WEEK: February 13-17 Teacher: Gosnell Unit Title: History of Latin America | Unit Big Idea: After European colonization of Latin America, how did both group’s cultures change? | Standards to Address in Unit: SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a quiz on the Columbian Exchange | Major Unit concepts and vocabulary | 1. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes, Inca, Atahualpa, Pizarro, Columbian Exchange | 2. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes, Inca, Atahualpa, Pizarro, Columbian Exchange | 3. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes, Inca, Atahualpa, Pizarro, Columbian Exchange | 4. Columbian Exchange | 5. | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | | OPENING | DQ: Read pages 96-97 in the CRCT Prep book and answer questions 240-244 on pages 97-98. Return notebooks of daily assignments to students. | DQ: Read page 99 in the CRCT Prep book and answer questions 245-247 on page 98. | DQ: Read pages 99-100 in the CRCT Prep book and answer questions 248-251 on page 100. | DQ: Read page 101 in the CRCT Prep book and answer questions 252-255 on page 101. | School Holiday | WORK PERIOD | Students will read about the Columbian Exchange in pages 668-669, Life in the Americas, in Journey Across Time. Students will answer question #6 from page 669 as well as the Columbia Exchange Pre-lesson Activity, which also serves as the study guide for this Thursday’s quiz. | Students will watch 2 videos, the first of watch describes the Aztec Empire before the arrival of the Spanish, and the 2nd depicting the conquest of the Aztec by Cortes. | Students will use the Nystrom World History Atlas to answer worksheet questions about how the Europeans Explore and Settle in the Americas, as well as the effects of the Columbian Exchange in Three Worlds Meet. Afterwards, we will review the answers together. | Students will first be given time to review their notes. Students will then complete the Columbian Exchange quiz. | | CLOSING | HW: Review for this Thursday’s Columbian Exchange quiz. Finish assignment at home if not completed in class. | HW: Review for this Thursday’s Columbian Exchange quiz. Finish assignment at home if not completed in class. | HW: Review for this Thursday’s Columbian Exchange quiz. Finish assignment at home if not completed in class. | HW: Continue working on Latin America Food Project if not finished. | |
WEEK: February 6-10 Teacher: Gosnell Unit Title: History of Latin America | Unit Big Idea: After European colonization of Latin America, how did both group’s cultures change? | Standards to Address in Unit: SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: prepare for a quiz on the Columbian Exchange | Major Unit concepts and vocabulary | 1. Mayans | 2. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes | 3. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes | 4. Christopher Columbus, Aztec, Montezuma, Spanish, Cortes, Inca, Atahualpa, Pizarro | 5. Christopher Columbus | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | How were both European and Native American cultures changed after European contact with the Aztec and Inca? | OPENING | DQ: Read page 90 in the CRCT Prep book and answer questions 219-221 on page 90. The requirements for the Latin America Food Project will be distributed & explained. | DQ: Read page 91 in the CRCT Prep book and answer questions 222-224 on page 91. | DQ: Read page 92 in the CRCT Prep book and answer questions 225-230 on pages 92-93. | DQ: Read page 94 in the CRCT Prep book and answer questions 231-234 on pages 94-95. | DQ: Read page 95 in the CRCT Prep book and answer questions 235-239 on page 96. | WORK PERIOD | Students will watch a video related to Mayan history and culture. While watching the video, students will complete questions which accompany the video. | Students will read pages 582-589, Life in the Americas, in Journey Across Time. In writing, students will then answer the questions on pages 584, 585, 587, & 588. | Students will use the Nystrom World History Atlas to answer worksheet questions about the Olmec and Maya Civilizations, Aztec Empire, and Inca Empire. Afterwards, we will review the answers together. | Students will read pages 593-600, The Fall of the Aztec and Inca Empires, in Journey Across Time. Students will then complete a worksheet reviewing The Fall of the Aztec and Inca Empires. | Students will watch a video about the life and accomplishments of Christopher Columbus. While watching the video, students will complete questions which accompany the video. | CLOSING | HW: Begin working on Latin America Food Project at home. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. Continue working on Latin America geography project if not finished. | HW: Finish assignment at home if not completed in class. | Collect notebooks of daily assignments. HW: Continue working on Latin America geography project if not finished. |
WEEK: January 30 – February 3 Teacher: Gosnell Unit Title: Geography of Latin America and the Caribbean, History of Latin America | Unit Big Idea: How does the physical and cultural geography shape the environment, nations, and people of Latin America and the Caribbean? How has Europe impacted the development and culture of Latin America and the Caribbean? | Standards to Address in Unit: SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. a. Describe the results of blending of ethnic groups in Latin America and the Caribbean. b. Explain why Latin America is a region based on the languages of Portuguese and Spanish. SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: prepare for a quiz on the Geography of Latin America and the Caribbean | Major Unit concepts and vocabulary | 1. air pollution, rainforest deforestation, oil pollution | 2. natural resources | 3. ethnic group blending, Spanish language, Portuguese language | 4. Aztec, Spanish, Montezuma, Cortes | 5. all vocabulary associated with the geography of Latin America and the Caribbean | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How have Latin American and Caribbean actions changed the natural environment? | How have Latin American and Caribbean actions changed the natural environment? | How have Latin American and Caribbean actions changed the natural environment? | How were both European and native American cultures changed after European contact with the Aztec and Inca? | How does the physical geography of Latin America and the Caribbean contribute to its culture? | OPENING | DQ: Read page 36 in the CRCT Prep book and answer questions 65-68 on pages 36-37. | DQ: Read page 38 in the CRCT Prep book and answer questions 69-72 on page 38. | DQ: Read page 87 in the CRCT Prep book and answer questions 206-209 on page 87. | DQ: Read page 88 in the CRCT Prep book and answer questions 210-214 on pages 88-89. | DQ: Read page 89 in the CRCT Prep book and answer questions 215-218 on pages 89-90. | WORK PERIOD | Small groups will orally present information concerning various challenges facing Latin America today. An observation form will be completed for each presentation. | Small groups will orally present information concerning various challenges facing Latin America today. An observation form will be completed for each presentation. | Small groups will orally present information concerning various challenges facing Latin America today. An observation form will be completed for each presentation. | Students will read pages 572-578, The First Americans, in Journey Across Time. Students will then complete a written activity about the Olmec and Mayan civilizations. | Students will first complete the quiz on the Geography of Latin America and the Caribbean. Afterwards, students will read “The New World Before Contact” from http://www.pbs.org/when-worlds-collide/ Students will then complete “An Aztec King” and “Aztec Poetry” activities. | CLOSING | HW: Review for this Friday’s Latin America and the Caribbean geography quiz. | HW: Review for this Friday’s Latin America and the Caribbean geography quiz. | HW: Review for this Friday’s Latin America and the Caribbean geography quiz. | HW: Review for this Friday’s Latin America and the Caribbean geography quiz. Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. |
WEEK: January 23-27 Teacher: Gosnell Unit Title: Geography of Latin America and the Caribbean | Unit Big Idea: How does the physical and cultural geography shape the environment, nations, and people of Latin America and the Caribbean? | Standards to Address in Unit: SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela. SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. a. Describe the results of blending of ethnic groups in Latin America and the Caribbean. b. Explain why Latin America is a region based on the languages of Portuguese and Spanish. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: prepare for a quiz on the Geography of Latin America and the Caribbean | Major Unit concepts and vocabulary | 1. air pollution, rainforest deforestation, oil pollution | 2. air pollution, rainforest deforestation, oil pollution | 3. natural resources | 4. ethnic group blending, Spanish language, Portuguese language | 5. ethnic group blending, Spanish language, Portuguese language | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How have Latin American and the Caribbean actions changed the natural environment? | How have Latin American and the Caribbean actions changed the natural environment? | How have Latin American and the Caribbean actions changed the natural environment? | How have Latin American and the Caribbean actions changed the natural environment? | How have Latin American and the Caribbean actions changed the natural environment? | OPENING | DQ: Read page 30 in the CRCT Prep book and answer questions 48-52 on page 31. | There will be no Daily Warm-up question today because we are in the Media Center. | DQ: Read page 32 in the CRCT Prep book and answer questions 53-56 on page 32-33. | DQ: Read page 33 in the CRCT Prep book and answer questions 57-60 on page 34. | DQ: Read page 35 in the CRCT Prep book and answer questions 61-64 on page 35. On-level Amazon rain forest projects are due. | WORK PERIOD | Small groups will research various challenges facing Latin America today. Students will be given directions for the project, and today will be spent working in the computer lab. | Small groups will research various challenges facing Latin America today. Students will be given directions for the project, and today will be spent working in the media center. | Students will use a Nystrom laminated world map to complete Nations and Cities South America. Review answers with students. | Students will watch the “Jeff Corwin Experience: The Amazon Aquatic Ecosystem”. While watching the video, students must write at least 10 important or interesting facts. | Small groups will orally present information concerning various challenges facing Latin America today. An observation form will be completed for each presentation. | CLOSING | HW: Continue working on Latin America geography project. | HW: Continue working on Latin America geography project if not finished. | HW: Continue working on Latin America geography project if not finished. Finish assignment at home if not completed in class. | HW: Continue working on Latin America geography project if not finished. Finish assignment at home if not completed in class. | HW: Review for next week’s Latin America and the Caribbean geography quiz. |
WEEK: January 16-20 Teacher: Gosnell Unit Title: Geography of Latin America and the Caribbean | Unit Big Idea: How does the physical and cultural geography shape the environment, nations, and people of Latin America and the Caribbean? | Standards to Address in Unit: SS6G1 The student will locate selected features of Latin America and the Caribbean a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a map quiz on the physical and political features of Latin America | Major Unit concepts and vocabulary | 1. | 2. Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, Atacama Desert | 3. Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, Venezuela | 4. air pollution, rainforest deforestation, oil pollution | 5. natural resources | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | | Why are people attracted to certain regions of Latin America in which to live? | Why are people attracted to certain regions of Latin America in which to live? | How does the physical geography of Latin America and the Caribbean contribute to its culture? | How does the physical geography of Latin America and the Caribbean contribute to its culture? | OPENING | National Holiday | DQ: Read page 22 in the CRCT Prep book and answer questions 29-32 on page 23. | DQ: Read page 24 in the CRCT Prep book and answer questions 33-37 on page 25. | DQ: Read page 26 in the CRCT Prep book and answer questions 38-42 on page 27. | DQ: Read page 28 in the CRCT Prep book and answer questions 43-47 on page 29. | WORK PERIOD | | Students will complete Regional Atlas Activity B, E, F, & G worksheets which review the geography of Latin America. Afterwards, review answers with students. | Students will first complete the Latin America map quiz of physical & political features. Students will then read pages 176-183 from the textbook and answer p. 179, questions 1-4, p. 181, questions 1-2, p. 182, questions 1-2, and p. 183, questions 1-2. | Students will use a Nystrom Desk Atlas to complete the handout South America: Rainfall & Elevation and South America: Where People Live. Review answers with students. | Students will first watch “Geography of Mexico and Central America”. If time permits, students will also view “Geography of the Caribbean”. While watching the videos, students must write at least 10 important or interesting facts. | CLOSING | | HW: Finish assignment at home if not completed in class. Review for tomorrow’s Latin America map quiz. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | Collect notebooks of daily assignments. |
WEEK: January 9-13 Teacher: Gosnell Unit Title: Geography of Latin America and the Caribbean | Unit Big Idea: How does the physical and cultural geography shape the environment, nations, and people of Latin America and the Caribbean? | Standards to Address in Unit: SS6G1 The student will locate selected features of Latin America and the Caribbean a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: student-created map of Latin America and the Caribbean | Major Unit concepts and vocabulary | 1. Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, Atacama Desert | 2. Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, Venezuela | 3. Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, Atacama Desert | 4. Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, Venezuela | 5. Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, Atacama Desert | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | Why are people attracted to certain regions of Latin America in which to live? | Why are people attracted to certain regions of Latin America in which to live? | Why are people attracted to certain regions of Latin America in which to live? | Why are people attracted to certain regions of Latin America in which to live? | Why are people attracted to certain regions of Latin America in which to live? | OPENING | DQ: Read page 15 in the CRCT Prep book and answer questions 9-12 on pages 15-16. | DQ: Read page 16 in the CRCT Prep book and answer questions 13-16 on page 17. | DQ: Read page 18 in the CRCT Prep book and answer questions 17-20 on page 18. | DQ: Read page 19 in the CRCT Prep book and answer questions 21-24 on page 19. | Student-created map of Latin America and the Caribbean is due. DQ: Read page 20 in the CRCT Prep book and answer questions 25-28 on page 21. | WORK PERIOD | Students will create a map which contains all of Latin America’s political and physical features. Students will be given guidelines and paper to create the map. The project is due Friday. | Students will create a map which contains all of Latin America’s political and physical features. Students will be given guidelines and paper to create the map. The project is due Friday. | Students will create a map which contains all of Latin America’s political and physical features. Students will be given guidelines and paper to create the map. The project is due Friday. | Students will use a Nystrom laminated world map to complete Introducing South America. Review answers with students. | Students will use a Nystrom Desk Atlas to complete the handout Middle America: The Land & Its People and South America: Physical and Political Characteristics. Review answers with students. | CLOSING | HW: Continue working on Latin America map project. | HW: Continue working on Latin America map project. | HW: Continue working on Latin America map project. | HW: Finish assignment at home if not completed in class. Review for next week’s Latin America map quiz. Continue working on Latin America map project. | HW: Finish assignment at home if not completed in class. Review for next week’s Latin America map quiz. |
WEEK: January 2-6 Teacher: Gosnell Unit Title: Geography of Latin America and the Caribbean | Unit Big Idea: How does the physical and cultural geography shape the environment, nations, and people of Latin America and the Caribbean? | Standards to Address in Unit: SS6G1 The student will locate selected features of Latin America and the Caribbean a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a pre-test on all standards related to Latin America and the Caribbean | Major Unit concepts and vocabulary | 1. | 2. | 3. | 4. Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, Atacama Desert | 5. Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, Venezuela | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | | | | None | all standards related to Latin America (for the pre-test) | OPENING | Winter Holidays | Winter Holidays | Teacher Workday | Hand back papers from 1st semester. Give each student a 1st semester printout of grades & average. DQ: Read page 11 in the CRCT Prep book and answer questions 1-4 on page 12. | DQ: Read page 13 in the CRCT Prep book and answer questions 5-8 on page 14. | WORK PERIOD | | | | Conduct the annual Geography Bee, with one winner per class. | Students will complete a pre-test for the Latin America unit for diagnostic purposes only. | CLOSING | | | | None | None |
WEEK: December 19-23 Teacher: Gosnell Unit Title: Canada | Unit Big Idea: Review for and administer a post-test for Canada. | Standards to Address in Unit: all Canada standards: Geography: SS6G5-7; History: SS6H4-5; Government: SS6CG3; and Economy: SS6E1 | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a post-test on all standards related to Canada | Major Unit concepts and vocabulary | 1. all concepts and vocabulary related to Canada | 2. all concepts and vocabulary related to Canada | 3. all concepts and vocabulary related to Canada | 4. all concepts and vocabulary related to Europe and Canada | 5. | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | all standards related to Canada | all standards related to Canada | all standards related to Canada | all standards related to Europe and Canada | No school | OPENING | DQ: Read page 81 in the CRCT Prep book and answers questions 188-190 on page 81. | DQ: DQ: Read page 70 in the CRCT Prep book and answers questions 159-162 on pages 70-71. | No Daily Question so that students can use the entire period for the test. Remind the students to pick the BEST answer. | No Daily Warm-up Activity today. Students will be shown their scores from yesterday’s Canada post-test. | | WORK PERIOD | TAG students will be in the media center all period presenting their Canada TAG projects. On-level students will attend those presentations for ½ the period. In addition, students will complete Critical Thinking Skills Activity and Map & Graph Skills Activity which reviews the geography and resources of Canada. | Students will have a Jeopardy-style game to review for tomorrow’s test on all standards related to Canada. | Students will be assessed/ tested on all standards related to Canada. | Students will play a game which reviews all material learned this semester about Europe and Canada. | | CLOSING | HW: review for Wednesday post-test on all standards related to Canada | HW: review for Wednesday post-test on all standards related to Canada | Collect notebooks of daily assignments. | Wish everyone HAPPY HOLIDAYS! | |
WEEK: December 12-16 Teacher: Gosnell Unit Title: Canada | Unit Big Idea: The development of Canada from colonization through independence, including Quebec. | Standards to Address in Unit: SS6H4 The student will describe the impact of European contact on Canada. SS6H5 The student will analyze important contemporary issues in Canada. SS6CG3 The student will explain the structure of the national government of Canada. - Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.
SS6E1 The student will analyze different economic systems. - Compare how traditional, command, market, and mixed economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce.
- Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
- Compare and contrast the basic types of economic systems found in Canada.
| ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a geography quiz on standards SS6G5-7 of Canada | Major Unit concepts and vocabulary | 1. natural resources, (resource) extraction, timber (resources), acid rain, pollution | 2. France, England, Quebec’s independence movement | 3. France, England, Quebec’s independence movement | 4. constitutional monarchy, parliamentary democracy, federation, citizen’s role, voting, personal freedoms | 5. traditional economy, command economy, market economy, mixed economy, continuum | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How have the actions of Canadians changed the natural environment of Canada? | How did England and France contribute to the development of Canada? | How did Canada achieve independence? | How is the Canadian government organized? | How do various economic systems answer the 3 basic questions differently? | OPENING | Hand back notebooks. Hand back province project grades. DQ: Read page 107 in the CRCT Prep book and answers questions 272-274 on page 107. | DQ: Read page 108 in the CRCT Prep book and answers questions 275-277 on page 108. | DQ: Read page 64-65 in the CRCT Prep book and answers questions 144-147 on pages 64-65. | DQ: Read page 76 in the CRCT Prep book and answers questions 173-175 on page 76. | DQ: Read pages 83-84 in the CRCT Prep book and answers questions 194-198-274 on pages 83-84. Last day to turn in optional extra credit project. | WORK PERIOD | Students will first complete the quiz over all Canada geography standards. Afterwards, students will receive a study guide for next week’s Canada test and will be given time to compete it. | Students will watch 2 short videos, one related to Canada’s history and the other to its culture. While watching the videos, students will complete questions which accompany the videos. | Students will watch a PowerPoint presentation which summarizes the history of Canada. While watching the presentation, students will complete a handout keyed to specific events in Canadian history. | Read packet about the Government of Canada (SS6CG3). Answer and review related questions. Complete a Venn diagram comparing the governments of the U.S. and Canada. | Students will participate in the “Survival in the Jungle!” activity which teaches about limited resources. Students will have a handout to complete with the activity. | CLOSING | Review for next week’s Canada test. | Finish assignment at home if not completed in class. Review for next week’s Canada test. | Review for next week’s Canada test. | Finish assignment at home if not completed in class. Review for next week’s Canada test. | Finish assignment at home if not completed in class. Review for next week’s Canada test. |
WEEK: December 5-9 Teacher: Gosnell Unit Title: Canada | Unit Big Idea: The development of Canada from colonization through independence, including Quebec. | Standards to Address in Unit: SS6G5 The student will locate selected features of Canada. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. SS6G7 The student will discuss environmental issues in Canada. SS6H4 The student will describe the impact of European contact on Canada. - Describe the influence of the French and the English on the language and religion of Canada.
SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a map quiz on the physical and political features of Canada | Major Unit concepts and vocabulary | 1. St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, Great Lakes, Canadian Shield, Rocky Mountains | 2. natural resources, (resource) extraction, timber (resources) | 3. acid rain, pollution | 4. France, England, Quebec’s independence movement | 5. | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | Why are people attracted to certain regions in which to live? | How have the actions of Canadians changed the natural environment of Canada? | How have the actions of Canadians changed the natural environment of Canada? | How did England and France contribute to the development of Canada? | The students will complete the GA 411 activity with Andrea Katz, the 6th grade counselor. | OPENING | DQ: Look at the chart on page 49 in the CRCT Prep book and answers questions 101-104 on page 49. | DQ: Read page 50 in the CRCT Prep book and answers questions 105-107 on page 50. | DQ: Read pages 51-52 in the CRCT Prep book and answers questions 108-113 on pages 51-52. | DQ: Read page 106 in the CRCT Prep book and answers questions 268-270 on page 106. | The students will complete the GA 411 activity with Andrea Katz, the 6th grade counselor. | WORK PERIOD | Students will first complete the Canada map quiz of physical & political features. Students will then use a Nystrom laminated world map to complete Finding Patterns in North America. Review answers with students. | Read pages 158-163, A Resource-Rich Country. Have students then complete Guided Reading Activity 1 and questions 4, 6 & 8 from page 163. | Using pages 158-163, A Resource-Rich Country, students will complete Do You Remember?, a handout which reviews yesterday’s reading. Afterwards, review answers with students. | Read pages 165-169, The Canadians. Have students then complete Guided Reading Activity 2 and questions 4-8 from page 169. After reading, TAG will instead write a Canada Day speech for the Prime Minister. | The students will complete the GA 411 activity with Andrea Katz, the 6th grade counselor. |
WEEK: November 28 – December 2 Teacher: Gosnell Unit Title: Canada | Unit Big Idea: The development of Canada from colonization through independence, including Quebec. | Standards to Address in Unit: SS6G5 The student will locate selected features of Canada. - Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.
SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. - Describe how Canada’s location, climate, and natural resources have affected where people live.
- Describe how Canada’s location, climate, and natural resources impact trade.
SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: None (but students should review their notes for next week’s assessment) | Major Unit concepts and vocabulary | 1. St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, Great Lakes, Canadian Shield, Rocky Mountains | 2. Provinces/territories: Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland and Labrador, Northwest Territories, Nova Scotia, Nunavut, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon Territory Capital: Ottawa | 3. natural resources | 4. (resource) extraction, timber (resources) | 5. acid rain, pollution | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | Why are people attracted to certain regions in which to live? | Why are people attracted to certain regions in which to live? | Why are people attracted to certain regions in which to live? | Why are people attracted to certain regions in which to live? | How have the actions of Canadians change the natural environment of Canada? | OPENING | DQ: Read page 42 in the CRCT Prep book and answers questions 79-81 on page 42. | DQ: Read page 43 in the CRCT Prep book and answers questions 82-84 on page 43. | DQ: Read page 44 in the CRCT Prep book and answers questions 85-88 on page 44. | DQ: Read page 45 in the CRCT Prep book and answers questions 89-92 on pages 45-46. | DQ: Look at the chart on page 46 in the CRCT Prep book and answers questions 93-96 on pages 46-47. | WORK PERIOD | Students will use a Nystrom Desk Atlas to complete the handout North America: Continental Overview and Canada: The Land and the People. Review answers with students. | Students will be given blank maps of Canada on which to label the geographical features, provinces/territories, and natural resources. | Students will use a Nystrom laminated world map to complete Introducing North America. Review answers with students. | Give to students a copy of the instructions for the Canada province/territory project. Explain the project before taking students to the media center to work. | This is the last in-class day to work on the Canada province/territory project. Students will again be in the media center working on the project. | CLOSING | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Continue working on Canada province/territory project. | HW: Review for next week’s quiz on Canada’s geographical & political features. Complete the Canada province-territory project. |
WEEK: November 21-25 Teacher: Gosnell Unit Title: Canada | Unit Big Idea: The development of Canada from colonization through independence, including Quebec. | Standards to Address in Unit: SS6G5 The student will locate selected features of Canada. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. SS6G7 The student will discuss environmental issues in Canada. | ASSESSMENTS | Diagnostic: Warm-ups and a pre-test of the Canada unit | Formative: class discussion & teacher observation | Summative: None | Major Unit concepts and vocabulary | 1. St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, Great Lakes, Canadian Shield, Rocky Mountains | 2. Acid rain, pollution | 3. | 4. | 5. | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | all standards related to Canada (for the pre-test) | Why are people attracted to certain regions in which to live in Canada? | No school | No school | No school | OPENING | Hand back on-level notebooks. DQ: Write 3 things that you already know about Canada. | TAG students will be given their DQ: Read page 39 in the CRCT Prep book and answers questions 73-78 on pages 40-41. | | | | WORK PERIOD | Students will complete a pre-test for the Canada unit for diagnostic purposes only. | Students will watch a video related to Canada’s geography. Students will also have an opportunity to swap their WW2 trading cards with other students. | | | | CLOSING | None. | Collect TAG notebooks of daily assignments. | | | |
WEEK: Nov 14-18 Teacher: Gosnell Unit Title: Geography of Europe, History of Europe, Political Systems of Europe, Economic Systems of Europe | Unit Big Idea: Review for and assess the Political and Economic Systems of Europe; review for and administer a post-test for Europe | Standards to Address in Unit: all Europe standards: SS6G8-11, SS6H6-7, SS6CG4-5, and SS6E5-7 | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: a quiz on the Political and Economic Systems of Europe; a post-test on all standards related to Europe | Major Unit concepts and vocabulary | 1. all concepts and vocabulary related to Europe | 2. all concepts and vocabulary related to Political and Economic Systems of Europe | 3. all concepts and vocabulary related to Political and Economic Systems of Europe | 4. all concepts and vocabulary related to Europe | 5. all concepts and vocabulary related to Europe | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | all standards related to Europe | SS6CG4-5, SS6E5-7 and SS6G11: Political and Economic Systems of Europe | SS6CG4-5, SS6E5-7 and SS6G11: Political and Economic Systems of Europe | all standards related to Europe | all standards related to Europe | OPENING | Hand back TAG notebooks. DQ: What happened in Chernobyl, Ukraine, in 1986? Why should we be concerned about this event? | DQ: What is the purpose of the European Union? | DQ: What are the 3 main types of economies? Give an example of each. | DQ: What are the 3 main religions of Europe? How are they alike? | No Daily Question so that students can use the entire period for the test. Remind the students to pick the BEST answer. | WORK PERIOD | Using a round-robin review, students will have the opportunity to complete their Europe test study guide. Once finished, students can also quiz each other. | Students will have a baseball-style game to review for tomorrow’s quiz on all standards related to the Political and Economic Systems of Europe. | Students will be assessed/quizzed on all standards related to the Political and Economic Systems of Europe. | Students will have a Jeopardy-style game to review for tomorrow’s test on all standards related to Europe. | Students will be assessed/ tested on all standards related to Europe. | CLOSING | Have available on my website study notes for the post-test. HW: review for Wednesday quiz on the Political and Economic Systems of Europe | HW: review for Wednesday quiz on the Political and Economic Systems of Europe | HW: review for Friday post-test on all standards related to Europe | HW: review for Friday post-test on all standards related to Europe | Collect on-level notebooks of daily assignments. |
WEEK: November 7-11 Teacher: Gosnell Unit Title: Economic Systems of Europe | Unit Big Idea: How do various economic systems decide what to produce, how to produce, and for whom to produce. | Standards to Address in Unit: SS6E5 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia. SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe. a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos. b. Explain why international trade requires a system for exchanging currencies between nations. SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship. SS6G11 The student will describe the cultural characteristics of Europe. c. Explain how the literacy rate affects the standard of living in Europe. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: None (but students should review their notes for next week’s assessment) | Major Unit concepts and vocabulary | 1. traditional, command, market, and mixed economies | 2. tariffs, quotas, and embargos | 3. currency exchange | 4. human capital, capital goods, natural resources, entrepreneurship, gross domestic product | 5. literacy rate, standard of living | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | How do various economic systems answer the 3 basic questions differently? | How do various economic systems answer the 3 basic questions differently? | How do various economic systems answer the 3 basic questions differently? | What are the costs and benefits of free trade and trade barriers? | How does investment affect productivity and economic growth? | OPENING | Hand back on-level notebooks. DQ: Define and give 3 examples of natural resources. | DQ: What is literacy rate? How does a high literacy rate help a country? | DQ: What is a command economy? Give an example of a command economy. | DQ: What are trade barriers? List and explain 3 types of trade barriers. | DQ: What is currency exchange? How does it help trade between countries? | WORK PERIOD | Read pages 92-96, Resources and World Trade. Answer and review Guided Reading Activity 3 and Enrichment Activity. | Read packet about the different Economic Systems (SS6E5, SS6E6, SS6E7 and SS6G11). Answer and review related questions. | Complete and review the activity “A Parking Lot Full of Incentives” about a command economy. | Complete and review “Working and Living Together: The Importance of Trade” | Complete and review Why Are There Currency Exchange Markets?”. | CLOSING | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Complete study guide for next week’s Gov’t/Econ quiz. | HW: Complete study guide for next week’s Gov’t/Econ quiz. | HW: Complete study guide for next week’s Europe post-test. Collect TAG notebooks of daily assignments. |
WEEK: October 31 – November 4 Teacher: Gosnell Unit Title: Political Systems of Europe | Unit Big Idea: Why are there various forms of government? | Standards to Address in Unit: SS6CG4 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS6CG5 The student will explain the structure of modern European governments. a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. b. Describe the purpose of the European Union and the relationship between member nations. | ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: None (but students should review their notes for an upcoming assessment) | Major Unit concepts and vocabulary | 1. power distribution: unitary, confederation, federal | 2. citizen participation: autocratic, oligarchic, democratic | 3. democratic governments: parliamentary, presidential | 4. European Union | 5. Federal Republic, Russian Federation | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | Why are there various forms of government? | Why are there various forms of government? | Why is it beneficial for European nations to belong to the European Union? | Why are there various forms of government? | Why are there various forms of government? | OPENING | Hand back TAG notebooks. DQ: What do you like best about the government of the U.S.? | DQ: Using various size circles, draw and label the distribution of power in a (1) unitary, (2) confederation, and (3) federal form of government. | DQ: What is the purpose of the euro? | DQ: Using a pyramid, draw and label citizen participation in a (1) autocratic, (2) oligarchic, and (3) democratic form of government. | DQ: Using boxes, draw and label how a head of government is elected in a (1) presidential and (2) parliamentary form of government. | WORK PERIOD | Read packet about the different forms of Political Systems of Europe (SS6CG4). Answer and review related questions. | Watch video “Comparative Government” and answer related questions. Review answers with class. | Read pages 324-329, Moving toward Unity. Complete the handout Critical Thinking Skills Activity about the European Union. | Read packet about specific governments of Europe (SS6CG5). Answer and review related questions. | View a PowerPoint presentation that reviews the European Union and the Political Systems of Europe. | CLOSING | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | Collect on-level notebooks of daily assignments. |
WEEK: October 24-28 Teacher: Gosnell Unit Title: History of Europe | Unit Big Idea: The historical development in Europe up to the 21st century | Standards to Address in Unit: SS6H7 The student will explain conflict and change in Europe to the 21st century. b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of the Superpowers. - Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification.
| ASSESSMENTS | Diagnostic: Warm-ups | Formative: class discussion & teacher observation | Summative: Assessment on the Cold War and the collapse of the Soviet Union | Major Unit concepts and vocabulary | 1. Superpowers, Cold War, arms race | 2. NATO, Warsaw Pact | 3. Berlin Wall, Iron Curtain | 4. German reunification | 5. collapse of the Soviet Union | | | | | | | |
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | STANDARD/EQ | Explain the origins of the Cold War and the rise of the Superpowers. | Explain the origins of the Cold War and the rise of the Superpowers. | Explain the origins of the Cold War and the rise of the Superpowers. | Explain the collapse of the Soviet Union, the end of the Cold War, and German reunification. | Explain the collapse of the Soviet Union, the end of the Cold War, and German reunification. | OPENING | DQ: What was the Cold War and when did it begin? 1. Pass back on-level notebooks of daily assignments. | DQ: Who were the Superpowers? Why were they called Superpowers? | DQ: What was the Berlin Wall? Why was it created? | DQ: What is reunification? What country had been divided after WWII and wished to be reunified? | DQ: What events led to the collapse of the Soviet Union? | WORK PERIOD | 1. Read, discuss, and answer questions from The Cold War section of the packet. 2. Read and discuss Chapter 11, Section 2, A Divided Continent. | 1. Read, discuss, and answer questions from Rise of the Superpowers section of the packet. 2. Use the history atlas to answer and review The Cold War handout. | 1. Read, discuss, and answer questions from The collapse of the Soviet Union section of the packet. 2. View and answer questions from the BrainPop video about the Cold War. | 1. Using a projector, complete the Web Activity from page 323 of the textbook. 2. Answer and review Guided Reading Activity 2 from Chapter 11, Section 2. | Complete assessment on the Cold War and the collapse of the Soviet Union. | CLOSING | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Finish assignment at home if not completed in class. | HW: Review for tomorrow’s assessment. | Turn in WWII Trading Card project – 4 cards for on-level and 7 for TAG. Collect TAG notebooks of daily assignments. |
6th grade On-level and TAG Social Studies All Periods Lesson Plans for the week of October 17-21 10/17/11 Today is the Parent-Teacher Conference Day, and school is not in session for students. 10/18/11 Students will learn more about the Holocaust by reading an excerpt from “The Boy in the Striped Pajamas”. Continued from last week’s activity, students will finish reading Chapter 10 from that novel, which is set during the Holocaust. Afterwards, students will record at least four questions that they might still have after reading the chapter. They will also need to record where they might find the answers to these questions. A semester extra credit opportunity will also be given to each student. If completed, the extra credit would replace the student’s lowest semester grade. 10/19/11 Students will compare the governments of Fascism and Democracy. Using lesson plans offered by The National World War II Museum (New Orleans), students will receive a handout that compares Fascism/Totalitarianism and Democracy, the two major types of governments in use during World War II. After reading the comparison, students working in groups will complete a Venn diagram and several questions comparing/contrasting the two types of government. 10/20/11 Students will review for an assessment of the two World Wars and their causes. Students will be divided into groups for a review of tomorrow’s assessment. Students have the chance to complete/correct their study guide as the review progresses. 10/21/11 Students will be assessed on their knowledge of Europe from 1900-1945. Students will complete an assessment which reviews material from World History: Journey Across Time. The sections covered are 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. Students were last week given a study guide of the material to complete. An online version of material used in class can be found at http://www2.fultonschools.org/teacher/allenk2/europe_resources.htm A notebook of the last two week’s assignments is due today for on-level classes. 6th grade On-level Social Studies Lesson Plans for the week of October 10-14 10/10/11 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? 10/11/11 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. 10/12/11 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. 10/13/11 Students will learn more about the Holocaust by reading an excerpt from “The Boy in the Striped Pajamas”. Students will read Chapter 10 from that novel, which is set during the Holocaust. Afterwards, students will record at least four questions that they might still have after reading the chapter. They will also need to record where they might find the answers to these questions. 10/14/11 Students will learn about World War II by making four “trading cards”. The students will have access to both books and computers today. Directions and a grading scale for the project will be given to students. 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.) Four trading cards will be turned in. 6th grade TAG Social Studies Lesson Plans for the week of October 10-14 10/10/11 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? 10/11/11 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. 10/12/11 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. 10/13/11 Students will learn more about the Holocaust by reading an excerpt from “The Boy in the Striped Pajamas”. Students will read Chapter 10 from that novel, which is set during the Holocaust. Afterwards, students will record at least four questions that they might still have after reading the chapter. They will also need to record where they might find the answers to these questions. 10/14/11 Students will learn about World War II by making seven “trading cards”. The students will have access to both books and computers today. Directions and a grading scale for the project will be given to students. 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.) Seven trading cards will be completed. A notebook of the last two week’s assignments is due today. 6th grade On-level Social Studies Lesson Plans for the week of October 3-7 10/03/11 Students will become familiar with the causes and events of the Russian Revolution. Students will read aloud pages 793-796, The Russian Revolution. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Afterwards, students will complete a handout which contains questions concerning the Russian Revolution. If time permits, the answers will be reviewed in class. 10/04/11 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). 10/05/11 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. 10/06/11 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). 10/07/11 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.
6th grade TAG Social Studies Lesson Plans for the week of October 3-7 10/03/11 Students will become familiar with the causes and events of the Russian Revolution. Students will read aloud pages 793-796, The Russian Revolution. (This is in World History: Journey Across Time, which is also located on Ms. Allen’s website.) Afterwards, students will complete a handout which contains questions concerning the Russian Revolution. If time permits, the answers will be reviewed in class. Students can also discuss the similarities and differences between the American and Russian Revolutions. 10/04/11 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). 10/05/11 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. 10/06/11 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). 10/07/11 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. Afterwards, have students compare the pace of military action in World Wars I and II. 6th grade On-level Social Studies Lesson Plans for the week of September 26-30 9/26/11 Students will become familiar with the actions and consequences of World War I. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a World War I Changes Europe worksheet to complete. (This worksheet is found on pages 111-112 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review this activity with the class. 9/27/11 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. 9/28/11 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). 9/29/11 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. 9/30/11 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).
6th grade TAG Social Studies Lesson Plans for the week of September 26-30 9/26/11 Students will become familiar with the actions and consequences of World War I. Each student will be given a copy of a Nystrom Desk History Atlas. Each will also be given a World War I Changes Europe worksheet to complete. (This worksheet is found on pages 111-112 in The Nystrom World History Atlas: Student Activities Teachers Edition.) Afterwards, review this activity with the class. 9/27/11 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. 9/28/11 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, and 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 Begins worksheet (on pages 321and 435, respectively, in the accompanying CD workbook). Afterwards, students will also discuss how imperialism led to World War I. For homework, students will be asked to answer the questions “What is a Socratic seminar? What is it not?” The questions should be answered in essay form of at least a six-sentence paragraph. Students will also be given a printed copy of a PowerPoint presentation which explains the evaluation method used for a Socratic seminar, as well as the factors which led to WWI. 9/29/11 Students will use a Socratic seminar to discuss the causes of World War I and the U.S. entry into that war. Using the PowerPoint presentation given out yesterday, the teacher and students will first discuss the purpose and format of a Socratic seminar. A sample grading rubric will also be given to each student which identifies how a student will be evaluated during the seminar. The teacher will then moderate a Socratic seminar discussion of the causes of World War I and the reasons for U.S. entry into the war. The discussion will conclude tomorrow. 9/30/11 Students will use a Socratic seminar to discuss the causes of World War I and the U.S. entry into that war. Using the PowerPoint presentation already given out, the students will conclude a Socratic seminar of the causes of World War I and the reasons for U.S. entry into the war. A notebook of the last two week’s assignments is due today. 6th grade On-level Social Studies Lesson Plans for the week of September 19-23 9/19/11 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. 9/20/11 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). 9/21/11 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. 9/22/11 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. 9/23/11 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.
6th grade TAG Social Studies Lesson Plans for the week of September 19-23 9/19/11 Students will have a video introduction to science and exploration during the Renaissance. The first film, “The Renaissance for Students: Renaissance Science and Invention”, is approximately 23 minutes. If time permits, a second film, “The Renaissance for Students: Travel, Trade and Exploration”, 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. The Renaissance art project is due today. 9/20/11 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. 9/21/11 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. 9/22/11 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. 9/23/11 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. 6th grade On-level Social Studies Lesson Plans for the week of September 12-16 9/12/11 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. 9/13/11 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. 9/14/11 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. 9/15/11 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). 9/16/11 Students will have a video introduction to science and exploration during the Renaissance. The first film, “The Renaissance for Students: Renaissance Science and Invention”, is approximately 23 minutes. If time permits, a second film, “The Renaissance for Students: Travel, Trade and Exploration”, 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.
6th grade TAG Social Studies Lesson Plans for the week of September 12-16 9/12/11 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. 9/13/11 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 two days of presentations. 9/14/11 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. 9/15/11 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, using the European Explorers Quick Reference Chart, 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. 9/16/11 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. A notebook of the last two week’s assignments is due today. 6th grade On-level Social Studies Lesson Plans for the week of September 5-9 9/05/11 In observance of the Labor Day holiday, school is not in session. 9/06/11 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. 9/07/11 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. 9/08/11 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, using the European Explorers Quick Reference Chart, have students compare the accomplishments of Prince Henry the Navigator, Vasco da Gama, Christopher Columbus, Magellan, and John Cabot. 9/09/11 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. A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies Lesson Plans for the week of September 5-9 9/05/11 In observance of the Labor Day holiday, school is not in session. 9/06/11 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 2nd of a two-day project. 9/07/11 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 1st day of a three-day activity.) 9/08/11 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 2nd day of a three-day activity.) 9/09/11 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 3rd day of a three-day activity.) In addition, students will use a Nystrom Desk Atlas to complete an activity titled “Why People Live the Way They Live”. 6th grade On-level Social Studies Lesson Plans for the week of August 29 - September 2 8/29/11 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 1st day of a three-day activity.) 8/30/11 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 2nd day of a three-day activity.) 8/31/11 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 two 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. 9/01/11 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 two 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. 9/02/11 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 3rd day of a three-day activity.) In addition, students will use a Nystrom Desk Atlas to complete an activity titled “Why People Live the Way They Live”.
6th grade TAG Social Studies Lesson Plans for the week of August 29 - September 2 8/29/11 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. 8/30/11 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. 8/31/11 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 two 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. 9/01/11 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 two 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. 9/02/11 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. 6th grade On-level Social Studies Lesson Plans for the week of August 22-26
8/22/11 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.
8/23/11 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.
8/24/11 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.
8/25/11 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.
8/26/11 Students will be assessed on their knowledge of the geographical features and countries of Europe. Before giving the quiz, the teacher will lead a short review of the material. A notebook of the last two week’s assignments is due today.
6th grade TAG Social Studies Lesson Plans for the week of August 22-26
8/22/11 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.
8/23/11 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. This is the second (and last) day of the two-day project.
8/24/11 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.
8/25/11 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.
8/26/11 Students will be assessed on their knowledge of the geographical features and countries of Europe. Before giving the quiz, the teacher will lead a short review of the material. A notebook of the last two week’s assignments is due today. 6th grade On-level Social Studies Lesson Plans for the week of August 15-19
8/15/11 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.
8/16/11 Students will complete a pre-test of Europe. Students will be given a pre-test of required information for the mastery of Europe. The pre-test will not count as an assessment grade but is used for diagnostic purposes. For homework, students will complete the map worksheet “Latitude and Longitude”.
8/17/11 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”. Afterwards, review both activities with the class.
8/18/11 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.
8/19/11 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.
6th grade TAG Social Studies Lesson Plans for the week of August 15-19
8/15/11 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.
8/16/11 Students will complete a pre-test of Europe. Students will be given a pre-test of required information for the mastery of Europe. The pre-test will not count as an assessment grade but is used for diagnostic purposes. For homework, students will complete the map worksheet “Latitude and Longitude”.
8/17/11 Students will 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. For homework, students will complete the map worksheet “Where in Europe?” and “A Look at Europe”.
8/18/11 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.
8/19/11 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.
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