages 789-797, World War I Changes the World. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War I Changes the World worksheet (on pages 40 and 322, respectively, in the accompanying CD workbook).

6^th grade TAG Social Studies

Lesson Plans for the week of September 28 – October 2

 

9/28/09            Each student will present a Renaissance Poetry project by reciting a Renaissance poem of their choosing to the class. The list of available poets and instructions for making a “parchment” for the poem was distributed previously. Students were also given a rubric which the teacher will use to grade the presentation and parchment.

A notebook of the last two week’s assignments is due today.

 

9/29/09            Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 3, pages 780-788, World War I Begins. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War I Begins worksheet (on pages 321and 435, respectively, in the accompanying CD workbook). Afterwards, students will also discuss how imperialism led to World

War I.

 

9/30/09            Students will use the internet to investigate the weapons, tactics and hardships of World War I. Students will use computers to access specific internet sites which describe various aspects of World War I. As students are reading the online material, they will also answer related questions on a handout. One of the websites also has a trench warfare simulation that students will participate in.

 

10/01/09          Students will have a video introduction to World War I. The first film, “World War I: The War in Europe”, is approximately 25 minutes. If time permits, a second film, “World War I and Its Aftermath”, will be shown. This film is approximately 53 minutes. While viewing the two films, students must write at least fifteen important or interesting facts. Afterwards, students will discuss examples of how the war affected Europe’s civilian population.

 

10/02/09          Students will become familiar with the causes, events and effects of World War I. Read aloud Chapter 20, Section 4, pages 789-797, World War I Changes the World. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War I Changes the World worksheet (on pages 40 and 322, respectively, in the accompanying CD workbook). Students will also discuss alternatives to the actual surrender negotiations that occurred at the conclusion of the war.

 

6^th grade On-level Social Studies

Lesson Plans for the week of October 5-9

 

10/05/09          Students will become familiar with the causes, events and effects of World War II. Read aloud Chapter 21, Section 2, pages 808-819, World War II Begins. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War II worksheet, World War II Begins (on pages 332 and 455, respectively, in the accompanying CD workbook).

 

10/06/09          Students will become familiar with rise of communism and with World War II. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Rise of Communism and World War II Engulfs the World worksheet to complete. (These worksheets are found on pages 113-114 and 115-116 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

10/07/09          Students will become familiar with the causes, events, and effects of World War II. Read aloud Chapter 21, Section 3, pages 824-830, The Allies Win the War. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War II worksheet, The Allies Win the War (on pages 333 and 461, respectively, in the accompanying CD workbook).

 

10/08/09          Students will have a video introduction to World War II. The first film, “World War II: The World at War”, is approximately 39 minutes. If time permits, a second film, “World War II”, will be shown. This film is approximately 54 minutes. While viewing the two films, students must write at least fifteen important or interesting facts.

A notebook of the last two week’s assignments is due today.

An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.

 

10/09/09          Today is the Parent-Teacher Conference Day, and school is not in session for students.

6^th grade TAG Social Studies

Lesson Plans for the week of October 5-9

 

10/05/09          Students will become familiar with the causes, events and effects of World War II. Read aloud Chapter 21, Section 2, pages 808-819, World War II Begins. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War II worksheet, World War II Begins (on pages 332 and 455, respectively, in the accompanying CD workbook).

 

10/06/09          Students will become familiar with rise of communism and with World War II. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a Rise of Communism and World War II Engulfs the World worksheet to complete. (These worksheets are found on pages 113-114 and 115-116 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review these activities with the class.

 

10/07/09          Students will become familiar with the causes, events, and effects of World War II. Read aloud Chapter 21, Section 3, pages 824-830, The Allies Win the War. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Have students then complete and review the World War II worksheet, The Allies Win the War (on pages 333 and 461, respectively, in the accompanying CD workbook).

 

10/08/09          Students will learn about World War II by making three “trading cards”. The students will have access to both books and computers today. Directions and a grading scale for the project were handed out yesterday. Possible topics for the trading cards include famous people, places, battles, events and weapons of the war. (Suggested topics are included in the directions, but other topics can be used with the teacher’s approval.) The three trading cards are due Monday, October 19^th.

A notebook of the last two week’s assignments is due today.

An extra credit opportunity will also be given to each student today. If completed, the extra credit would replace the student’s lowest semester grade.

 

10/09/09          Today is the Parent-Teacher Conference Day, and school is not in session for students.

 

6^th grade On-level Social Studies

Lesson Plans for the week of October 12-16

 

10/12/09          Students will read about instances of heroism during World War II. Using lesson plans offered by The National World War II Museum (New Orleans), students will read about individuals, both on the home front and front lines, who exhibited heroism. Afterwards, students will complete a handout that discusses the characteristics of heroism. Students will also read about several controversial decisions made during the war. Would students have made the same decisions, and, if not, what would have been their alternative?

 

10/13/09          Students will learn about the details and results of D-Day. Using lesson plans offered by The National World War II Museum (New Orleans), students will receive a map that shows the details concerning the landing and battle of D-Day. Accompanying the map will be questions concerning those details. Afterwards, students working in groups will examine pictures of D-Day. There will also be a handout asking students to interpret the photographs.

 

10/14/09          Students will become familiar with the music of Russia. Students will listen to several Russian songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the four songs, they will answer questions from pages 45-46 in Glencoe’s World Music: A Cultural Legacy workbook.

 

10/15/09          Students will become familiar with the events of the Holocaust. Read aloud Chapter 21, Section 3, page 827, The Holocaust. (This is in World History: Journey Across Time.) Afterwards, show the first ten-minute segment of the film, “World War II”. This film segment talks about the causes and effects of the Holocaust. Finally, using a lesson plan offered by The National World War II Museum (New Orleans), have students read aloud a short segment about those who were persecuted. Along with the reading is a handout students will complete titled Exploring Personal and Collective Responsibility in WWII.

 

10/16/09          Students will be assessed on their knowledge of Europe from 1800-1945. Students will complete a quiz which reviews material from World History: Journey Across Time. The sections covered are Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution; Chapter 20, Section 1, pages 762-770, The New Imperialism; Chapter 20, Sections 3 and 4, pages 780-796, World War I Begins and World War I Changes the World; and Chapter 21, Sections 2 and 3, pages 813-830, World War II Begins and The Allies Win the War. The quiz will consist of 50 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material. Last week, students were given a study guide to complete.

 

6^th grade TAG Social Studies

Lesson Plans for the week of October 12-16

 

10/12/09          Students will read about instances of heroism during World War II. Using lesson plans offered by The National World War II Museum (New Orleans), students will read about individuals, both on the home front and front lines, who exhibited heroism. Afterwards, students will complete a handout that discusses the characteristics of heroism. Students will also read about several controversial decisions made during the war. Would students have made the same decisions, and, if not, what would have been their alternative?

 

10/13/09          Students will learn about the details and results of D-Day. Using lesson plans offered by The National World War II Museum (New Orleans), students will receive a map that shows the details concerning the landing and battle of D-Day. Accompanying the map will be questions concerning those details. Afterwards, students working in groups will examine pictures of D-Day. There will also be a handout asking students to interpret the photographs.

 

10/14/09          Students will become familiar with the music of Russia. Students will listen to several Russian songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the four songs, they will answer questions from pages 45-46 in Glencoe’s World Music: A Cultural Legacy workbook.

 

10/15/09          Students will become familiar with the events of the Holocaust. Read aloud Chapter 21, Section 3, page 827, The Holocaust. (This is in World History: Journey Across Time.) Afterwards, show the first ten-minute segment of the film, “World War II”. This film segment talks about the causes and effects of the Holocaust. Finally, using a lesson plan offered by The National World War II Museum (New Orleans), have students read aloud a short segment about those who were persecuted. Along with the reading is a handout students will complete titled Exploring Personal and Collective Responsibility in WWII.

 

10/16/09          Students will be assessed on their knowledge of Europe from 1800-1945. Students will complete a quiz which reviews material from World History: Journey Across Time. The sections covered are Chapter 19, Section 2, pages 724-730 and 742-743, The Industrial Revolution; Chapter 20, Section 1, pages 762-770, The New Imperialism; Chapter 20, Sections 3 and 4, pages 780-796, World War I Begins and World War I Changes the World; and Chapter 21, Sections 2 and 3, pages 813-830, World War II Begins and The Allies Win the War. The quiz will consist of 50 multiple choice, matching and critical thinking questions. Before giving the quiz, the teacher will lead a review of the material. Last week, students were given a study guide to complete.

 

6^th grade On-level Social Studies

Lesson Plans for the week of October 19-23

 

10/19/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Working in assigned groups, students should first read about their respective country and then decide what activity they will do and how they will present their country to the class. A student can earn points each day depending on participation in his or her group’s activity. This is the first of three days to work in class on the project.

A notebook of the last two week’s assignments is due today.

 

10/20/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should finalize their presentation to the class. This is the second of three days to work in class on the project.

 

10/21/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. If a group is going to have any hand-outs, these should be typed. (Students will have access to computers today.) The teacher will then make copies. Each group should also rehearse their presentation to the class. This is the last of three days to work in class on the project. Presentations will begin next Monday with Group One.

 

10/22/09          Students will become familiar with the music of Europe. Students will listen to several European songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the seven songs, they will answer questions from pages 35-37 in Glencoe’s World Music: A Cultural Legacy workbook.

 

10/23/09          Students will learn about the purpose and disadvantages of a command economy. Students will participate in the “parking lot” activity. This activity is designed to simulate a command economy and also illustrate the greater flexibility of a market economy.

 

6^th grade TAG Social Studies

Lesson Plans for the week of October 19-23

 

10/19/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Working in assigned groups, students should first read about their respective country and then decide what activity they will do and how they will present their country to the class. A student can earn points each day depending on participation in his or her group’s activity. This is the first of three days to work in class on the project.

A notebook of the last two week’s assignments is due today.

The World War II “trading card” project is also due today.

 

10/20/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. Each group should finalize their presentation to the class. This is the second of three days to work in class on the project.

 

10/21/09          Students will become experts on, and prepare a presentation for, a particular European country. Working in small groups, students will prepare to teach about different assigned European countries. A sixth group will prepare a quiz over the countries presented by the preceding groups. A requirement sheet will be distributed to each student. If a group is going to have any hand-outs, these should be typed. (Students will have access to computers today.) The teacher will then make copies. Each group should also rehearse their presentation to the class. This is the last of three days to work in class on the project. Presentations will begin next Monday with Group One.

 

10/22/09          Students will become familiar with the music of Europe. Students will listen to several European songs. These tunes are included on a compact disc from Glencoe’s World Music: A Cultural Legacy. As students are listening to the seven songs, they will answer questions from pages 35-37 in Glencoe’s World Music: A Cultural Legacy workbook.

 

10/23/09          Students will learn about the purpose and disadvantages of a command economy. Students will participate in the “parking lot” activity. This activity is designed to simulate a command economy and also illustrate the greater flexibility of a market economy.

 

6^th grade On-level and TAG Social Studies

Lesson Plans for the week of October 26-30

 

10/26/09          Student groups will share their knowledge of a particular European region with the class. Group presentations begin today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about the British Isles, pages 340-344 in the textbook.

 

10/27/09          Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about France and the Benelux countries, pages 345-348 in the textbook.

 

10/28/09          Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Germany and the Alpine countries, pages 350-353 in the textbook.

 

10/29/09          Student groups will share their knowledge of a particular European region with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about the countries of southern Europe, pages 358-362 in the textbook.

 

10/30/09          Student groups will share their knowledge of a particular European country with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Russia, pages 404-409 in the textbook. (Only 3^rd period will have a presentation about Russia, pages 410-415 in the textbook.)

 

6^th grade On-level Social Studies

Lesson Plans for the week of November 2-6

 

11/02/09          Student groups will share their knowledge of a particular European country with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Russia, pages 410-415 in the textbook. (Only 3^rd period will today have a review for tomorrow’s quiz.)

 

11/03/09          Students will be assessed on their knowledge of the countries of Europe. Group presentations conclude today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Today’s presentation will be a review of all previous groups and a written quiz of the material concerning the countries of Europe.

 

11/04/09          Students will review the geography of Russia. Give each student the Regional Atlas Activity E & F and the History and Geography Activity worksheets to explore the Trans-Siberian Railroad and the time zones in Russia. (These worksheets are found on pages 5, 6, 11 & 12, respectively, in The World and Its People: Unit Resources, Russia and the Eurasian Republics.) Afterwards, review these activities with the class.

 

11/05/09          Students will become familiar with the time after World War II known as the Cold War. Read aloud 319-323, A Divided Continent. Have students then complete and review questions 4 & 7 on page 323. Also have they complete the Guided Reading Activity 2 (on page 49 in The World and Its People: Unit Resources, Europe).

 

11/06/09          Students will become familiar with the Cold War and post-WWII independence movements. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a The Cold War and Independence Sweeps the World worksheet to complete. (These worksheets are found on pages 116-117 and 118-119 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.

A notebook of the last two week’s assignments is due today.

 

6^th grade TAG Social Studies

Lesson Plans for the week of November 2-6

 

11/02/09          Student groups will share their knowledge of a particular European country with the class. Group presentations continue today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Grades for the individual members of each group may vary according to effort, participation, etc. Today’s presentation will be about Russia, pages 410-415 in the textbook.

 

11/03/09          Students will be assessed on their knowledge of the countries of Europe. Group presentations conclude today. The teacher will use a checklist given to each student to grade the different aspects of the presentation. Today’s presentation will be a review of all previous groups and a written quiz of the material concerning the countries of Europe.

 

11/04/09          Students will review the geography of Russia. Give each student the Regional Atlas Activity E & F and the History and Geography Activity worksheets to explore the Trans-Siberian Railroad and the time zones in Russia. (These worksheets are found on pages 5, 6, 11 & 12, respectively, in The World and Its People: Unit Resources, Russia and the Eurasian Republics.) Afterwards, review these activities with the class.

           

11/05/09          Students will become familiar with the time after World War II known as the Cold War. Read aloud 319-323, A Divided Continent. Have students then complete two Venn diagrams, one which compares/contrasts the Cold War with a conventional war, and a second diagram which compares/contrasts communism with democracy.

 

11/06/09          Students will become familiar with the Cold War and post-WWII independence movements. Each student will be given a copy of a Nystrom World History Atlas. Each will also be given a The Cold War and Independence Sweeps the World worksheet to complete. (These worksheets are found on pages 116-117 and 118-119 in The Nystrom Atlas of World History.) Afterwards, review these activities with the class.

A notebook of the last two week’s assignments is due today.

 

6^th grade On-level Social Studies

Lesson Plans for the week of November 9-13

                                                  

11/09/09          Students will be introduced to the various forms of government found around the world. Students will learn to identify the differences and similarities among governments, and how to tell them apart. The film, “Comparative Government”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.

 

11/10/09          Students will become familiar with Russia after the end of communism. Read aloud 420-421 and Chapter 15, Section 1, pages 424-428, From Communism to Free Enterprise. Have students then complete and review questions 6 & 7 on page 428. Also have them complete the Reteaching Activity (on page 37 in The World and Its People: Unit Resources, Russia and the Eurasian Republics).

A short video from BrainPop will also be shown about communism, and students will orally answer accompanying questions keyed to the video clip.

 

11/11/09          Students will become familiar with the geographical, cultural, and economic patterns found in Europe and Russia. Using a classroom set of laminated world maps from Nystrom, have the students complete Patterns in Europe and Russia. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.

 

11/12/09          Students will become familiar with the formation and purpose of the European Union. Read aloud Chapter 11, Section 3, pages 324-329, Moving Toward Unity. Have students then complete and review the Critical Thinking Skills Activity and Enrichment Activity (on pages 93, 94 and 101, respectively, in The World and Its People: Unit Resources, Europe).

 

11/13/09          Students will become familiar with the geographical features of Canada. Using an outline political map from Unit Resources: The United States and Canada, have students label provinces/territories and capitals of Canada. Also have students label the natural resources of Canada using a physical map. Students will use pages RA10-11, 119, 123 and 161 in the textbook to obtain this information.

 

6^th grade TAG Social Studies

Lesson Plans for the week of November 9-13

                                                  

11/09/09          Students will be introduced to the various forms of government found around the world. Students will learn to identify the differences and similarities among governments, and how to tell them apart. The film, “Comparative Government”, will be shown. The movie is 23 minutes. (This film is from the media center.) While viewing the film, students will complete a handout that is keyed to the information.

 

11/10/09          Students will become familiar with Russia after the end of communism. Read aloud 420-421 and Chapter 15, Section 1, pages 424-428, From Communism to Free Enterprise. Have students then complete and review questions 6 & 7 on page 428. Also have them complete the Reteaching Activity (on page 37 in The World and Its People: Unit Resources, Russia and the Eurasian Republics).

A short video from BrainPop will also be shown about communism, and students will orally answer accompanying questions keyed to the video clip.

 

11/11/09          Students will become familiar with the geographical, cultural, and economic patterns found in Europe and Russia. Using a classroom set of laminated world maps from Nystrom, have the students complete Patterns in Europe and Russia. Part of the activity will involve marking certain areas with an erasable pen. At the conclusion of class, students will clean/wipe off their world maps.

 

11/12/09          Students will become familiar with the formation and purpose of the European Union. Read aloud Chapter 11, Section 3, pages 324-329, Moving Toward Unity. Have students then complete and review the Critical Thinking Skills Activity and Enrichment Activity (on pages 93, 94 and 101, respectively, in The World and Its People: Unit Resources, Europe).

 

11/13/09          Students will record what they know already about Canada. Students will create a KWL chart to share their knowledge and perceptions of Canada. As part of the activity, students will list some topics that they wish to learn more about Canada.

Students will also become familiar with the political features of Canada. In preparation for Thursday’s project, students will use an outline political map from Unit Resources: The United States and Canada to label the provinces/territories and capitals of Canada.

 

6^th grade On-level Social Studies

Lesson Plans for the week of November 16-20

                                                  

11/16/09          Students will begin a project concerning a Canadian province or territory of their choice. Students will divide into pairs and choose a Canadian province or territory for which to complete a project. (No duplication of provinces or territories is permitted within each class.) Each student will receive an instruction sheet which details the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center will also be brought into the classroom as an additional resource. (The Kids Book of Canada by Barbara Greenwood has the crest of each province.)

The project will be due this Friday.

           

11/17/09          Students will continue a project concerning a Canadian province or territory of their choice. Earlier, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center are also available as an additional resource.

 

11/18/09          Students will learn about resources, production and scarcity. In groups, students will participate in the “Survival in the Jungle!” activity. This activity is designed to teach students about limited resources and opportunity cost.

 

11/19/09          Students will conclude a project concerning a Canadian province or territory of their choice. Last week, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center are also available as an additional resource.

 

11/20/09          Students will read about the geographical features of Canada. Read aloud Chapter 5, Section 1, pages 156-161, Canada: A Resource-Rich Country. Have students then complete and review the Section 1 Assessment, page 163, 1-3 & 5.

The Canadian province/territory poster project is due today.

 

6^th grade TAG Social Studies

Lesson Plans for the week of November 16-20

                                                  

11/16/09          Students will begin a project concerning a Canadian province or territory of their choice. Students will divide into pairs and choose a Canadian province or territory for which to complete a project. (No duplication of provinces or territories is permitted within each class.) Each student will receive an instruction sheet which details the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center will also be brought into the classroom as an additional resource. (The Kids Book of Canada by Barbara Greenwood has the crest of each province.)

The project will be due this Friday.

           

11/17/09          Students will continue a project concerning a Canadian province or territory of their choice. Earlier, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center are also available as an additional resource.

 

11/18/09          Students will learn about resources, production and scarcity. In groups, students will participate in the “Survival in the Jungle!” activity. This activity is designed to teach students about limited resources and opportunity cost.

 

11/19/09          Students will conclude a project concerning a Canadian province or territory of their choice. Last week, students divided into pairs and chose a Canadian province or territory for which to complete a project. Each student received an instruction sheet which detailed the requirements of the project. To research their particular province or territory, students will have use of computers and the internet. Books from the media center are also available as an additional resource.

 

11/20/09          Students will read about the geographical features of Canada. Read aloud Chapter 5, Section 1, pages 156-161, Canada: A Resource-Rich Country. Have students then complete a Venn diagram which compares/contrasts the geographies of Europe and Canada.

The Canadian province/territory poster project is due today.

 

6^th grade On-level Social Studies

Lesson Plans for the week of November 23-27

 

11/23/09          Students will demonstrate the placement for the geographical features of North America. Give each student a handout which lists the major geographical features of North America. Using an outline map of North America, students will then draw and label each of these geographical features. Students will use pages RA8-13 and 118 in the textbook as a reference.

 

11/24/09          Students will have a video introduction to the people and geography of Canada. A film, “Canada: Land of Diversity,” will be shown. The movie is approximately 44 minutes. While viewing the film, students must write at least fifteen important or interesting facts.

A notebook of the last two week’s assignments is due today.

 

11/25/09          In observance of the Thanksgiving holiday, school is not in session.

 

11/26/09          In observance of the Thanksgiving holiday, school is not in session.

 

11/27/09          In observance of the Thanksgiving holiday, school is not in session.

 

6^th grade TAG Social Studies

Lesson Plans for the week of November 23-27

 

11/23/09          Students will be given instructions for a multiple-intelligences project concerning Canada. Students will choose three options from among a wide variety of project possibilities. Students will present all three “mini-projects” to another class on December 15^th.

Students will also demonstrate the placement for the geographical features of North America. Give each student a handout which lists the major geographical features of North America. Using an outline map of North America, students will then draw and label each of these geographical features. Students will use pages RA8-13 and 118 in the textbook as a reference.

 

11/24/09          Students will also have a video introduction to the people and geography of Canada. A film, “Canada: Land of Diversity,” will be shown. The movie is approximately 44 minutes. While viewing the film, students must write at least fifteen important or interesting facts.

A notebook of the last two week’s assignments is due today.

 

11/25/09          In observance of the Thanksgiving holiday, school is not in session.

 

11/26/09          In observance of the Thanksgiving holiday, school is not in session.

 

11/27/09          In observance of the Thanksgiving holiday, school is not in session.