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WELCOME TO 7TH GRADE SOCIAL STUDIES!
SUPPLIES STUDENTS NEED TO HAVE IN MY CLASS:
1" 3 Ring Binder
Notebook Paper
2 Sets of 3 by 5 Index cards
2 Blue or Black Pens or 2 Pencils
Optional: Kleenex Box
ANNOUNCEMENT!!!!!!!!
STUDENTS NEEDING TO MAKE UP WORK OR GET TUTORING MAY COME TO MY CLASSROOM FROM 7:50 TO 8:20 EVERY Tuesday- Thursday MORNINGS AND 3:40-4:00 in the afternoons ON MON, TUES, THURS, AND FRIDAYS. Week of _November 9-13_____ Social Studies | Monday, November 9 | Objective (Student will…) | - Research the Pueblo way of life on the computer websites.
- Find pictures representing the Pueblo Indians.
| Teacher Activities & Strategies | BELLWORK: NONE LESSON: Students will arrive at the computer lab, receive the research question sheet from me, and look for the seat with their name on it. The students will be required to answer the 20 research questions over several websites on the Pueblo Indians. After researching, the students will find 4 pictures/graphics related to the Pueblo Indians. These four pictures will go on their poster project. CLOSING ACTIVITY: Finish printing out pictures. Log off the computers and get ready | Student Activities | The students will: - Complete the research sheet by looking up the answers to the questions on the websites.
- Find 4 pictures for their poster project.
| Assessment/Evaluation | 20 research questions must be answered (will go over answers the next day!) | Academic Vocabulary (optional by dept.) | Pueblo Adobe Dry Farming Crop Rotation Clan Matrilineal Society Polytheistic Kachina Moieties Patrilineal Society | Additional Resources | Pueblo website, research questions sheet, seating chart, cards with student’s names on them. | Social Studies | Tuesday, November 10 | Objective (Student will…) | 1, Create a poster that displays the culture of the pueblo farmers. | Teacher Activities & Strategies | BELLWORK: Lets Review! True or False: - A clan is a group of blood relatives.
- The Pueblo farmers lived near rivers in order to farm.
- The Pueblo Indians shared a common language.
- The Pueblos made their homes out of adobe which was clay combined with hay.
- A matrilineal society is where people trace their ancestors through their father’s side.
LESSON: Check teaching and understanding by reviewing the 20 research questions answered on Tuesday. 5 SENTENCES: Using the research questions and their notes. The students will write down 5 COMPLETE sentences on what they learned about the pueblo Indians. (8 minutes: When finished, work on poster template) CRITIQUE SENTENCES: Students will read another student’s sentences and make grammatical corrections if needed. (3 minutes) POSTER TEMPLATE: Using a blank sheet of note book paper, the student will try to brainstorm how they want their poster to look like (where the pictures will go, what facts to use, are the facts in complete sentences, etc.) Once the template is approved, I will allow the students to start on the poster project. POSTER PROJECT: Using the research questions and pictures from the website, the students will create a poster showing the Pueblo way of life. The poster must have 5 accurate facts taken from the research questions, 4 pictures, and a title. DUE WEDNESDAY, NOVEMBER 18 CLOSING ACTIVITY: Pick up paper off the floor and straighten desks | Student Activities | The students will: 1. Make corrections on their research questions (if needed) 2. Create a Poster on the Pueblo Indians | Assessment/Evaluation | Rubric for Poster | Academic Vocabulary | See above | Additional Resources | Large construction paper, research questions, overhead, pictures, markers, glue, scissors, instructions, rubric, poster example, overhead projector | Social Studies | Wednesday, November 11 | Objective (Student will…) | Create a poster that displays the culture of the pueblo farmers. | Teacher Activities & Strategies | BELLWORK: Fill in the blanks! 1. The Pueblo Indians had large ________ pens that held as many as 100 _____. The Pueblo Indians worshiped in underground religions rooms called ______. The Pueblo Indians were _______ where they worshiped many gods. Word bank: polytheistic, kivas, turkey POSTER PROJECT: Using the research questions and pictures from the website, the students will create a poster showing the Pueblo way of life. The poster must have 5 accurate facts taken from the research questions, 4 pictures, and a title. If finish poster in class, they will be allowed to complete a wordsearch! CLOSING ACTIVITY: Tell them to study their notes for the quiz on Friday! | Student Activities | The students will: - complete their Pueblo poster
- work on a wordsearch (if time)
| Assessment/Evaluation | Rubric for Poster | Academic Vocabulary | See above | Additional Resources | Large construction paper, research questions, overhead, pictures, markers, glue, scissors, instructions, rubric, poster example, overhead projector | SocialStudies | Thursday, November 12 | Objective (Student will…) | 1. Demonstrate the appropriate behavior while performing group work by following directions, helping the members in their group, and listening to the teacher when she is talking. 2. Complete a word puzzle explaining the importance of farming to the Pueblo way of life. 3. Create a chart exploring the social structure, tools, and the domestication of plants and animals, houses, and religion of the pueblo farmers by drawing pictures that represent the Pueblo Indian’s culture | Teacher Activities & Strategies | BELLWORK: Copy down the following Jobs of the group: Taskmaster (keeps the students on task, and reads instructions) Reader (reads the sentences off of the puzzle paragraph and looks up words in the dictionary) Writer (writes down the answer to the questions) Artists (everyone in the group will be drawing a picture) (you will have one minute to assign each person a job!) LESSON: Group Work: Students will be divided into groups of three and complete the following activities: 1. Puzzle Paragraph: The students will have 10 words on a separate sheet of paper. They will need to look up the words they do not understand in the dictionary. The students will have a paragraph where some of the words in the paragraph are missing. They will need to write with a dry erase marker the words that they looked up on the appropriate spot in the paragraph. 2. Answer Questions on Paragraph: Students will answer 3 quick questions over the puzzle paragraph. 3. Picture Cards: The students will be assigned 2 cards with questions on them. They will need use a blank index card and draw a picture to answer the questions. 4. Students will place their completed picture cards on the Pueblo chart on the wall on the classroom. CLOSING ACTIVTY: The students will put one thing down that they learned and one thing they were confused over on a 3 by 5 index card | Student Activities | The students will: 1. Complete a paragraph puzzle 2. Answer the questions on the paragraph 3. Draw some picture cards 4. Put their picture cards on the Pueblo chart | Assessment/Evaluation | Picture Cards, Chart, Paragraph questions, Card to put down something they learned and something they didn’t understand | Academic Vocabulary | See above | Additional Resources | Index cards, puzzle paragraphs (laminated), written instructions, dry erase markers, color pencils, color markers, chart on board, question cards, overhead | Social Studies | Friday, November 13 | Objective (Student will…) | - Recall the social structure, tools, the domestication of plants and animals, houses, and religion of the pueblo farmers.
- Explain on a written quiz the Pueblo way of life
| Teacher Activities & Strategies | BELLWORK: - Get out a blank sheet of paper
- Number 1-30
- Title paper “Around the World- Pueblo Indians”
LESSON: Around the Word Review: (station work) Students will be partnered up and assigned a station. For 1 minute they will work together to answer the questions on the Pueblo Indians at that station. When 1 minute is up, they will go to a new station and answer questions. Jeopardy Game (review) Take a short 10 question quiz on the Pueblo Indians | Student Activities | The students will: - Answer the questions on the the pueblos at each station
- Participate in a jeopardy game
- Complete a written quiz on the Pueblo Indians
| Assessment/Evaluation | Pueblo Quiz | Academic Vocabulary | See above | Additional Resources | Questions for each station (will be on white paper), Quiz, Index cards for Jeopardy game, Jeopardy Questions, overhead |
Week of _November 2-6_____ Social Studies | Monday, November 2 | Objective (Student will…) | - Explore the Anasazi Indian Culture.
- Pretend to be part of the Big Game hunter’s lives by acting out a play.
| Teacher Activities & Strategies | BELLWORK: (use notes to answer) Matching: 1. wanderers a. Mogollon Culture 2. settled down and built permanent homes b. Nomadic 3. Built pit houses c. Sedentary Review Flashcards!!!! LESSON: Cornell Notes (Chapter 2 Continued Anasazi culture) Finish Drama: Across the Bering Strait (Students will act out a play on Big Game hunters. The other students will answer questions during the play.) Back Up plan: Define vocabulary on page 41 in book CLOSING ACTIVITY: Pick up paper on the floor | Student Activities | Notes, Drama | Assessment/Evaluation | Questions on Drama, Summary in Notes | Academic Vocabulary (optional by dept.) | Archaeologist Artifacts Culture Kill Sites Pit houses Land bridge Sedentary Nomadic Cliff Dwellings Atlatl Mano Metate Pueblo Kiva | Additional Resources | Overhead, power point on drama, drama play, drama questions, notes, paper, pen/pencil | Social Studies | Tuesday, November 3 | Objective (Student will…) | - Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
- Determine factors that caused the ancient people to come to America.
- Describe the Anasazi and Mogollian cultures.
| Teacher Activities & Strategies | BELLWORK: (use notes to answer) Matching: 1. wanderers a. Mogollon Culture 2. settled down and built permanent homes b. Nomadic 3. Built pit houses c. Sedentary LESSON: Drama on “A Day in Mesa Verde” Create Flashcards for the Review If time: Wordsearch on New Mexico’s Early People CLOSING ACTIVITY: Review with flashcards. Pick up paper off the floor. | Student Activities | Students will: Answer questions and read the drama Create flashcards Complete a wordsearch | Assessment/Evaluation | Flashcard Review | Academic Vocabulary | See above | Additional Resources | Overhead, index cards, wordsearch, pen/paper, drama | Social Studies | Wednesday, November 4 | Objective (Student will…) | - Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
- Determine factors that caused the ancient people to come to America.
- Describe the Anasazi and Mogollian cultures.
| Teacher Activities & Strategies | BELLWORK: True or False - Houses with holes 3-4 feet in the ground were called pit houses.
- The Big game hunters were the first people to live in New Mexico.
- The Anasazi lived in pueblos.
LESSON: Class Flashcard review: A student will go over the flashcards with the rest of the class by placing them on the overhead. Around the Word Review: (station work) Students will be partnered up and assigned a station. For 1 minute they will work together to answer the questions at that station. When 1 minute is up, they will go to a new station and answer questions. Jeopardy Game for review Back up plan: complete the review sheet | Student Activities | Students will: - Participate in the flashcard review
- Answer the questions on their Around the World sheet
- Participate in the review game.
| Assessment/Evaluation | Review Game, Around the World sheet | Academic Vocabulary | See above | Additional Resources | Flashcards, jeopardy cards, station work pictures | SocialStudies | Thursday, November 5 | Objective (Student will…) | - Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
- Determine factors that caused the ancient people to come to America.
- Describe the Anasazi and Mogollian cultures
| Teacher Activities & Strategies | BELLWORK: - Get out a blank sheet of paper
- Number 1-20
- Title paper “Chapter 2 Test”
LESSON: Take Chapter 2 Test Grade Test ½ day today! TEACHER IN SERVICE CLOSING ACTIVITY: Pick up paper off the floor! | Student Activities | The students will: Take a test | Assessment/Evaluation | Test | Academic Vocabulary | | Additional Resources | Test, overhead, pen/pencil, paper | Social Studies | Friday, November 6 | Objective (Student will…) | 1. Compare and contrast the life of the Pueblo Indians to their own lives. 2. Explore the social structure, tools, and the domestication of plants and animals, houses, and religion of the pueblo farmers. 3. Identify different the areas of the earliest Pueblo settlements and explain why they are located near rivers. | Teacher Activities & Strategies | BELLWORK: Using the Map on page 45, answer the following questions: 1. Most of the pueblo settlements were near a. Lakes b. Dry Land c. Rivers 2. The triangles on the map represent what? 3. The purple color on the map represents the different a. Language groups b. Cities c. Pueblo 4. True or False Most of the pueblos were located in the Central part of NM. LESSON: Complete the Pre-Assessment on the Pueblo Indians (The students will take a quiz to determine how much they know about the Pueblo Indians…it will not be counted against them!) Cornell Notes: (Topic: The Life of the Pueblo Indians) Talk about computer lab expectations and what will be done. CLOSING ACTIVITY: Write a 3-4 sentence summary on what they learned about the Pueblo Indians Announce that we will be going to the computer lab on Monday and to be on time! Tardies count! | Student Activities | The students will: 1. Take notes on the Pueblo Indians 2. Complete a 3-4 sentence summary on what they learned on the pueblo Indians 3. Complete the questions on the bellwork. | Assessment/Evaluation | 3-4 Sentence Summary | Academic Vocabulary | Pueblo Adobe Dry Farming Crop Rotation Clan Matrilineal Society Polytheistic Kachina Moieties Patrilineal Society | Additional Resources | NM History book (map on page 45), overhead, power point, pre-assessment, Notes handout, pen/paper |
Week of _October 27-31_____ Social Studies | Monday, October 27 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
- Recall New Mexico’s state bird, flower, and capital.
- Locate the five rivers, 4 regions, and major land spots on a New Mexico map.
| Teacher Activities & Strategies | BELLWORK: Copy the map below: (map drawn on overhead) Label the following on the map: Great Plains Basin and Range Colorado Plateau Rocky Mountains LESSON: Big Map on the Wall review!!!!! Group Game (cooperative learning): Who can put the proper locations in the right spot on the map? Flashcards (over all reviewed this week) TEST IS ON TUESDAY!!!!! CLOSING ACTIVITY: Pick paper up off the floor! | Student Activities | Flashcards, Map game | Assessment/Evaluation | Map Game, Flashcards | Academic Vocabulary (optional by dept.) | | Additional Resources | Index cards, pen/pencil, large maps, paper, overhead | Social Studies | Tuesday, October 28 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
- Recall New Mexico’s state bird, flower, and capital.
- Locate the five rivers, 4 regions, and major land spots on a New Mexico map.
| Teacher Activities & Strategies | BELLWORK: - State Capital?
- State Bird?
- State Tree?
- State Question?
- State Flower?
- State Languages?
LESSON: Finish Flashcards if needed. Study Buddy: Students will test each other on their flashcards Class Flashcard Review: A student will come up and review the flashcards with the students (do about 3 times) Map on Wall Review: Students will put the proper locations on the map on the wall. Review with Game Back up plan: Complete Review Sheet | Student Activities | Flashcards, Review Game (For homework: Study Flashcards for test!) | Assessment/Evaluation | Review Game | Academic Vocabulary | | Additional Resources | Map on wall, Flashcards, Pen/Pencil, paper, overhead | Social Studies | Wednesday, October 29 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
- Recall New Mexico’s state bird, flower, and capital.
- Locate the five rivers, 4 regions, and major land spots on a New Mexico map
| Teacher Activities & Strategies | BELLWORK: - Get out a blank sheet of paper
- #1-30
- Title paper Chapter 1 Test
LESSON: Pick up Flashcards Take Chapter 1 Test Archaeology is Fun!!!!- (role playing) Each student will be assigned a partner. Each group will be looking at pictures of artifacts and figuring out how the people long ago lived! CLOSING ACTIVITY: Pick up paper off the flloor | Student Activities | Students will be role playing and acting like an archaeologist. Taking a test | Assessment/Evaluation | Test Archaeologist worksheet | Academic Vocabulary | Archaeologist Artifacts Culture Kill Sites | Additional Resources | Pictures of artifacts, test, Archaeologist worksheet, overhead | SocialStudies | Thursday, October 30 | Objective (Student will…) | - Explain the following words, archaeologist, artifacts, culture, and kill sites.
- Suggest the ways the ancient people came to America.
- Find out reasons why the big-game hunters disappeared.
- Pretend to be early explorers by acting out a play.
| Teacher Activities & Strategies | BELLWORK: Matching: (use page 22) 1. study things ancient people left behind A. kill sites 2. something made by people B. Archaeologists 3. living patterns, customs, skills C. Culture 4. place where hunters killed game for food D. Artifacts Review Flashcards!!! LESSON: Cornell Notes (Chapter 2: Early Explorers and Mongolian culture) Drama: Across the Bering Strait (Students will act out a play on explorers who crossed the land bridge long ago. The other students will answer questions during the play.) Back up plan: Define vocabulary on page 41 in book CLOSING ACTIVITY: Pick up paper across the floor. | Student Activities | Notes, Drama | Assessment/Evaluation | Questions to answer on Drama, Summary in Notes | Academic Vocabulary | Archaeologist Artifacts Culture Kill Sites Pit houses Land bridge Sedentary Nomadic | Additional Resources | Overhead, power point on drama, drama play, drama questions, notes, paper, pen/pencil | Social Studies | Friday, October 31 | Objective (Student will…) | - Explore the Anasazi Indian Culture.
- Pretend to be part of the Anasazi Indian tribe by acting out a play.
| Teacher Activities & Strategies | BELLWORK: (use notes to answer) Matching: 1. wanderers a. Mogollon Culture 2. settled down and built permanent homes b. Nomadic 3. Built pit houses c. Sedentary Review Flashcards!!!! LESSON: Cornell Notes (Chapter 2 Continued Anasazi culture) Drama: A Day in Mesa Verde (Students will act out a play on Anasazi Indians. The other students will answer questions during the play.) Back Up plan: Define vocabulary on page 41 in book CLOSING ACTIVITY: Pick up paper on the floor | Student Activities | Notes, Drama | Assessment/Evaluation | Questions on Drama, Summary in Notes | Academic Vocabulary | Archaeologist Artifacts Culture Kill Sites Pit houses Land bridge Sedentary Nomadic Cliff Dwellings Atlatl Mano Metate Pueblo Kiva | Additional Resources | Overhead, power point on drama, drama play, drama questions, notes, paper, pen/pencil |
Week of _October 19-23_____ Social Studies | Monday, October 19 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
| Teacher Activities & Strategies | BELLWORK: Read page 4 in your book, Answer the following questions: - What is Capulin Mountain?
- How old is Capulin Mountain?
- In White Sands, what color are the dunes?
- How many stories high is Carlsbad Caverns?
- How many bats live in the Caves?
LESSON: Take Fun Fact Quiz on New Mexico and activate their prior knowledge of New Mexico. Cornell Notes- (Topic Chapter 1: New Mexico Landscape) Partner Work: Students will be looking at 4 different pictures of the different land regions in New Mexico. Using the pictures they will answer the following questions: (compare and contrast) - What are some differences between the plains and plateau? What are some similarities?
- What are some differences between the basins and mountain ranges? What are some similarities?
CLOSING ACTIVITY: Pick up paper off the floor. | Student Activities | The students will: - Take a quiz
- Copy notes
- Participate in Partnerwork
| Assessment/Evaluation | Picture activity, note’s summary | Academic Vocabulary (optional by dept.) | n/a | Additional Resources | Quiz, Notes, Pictures for Partner work, overhead, paper, pen/pencil | Social Studies | Tuesday, October 20 | Objective (Student will…) | 1. Recall New Mexico’s state bird, flower, and capital. | Teacher Activities & Strategies | BELLWORK: Matching (use your notes to answer): 1. flat and treeless A. Plateau 2. Elevated Area of mostly flat or level land B. Basin 3. Broad, dry drainage areas (separate mountain ranges) C. Plains LESSON: Cornell Notes: (Topic: Chapter 1 New Mexico Facts) Map work on New Mexico- (Map Quiz on Friday!) CLOSING ACTIVITY: Pick up paper off the floor | Student Activities | The students will: - Copy notes
- Draw, label, and color a New Mexico Map
| Assessment/Evaluation | Map, note’s summary | Academic Vocabulary | n/a | Additional Resources | Color pencils, blank map, map of New Mexico, notes, pen/pencil, paper | Social Studies | Wednesday, October 21 | Objective (Student will…) | - Draw a map of New Mexico and locate the five rivers, 4 regions, and major land spots.
- Create flashcards showing the weather and climate of New Mexico, revealing New Mexico’s state bird, flower, and capital, and explaining the geographical features of NM.
| Teacher Activities & Strategies | BELLWORK: Copy the map below: (map drawn on overhead) Label the following on the map: Great Plains Basin and Range Colorado Plateau Rocky Mountains LESSON: How much do you know? (Recall) Finish mapwork (due at the end of class!) Flashcards (over all reviewed this week) . CLOSING ACTIVITY: Let students know that Test is on Tuesday!!!! Flashcards are due on Friday!!! | Student Activities | The student will: - Participate in How much do you know?
- Finish mapwork
- Create flashcards to review for the test
| Assessment/Evaluation | Mapwork, flashcards | Academic Vocabulary | n/a | Additional Resources | Color pencils, flashcards, How much do you know? Paper, overhead, pen/pencil, paper | SocialStudies | Thursday, October 22 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
- Draw and color pictures of New Mexico’s state bird, flower, and capital.
- Locate the five rivers, 4 regions, and major land spots on a New Mexico map.
| Teacher Activities & Strategies | BELLWORK: - Where does NM rank in size?
- What states are part of the 4 corners?
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LESSON: GETTING OUR BOOKS!!!! Big Map on the Wall review!!!!! Group Game: Who can put the proper locations in the right spot on the map? Finish Flashcards (over all reviewed this week) TEST IS ON TUESDAY!!!!! Color pictures for 2nd- Write out fun facts. 3rd- Color picture of NM state flag 5th- Color picture of State Bird 6th- Color picture of State Flower 8th- Color pictures of State CLOSING ACTIVITY: Pick paper up off the floor! | Student Activities | The students will: - Locate the five rivers, 4 regions, and major land spots on the NM Map
- Create flashcards to review for test
| Assessment/Evaluation | Map Game, Flashcards | Academic Vocabulary | | Additional Resources | Index cards, pen/pencil, large maps, paper, overhead | Social Studies | Friday, October 23 | Objective (Student will…) | - Recall the weather and climate of New Mexico.
- Identify the 4 major regions in New Mexico.
- Compare and Contrast the 4 major regions in New Mexico.
- Recall New Mexico’s state bird, flower, and capital.
- Locate the five rivers, 4 regions, and major land spots on a New Mexico map.
| Teacher Activities & Strategies | BELLWORK: Using page 12-13 in your book, Define the following: - ground water
- droughts
LESSON: Map Review (students will #1-10 on a blank sheet of paper and try to figure out the name of each location) Chapter 1 Worksheets (grade- if time) Wordsearch (if needed) | Student Activities | Students will: - Participate in the map review
- Complete the chapter 1 worksheets
| Assessment/Evaluation | worksheets | Academic Vocabulary | n/a | Additional Resources | NM Map, overhead, Chapter 1 worksheets, wordsearch, pen/pencil, NM History Book |
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