Homework: 11-16-09

National Geographic Magazine Cover

You have been asked to design a cover for a National Geographic Magazine.  The title of the cover page is

“Egypt, the Gift of the Nile”. 

Use everything you have learned so far about Egypt to complete this assignment.  You can reference Ch 3 of your textbook to help you. Please include a caption at the bottom of the page explaining why Egypt is called the “Gift of the Nile”

Make sure your cover is colorful, creative and includes an illustration!  Don’t forget the title     

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        Welcome to the Pelican Team!

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                          **Parents Box**

Parents,

Students making a D or F in their subjects received a Grade Recovery Application and an application for our Saturday Senator Academy. These forms must be returned!

Thank you for sending in classroom supplies! 

Projects:

Students will receive their rubrics for the Egypt Project this week:

Advanced classes will create a Travel Brochure (due Nov 30)

Standard classes will have the option to create a powerpoint presentation or poster.  Projects are due December 1. 

History Fair: Advanced Classes only 

Please take a look at your child's History Fair Timeline (Advanced Students Only). The 25 Note cards were due Nov 4.  There are students that have yet to turn these in.  The projects are due before Winter Break (Week of Dec. 14).  This week students will be given a handout to analyze the data they have collected.  Students are not to begin putting their boards together until their sample model (construction paper) has been approved by me

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Oncourse web address

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Students that earn a D or F on their classwwork/homework assignments can make corrections and return for a max grade of 70%.  I will accept late work!  Please remind students that it is their responsibility to ask for any makeup work when they are absent.  

Morning Help Sessions Wednesdays 9:00- 9:35 am.  Students must obtain pass on Tuesdays at the end of class.

Needed Classroom supplies: Kleenex & Copy Paper

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World History Weekly Agenda November 16-20, 2009

 Monday

·        Read Jr. Scholastic Article

·        Guidance Presentation: Student Success Skills

Homework:  Create cover for National Geographic Magazine, Study for Ch 3.2 Quiz

Tuesday

·        Ch 3.2 Quiz

·        Riverboat Tour

Homework: Read Ch 3.3

Wednesday- Early Release

·        Egyptian Tombs handout

·        Complete Chart p. 80

Homework: None

Thursday

·        Venn Diagram p. 87. Compare ancient & recent construction sites

·        Ch 3.3 Questions

Homework: None

Friday

·        Ch 3.3 Quiz

·        Read Play: Pyramids

·        Design a Pyramid

Homework: None

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Research Weekly Agenda November 16-20, 2009

 Monday

·        Read Workbook pp. 38-39

·        Complete Step 1-3 p. 38

Homework: None

Tuesday

·        Read WB p. 40-41

·        Complete Step 1- 3 p. 40

Homework: None

Wednesday

·        Read WB p. 42-43

·        Complete Step 1- 3 p. 42

Homework: None

Thursday

·        Read WB p. 46-47

·        Complete Step 1-4 p. 46

Homework: None

Friday

·        Project Citizen Project Due

Homework: None

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World History Weekly Agenda November 9-13, 2009

 Monday

·        Complete WB pp. 33-34

·        Write a complete sentence using Key terms p. 68

·        Introduce Egypt Projects

·        Preview Ch 3.2

HW: Read pp. 74-79. Create unfamiliar Wordlist.  Write the main idea for each subheading (in blue)

Tuesday

·        Complete WB p. 36-37

Ch. 3.2 Questions & Vocabulary

Homework: None

Wednesday- No School Veterans’s Day!

Thursday

·        Journal Prompt

·        Riverboat Tour/Notes

HW: Create National Geographic magazine cover. Title: Egypt: Gift of the Nile

Friday

·        Read Article: Growing Up in Egypt

·        Riverboat Tour

HW: None!

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Research Weekly Agenda November 9-13, 2009

 Monday

·        Project Citizen: Read pp. 13-16.

·        Gathering information; Interview, Newspaper, TV, internet

     HW: Gather information for your topic

Tuesday

·        Project Citizen: Read WB pp. 18-22

·        Complete pp. 23-27 in WB

      HW: None

 Wednesday- No School! Veteran’s Day!

 Thursday

·        Project Citizen: Read WB pp. 28

·        Complete WB pp. 29-30

       HW: None

Friday

·        Silent Reading

·        Project Citizen: Complete WB p. 31

      HW: None

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        World History Weekly Agenda November 2-6, 2009

Standards addressed this week: SS.A.1.3.2, SS.A.1.3.3, LA.A.1.3.2

Monday

·        Video Clip: Life on the Nile

·        Preview Ch 3.1

Homework: Information about Settlement in Egypt handout

Tuesday

·        Read WB pp. 33-34

·        Complete Ch 3.1 Questions

Homework: Complete Ch 3.1 Questions

Wednesday

·        FCAT Practice

·        Ch 3.1 Quiz

·        Advanced only: 25 note cards due

Homework: None

Thursday

·        FCAT Practice

·        Read/Discuss Ch 3.2

·        Complete Web Diagram p. 74

Friday

·        Complete sentences using Key terms p. 68

·        Introduce Egypt Project

·        Complete WB pp. 36-37

Homework: None

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 1^st Quarter World History Exam Study Guide: Exam Date Oct 20

  Students should be able to:

·         Label the Continents & Oceans on a blank map

·         Determine Longitude and Latitude

·         Read & Organize dates on a timeline

Read textbook Chapters 1 & 2.  Answer the following Questions:

1.       How long does it take for the earth to revolve around the sun?

2.       Why were civilizations able to develop in the Fertile Crescent?

3.       How did people supply their needs in the Old Stone Age?

4.       What did the Babylonians and Israelites have in common?

5.       Where did writing first develop?

6.       What is the difference between the Old and New Stone Age?

7.       What was the importance of the Code of Hammurabi?

8.       What were the advantages of farming?

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 World History Weekly Agenda October 12-16, 2009

Monday

·        Read Mesopotamia Handout p. 8-9

·        Complete Workbook pp 17-18

Homework: Preview Textbook pages 30-35

Tuesday

·        Read/Discuss Ch 2.1

·        Outline Ch 2.1

Homework: None

Wednesday

·        Copy Unit II Essential Questions

·        Food Shortage Handout p. 7

·        Ch 2.1 Quiz

Homework: None

Thursday

·        Uncontrolled Water Supply WS

·        Read/Discuss Ch 2.2

·        Unfamiliar Words

Homework:

Friday

·        Venn Diagram:Compare & Contrast Babylonia & Assyria

Homework: None

Research Weekly Agenda October 12-16

Monday

·        Study Grammar Book pp. 300-321

·        Silent Reading

Homework: None

Tuesday

·        Test: Pronouns, Helping Verbs, Linking Verbs

Homework: None

Wednesday

·        Current Event

Homework: None

Thursday

·        Current Event

Homework: None

 Friday

·        Silent Reading

Homework: None

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          World History Weekly Agenda October 5-9, 2009

Monday- Challenger Field Trip

·        Complete Workbook pp 13-14

·        Ch 1 Test Review

Homework: Read pp. 20-24

Tuesday- Challenger Field Trip

·        Read/Discuss Ch 1.3 pp. 20-24

·        Complete WB pp. 13-14

·        CH 1 Test Review

Homework: None

Wednesday- Early Release

·        Library: Advanced- History Fair Research

·        Ch 1.3 Question Handout

Homework: Study Ch 1 Test tomorrow

Thursday

·        CH 1 Test

·        Unit I Essential Questions Due

Homework: Read Ch 2.1 pp. 30-35

Friday

·        Read/Discuss Ch 2.1  pp. 30-35

·        Outline Ch 2.1

Homework: None

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              Research Weekly Agenda October 5-9, 2009

Monday- Challenger Field Tip

·        Research: History Fair

Homework: None

Tuesday

·        Mini-lesson Action Verbs & Linking Verbs p. 318

·        Complete  Exercise 5 & 6 p. 318

Homework: None

Wednesday- Early Release

·        Complete Exercise 8 & 12 p. 319

Homework: None

Thursday

·        Mini-lesson: Helping Verbs

·        Complete Exercise 13, 14 & 15 p. 320-321

Homework: None

Friday

·        Hands on Grammar Activity p. 320

·        Silent Reading

Homework: None

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WORLD HISTORY WEEKLY AGENDA SEPTEMBER 8-11

MONDAY- No School

TUESDAY

·     Copy Weekly Agenda

·       Collect 5 Themes of Geography Assignment

·       Copy Map Skills Essential questions pp. 40-41

·       Mini-Lesson: Movements of the Earth

Homework: Movements of the Earth Questions

WEDNESDAY

·       Latitude/Longitude Pretest

·       Lesson Latitude: Notes

Homework:None

THURSDAY

·        Latitude/Longitude WS

Homework:Study for Quiz: latitude/longitude

FRIDAY

·       Bellringer: Words & Phrases: Scholastic Magazine

·       Remembering 911

·       Quiz: latitude/Longitude

Homework: None

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World History Weekly Agenda August 24-28, 2009

Monday

·        Warm Up: Welcome activity

·        Teacher Introduction

·        Class Rules

·        Bingo

Homework: Parents Sign Syllabus. Complete contact cards. Include two things about yourself on back of index card

Tuesday

·        Bellringer

·        Class Rules

·        Writing Activity

Homework: Complete writing activity

Wednesday

·        Bellringer: Learning Style Questionnaire

·        Share  & Self evaluate yesterday’s writing activity

Homework: None

Thursday

·        Bellringer

·        Textbook Scavenger Hunt

Homework: None

Friday

·        Bellringer

·        Mini-Lesson: 5 Themes of Geography

·        5 Themes of Geography Activity (due next Friday)

Homework: None

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Research Course Weekly Agenda August 24-28,

Monday

·        Warm Up: Team Spirit

·        Teacher Introduction

·        Class Rules/Supplies

·        Create Notebook Cover

Homework: Parents Sign Syllabus

Tuesday

·        Bellringer

·        Introduction FCAT Explorer

·        FCAT Pretest

Homework:

Wednesday

·        Bellringer

·        Minilesson:Proof Reading

·        Proof Reading assignment p. 289

Homework: None

Thursday

·        Bellringer

·        Proofreading continued

Homework: None

Friday

·        Bellringer

·        Silent Reading

·        Share Reading Experience

Homework: None

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 2009-2010 6th Grade World History Supply List 

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               2009-2010 Research Supply List 

2 subject notebook

Index Cards

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                                   Class Wish List 2009-2010:

Printing Paper

Pencils

Red Marking Pens

Kleenex

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Be a Volunteer for the Pelican Team!

Parents, you must have an updated volunteer card in order to chaperone field trips.  Please send copy or a note confirming that you have a current volunteer card.  If you submitted a recent application please follow up prior to the field trip.

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                     Course Schedule


First Quarter- Map Skills, Prehistory, Fertile Crescent

Second Quarter- Egypt, India, China

Third Quarter- Greece, Rome

Fourth Quarter- Islam, Middle Ages, Renaissance

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         Please read the Grade Recovery information below.  If your child makes a D/F on his/her report card he/she may qualify for "Grade Recovery."  Grade Recovery can be completed before school or at home using Compass Odyssey.

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Parents, students have the opportunity to redo any classwork or homework assignments that they made a D or F on. Students are to make corrections to classwork and homework assignments that we go over in class before they turn it in. 

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As a result of the District’s Paperwork Reduction Committee recommendations, we will only be sending official progress reports home once per quarter.  Individual teachers or teams may send progress reports home with students on a more frequent basis, but this is not required.  Teacher's will continue to provide scholarship warnings to those students whose grades have dropped significantly, are not meeting the standards or are in danger of failing.  If you have questions about your student’s grade, you are encouraged to contact the teacher directly.

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                                       History Fair

Completing each step of the timeline below is very important.  Please make sure you are reviewing the due dates with your child.  The History Fair project is worth 100 points.    

Parents, please scroll to bottom.  I have attached a student History Fair Handbook that will be most helpful to you and your child.

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             National History Day Timeline

                    (Advanced students are required to participate)



Step 1: Introduction: Understanding of the History Fair Theme: September

Step 2: Library Time: Explore Topics of interests: Review list of teacher suggested topics

Step 3: Deadline for Topic Approval/Parent Signature:

             Oct.1 Review & print online history fair packet

Step 4: Library Time: Oct

Step 5: List of Primary/Secondary Sources to be used (at least 5): Due Oct 

            Ex. Books (2 sources)

Atlas (optional)

Encyclopedia (1 source)

Almanac (optional)

Internet (2 sources)

Interviews Documents (optional)


Step 6: Deadline for Topic/partner changes:

Oct  ______(parent/student initial)


Step 7: Purchase Boards: www.nhd.org/shop.htm- $10 or

at a local Arts & Craft store: November



Step 8: Note cards/Bibliographies- 5 cards for each

source (two facts per card in student’s own

words- total 25 cards): November


Step 9: Project Preview: Library: Nov:  Teacher signature required.

*Do not attach anything to your poster until approved by teacher. Create layout on construction paper

(3 fold).

Step 10:Project Deadline: December 

Step 11:Project Presentation: December 

Step 12:School Fair- January 2010


WWW.NHD.ORG/EXHIBIT.HTM & FLORIDAHISTORYFAIR.COM



Student Signature ____________________ Date ___________

Parent Signature _____________________ Date ___________



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Schoolnotes.com is only a guide for your child's weekly assignments. Time restraints may prevent or delay some assignments.


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Please make sure your child come to class with a book for independent reading on Fridays.


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How to access your world history textbook from home:

www.phsuccessnet.com ID= senators08 Password=fms2008


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Official progress reports are sent home twice each quarter. The Team Up program & Wednesday morning help sessions are available for students to complete recovery assignments. Team Up Applications are available in the Main office.

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Evaluation Criteria

Historical Quality (60%)

The most important aspect of your entry is its historical quality.  You should ask yourself the following questions to help you focus on your historical analysis:

• Is my entry historically accurate?
• Does my entry provide analysis and interpretation of the historical data rather than just a description?
• Does my entry demonstrate an understanding of the historical context?
• Does my annotated bibliography demonstrate wide research?
• Does my entry demonstrate a balanced presentation of materials?
• Does my entry demonstrate use of available primary sources?.

Clarity of Presentation (20%)

Although historical quality is most important, your entry must be presented in an effective manner.  You should ask yourself the following questions to help you focus on your presentation:

• Is my entry original, creative, and imaginative, in subject and presentation?
• Is my written material written material clear, grammatical, and correctly spelled?
• Is my entry well-organized
• Do I display stage presence in a performance?
• Is the visual material I present clear?
• Do I understand and properly use all my equipment?

Relation to Theme (20%)

Your entry must clearly explain the relation of your topic to the annual National History Day theme.  You should ask yourself the following questions to help focus your topic on the theme and its significance:

• How does my topic relate to the theme? Why is my topic important?
• How is my topic significant in history in relation to the National History Day theme?
• How did my topic influence history
• How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence my topic in history?

CATEGORY CHECKLIST

Exhibit Category
Individual and Group (2-5 students)

• No larger than 40 inches wide, 30 inches deep, and 6 feet high when displayed
• 1 copy (plus one for you) of written materials: title page with required information; 500 word description of the research methods used (A judging team may retain one copy for review.)
• Annotated bibliography, separated into primary and secondary sources
• Exhibit addresses the theme
• Title is clear and visible
• Labels, captions, and titles include no more than 500 words
• Has visual impact and shows interpretation
• Names and addresses of all group participants listed on entry card
• Entry card and fee mailed by deadline
• Prepared to answer judges' questions at the contest (Remember that formal narratives are not appropriate responses to questions.)

Process Paper

A process paper is required for every project that is done, no matter the category.  Please use the examples provided as a guideline in helping you write your own process paper.

     A description of no more than 500 words explaining how you conducted your research and created and developed your entry. You must conclude your description with an explanation of the relationship of your topic to the contest theme.

     A title page is required as the first page of written material in every category. Your title page must include only the title of your entry, your name(s) and the contest division and category in which you are entered.

Process Paper:

First section should explain how you chose your topic.

Second section should explain how you conducted your research.

Third section should explain how you selected your presentation category and created your project.

Fourth section should explain how your project relates to the NHD theme

At the end of the process paper you should include your bibliography.  The instructions for the bibliography are as follows

Annotated Bibliography

An annotated bibliography is required for all categories. It should contain all sources that provided usable information or new perspectives in preparing your entry. You will look at many more sources than you actually use. You should list only those sources that contributed to the development of your entry. Sources of visual materials and oral interviews must be included. The annotations for each source must explain how the source was used and how it helped you understand your topic.

For example:

     Bates, Daisy. The Long Shadow of Little Rock.
          1st ed. New York: David McKay Co. Inc., 1962.

Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved.


An annotation normally should be about 1-3 sentences long. You might be tempted to create page-long annotations to impress people. Don't do it! Lengthy annotations are usually unnecessary and inappropriate, and might be considered an effort to "pad" the bibliography.

The Contest Rule Book states that the annotations "must explain how the source was used and how it helped you understand your topic." Do not recount what the source said.

In addition to explaining how you used a source or how it helped you, you sometimes need to include some additional information in an annotation. Here are some examples:

• Classification of primary or secondary source. You should use the annotation to explain why you categorized a particular source as primary or secondary, If that is likely to be at all controversial. Historians do sometimes disagree and there's not always one right answer, so justify your choice to the judges.
• Secondary source which included primary sources. You also may use the annotation to explain that a book or other secondary source included several primary sources used for the paper. Examples: "This book included three letters between person X on the frontier and person Y back in New England, which provided insight into the struggles and experiences of the settlers." "This book provided four photos of settlers on the Great Plains and their homes, which were used on the exhibit."
• Fuller explanation of credits for documentaries. You are supposed to give credit in the documentary itself for photos or other primary sources, but you can do this in a general way, such as by writing, "Photos from: National Archives, Ohio Historical Society, A Photographic History of the Civil War" rather than listing each photo individually in the documentary credits, which would take up too much of your allotted 10 minutes. You then can use the annotation in the bibliography to provide more detailed information.
• Should I list each photograph or document individually? You should handle this differently in notes than in the bibliography. When you are citing sources for specific pieces of information or interpretations, such as in footnotes or endnotes, you should cite the individual document or photograph. In the bibliography, however, you would cite only the collection as a whole, not all the individual items. You should include the full title of the collection (e.g., Digges-Sewall Papers or the Hutzler Collection), the institution, city and state where the collection is located (e.g., Maryland Historical Society, Baltimore, Md.). You can use the annotation to explain that this collection provided 7 photographs which you used in your exhibit or that collection provided 14 letters which were important in helping you trace what happened. The same treatment applies to newspaper articles. In the footnotes or endnotes, you should cite the individual articles and issues of a newspaper. In the bibliography, you would list only the newspaper itself, not the individual issues or articles; you can use the annotation to explain that you used X number of days of the newspaper for your research.

How many sources should I have for my annotated bibliography? We can't tell you a specific number of sources, as that will vary by the topic and by the resources to which you have reasonable access. For some topics, such as the Civil War or many 20th-century U.S. topics, there are many sources available to you. For other topics, such as those in ancient history or non-U.S. history, there likely are far fewer sources available to you. The more good sources you have, the better, but don't pad your bibliography. Only list items which you actually use; if you looked at a source but it didn't help you at all, don't list it in your bibliography.

MLA Bibliography Examples