What we did todayParents, with the 3.5 day holiday weekend, it would be an excellent opportunity for your student to get caught up.
Starting with Chapter 7, students will be assigned their own book for the rest of the year. The Immigration Essay was due Monday, 5/7/12, and some have not yet been turned in. If yours is not in by Wednesday, I'll be contacting your parents.
Friday, 5/25/12
No class due to early dismissal and "Goodman Goes for Gold" celebration.
Thursday, 5/24/12
1. Opener: "Key Terms" and "Reading Strategy"
2. Video: "Free Trade" How does free trade encourage economic growth? How could that concept have been applied during the Great Depression?
Wednesday, 5/23/12
1. Journal prompt: reflect on what you read yesterday.
2. Discussion on the response the government had to the Great Depression, including the Hawley-Smoot Tariff Act. We concluded with a video clip of a high school teacher discussing the act.
Tuesday, 5/22/12
1. Make sure your mini-essay on Washington State in the 1920s is in.
2. Chapter 7, pages 162-173, "The Great Depression" and "The New Deal." What was the government's response to the Great Depression? How did that differ from their response to the Depression of 1923-1924? How were the results different?
Monday, 5/21/12
1. We corrected Friday's logic problem.
2. Students had time to finish Friday's mini-essay assignment.
3. We passed out the new book to students who had completed their essay. Students should read chapter 7, part on: "The Great Depression."
Friday, 5/18/12
1. Opener: "Track Practice" logic problem
2. "Washington State In the 1920s" mini-essay: A.Go to my SWIFT site; select “Links.” At the top of the list, find “2nd Web Quest.” Read all 13 essays B.Select four or five of the essays to write about in a mini-essay of three ormore paragraphs, explaining how the essays you selected helped you tobetter understand this time period from Washington State History: Introduction(describe the period of WSH in general), body (describe what the essays said; thismay require more than one paragraph), and conclusion (what you learned;this may also be more than one paragraph). Thursday, 5/17/12
1. Debating the 20 questions from page 143; which 5 would be most important to answer in order to understand the chapter?
Wednesday, 5/16/12
1. Web quest: Discussing our findings, and next steps.
2. Chapter 8, questions 1-20, page 143. Analysis of the questions.
Tuesday, 5/15/12
1. We completed the Chapter 8 web quest; if you did not complete it in class (answering all of the questions) you must complete it as homework.
Monday, 5/14/12
1. Journal prompt: who invented the dishwasher, and why?
2. Correct: Friday's atlas worksheet
3. Chapter 8 web quest (Available at my SWIFT site)
Friday, 5/11/12
1. Opener: "Trivia and Logic"
2. Atlas worksheet: "World War I Changes Europe"
Thursday, 5/10/12
1. Opener: "Give Your Support"
2. Discussion on topics raised in chapter 8.
Wednesday, 5/9/12
1. Chapter 8, pages 128-145. We finished reading the chapter, so we can begin our discussions tomorrow.
2. Civics: what are the characteristics of good leaders? What specific characteristics does it take to be a good ASB officer?
Tuesday, 5/8/12
1. Shortened period due to MSP testing. We started reading chapter 8.
2. Second period turned in their essay.
Monday, 5/7/12
Period 2 had time to work on their essay; other classes turned theirs in after working on their bibliography. Following, we discussed results of student research.
Friday, 5/4/12
1. 2nd period only: Essay research. Why would someone have emigrated from the land of your ancestors (or better yet, if you know, why did your ancestors leave)? Why would someone from there (wherever "there" was) move to Washington State? Was it a similarity with the homeland? Was it for greater opportunities? A matching skill set?
1. 3rd, 5th & 6th periods: Time in class to write your essay, which is due Monday.
Thursday, 5/3/12
1. Essay research. Why would someone have emigrated from the land of your ancestors (or better yet, if you know, why did your ancestors leave)? Why would someone from there (wherever "there" was) move to Washington State? Was it a similarity with the homeland? Was it for greater opportunities? A matching skill set? You'll have class time Friday to write your essay.Wednesday, 5/2/12
1. Essay research. Why would someone have emigrated from the land of your ancestors (or better yet, if you know, why did your ancestors leave)? Why would someone from there (wherever "there" was) move to Washington State? Was it a similarity with the homeland? Was it for greater opportunities? A matching skill set?
Tuesday, 5/1/12
1. MSP testing
2. Essay research (except for 2nd period, who will have an additional day).
Monday, 4/30/12
1.Reading Skills Practice: "In The Beginning"
2. Reading Strategies Checklist
3. Homework; did you do yours over the weekend?
Friday, 4/27/12
1. Logic Riddles
2. Immigrants to Washington State: we unpacked our chapter assessment (a short essay) which we'll work on next week. The homework over the weekend is for students to talk with their family about where their ancestors came to Washington from.
Thursday, 4/26/12
1. Reading Skill Practice: "The Heroine of Lime Rock"
2. Immigrants to Washington State. On a map of Europe, identify 6 of the following countries the book says immigrants to Washington came from: England, Germany, Norway, Sweden, Denmark, Finland, Italy, and Ireland.
Wednesday, 4/25/12
1. Opener: Analogies. Remember, the key to decoding an analogy is to determine the relationship between the items in the "given pair."
2. Using yesterday's vocabulary worksheet to help you, read chapter 7 (pages 108-126.
Tuesday, 4/24/12
1. Reading skills practice: "Coins Up Close"
2. Reading skills application: Vocabulary worksheet, chapter 7. This worksheet needs to be completed for class Wednesday. Use a dictionary to find the definitions.
Monday, 4/23/12
1. Reading skills practice: "The Friendship Orchard"
2. Reading skills application: Preview chapter 6
Friday, 4/13/12
1. Logic problems
2. A chance to get caught up with any missing work.
Thursday, 4/12/12
1. Opener: "Noise and Old Ears" reading questions (homework for those who were absent yesterday and had to take the quiz today).
2. Quiz returns
3. Video OR time to catch up on late work. For those all caught up, we watched a video on the collapse of the original Tacoma Narrows Bridge. If you travel during spring break, many from older generations will know where you live only by reference to the collapse of "Galloping Gertie." Here is a link to the video.
Wednesday, 4/11/12
1. Chapter 6 Quiz
2. Students had time after they finished the quiz to complete their outline.
Tuesday, 4/10/12
1. Opener: Independent reading questions.
2. Brief video clip showing a Hollywood version of one of Chief Joseph's speeches. Follow this link to view the clip.
3. Students had the rest of the period to finish their outline, and prepare for tomorrow's quiz (see yesterday's entry for details).
Monday, 4/9/12
1. Opener: "Mountainside Sports & Recreation Center" practice reading packet.
2. Students started working on the first part of their assessment for chapter 6, which has them finishing an outline of the chapter. This is worth 5 points, based upon completeness and accuracy. The second part is a quiz on Wednesday worth 15 points. It will have two parts. The first will ask you to evaluate a speech by Chief Joseph, with multiple choice questions. The second part will ask you to describe the causes of the White Settlers-Indian conflict.
Friday, 4/6/12
1. Opener: "Random Logic Problems"
2. "Life in Washington Territory" answering questions 1-18 on page 107.
Thursday, 4/5/12
1. Opener: "Manatee Ranger"
2. Finish "Life in Washington Territory" pages 88-106
Wednesday, 4/4/12
1. Opener: "Stand Alone Reading Questions"
2. "Life in Washington Territory" pages 88-106
Tuesday, 4/3/12
1. Journal Prompt: What have you learned about the Pacific Northwest native Americans so far?
2. "Pioneer-Indian Conflict" pages 92-98.
Monday, 4/2/12
1. Journal: What best helped you prepare for last Friday's quiz?
2. Quiz returns
3. Review (from 6th grade social studies): Hunter-gatherer Societies.
4. "Pioneer-Indian Conflicts" pages 92-98.
Friday 3/30/12
1. Logic Problem Opener
2. Quiz
Thursday, 3/29/12 & Wednesday, 3/28/12
1. The entire class was given to students to study for the quiz. Terms to know: compromise, John Mullen, immunity, ransom, President James Polk, Narcissa Whitman, slavery, Elijah White, shaman, veteran, abolitionist, George Washington Bush, bartering, Oregon Trail, Cayuse Indians, Father Blanchet, Eliza Spalding, Wolf Meetings, Mother Joseph, Isabell Bush, swap-swap, missionary, Oregon Terratory.
Sample questions: 1. ________ led a group of missionaries from Independence, MO, to Oregon. 2. True or False: President James Polk did not compromise with the British on who would own the Oregon Country? 3. How did the Indians, missionaries, and pioneer settlers help each other? 4. Give three reasons why settlers wanted to move west.
Tuesday, 3/27/12
1. Opener: "Reading Skill: Having a Purpose for Reading." Can you establish a purpose?
2. Brief video on the Oregon Trail.
3. "Looking West." Finish reading the text and answering the questions on page 87. Then create study questions to help you prepare for the quiz, which will be Thursday or Friday.
Monday, 3/26/12
1. Journal Prompt: "What does it mean to have a purpose when you read? Why is it important to have a purpose?"
2. Reading Chapter 5, pages 74-87, "Looking West."
Friday, 3/23/12
1. Logic problems
2. Discussion: What is it important to have a purpose when you read? How could you establish a purpose when you are reading text?
3. Preview: Chapter 5, "Looking West," pages 74-87.
Thursday, 3/22/12
1. Evaluate the questions you developed yesterday with your partner. What are your five best questions?
2. As a class we evaluated the questions to come up with a list for a Jeopardy type game.
Wednesday, 3/21/12
1. Journal: Why is it important to understand the law of supply and demand?
2. What "Jeopardy" type questions (and answers) can we come up with?
Tuesday, 3/20/12
1. Opener: "Understanding Supply and Demand"
2. Discussion: What is "supply and demand" all about?
Monday, 3/19/12
1. Preview pages 56-73. Why is it important to preview text before we read it?
2. Read pages 56-73, "The Great Encounter," and answer the questions on page 73.
Friday, 3/16/12
1. Opener: St. Patrick's Day Trivia.
2. "The Great Encounter," pages 56-73.
Thursday, 3/15/12
1. Opener: "Reading Skill: Understanding Cause and Effect." Using the test we read yesterday, students completed a worksheet identifying the effects of three "causes."
2. "The Great Encounter." Using the list of places to identify on page 56 of the Washington State history book, students identified the location of the items on the list on the world map worksheet.
Wednesday, 3/14/12
1. Preview pages 521-526.
2. Evaluated student summaries of "The Age of Exploration." Remember, summarizing text is a great analysis tool to help you understand the text you are reading.
3. "Impact of Exploration" pages 520-526 (available at my Documents page). This helps us understand why Europeans sought colonies in the Americas, eventually leading to Washington becoming a state.
Tuesday, 3/13/12
1. Preview Pages 510-517, "The Age of Exploration"
2. Skill Check: we reviewed students' summaries of the article on the Makah.
3. "The Age of Exploration" As you read the text, summarize it using the instructions in the "Taking Notes" text box on page 510. These pages are available at my Documents page under "Washington State History: Age of Exploration."
Monday, 3/12/12
1. Map project turned in.
2. Summarizing: We finished summarizing the article about the Makah. Students should have the lat three paragraphs summarized by the beginning of class tomorrow.
Friday, 3/9/12
1. Opener: Logic Problems
2. Map project: if you didn't have your map finished from yesterday, turn it in Monday; otherwise, you may call your parents and explain to them why you did not do this even with two extra days!
3. Summarizing: We read an article about the Makah, summarizing it as we went along.
Thursday, 3/8/12
1. Opener: Washington map. Using the blank map given you, identify the Columbia, Snake, Okanogan, Spokane, and Yakima Rivers. Next, add the five regions of the state.
2. Quizzes were returned.
3. Further with the maps, next identify one city or town in each of the five regions, plus Gig harbor. Now compute the distance you would have to travel by car to visiting each of those cities, starting and ending in Gig Harbor.
Wednesday, 3/7/12
1. Quiz
Tuesday, 3/6/12
1. Video clips on Makah whaling and Native American net fishing at Celilo Falls.
2. The rest of the period was given to students to prepare for tomorrow's quiz. The two pages (333-334) from the World History book are available here. Open up the text and scroll to page 333.
Monday, 3/5/12
1. Journal: We reflected on our postings about Kennewick Man and who was first to North America, especially in light of newspaper articles from last week.
2. "American Indians of the Pacific Northwest." We previewed and started reading the chapter from our WSH book, pages 40-55. We also read pages 333-334 from the world history book. Wednesday's quiz is open notes, so as you read take accurate and complete notes! Consider having two Venn Diagrams in your notes. You should be able to figure out how to use the diagrams after reading the text; if you can't see me.
Friday, 3/2/12
1. Logic Problem: Sorites.
Thursday, 3/1/12
1. Students submitted their question about the 1980 Mt. St. Helens eruption.
2. Mt. St. Helens eruption presentation.
Wednesday, 2/29/12
1.Journal Prompt: Similar to Monday's prompt, how would your life be different if you lived in Barrow, Alaska? How does geography affect lifestyle?
2. We reviewed pages 28-29 which talked about the 1980 eruption of Mount St. Helens, and researched additional information on-line.
Tuesday, 2/28/12
1. We reviewed pages 32 and 33 from the text, which discusses the ice age floods.
2. Next we watched a video (available here) on the flood.
3. Finally, we wrote a graded journal entry explaining how the great flood changed the landscape of Eastern Washington. If you are at home, watch the videos and write your entry on a piece of notebook paper. It will be graded on completeness, accuracy, and conventions (3 points).
Monday, 2/27/12
1. Journal Prompt: How would your life be different if you lived in Phoenix instead of Gig Harbor?
2. Reading quizzes returned.
3. We read chapter 2, pages 22-35, "Washington's Geology." We also prepared five questions about the 1980 eruption of Mt. St. Helens.
Friday, 2/17/12
1. Opener: "Random Brain Teasers"
2. Correct: Chapter 1 Study Guide
Thursday, 2/16/12
1. Finish the chapter 1 Study Guide, The chapter 1 worksheet, and the Reading Quiz.
Wednesday, 2/15/12
1. Reading Quiz
Tuesday, 2/14/12
1. Read chapter 1
2. Answer questions 1-18 on page 21.
Monday, 2/13/12
1. Journal Prompt: Why was it important to investigate where the first Americans migrated from?
2. Correct & Collect: Valentine's Day Logic Problem
3. Last chance to post.
4. Preview chapter 1 from our Washington State history text.
Friday, 2/10/12
1. "Valentine's Day Logic Problem" which we will correct in class Monday.
2. The rest of the time was given to students to continue posting comments on our discussion board.
Thursday, 2/9/12
1. Students had access to the iPods today to view the websites and comment on the discussion board.
Wednesday, 2/8/12
1. Journal Prompt: Is your mind made up, or are you still not sure where the first Americans came from?
2. We finished the video segments. These are available on my SWIFT site at "Links" "Kennewick Man Videos."
Tuesday, 2/7/12
1. Journal Prompt: What do you know about genetics and DNA? How do historians use DNA to trace a person's heritage?
2. Quiz returns. Retakes are available after you study!
3. Kennewick Man videos. The video clips are available at "Links" "Kennewick Man Videos."
Monday, 2/6/12
1. Quiz. Actually the grade book will show two scores, one each section: "Key Concepts" and "Map Skills." Each section is worth 6 points.
2. When students finished the quiz they read pages 38-39 from the Washington State history book.
Friday, 2/3/12
1. Opener: Logic Problems
2. Correct: "Three Worlds Meet" atlas worksheet
3. Quiz review. Monday's quiz has two parts.
For the first part, Understanding Key Concepts, you will need to be able to address three questions. 1. How did Humanism encourage Europeans to start exploring the world? 2. Considering what you have learned about the Reformation, why do you think our Founding Fathers felt so strongly about religious freedom? 3. Why could it be said that without the Renaissance there would be no Washington State history?
Part two of the quiz, Map Reading Skills, will ask you to refer to sections from the atlas and answer skill questions
Thursday, 2/2/12
1. Bullying Presentation Post-Quiz
2. "Three Worlds Meet" atlas worksheet. We finished the worksheet, and started correcting it. The worksheet and atlas pages are available at "Documents" "Transition."
Wednesday, 2/1/12
1. Correct: "Africa and Trade" atlas worksheet.
2. "Three Worlds Meet" atlas worksheet (which we'll finish tomorrow in class); available at "Documents" "Transition."
Tuesday, 1/31/12
1. Students were presented with the counselor's presentation, "Nobody Likes A Bully."
Monday, 1/30/12
1. The counselors had students take a pre-test for their Bullying Presentation.
2. "Africa and Trade" atlas worksheet. The atlas pages are available at "Documents" "Transition."
Friday, 1/27/12
1. Opener: "Ridiculous Riddles" logic opener
2. Correct: "The Dawn of Worldwide Trade"
3. Quizzes were returned.
Thursday, 1/26/12
1. Renaissance Art quiz
2. "The Dawn of Worldwide Trade" atlas worksheet. The atlas pages are available at "Documents" "Transition."
Wednesday, 1/25/12
1. We practiced note taking skills while watching the slide shows on Mona Lisa and The School of Athens. You will need to be familiar with both paintings for tomorrow's quiz. You may view the slide shows at "Documents" "Renaissance Unit."
Tuesday, 1/24/12
1. Atlas worksheet: "Reformation and Counter Reformation." The atlas pages are available at "Documents" "Transition." This begins our transition from world history to Washington State history. We will have a quiz next week based on these atlas worksheets.
2. We also discussed what will be on Thursday's quiz: you will need to be able to analyze Renaissance art, specifically Mona Lisa and The School of Athens. The slide show presentations covering these two masterpieces are available at "Documents" "Renaissance Unit."
Monday, 1/23/12
1. Students had time in the computer lab to type their final copy of their Renaissance essay, which is now due.
Wednesday, Thursday, & Friday: No school due to snow.
Tuesday, 1/17/12
1. Opener: Annotated Bibliography skill check. If you were absent, prepare an annotated bibliography for the following web site source: http://www.ucmp.berkeley.edu/history/vinci.html
2. 2nd, 5th, and 6th period students had class time to write their rough draft of their essay. 3rd period students had computer lab time to finalize their annotated bibliography, which for 3rd period only is due today.
Friday, 1/13/12
Periods 2, 5, & 6 had access to the computer lab to finalize their Annotated Bibliography. If not yet turned in, it is late.
Period 3 will have access to the lab on Tuesday; their Annotated Bibliography will be due then. Today, they had the opportunity to conduct further research or work on their rough draft.
Thursday, 1/12/12
1. Still not sure how to answer questions number 1, "Why is the Renaissance significant?" Notes on Mr. Hall's lecture from yesterday are available on his web site at "Documents" "Renaissance Unit." You may use these notes as a source; the citation is provided on the notes.
2. "The Renaissance Spreads" (pages 444-450, also available at "Renaissance Unit"). This section of the book deals with the Renaissance in Northern Europe.
3. The remainder of class was devoted to research time. We will meet in a computer lab tomorrow, and your Annotated Bibliography will be due.
Wednesday, 1/11/12
1. Slide show: "Mona Lisa" (available at "Documents" "Renaissance Unit"-requires Power Point software).
2. Students were given the opportunity to conduct research for their essay. The slide shows for "The School of Athens" and "Mona Lisa" are now available at "Documents" "Renaissance Unit."
Tuesday, 1/10/12
1. Students were given time conduct research for their essay. You will have additional time in class Wednesday and Thursday. Friday we will meet in the computer lab so you may complete your Annotated Bibliography, which is due that day.
Monday, 1/9/12
1. Journal prompt: How would you have liked living in Renaissance Italy?
2. Art of the Renaissance
3. "The Renaissance Spreads" (pages 444-450, available at "Documents" "Renaissance Unit").
Friday, 1/6/12
1. Opener: "Home Run Series" logic problem
2. "The Italian Renaissance" (pages 434-441, available at "Documents" "Renaissance").
3. Students had the rest of the period to start their research for their essay. Your essay's Annotated Bibliography is due next Friday, 1/13/12!
Thursday, 1/5/12
1. Pop-Quiz, answering yesterday's two Essential Questions.
2. "The Italian Renaissance" (pages 434-441, available under "Documents" "Renaissance Unit"). What advances were made during the Italian Renaissance?
Wednesday, 1/4/12
1. Make sure you turned in your atlas worksheet!
2. We previewed the requirements for the "Renaissance Essay" which will be due later this month.
3. "Origins of the Renaissance" (pages 425-433, available under "Documents" "Renaissance Unit"). After reading, you should be able to answer our two essential questions of the day: What was Humanism, and how did it impact European thought?
Tuesday, 1/3/12
1. Students had the opportunity to revisit their academic goals for the year.
2. Starting our unit on the Renaissance, we watched two short videos. The first was about Florence, Italy, the birthplace of the rebirth. The second was on Leonardo, perhaps the greatest man of the age.
3. We finished with an atlas worksheet, "Europe During the Renaissance." Both the worksheet and the atlas pages are available under "Documents" "Renaissance Unit."
Friday, 12/16/11 No class today, due to the half day schedule. See you after the holidays!
Thursday, 12/15/11
1. Journal Prompt: "If someone asked you about the 'Maya prophecy of 12/21/12' what would you say to them?"
2. Our next unit is on the European Renaissance. What do we already know about the Renaissance?
Wednesday, 12/14/11
1. We corrected "Analogies, Part 3" Remember to keep and review all of the analogy worksheets, as there will be a quiz on them next month.
2. As part of our mini-unit on the Maya, we continued the video.
Tuesday, 12/13/11
1. Opener: "Analogies, Part 3" Available at "Documents" "Openers"
2. Essay turn in
3. Maya. We began this mini-unit with a video outlining their astronomical skills. Those whose essay was not yet ready to turn in were given the opportunity to finish it while the class watched the video.
Monday, 12/12/11
1. Opener: "Annotated Bibliography Skill Check"
2. Correct: "Challenging Logic Problems"
3. Essay time; time to work on your essay, which is due tomorrow!
Friday, 12/9/11
1. "Challenging Logic Problems"
2. Reading quiz returns
3. Essay time. For those who were unable to work on their essay, they completed a parallel timeline.
Thursday, 12/8/11
1. Reading Quiz
2. After students finished their quiz, they had time to work on their essay.
Wednesday, 12/7/11
1. We corrected "Analogies, Part 2"
2. We reviewed "Document Based Questions"
3. "Thesis Sentence Worksheet" By the end of the day students should have a completed Thesis Statement. Regarding the essay due next Tuesday, Thursday following our reading quiz, and Friday following our logic problem opener, students will have class time to work on their essay.
Tuesday, 12/6/11
1. Opener: "Analogies, Part 2" worksheet. If you didn't finish this in class, finish it as homework. We will correct and collect this Wednesday.
2. "Thesis Sentence Worksheet" step 2; what is the answer to your research question?
3. "Document Based Questions" worksheet. practice analyzing text.
4. The remainder of class was for students to work on their essays.
Monday, 12/5/11
(periods 2 & 6) Today is your day for research for your Islam essay. That means by the time we go to the computer lab, you must have selected your research question!
(periods 3 & 5)
1. Brain Pain: logic problems
2. "The Second Voyage of Sinbad" Connecting literature with history.
Friday, 12/2/11
(periods 3 and 5). Today is your day for research for your Islam essay. That means by the time we go to the computer lab, you must have selected your research question!
(periods 2 & 6)
1. Brain Pain: logic problems
2. "The Second Voyage of Sinbad" Connecting literature with history.
Thursday, 12/1/11
1. Correct and Collect: "Analogies, Part 1"
2. "Thesis Sentence Worksheet" This is where you will record your research question.
3. "The Glory of Cordoba" pages 132-136 from the orange book (available at "Documents" "Islam Unit."
Wednesday, 11/30/11
1. Opener: "Analogies, Part 1" This should be finished as homework (unless it was finished in class) and will be corrected and collected tomorrow. Available under "Documents" "Openers."
2. Friedman video and "A Golden Age in the East." In the Friedman video there is a reference to the proud and rich Arab heritage and culture. To find out what they were referencing we read pages 121-123 about Abbasid advances. The entire section of the text is available at "Documents" "Islam Unit."
3. The scoring rubric for the Islam essay was distributed in class. On the reverse side are the sample research questions. You should have one in mind prior to our visit to the computer lab for research. Periods 3 & 5 will go there this Friday, and periods 2 & 6 will go next Monday. Both sides of the rubric are available at "Documents" "Islam Unit."
Tuesday, 11/29/11
1. Journal Prompt: How might the split in Islam between Sunnis and Shi'ites have been avoided?
2. "Islam After Muhammad's Death" part 2. We had two essential questions we answered, referring to text to support our position:
A. How did the caliphs spread Islam?
B. Whose claim to leadership was stronger; Ali's or Abu Bakr's?
3. We started discussing our Unit Assessment, an essay which will be due Tuesday, 12/13/11.
Monday, 11/28/11
1. Journal Prompt: From what you have learned about Islam so far, what is the most interesting?
2. "Behind the Sunni-Shi'ite Divide" We read an excerpt from this Time Magazine news article. This prompted our discussion on why it is important to understand the split in Islam between Sunnis and Shi'ites. The entire article is available here.
3. To understand how the split occurred, we read from our history book. Students were given the choice of reading "Early Islam" from the blue book, or "Islam After Muhammad's Death" from the orange book. The orange book version is available at "Documents" "Islam Unit."
Wednesday, 11/23/11
1. Thanksgiving Day Trivia quiz
Monday, 11/21/11 (2nd & 3rd periods) Tuesday, 11/22/11 (5th & 6th periods)
1. We finished our summary analysis of "Islam and Muhammad."
Thursday, 11/17/11 (2nd & 3rd periods) Friday, 11/18/11 (5th & 6th periods)
1. Opener: Challenge Logic Problems
2. "Islam and Muhammad" Review our summaries.
Wednesday, 11/16/11
1. Opener: Map skills. We found the present day names of countries surrounding Arabia, to make connections from the past to the present.
2. "Islam and Muhammad" (pages 92-96). As you read each of the three sections (identified by the large red headlines) summarize each section. To summarize, you find the main idea and at least two details. For an example of the summarizing diagram we used, refer to page 92. If you didn't finish in class, you must finish this as homework. The text is available at "Documents" "Islam Unit." As you will read all three sections, you will need to have three diagrams (one for each section).
Tuesday, 11/15/11
1. Opener: Review the book you read yesterday, so you are prepared for our discussion.
2. "Life on the Arabian Peninsula." What were the differences between the two versions? Which was more interesting, and which more informative? For what two reasons did we read and discuss the two versions?
Monday, 11/14/11
1. Opener: "Huh?" Using our reasoning skills.
2. Correct: "The Spread of Islam" atlas worksheet. Once corrected, keep this as a reference for future work.
3. In class we read from two different history books about life on the Arabian Peninsula. We then started a discussion comparing the two books. If you were absent, please read "Life on the Arabian Peninsula" from the orange book, available through this link.
Thursday, 11/10/11
1. Opener: "Veterans Day Trivia" worksheet
2. Reading Quiz (for those still on a quest for the perfect reading quiz score)
3. Correct: "The Spread of Islam"
Wednesday, 11/9/11
1. Opener: "The Spread of Islam" atlas worksheet (available at "Documents" "Atlas Worksheets").
2. Late projects.
Tuesday, 11/8/11
1. As our opener, students read the First Amendment to the U.S. Constitution.
2. We continued our reading of "The Role of the Catholic Church, " especially the conflict between Pope Gregory VII and Emperor Henry IV. We discussed how such a conflict wouldn't happen in our country due to our separation of church and state as outlined in the the First Amendment.
Monday, 11/7/11
1. Journal prompt: How could you have improved your project?
2. Late project presentations
3. Continuing with the "Role of the Catholic Church."
Friday, 11/4/11
1. Opener: "Challenge Logic Opener" You may print your own copy at "Documents" "Openers."
2. Projects: late projects were presented.
3. "The Role of the Catholic Church." We continued reading from the text book.
Thursday, 11/3/11
1. We corrected the atlas worksheet, "Trade Routes and Plague." Essential Questions: What was the connection between trade routes and the spread of the plague? How did the plague help end feudalism?
2. Project presentations. If your project is not yet finished (which means you've turned it in) plan on spending working lunch with me until it is finished!
Wednesday, 11/2/11
1. Atlas Worksheet: "Trade Routes and Plague" (atlas pages available at "Documents" "Atlas Worksheets"). What was the connection between trade routes, and the spread of the plague? How did the plague help to end feudalism?
Tuesday, 11/1/11
1. Opener: Annotated Bibliography Skill Check 2. This worksheet had students actually prepare a sample annotated bibliographic entry.
2. "The Role of the Catholic Church" chapter 10, lesson 1 (available under "Documents" "History Book"). Is it a good or bad if government tries to increase its power?
3. Project time. Projects are due Thursday, 11/3/11!
Monday, 10/31/11 All Hallows Eve
1. Opener: Annotated Bibliography skill check
2. History of Halloween
3. Project time
Friday, 10/28/11
1. Correct: "Crusades to the Holy Land"
2. How to prepare an Annotated Bibliography.
3. Project time.
Thursday, 10/27/11
1. Reading Quiz; again, only your best grade remains in the grade book. There is an alternate assignment for those who have already shown mastery with an 8/8 score.
2. "Crusades to the Holy Land" atlas worksheet. The worksheet and atlas pages are both available at "Documents" "Atlas worksheets."
Wednesday, 10/26/11
1. Inferences quiz
2. Correct: "Feudalism and the Holy Roman Empire"
Tuesday, 10/25/11
1. Opener: "Making Inferences 2." Inferences quiz Wednesday!
2. Atlas worksheet: "Feudalism and the Holy Roman Empire" The atlas pages and worksheet are available at "Documents" "Atlas Worksheets."
Monday, 10/24/11
1. Opener: "Making Inferences 1"
2. Post reading review
3. Project time
Friday, 10/21/11
1. Opener: Logic or Surmising; you decide"
2. Correct: Decoding the Prompt
3. Post-reading strategy: "Daily Life in Medieval Europe." How to gain more from the text by drawing inferences.
Thursday, 10/20/11
1. Opener: Decoding the Prompt. We also turned in "Becoming a Knight."
2. Correct: Analogies Aren't Scary"
3. Discussion on Medieval Europe projects. Due date = November 3.
4. After we previewed "Daily Life in Medieval Europe" we read the text today.
Wednesday, 10/19/11
1. Opener: "Analogies Aren't Scary" available under "Documents" "Openers"
2. Reading quizzes were returned. Those who have not yet achieved an 8 out of 8 on a reading quiz have a brief homework assignment, "Becoming a Knight." This assignment is available under "Documents" "Reading Practice." This assignment is due Thursday!
3. "Daily Life in Medieval Europe" In anticipation of reading this section of the book (pages 298-302, available at "Documents" "History Book") we previewed the text using a PLAN worksheet.
Tuesday, 10/18/11
1. Reading quiz. Students who had an 8 out of 8 from the last quiz had an alternate assignment. Only the highest of the two scores are recorded.
2. Primary vs. Secondary sources. We read pages 32 and 33, and discussed both types of sources. Students need to use both a primary and a secondary source while researching their project. The text is available under "Documents" "History Book"; open the text, and scroll to page 32.
Monday, 10/17/11
1. "Viking Impact on Europe" atlas worksheet.
Friday, 10/14/11
1. "Birthstones" logic problem
2. "Life on a Medieval Manor" A look from our textbook at daily life in the Middle Ages; available under "Documents."
3. Time was spent allowing students to start planning their projects. No due date has yet been set, but it will be over a week from now.
Thursday, 10/13/11
1. We corrected "Early Kingdoms of Medieval Europe."
2. Our unit assessment was introduced. It is a project, and the instructions and scoring rubric are available under "Documents."
Wednesday, 10/12/11
1. Opener: "Early Kingdoms of Medieval Europe" both the worksheet and atlas pages are available on site under "Documents."
2. Yesterday's quiz was passed back. Retakes are available next week. This first quiz was designed to be difficult; the next one will be easier, and only the better score will be part of your grade.
Tuesday, 10/11/11
1. Journal prompt: Following our discussion of the conflict between emperor Leo III and the Eastern Church over the use of religious icons, how important do you think our "separation of church and state" is in the United States today? How is your life different as a result?
2. Reading Skills quiz. This quiz tests your ability to read social studies text. It will be repeated, so you will have opportunities to better your score.
No School Monday, October 10th
Friday, 10/7/11
1. Logic Problem opener
2. "The Early Byzantine Empire" We read the text analyzing cause and effect.
Thursday, 10/6/11
1. Journal Prompt: How did you prepare for the quiz? What worked well? How did you learn to do that? What would you do differently next time?
2. Quizzes were returned; we discussed retakes.
3. "The Early Byzantine Empire" We started reading this section of the book. Our next unit will look at life in the European Middle Ages. Following, we'll look at the Muslim Empire, and then look at how these two cultures came into contact with each other during the Crusades.
Wednesday, 10/5/11
Quiz day.
Tuesday, 10/4/11
1. Journal Prompt: Describe the problems which led to the Fall of the Roman Empire. Consider both external and internal problems. You should be able to come up with at least 10 details. Need help? Look at the "Quiz Study Guide" on my website under "Documents." There you will also find all of the atlas worksheets, the atlas pages, and the text book pages.
2. Review for Wednesday's quiz.
Monday, 10/3/11
1. We answered the questions (1, 3, 4, 5, and 6 or 7, on page 56) which were assigned last Thursday. This information will be on the quiz!
2. We finished the video we started last Friday.
3. We began our review for Wednesday's quiz.
Friday, 9/30/11
1. Opener: "Beach Balls" logic problem
2. Video: Pompeii. How do historians know what they claim to know? What have historians learned from the excavations at Pompeii?
Thursday, 9/29/11
1. Opener: Journal Prompt: "What is the benefit of previewing text before you read it?"
2. We finished reading "Decline and Fall of the Empire." Answer questions 1, 3, 4, 5, & 6 or 7 on page 56.
Wednesday, 9/28/11
1. Opener: Journal prompt: "Why is it important to study the Fall of Rome?"
2. We finished correcting the atlas worksheet, "Decline of the Roman Empire."
3. We read from the History book, pages 52-56, "Decline and Fall of the Empire." We also practiced the important reading skill of summarizing the text prior to reading it. Previewing lets us know what we will be reading about, so when we actually read the text we are absorbing details, rather than trying to figure out the topic. The pages from the text are available on my SWIFT site under "Documents."
Tuesday, 9/27/11
1. We continued with the atlas worksheet "Decline of the Roman Empire." The worksheet (pages 1 & 2) and the atlas pages are available on my SWIFT site under "Documents."
Monday, 9/26/11
1. Correct: "Judaism and Christianity in the Roman Empire" atlas worksheet
2. Daily work: "Decline of the Roman Empire" atlas worksheet. The atlas pages are available under "Documents."
Friday, 9/23/11
We continued our study of the Roman Empire with the atlas worksheet "Judaism and Christianity in the Roman Empire." Both the atlas pages and the worksheet are available "Documents."
Thursday, 9/22/11
Still studying Rome, we finished and corrected "Height of the Roman Empire."
Wednesday, 9/21/11
We corrected yesterday's worksheet, and turned in the Oetzi essay. Students were able to start work on the next worksheet, "Height of the Roman Empire" (available under "Documents" at my website) but we will have time to finish it and correct it in class Thursday.
Tuesday, 9/20/11
We worked on the atlas worksheet "From Roman Republic to Roman Empire." Both the worksheet and the atlas pages are available on my website under "Documents." I suggest you print off the atlas pages to use them, as they are not all in the correct order.
Oetzi essays are due tomorrow! If you don't turn it in on time, you must turn in a note explaining why it isn't turned in, and when it will be. Failure to turn in a note or the essay will result in a big fat "F" being entered into the grade book for you to explain to your parents!
Monday, 9/19/11
Students had time in class to work on their Oetzi essay, which is due Wednesday. Tuesday there will be time for writing a final copy, however there will be NO computer time. If you want to type your final copy on a computer, it MUST be done outside of class.
Week of September 12-16
We are starting our unit on Oetzi the Ice Man. We'll be watching a video and then writing an essay. The steps in the process and the rubric have been handed out to students. The due date will be next week, but the exact date has not been established. The purpose of this unit is to determine how it is historians know what they claim to know about history.
Friday, 9/9
If your class voted to have the quiz Monday (most did), you should study the questions on the Atlas worksheet, and practice completing a chart such as the one on page 23 of the text (follow this link for the chart). You may use any map to practice this skill. You will have to make your own chart.
Wednesday, 9/7
We began our unit on basic map skills. Students should complete the worksheet "Reviewing Basic Map Skills" using the Nystrom "Atlas of World History" as well as the Skillbuilder section on pages 22, 23, & 457 in the "World History" textbook. These skills will be practiced again on Thursday, and will be on Friday's quiz.
Tuesday, 9/6
We continued our work to establish a learning community.
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