Learning Target: Students will be learning how to create a classroom community. Students will be able to compare different types of government
Circle: If you had to get a tattoo, where would you put it and what would it be of?
Rome vs USA: We will be breaking down the Roman government and looking at how it ran.
Research: Students will be researching trying to find similar positions in America to ones held in Rome.
Freedoms: Students will be looking for basic freedoms we have in America. We will then be talking about whether or not they had them in Rome.
Wednesday, December 4, 2019
Tuesday, November 19, 2019
Tuesday November 19, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know the roots and main characteristics of the most common types of government.
Circle: What is something you are not good at that you would like to be good at?
Governments: We will be talking about the major forms of government as well as their history in ancient Rome and Greece. The governments are:
Democracy: Direct vs Representative, How the Athenians used Democracy. We will be watching this video talking about the lottery system the Athenians used. Students will be reading this article and talking about whether or not America should use a lottery system.
Oligarchy: Sparta had 2 kings control the military, 5 who carried out laws and prosecuted in court cases, 30 older men (60 or older) were on the counsel of elders, all citizens 30 or older were on the general assembly.
Roman Monarchy vs Tyranny: We will be talking about how the Roman Empire had both Monarchy as well as Tyranny.
Circle: What is something you are not good at that you would like to be good at?
Governments: We will be talking about the major forms of government as well as their history in ancient Rome and Greece. The governments are:
Democracy: Direct vs Representative, How the Athenians used Democracy. We will be watching this video talking about the lottery system the Athenians used. Students will be reading this article and talking about whether or not America should use a lottery system.
Oligarchy: Sparta had 2 kings control the military, 5 who carried out laws and prosecuted in court cases, 30 older men (60 or older) were on the counsel of elders, all citizens 30 or older were on the general assembly.
Roman Monarchy vs Tyranny: We will be talking about how the Roman Empire had both Monarchy as well as Tyranny.
Friday, November 15, 2019
Friday November 15, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know the background and major beliefs of the five major religions.
Circle: When you were a little kid, what was your favorite thing to do on a snowday?
Religion Brochure: Students will be picking a religion to specialize in and creating a brochure for it. This will be the only class you have to finish it.
Homework: Read A Little History Chapters 32-35. Finish your Religion Brochure.
Religion Brochure: Students will be picking a religion to specialize in and creating a brochure for it. This will be the only class you have to finish it.
Homework: Read A Little History Chapters 32-35. Finish your Religion Brochure.
Wednesday, November 13, 2019
Wednesday November 13, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know the background and major beliefs of the five major religions.
Circle: What is one highlight from your long weekend?
Monotheism: We will be talking about the roots of Christianity, Judaism, and Islam. We will be talking about the great people in their histories such as Adam & Eve, Abraham, Moses, Jesus, & Muhammad.
Reincarnation/Caste: We will be talking about reincarnation in Buddhism and Hinduism, specifically looking at the Caste System in Hinduism.
Beliefs: We will be talking about the Ten Commandments, the Eight Fold Path, and the Yamas and Niyamas.
Writing: Students will be writing one paragraph about how all five religions are similar.
Homework: Read A Little History Chapters 32-35. There will be a reading quiz on Wednesday
Monotheism: We will be talking about the roots of Christianity, Judaism, and Islam. We will be talking about the great people in their histories such as Adam & Eve, Abraham, Moses, Jesus, & Muhammad.
Reincarnation/Caste: We will be talking about reincarnation in Buddhism and Hinduism, specifically looking at the Caste System in Hinduism.
Beliefs: We will be talking about the Ten Commandments, the Eight Fold Path, and the Yamas and Niyamas.
Writing: Students will be writing one paragraph about how all five religions are similar.
Homework: Read A Little History Chapters 32-35. There will be a reading quiz on Wednesday
Friday, November 8, 2019
Friday November 8, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know the background and major beliefs of the five major religions.
Circle: Name something or someone that can always make you laugh.
Presentations: Students will be finalizing their preparations for their religion presentations. They will have ten minutes to prepare and then presentations will begin. The audience's task during the presentation will be to take notes in their charts on each of the religions.
Monotheism vs Polytheism: We will be going over this definition as a class.
Monotheistic Religions: We will be discussing the similarities and roots of Judaism, Christianity, and Islam.
Similarities: We will be discussing in groups the similarities between all of the religions. What messages are the same?
Similarities Paragraph: Students will be going on Google Classroom and writing a paragraph about the similarities between the five major religions.
Homework: Read A Little History Chapters 32-35. There will be a reading quiz on Wednesday
Presentations: Students will be finalizing their preparations for their religion presentations. They will have ten minutes to prepare and then presentations will begin. The audience's task during the presentation will be to take notes in their charts on each of the religions.
Monotheism vs Polytheism: We will be going over this definition as a class.
Monotheistic Religions: We will be discussing the similarities and roots of Judaism, Christianity, and Islam.
Similarities: We will be discussing in groups the similarities between all of the religions. What messages are the same?
Similarities Paragraph: Students will be going on Google Classroom and writing a paragraph about the similarities between the five major religions.
Homework: Read A Little History Chapters 32-35. There will be a reading quiz on Wednesday
Wednesday, November 6, 2019
Wednesday November 6, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know the background and major beliefs of the five major religions.
Circle: What is your least favorite household chore to do?
Religion: Students will be working together in groups to research a specific religion.
Presentations: Students will be working together in groups to put together a presentation for their religion. Next class the students will be the teachers.
Homework: Read A Little History Chapters 32-34.
Religion: Students will be working together in groups to research a specific religion.
Presentations: Students will be working together in groups to put together a presentation for their religion. Next class the students will be the teachers.
Homework: Read A Little History Chapters 32-34.
Tuesday, October 29, 2019
Tuesday October 29, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: What is your favorite activity to do in the winter?
Thesis: I will be having students create a thesis about whether or not they like school. They will have to give three reasons why they do or do not like school.
Background Info: Students will be giving some background information on this topic.
Road Map: Students will be creating a road map thesis with their claims.
Conclusion: Students will be creating a conclusion paragraph for their papers.
Color Coding: Students will be working to color code a paragraph.
Nile Mini Q: Students will be working to create a thesis and three claims for the Nile Mini Q.
Writing: Students will be writing their Nile Mini Q Papers.
Homework: Read A Little History Chapters 30-31.
Circle: What is your favorite activity to do in the winter?
Thesis: I will be having students create a thesis about whether or not they like school. They will have to give three reasons why they do or do not like school.
Background Info: Students will be giving some background information on this topic.
Road Map: Students will be creating a road map thesis with their claims.
Conclusion: Students will be creating a conclusion paragraph for their papers.
Color Coding: Students will be working to color code a paragraph.
Nile Mini Q: Students will be working to create a thesis and three claims for the Nile Mini Q.
Writing: Students will be writing their Nile Mini Q Papers.
Homework: Read A Little History Chapters 30-31.
Friday, October 25, 2019
Friday October 25, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: If you were a famous actor/actress, which movie genre would you want to star in?
A Little History: Chapters 27-29 quiz.
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 30-31.
Circle: If you were a famous actor/actress, which movie genre would you want to star in?
A Little History: Chapters 27-29 quiz.
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 30-31.
Tuesday, October 22, 2019
Tuesday October 22, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: What was your original favorite video game?
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 27, 28, 29. Reading Quiz on Thursday!
Circle: What was your original favorite video game?
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 27, 28, 29. Reading Quiz on Thursday!
Thursday, October 10, 2019
Thursday October 10, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: If you could own any company in the world, which one would you choose?
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 25-26
Circle: If you could own any company in the world, which one would you choose?
Nile Mini Q: We will be going through the steps of the Nile Mini Q together as a close. We will be reading the documents silently, talking about the documents in our groups, and reporting out as a whole class.
Homework: Read A Little History Chapters 25-26
Tuesday, October 8, 2019
Tuesday October 8, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: What color clothing do you hate to wear the most?
Football Game DBQ: Students will be working together in small groups and reporting out as a class after reading each document. Students will be looking for bias and trying to figure out which sources are most credible.
Presentation: Students will be working to create a presentation of sources. Each student in the group will present on their own source. They will talk about point of view, bias, how it helps them understand the catch, and rate the credibility on a scale from 1-10.
Credible Sources: Students will be working together to decide which sources they think are most credible.
Football Game Writing: Students will be writing a claim, evidence, warrant paragraph for the Football Game DBQ. They will also be color coding the paragraphs. See the assignment on Google Classroom for more details.
Exit Ticket: What are you good at and what are you struggling with when it comes to claim, evidence, warrant.
Homework: Read A Little History Chapters 22-24.
Circle: What color clothing do you hate to wear the most?
Football Game DBQ: Students will be working together in small groups and reporting out as a class after reading each document. Students will be looking for bias and trying to figure out which sources are most credible.
Presentation: Students will be working to create a presentation of sources. Each student in the group will present on their own source. They will talk about point of view, bias, how it helps them understand the catch, and rate the credibility on a scale from 1-10.
Credible Sources: Students will be working together to decide which sources they think are most credible.
Football Game Writing: Students will be writing a claim, evidence, warrant paragraph for the Football Game DBQ. They will also be color coding the paragraphs. See the assignment on Google Classroom for more details.
Exit Ticket: What are you good at and what are you struggling with when it comes to claim, evidence, warrant.
Homework: Read A Little History Chapters 22-24.
Friday, October 4, 2019
Friday October 4, 2019
Learning Target: Students will be learning how to create a classroom community. Students will be learning how to read a source and look for bias.
Circle: Would you rather have a runny nose or dry eyes?
A Little History: Students will be working together in groups to answer questions over chapters 19-21.
Football Game DBQ: Students will be working together in small groups and reporting out as a class after reading each document. Students will be looking for bias and trying to figure out which sources are most credible.
Homework: Read A Little History Chapters 22-24.
Circle: Would you rather have a runny nose or dry eyes?
A Little History: Students will be working together in groups to answer questions over chapters 19-21.
Football Game DBQ: Students will be working together in small groups and reporting out as a class after reading each document. Students will be looking for bias and trying to figure out which sources are most credible.
Homework: Read A Little History Chapters 22-24.
Wednesday, October 2, 2019
Wednesday October 2, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Circle: What would your ideal vacation look like?
Five Themes Postcards: Students will be working individually to complete the five themes postcards.
Reading: If you complete the five themes postcard, you will have time to do the reading homework.
Homework: Read Chapters 19-21.
Monday, September 30, 2019
Monday September 30, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Circle: What was your favorite Disney movie as a kid?
Five Themes Oxford Hills: Students will be working together at their tables to describe and draw the Oxford Hills area using the five themes of geography.
Five Themes Postcards: Students will be working individually to complete the five themes postcards.
Circle: What was your favorite Disney movie as a kid?
Five Themes Oxford Hills: Students will be working together at their tables to describe and draw the Oxford Hills area using the five themes of geography.
Five Themes Postcards: Students will be working individually to complete the five themes postcards.
Tuesday, September 24, 2019
Tuesday September 24, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Circle: Who is your favorite musical artist?
Partner Up: Each student will grab a piece of paper with a random word on it. Their goal is to find the other person in the room with the same word. Once students are paired up, they will ask each other the question of the round. The last group to find each other has to share out each others answers.
- What is your least favorite food?
- What is your favorite genre of music?
- What is your favorite type of ice cream?
- What is your most used emoji?
- What is your favorite video game?
Circle: Who is your favorite musical artist?
5 Themes Practice Test: We will be working through the five themes practice test together as a class.
Kahoot: We will be playing a Kahoot as a class to study for the Five Themes of Geography test.
Kahoot: We will be playing a Kahoot as a class to study for the Five Themes of Geography test.
Partner Up: Each student will grab a piece of paper with a random word on it. Their goal is to find the other person in the room with the same word. Once students are paired up, they will ask each other the question of the round. The last group to find each other has to share out each others answers.
- What is your least favorite food?
- What is your favorite genre of music?
- What is your favorite type of ice cream?
- What is your most used emoji?
- What is your favorite video game?
Exit Ticket: Which theme are you having the hardest time understanding?
Wednesday, September 18, 2019
Wednesday September 18, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Homework: Read Chapters 16-18 and annotate. Reading Quiz on Friday.
Circle: What was your favorite activity on the playground?
A Little History: Students will be working in groups to come up with 2-3 good test questions from the reading for homework. They will then answer these questions.
Human/Environment Interaction: Students will be taking notes on the basics of Human/Environment Interaction as it pertains to the five themes of geography. Students will then be tasked with trying to find all the different ways people interact with the environment in Maine.
Practice Test: Students will be working in groups to try and answer the questions on the five themes of geography practice test.
Practice Test: Students will be working in groups to try and answer the questions on the five themes of geography practice test.
Homework: Read Chapters 16-18 and annotate. Reading Quiz on Friday.
Monday, September 16, 2019
Monday September 16, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
A Little History: Students will be working in groups to come up with 2-3 good test questions from the reading for homework. They will then answer these questions.
Circle: What is your favorite show to watch right now?
A Little History: Students will be working in groups to come up with 2-3 good test questions from the reading for homework. They will then answer these questions.
Movement: Students will be taking notes on the basics of Movement as it pertains to the five themes of geography. Students will then be tasked with trying to find what is imported into Maine and what is exported out of Maine.
Region: Students will be taking notes on the basics of Region as it pertains to the five themes of geography. Students will then be tasked with trying to find all the different regions you could break Maine into.
Homework: Read Chapters 13-15 and annotate.
Homework: Read Chapters 13-15 and annotate.
Thursday, September 12, 2019
Thursday September 12, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Movement: Students will be taking notes on the basics of Movement as it pertains to the five themes of geography. Students will then be tasked with trying to find what is imported into Maine and what is exported out of Maine.
Circle: What state would you want to live in for the rest of your life?
Little History Chapters 8-10: Students will be taking a short quiz over these chapters.
9/11 Video Series: We will be watching this series of videos from the day.
Seating Chart Activity: Students will be working together in groups to research and discuss the ways that 9/11 still impacts us today. This is a great article to read!
Writing: Students will be writing a paragraph arguing the 2 most important ways they think America has changed as a result of 9/11.
Seating Chart Activity: Students will be working together in groups to research and discuss the ways that 9/11 still impacts us today. This is a great article to read!
Writing: Students will be writing a paragraph arguing the 2 most important ways they think America has changed as a result of 9/11.
Movement: Students will be taking notes on the basics of Movement as it pertains to the five themes of geography. Students will then be tasked with trying to find what is imported into Maine and what is exported out of Maine.
Region: Students will be taking notes on the basics of Region as it pertains to the five themes of geography. Students will then be tasked with trying to find all the different regions you could break Maine into.
Homework: Read chapters 11-12 in A Little History of the World.
Homework: Read chapters 11-12 in A Little History of the World.
Tuesday, September 10, 2019
Tuesday September 10, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Circle: When you were little, what did you want to be when you grew up?
Blogger & Classroom: Students will be bookmarking and joining the Blogger and Google Classroom.
Little History Chapters 4-7: Students will be working together in groups to answers questions on chapters 4-7 in A Little History of the World.
Relative Location: Students will be working together to describe a mystery place. Other students will be trying to figure out the location of this mystery place.
Place: Students will be writing a claim, evidence, warrant paragraph on why they think Maine is a great, or not so great place to live.
Movement: Students will be taking notes on the basics of Movement as it pertains to the five themes of geography. Students will then be tasked with trying to find what is imported into Maine and what is exported out of Maine.
Exit Ticket: Why are you taking honors for history?
Homework: A Little History of the World chapters 8-10. Individual reading quiz next class.
Blogger & Classroom: Students will be bookmarking and joining the Blogger and Google Classroom.
Little History Chapters 4-7: Students will be working together in groups to answers questions on chapters 4-7 in A Little History of the World.
Relative Location: Students will be working together to describe a mystery place. Other students will be trying to figure out the location of this mystery place.
Place: Students will be writing a claim, evidence, warrant paragraph on why they think Maine is a great, or not so great place to live.
Movement: Students will be taking notes on the basics of Movement as it pertains to the five themes of geography. Students will then be tasked with trying to find what is imported into Maine and what is exported out of Maine.
Exit Ticket: Why are you taking honors for history?
Homework: A Little History of the World chapters 8-10. Individual reading quiz next class.
Friday, September 6, 2019
Friday September 6, 2019
Learning Target: Students will be learning how to create a classroom community. Students will know and be able to apply the five themes of geography. Students will know local and global geography.
Circle: What is your favorite season and why?
Student Interviews: You will be interviewing one of your fellow classmates and then reporting out their answers. There will be two rounds, questions 1,2,3 will be asked in the first round and questions 1,4,5 will be the second round.
The questions will be:
- Whats your name?
- What town are you from?
- What's your favorite movie?
- How many pairs of shoes do you own?
- If you were a superhero, what power would you have?
Five Themes: I will be introducing the five themes of geography. I will be explaining to the class what each of the five themes is and why it's important. Students will then work together in groups to describe Maine using the five themes of geography. They will then write a claim, evidence, warrant paragraph arguing whether Maine is or isn't a great place to live.
Lit Circles: Students will be discussing the reading from A Little History of the World in their table groups.
Exit Ticket: What is one thing you are excited about for high school and one thing you are nervous about?
Five Themes: I will be introducing the five themes of geography. I will be explaining to the class what each of the five themes is and why it's important. Students will then work together in groups to describe Maine using the five themes of geography. They will then write a claim, evidence, warrant paragraph arguing whether Maine is or isn't a great place to live.
Lit Circles: Students will be discussing the reading from A Little History of the World in their table groups.
Exit Ticket: What is one thing you are excited about for high school and one thing you are nervous about?
Friday, May 24, 2019
Friday May 24,2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: If you could hang out and talk with 3 people for the day (dead or alive) who would you pick?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Debate Preparation: You will have the remainder of class to prepare for the debate next class. Remember, you will be scored based on three criteria: Opening Statements, Discussion in the Debate, and Teamwork.
Circle: If you could hang out and talk with 3 people for the day (dead or alive) who would you pick?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Debate Preparation: You will have the remainder of class to prepare for the debate next class. Remember, you will be scored based on three criteria: Opening Statements, Discussion in the Debate, and Teamwork.
Wednesday, May 22, 2019
Wednesday May 22, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: What is one thing you're really excited about for next year? What is your favorite restaurant to go to?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Same Sex Marriage: We will be looking at this CNN article that talks about the 13 states that still have laws against same sex marriage.
Workplace Equality: We will be looking at this article that talks about workplace inequality for Transgender people.
1964 Equal Rights Act
Reflection: You will be writing a paragraph on Google Classroom reflecting on whether or not there should be a national law made to protect the rights of same sex marriage and workplace equality.
Stop Saying "That's Gay": We will be reading this article that talks about the reasons we should stop saying "That's Gay".
Transgender Athletes: https://www.nydailynews.com/sports/more-sports/era-equality-sports-handle-transgender-athletes-article-1.3849591
Debate Poll: We will be voting on which issue we want to have a debate about.
Circle: What is one thing you're really excited about for next year? What is your favorite restaurant to go to?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Same Sex Marriage: We will be looking at this CNN article that talks about the 13 states that still have laws against same sex marriage.
Workplace Equality: We will be looking at this article that talks about workplace inequality for Transgender people.
1964 Equal Rights Act
Reflection: You will be writing a paragraph on Google Classroom reflecting on whether or not there should be a national law made to protect the rights of same sex marriage and workplace equality.
Stop Saying "That's Gay": We will be reading this article that talks about the reasons we should stop saying "That's Gay".
Transgender Athletes: https://www.nydailynews.com/sports/more-sports/era-equality-sports-handle-transgender-athletes-article-1.3849591
Debate Poll: We will be voting on which issue we want to have a debate about.
Monday, May 20, 2019
Monday May 20, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: Would you rather never be able to eat hot food again or never be able to take a hot shower again? What's a time your parents advice turned out to be right?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Abortion: The deliberate termination of a human pregnancy.
14th Amendment: What does the 14th amendment say about abortion?
Roe v Wade: In 1973 the Supreme Court ruled abortion was legal according to the 14th amendment.
Recent Laws: We will be watching this short video talking about the new abortion law signed into law in Alabama.
Recent Laws: We will be looking at this article put out by CNN that breaks down current abortion laws in America.
Against Abortion:
-Christians believe the Bible strictly says abortion is wrong.
-Unborn Victims of Violence Act (also relates to 14th amendment)
-14th amendment should not have been used for Roe v Wade
-Life begins at conception
For Abortion:
-Women should have the right to choose what goes on with their bodies.
-Roe v Wade shows that abortion should be legal.
-Personhood does not start until fetus is "viable."
Potential Reasons for Abortion:
-Threat to mothers health
-Incest
-Rape
-Too young
-Not enough money
-Just don't want a kid
Reflection: You will be writing a reflection on Google Classroom.
Circle: Would you rather never be able to eat hot food again or never be able to take a hot shower again? What's a time your parents advice turned out to be right?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Abortion: The deliberate termination of a human pregnancy.
14th Amendment: What does the 14th amendment say about abortion?
Roe v Wade: In 1973 the Supreme Court ruled abortion was legal according to the 14th amendment.
Recent Laws: We will be watching this short video talking about the new abortion law signed into law in Alabama.
Recent Laws: We will be looking at this article put out by CNN that breaks down current abortion laws in America.
Against Abortion:
-Christians believe the Bible strictly says abortion is wrong.
-Unborn Victims of Violence Act (also relates to 14th amendment)
-14th amendment should not have been used for Roe v Wade
-Life begins at conception
For Abortion:
-Women should have the right to choose what goes on with their bodies.
-Roe v Wade shows that abortion should be legal.
-Personhood does not start until fetus is "viable."
Potential Reasons for Abortion:
-Threat to mothers health
-Incest
-Rape
-Too young
-Not enough money
-Just don't want a kid
Reflection: You will be writing a reflection on Google Classroom.
Tuesday, May 14, 2019
Tuesday May 14, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: Say you believe the death penalty is a good thing, what actions do you think should warrant the potential for death row (other than murder)? What would be the one food you couldn't live without?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Types of Murder:
- 1st Degree: Murder that is premeditated.
- 2nd Degree: Murder that is not premeditated.
- Felony Murder: Killing someone while in the act of a felony, everyone involved is accused.
- Voluntary Manslaughter: The intent to harm, accidentally killing.
- Involuntary Manslaughter: Being reckless, but with no intent to harm someone.
- Justifiable Homicide: Killing someone in self defense of yourself or other people.
States w/ & w/o Death Penalty: https://deathpenalty.procon.org/view.resource.php?resourceID=001172
Currently on Death Row: We will be looking at a list of people currently on death row and what they did to get there. https://deathpenaltyinfo.org/federal-death-row-prisoners
Criteria: Here is the list of each states criteria for eligibility to be on death row. https://deathpenaltyinfo.org/crimes-punishable-death-penalty
Which Person Got Death Row?: We will be looking at three stories and determining which one got death row.
-Jerome Manning: In 1992 he killed two college students, then five weeks later, a 90 and 60 year old in an attempted robbery.
- Andre Crawford: Killed 11 women over the course of 6 years, raping all of them before killing them.
Case Against:
-Less than 2% of known murderers end up on death row.
-People who may have been innocent: https://deathpenaltyinfo.org/executed-possibly-innocent
-Lester Bower: https://www.politico.com/magazine/story/2015/06/lester-bower-execution-texas-118993
- Botched Killings: https://deathpenaltyinfo.org/some-examples-post-furman-botched-executions
Case For:
- It's cheaper to put someone on death row than life in prison. 30-60 thousand dollars per year. Lethal injection is about 16,500 dollars.
- Say the punishment should match the crime.
- Crime deterrent.
Circle: Say you believe the death penalty is a good thing, what actions do you think should warrant the potential for death row (other than murder)? What would be the one food you couldn't live without?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Types of Murder:
- 1st Degree: Murder that is premeditated.
- 2nd Degree: Murder that is not premeditated.
- Felony Murder: Killing someone while in the act of a felony, everyone involved is accused.
- Voluntary Manslaughter: The intent to harm, accidentally killing.
- Involuntary Manslaughter: Being reckless, but with no intent to harm someone.
- Justifiable Homicide: Killing someone in self defense of yourself or other people.
States w/ & w/o Death Penalty: https://deathpenalty.procon.org/view.resource.php?resourceID=001172
Currently on Death Row: We will be looking at a list of people currently on death row and what they did to get there. https://deathpenaltyinfo.org/federal-death-row-prisoners
Criteria: Here is the list of each states criteria for eligibility to be on death row. https://deathpenaltyinfo.org/crimes-punishable-death-penalty
Which Person Got Death Row?: We will be looking at three stories and determining which one got death row.
-Jerome Manning: In 1992 he killed two college students, then five weeks later, a 90 and 60 year old in an attempted robbery.
- Andre Crawford: Killed 11 women over the course of 6 years, raping all of them before killing them.
Case Against:
-Less than 2% of known murderers end up on death row.
-People who may have been innocent: https://deathpenaltyinfo.org/executed-possibly-innocent
-Lester Bower: https://www.politico.com/magazine/story/2015/06/lester-bower-execution-texas-118993
- Botched Killings: https://deathpenaltyinfo.org/some-examples-post-furman-botched-executions
Case For:
- It's cheaper to put someone on death row than life in prison. 30-60 thousand dollars per year. Lethal injection is about 16,500 dollars.
- Say the punishment should match the crime.
- Crime deterrent.
Thursday, May 9, 2019
Thursday May 9, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: Four years from now, if you went to college, what would you see yourself studying?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Intro Video: https://www.youtube.com/watch?v=l_zomb7Liqg
Debate Video: https://www.youtube.com/watch?v=3svs-nHtlNg
Current Gun Control Laws: https://www.dw.com/en/8-facts-about-gun-control-in-the-us/a-40816418
Pro's and Con's: We will be looking at this website to look at the pro's and con's to gun control laws.
Solutions: We will be looking at this website to find and discuss some potential solutions.
Circle: Four years from now, if you went to college, what would you see yourself studying?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Intro Video: https://www.youtube.com/watch?v=l_zomb7Liqg
Debate Video: https://www.youtube.com/watch?v=3svs-nHtlNg
Current Gun Control Laws: https://www.dw.com/en/8-facts-about-gun-control-in-the-us/a-40816418
Pro's and Con's: We will be looking at this website to look at the pro's and con's to gun control laws.
Solutions: We will be looking at this website to find and discuss some potential solutions.
Tuesday, May 7, 2019
Tuesday May 7, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle:
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: What was the first vehicle you ever drove? What was one highlight from your weekend?
World Issues: You will have 15 minutes to work on your World Issues Projects.
Path to Citizenship: You will be working together in your groups to find out what it takes to become an American Citizen and how long that process usually takes.
Stats:
-About 10 million unauthorized workers in America today.
-California, Texas, Florida, New York, New Jersey, Illinois make up 58% of undocumented workers.
- 3 million refugees have come to America since 1980. Since 2010, about 50,000 per year.
- Between 300,000 and 500,000 American veterans are unemployed today.
Why are they leaving?: We will be splitting the class into two teams. Each teams job is to find out why people want to leave their country. The two main places that are debated are Mexico and Syria.
Should we let them in?: The two teams from the previous activity will be split in half for this activity. The goal will be to find where each party stands on immigration from these two places. You should find out where each party generally stands and WHY. You should also try to find some quotes from people that believe that way. You should find specific stories that each side leans on to further their argument.
Classroom Reflection: What are some Pro's and Con's to letting undocumented workers from Mexico into our country? What are some Pro's and Con's to letting Syrian Refugees into our country. Is coming to this country a positive thing for these people? Is letting these people into our country a positive thing for America? After answering these questions, give your final thoughts. Give your opinion on what America should do about immigration, what you think we should allow and what you think we shouldn't. Make sure to back up your opinion!
Circle:
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: What was the first vehicle you ever drove? What was one highlight from your weekend?
World Issues: You will have 15 minutes to work on your World Issues Projects.
Path to Citizenship: You will be working together in your groups to find out what it takes to become an American Citizen and how long that process usually takes.
Stats:
-About 10 million unauthorized workers in America today.
-California, Texas, Florida, New York, New Jersey, Illinois make up 58% of undocumented workers.
- 3 million refugees have come to America since 1980. Since 2010, about 50,000 per year.
- Between 300,000 and 500,000 American veterans are unemployed today.
Why are they leaving?: We will be splitting the class into two teams. Each teams job is to find out why people want to leave their country. The two main places that are debated are Mexico and Syria.
Should we let them in?: The two teams from the previous activity will be split in half for this activity. The goal will be to find where each party stands on immigration from these two places. You should find out where each party generally stands and WHY. You should also try to find some quotes from people that believe that way. You should find specific stories that each side leans on to further their argument.
Classroom Reflection: What are some Pro's and Con's to letting undocumented workers from Mexico into our country? What are some Pro's and Con's to letting Syrian Refugees into our country. Is coming to this country a positive thing for these people? Is letting these people into our country a positive thing for America? After answering these questions, give your final thoughts. Give your opinion on what America should do about immigration, what you think we should allow and what you think we shouldn't. Make sure to back up your opinion!
Friday, May 3, 2019
Friday May 3, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: For one year, would you rather give up all social media (instagram, snapchat, twitter, etc) or have to eat the same dinner (of your choosing) every night. Would you say that most of your political ideas are shaped by your parents, your own understandings and research, or other?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Quiz: You will be finishing up this quiz to see how liberal or how conservative you are right now. At the end of the unit, you will be taking this quiz again to see if you have changed at all.
https://brainfall.com/quizzes/how-conservative-liberal-are-you/
Classroom Reflection: In Google Classroom you are going to reflect on why you think you believe what you believe. Do your parents tell you what to think? Do you do a lot of research into issues and make opinions for yourself? Where did your opinions on these matters come from?
Political Landscape: We will be looking at congressional districts and how democrats and republicans are generally separated by urban and rural.
Issues We Want to Study: You will be working together in your groups to put a list together of current issues in American Politics that you want to study during this unit. We will then be making a list on the board. Here is a good website to use to find current political issues in America. https://www.isidewith.com/polls
Issues Overview: We will be looking at this article to get a general idea of where each party lies for each issue. https://www.diffen.com/difference/Democrat_vs_Republican
Circle: For one year, would you rather give up all social media (instagram, snapchat, twitter, etc) or have to eat the same dinner (of your choosing) every night. Would you say that most of your political ideas are shaped by your parents, your own understandings and research, or other?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Quiz: You will be finishing up this quiz to see how liberal or how conservative you are right now. At the end of the unit, you will be taking this quiz again to see if you have changed at all.
https://brainfall.com/quizzes/how-conservative-liberal-are-you/
Classroom Reflection: In Google Classroom you are going to reflect on why you think you believe what you believe. Do your parents tell you what to think? Do you do a lot of research into issues and make opinions for yourself? Where did your opinions on these matters come from?
Political Landscape: We will be looking at congressional districts and how democrats and republicans are generally separated by urban and rural.
Issues We Want to Study: You will be working together in your groups to put a list together of current issues in American Politics that you want to study during this unit. We will then be making a list on the board. Here is a good website to use to find current political issues in America. https://www.isidewith.com/polls
Issues Overview: We will be looking at this article to get a general idea of where each party lies for each issue. https://www.diffen.com/difference/Democrat_vs_Republican
Wednesday, May 1, 2019
Wednesday May 1, 2019
Learning Target: Students will know the basic core beliefs of the two major American political parties. Students will be able to make informed decisions about major American political issues.
Circle: Would you rather give up your freedoms, but be totally safe? Or lose your safety, but be totally free?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Conservative vs Liberal: You will take 5-7 minutes to write down in your groups everything you know about conservatives and liberals. These could be stereotypes, these could be core beliefs, and these could be which way they tend to swing on issues. We will then be making a list up on the board.
Here is a great infographic that shows some basic differences.
https://informationisbeautiful.net/visualizations/left-vs-right-us/
Video: We will be watching this short crash course video to learn some general ideas that liberals and conservatives tend to have. https://www.youtube.com/watch?v=j_k_k-bHigM
Quiz: You will be taking this quiz to see how liberal or how conservative you are right now. At the end of the unit, you will be taking this quiz again to see if you have changed at all.
https://brainfall.com/quizzes/how-conservative-liberal-are-you/
Classroom Reflection: In Google Classroom you are going to reflect on why you think you believe what you believe. Do your parents tell you what to think? Do you do a lot of research into issues and make opinions for yourself? Where did your opinions on these matters come from?
Circle: Would you rather give up your freedoms, but be totally safe? Or lose your safety, but be totally free?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Conservative vs Liberal: You will take 5-7 minutes to write down in your groups everything you know about conservatives and liberals. These could be stereotypes, these could be core beliefs, and these could be which way they tend to swing on issues. We will then be making a list up on the board.
Here is a great infographic that shows some basic differences.
https://informationisbeautiful.net/visualizations/left-vs-right-us/
Video: We will be watching this short crash course video to learn some general ideas that liberals and conservatives tend to have. https://www.youtube.com/watch?v=j_k_k-bHigM
Quiz: You will be taking this quiz to see how liberal or how conservative you are right now. At the end of the unit, you will be taking this quiz again to see if you have changed at all.
https://brainfall.com/quizzes/how-conservative-liberal-are-you/
Classroom Reflection: In Google Classroom you are going to reflect on why you think you believe what you believe. Do your parents tell you what to think? Do you do a lot of research into issues and make opinions for yourself? Where did your opinions on these matters come from?
Thursday, April 25, 2019
Thursday April 25, 2019
Learning Target: Students will know the roots and the beliefs of the five major religions in our world today.
Circle: Would you rather be on a broken ski lift or in a broken elevator? What's the longest period of time you've ever been away from home?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: Would you rather be on a broken ski lift or in a broken elevator? What's the longest period of time you've ever been away from home?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Karma: The idea that you get what you deserve. If your actions are good, you will be re-born with a good life. If your actions are bad, you will be re-born with a bad life. To be good you have to follow the Eightfold Path in Buddhism and the Vedic Restraints and Observances in Hinduism.
Yoga and Meditation: Yoga was created by the Hindus and Meditation by the Buddhists.
Rabbi: A rabbi is an expert and teacher of the Torah in Judaism.
Archaka: A religious leader of Hinduism
Monk and Dalai Lama: A monk is a person who decides to dedicate their life to mindfulness and peaceful living. The Dalai Lama is considered to be the leader of the Buddhists.
Yoga and Meditation: Yoga was created by the Hindus and Meditation by the Buddhists.
Rabbi: A rabbi is an expert and teacher of the Torah in Judaism.
Archaka: A religious leader of Hinduism
Monk and Dalai Lama: A monk is a person who decides to dedicate their life to mindfulness and peaceful living. The Dalai Lama is considered to be the leader of the Buddhists.
Wednesday, April 24, 2019
Tuesday April 23, 2019
Learning Target: Students will know the roots and the beliefs of the five major religions in our world today.
Circle:
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle:
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Buddhism and Hinduism Afterlife: We will be talking about the Caste System and the idea of working your way up the social ladder through reincarnation.
Major Beliefs: We will be talking about the major beliefs and teachings for each of the five major religions. We will be talking about the codes of ethics.
Major Beliefs: We will be talking about the major beliefs and teachings for each of the five major religions. We will be talking about the codes of ethics.
Wednesday, April 10, 2019
Wednesday April 10, 2019
Learning Target: Students will know the roots and the beliefs of the five major religions in our world today.
Circle: If you had to lose one of your senses, which one would you choose to lose? What is one name you really want to name one of your kids someday?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: If you had to lose one of your senses, which one would you choose to lose? What is one name you really want to name one of your kids someday?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Religion Research Project: Your table group will be assigned one of the five major world religions. In your groups, you will be putting together a presentation to tell your classmates about this religion. Here is the rubric for your presentation.
Monday, April 8, 2019
Monday April 8, 2019
Learning Target: Students will know the roots and the beliefs of the five major religions in our world today.
Circle: If you could have something named after you, what would it be? What is the strategy you go to to handle frustration or anger?
Circle: If you could have something named after you, what would it be? What is the strategy you go to to handle frustration or anger?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Religion Research Project: Your table group will be assigned one of the five major world religions. In your groups, you will be putting together a presentation to tell your classmates about this religion. Here is the rubric for your presentation.
Thursday, April 4, 2019
Thursday April 4, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: What is your go to pizza order? Would you rather only be able to eat other peoples left overs or only be able to eat burnt food.
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be using the documents we have looked at for the last several classes to write a 5 paragraph essay where you argue the Mongols had either a positive or a negative impact on World History. The documents needed to complete this assignment are attached to the assignment on classroom.
Circle: What is your go to pizza order? Would you rather only be able to eat other peoples left overs or only be able to eat burnt food.
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be using the documents we have looked at for the last several classes to write a 5 paragraph essay where you argue the Mongols had either a positive or a negative impact on World History. The documents needed to complete this assignment are attached to the assignment on classroom.
Tuesday, April 2, 2019
Tuesday April 2, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: In spirit of April Fools Day, what is the funniest practical joke you've ever been a part of? If you had to wear the same shirt for the rest of the year, and it only had one word on it, what word would you choose?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be using the documents we have looked at for the last several classes to write a 5 paragraph essay where you argue the Mongols had either a positive or a negative impact on World History. The documents needed to complete this assignment are attached to the assignment on classroom.
Circle: In spirit of April Fools Day, what is the funniest practical joke you've ever been a part of? If you had to wear the same shirt for the rest of the year, and it only had one word on it, what word would you choose?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be using the documents we have looked at for the last several classes to write a 5 paragraph essay where you argue the Mongols had either a positive or a negative impact on World History. The documents needed to complete this assignment are attached to the assignment on classroom.
Friday, March 29, 2019
Friday March 29, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: When a decision has to be made, do you prefer to step up and make the decision, or do you prefer to be told what to do? What is one thing you are looking forward to this weekend?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Circle: When a decision has to be made, do you prefer to step up and make the decision, or do you prefer to be told what to do? What is one thing you are looking forward to this weekend?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Monday, March 25, 2019
Monday March 25, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: What is your favorite and least favorite part of spring?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Circle: What is your favorite and least favorite part of spring?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Thursday, March 21, 2019
Thursday March 21, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: What is your favorite memory from elementary school?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol Expansion: We will be talking about some of the potential reasons for why the Mongols wanted to expand their empire and how the Khwarazmian Dynasty ties into this spread.
Genghis Khan: Genghis Khan is the most important figure in the Mongol Empire's history. In this activity we will be looking at some of his history and what made him so great. We will talk about his childhood as well as how he united the mongol tribes to build an empire.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Circle: What is your favorite memory from elementary school?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Mongol Expansion: We will be talking about some of the potential reasons for why the Mongols wanted to expand their empire and how the Khwarazmian Dynasty ties into this spread.
Genghis Khan: Genghis Khan is the most important figure in the Mongol Empire's history. In this activity we will be looking at some of his history and what made him so great. We will talk about his childhood as well as how he united the mongol tribes to build an empire.
Mongol DBQ: You will be looking at a series of documents with the ultimate goal being to decide whether the Mongols had a POSITIVE or NEGATIVE impact on global history. You will eventually be writing a five paragraph essay arguing one way or the other.
Tuesday, March 19, 2019
Tuesday March 19, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: If you could be one fictional person from any book, movie, or TV series, who would it be? What is your favorite t-shirt?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
The Mongols, Good or Bad?: In groups, and then as a class, you will be putting together a list of pro's and con's to the Mongol Rule. Did the Mongol Rule have a positive or negative impact on Asia and eastern Europe? After putting together this list of pro's and con's, you will be writing one paragraph where you argue for one side or the other. Make sure to include a claim, three pieces of evidence, and a warrant.
Feelings Charades: We will be playing a game of charades where you will be acting out different types of feelings.
Homework: Read and take notes on Chapter 12 Section 3, The Mongol Empire
Circle: If you could be one fictional person from any book, movie, or TV series, who would it be? What is your favorite t-shirt?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
The Mongols, Good or Bad?: In groups, and then as a class, you will be putting together a list of pro's and con's to the Mongol Rule. Did the Mongol Rule have a positive or negative impact on Asia and eastern Europe? After putting together this list of pro's and con's, you will be writing one paragraph where you argue for one side or the other. Make sure to include a claim, three pieces of evidence, and a warrant.
Feelings Charades: We will be playing a game of charades where you will be acting out different types of feelings.
Homework: Read and take notes on Chapter 12 Section 3, The Mongol Empire
Wednesday, March 13, 2019
Wednesday March 13, 2019
Learning Target: Students will be able to explain the causes and consequences of the origin and expansion of the Mongol Empire.
Circle: If you could become famous for anything, what would it be for? What single piece of work that you've done in my class are you the most proud of?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Womens Rights: We will start off talking about the role that women played in ancient Chinese Dynasties. We will be talking about the roles women played as well as foot clamping.
Womens Rights Today: At your tables, you will be doing some research to see where womens rights are today in China. Are they better or worse than in America?
Silk Road: We will be watching this video on the Silk Road and will then be discussing the pro's and con's of the Silk Road.
Homework: Read and take notes on Chapter 12 Section 2, The Mongol Conquests.
Circle: If you could become famous for anything, what would it be for? What single piece of work that you've done in my class are you the most proud of?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Womens Rights Today: At your tables, you will be doing some research to see where womens rights are today in China. Are they better or worse than in America?
Silk Road: We will be watching this video on the Silk Road and will then be discussing the pro's and con's of the Silk Road.
Homework: Read and take notes on Chapter 12 Section 2, The Mongol Conquests.
Sunday, March 10, 2019
Monday March 11, 2019
World Issues Projects: You should work on your World Issues Projects until 11:25pm.
Chapter 12 Section 1: Now that we are done with Rome, we are moving into a new unit where we will be studying ancient China. In class today, you will be reading Chapter 12 Section 1 about Tang and Song China. Please answer the questions at the end of the chapter (1-8) except for question 9. Create a google doc in Classroom under the assignment "Chapter 12 Section 1 Questions." If you do not complete this in class, please complete it for homework as this content will be the focus of our discussions on Wednesday!
If you finish this assignment prior to the end of class, you should go back to working on your World Issues Projects, or finish an assignment you are missing. If you have not completed your Gladiator Reflection yet, that should be top priority!
Chapter 12 Section 1: Now that we are done with Rome, we are moving into a new unit where we will be studying ancient China. In class today, you will be reading Chapter 12 Section 1 about Tang and Song China. Please answer the questions at the end of the chapter (1-8) except for question 9. Create a google doc in Classroom under the assignment "Chapter 12 Section 1 Questions." If you do not complete this in class, please complete it for homework as this content will be the focus of our discussions on Wednesday!
If you finish this assignment prior to the end of class, you should go back to working on your World Issues Projects, or finish an assignment you are missing. If you have not completed your Gladiator Reflection yet, that should be top priority!
Thursday, March 7, 2019
Thursday March 7, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: What is your dream pet?
Gladiator: You will be watching the movie Gladiator in class.
Gladiator Reflection: You will be writing a Summative one page reflection after the movie is over.
Circle: What is your dream pet?
Gladiator: You will be watching the movie Gladiator in class.
Gladiator Reflection: You will be writing a Summative one page reflection after the movie is over.
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Homework: Finish your reflection for Monday.
Homework: Finish your reflection for Monday.
Monday, February 25, 2019
Monday February 25, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: What was one highlight from your vacation? What color of clothing do you wear the least?
Crazy Romans: Thinking about history, we tend to think that those "ancient" people were far different from us. I would argue that the Romans had their quirks as well though. Your goal for this activity is to find the craziest things that went on in Roman society.
Homework: Study for the quiz on Wednesday.
Circle: What was one highlight from your vacation? What color of clothing do you wear the least?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Kahoot: We will be playing a Kahoot to study for your upcoming Roman Vocab Quiz
Roman Architecture: We will be looking at some Roman Architecture to figure out what strategies they used that we still use today.
Homework: Study for the quiz on Wednesday.
Monday, February 11, 2019
Monday February 11, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: Of the four core classes in high school, which do you think is the most important? Which Greek God/Goddess would you most like to be?
Circle: Of the four core classes in high school, which do you think is the most important? Which Greek God/Goddess would you most like to be?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Roman Fall: Why did Rome fall? You will be discussing in your groups some of the reasons that you believe Rome fell based on the reading you did for homework. You will then be watching this video. We will also be looking at some documents looking at the reasons for the Roman collapse. You will then be writing a paragraph arguing for the biggest reason for the fall of the Roman Empire.
Kahoot: We will be playing a Kahoot to study for your upcoming Roman Vocab Quiz
Kahoot: We will be playing a Kahoot to study for your upcoming Roman Vocab Quiz
Roman Architecture: We will be looking at some Roman Architecture to figure out what strategies they used that we still use today.
Crazy Romans: Thinking about history, we tend to think that those "ancient" people were far different from us. I would argue that the Romans had their quirks as well though. Your goal for this activity is to find the craziest things that went on in Roman society.
Exit Ticket: Did you like the debate from last class? What could we do better as a class to make future debates more engaging for everyone?
Thursday, February 7, 2019
Thursday February 7, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: Would you rather never be able to eat meat or never be able to eat vegetables again?
Circle: Would you rather never be able to eat meat or never be able to eat vegetables again?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Roman Vocab: You will be working together in groups and then as a whole class to come up with a list of vocab words from your reading.
Roman Fall: Why did Rome fall? You will be discussing in your groups some of the reasons that you believe Rome fell based on the reading you did for homework. You will then be watching this video. We will also be looking at some documents looking at the reasons for the Roman collapse. You will then be writing a paragraph arguing for the biggest reason for the fall of the Roman Empire.
Roman Architecture: We will be looking at some Roman Architecture to figure out what strategies they used that we still use today.
Crazy Romans: Thinking about history, we tend to think that those "ancient" people were far different from us. I would argue that the Romans had their quirks as well though. Your goal for this activity is to find the craziest things that went on in Roman society.
Exit Ticket: Did you like the debate from last class? What could we do better as a class to make future debates more engaging for everyone?
Tuesday, February 5, 2019
Tuesday February 5, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: What was your favorite moment for the superbowl? If you didn't watch, what were you doing instead?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: What was your favorite moment for the superbowl? If you didn't watch, what were you doing instead?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Augustus: You will be looking at several primary and secondary sources to determine what kind of leader Augustus really was.
Debate: When we are done going through the documents, we will have a debate about what kind of leader Augustus really was.
The Steps:
1- We will be laying some ground rules for debates in the classroom.
2- We will be choosing teams.
3- Teams will have time together to strategize and plan.
4- Teams will give their opening statements/arguments.
5- By raising a hand, students will take turns arguing their points.
Roman Vocabulary: If time allows after the debate, we will be selecting vocabulary from chapter 6 section 4 to go on our vocab quiz.
Homework: There is no homework for next class unless you did not read chapter 6 section 4, then you should read that for Thursday.
Debate: When we are done going through the documents, we will have a debate about what kind of leader Augustus really was.
The Steps:
1- We will be laying some ground rules for debates in the classroom.
2- We will be choosing teams.
3- Teams will have time together to strategize and plan.
4- Teams will give their opening statements/arguments.
5- By raising a hand, students will take turns arguing their points.
Roman Vocabulary: If time allows after the debate, we will be selecting vocabulary from chapter 6 section 4 to go on our vocab quiz.
Homework: There is no homework for next class unless you did not read chapter 6 section 4, then you should read that for Thursday.
Friday, February 1, 2019
Friday February 1, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: What is one rule that you would like to see changed or taken away all together at this school?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: What is one rule that you would like to see changed or taken away all together at this school?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Augustus: You will be looking at several primary and secondary sources to determine what kind of leader Augustus really was.
Debate: When we are done going through the documents, we will have a debate about what kind of leader Augustus really was.
The Steps:
1- We will be laying some ground rules for debates in the classroom.
2- We will be choosing teams.
3- Teams will have time together to strategize and plan.
4- Teams will give their opening statements/arguments.
5- By raising a hand, students will take turns arguing their points.
Homework: Read chapter 6 section 4 and take notes.
Debate: When we are done going through the documents, we will have a debate about what kind of leader Augustus really was.
The Steps:
1- We will be laying some ground rules for debates in the classroom.
2- We will be choosing teams.
3- Teams will have time together to strategize and plan.
4- Teams will give their opening statements/arguments.
5- By raising a hand, students will take turns arguing their points.
Homework: Read chapter 6 section 4 and take notes.
Wednesday, January 30, 2019
Wednesday January 30, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: Would you rather make school days longer but go less days or go shorter school days but have more of them? What is one early memory from your childhood that your not sure is true?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Circle: Would you rather make school days longer but go less days or go shorter school days but have more of them? What is one early memory from your childhood that your not sure is true?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Augustus: You will be looking at several primary and secondary sources to determine what kind of leader Augustus really was.
Monday, January 28, 2019
Monday January 28, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: What's the farthest you've ever been away from home?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Timeline Activity: There will be two parts to this activity. For the first part, you will work with your table groups to construct a timeline of events that led to Rome becoming an Empire. Once groups have completed this, you will be working together as a class to create a timeline on the board.
Fall of the Republic: Again there will be two parts to this activity. The first will be you discussing with your table groups what you believe are the main reasons that Rome became an Empire. We will then be discussing this as a class.
Roman Downfalls compared to USA: You will be reading this article in class that talks about some of the similarities between the Roman Republic and the USA.
Writing: After reading the article, you will be writing a quick reflection on your thoughts from this article. Do you agree with this article or disagree? Do you think the United States needs to make reforms based on this information?
Circle: What's the farthest you've ever been away from home?
World Issues Project: Students will have 20 minutes to work on their World Issues Projects.
Timeline Activity: There will be two parts to this activity. For the first part, you will work with your table groups to construct a timeline of events that led to Rome becoming an Empire. Once groups have completed this, you will be working together as a class to create a timeline on the board.
Fall of the Republic: Again there will be two parts to this activity. The first will be you discussing with your table groups what you believe are the main reasons that Rome became an Empire. We will then be discussing this as a class.
Roman Downfalls compared to USA: You will be reading this article in class that talks about some of the similarities between the Roman Republic and the USA.
Writing: After reading the article, you will be writing a quick reflection on your thoughts from this article. Do you agree with this article or disagree? Do you think the United States needs to make reforms based on this information?
Thursday, January 24, 2019
Thursday January 24, 2019
Learning Target: Students will be able to examine the changes and continuities in the social, political, and economic structure of the Roman World.
Circle: Would you rather live in a Dictatorship or an Anarchy?
World Issues Project: You will have 15 minutes to work on your World Issues Projects.
Timeline Activity: There will be two parts to this activity. For the first part, you will work with your table groups to construct a timeline of events that led to Rome becoming and Empire. Once groups have completed this, you will be working together as a class to create a timeline on the board.
Writing Activity: Do you think Rome becoming an Empire was a good thing? Or do you believe it would have been better off staying a Republic?
Homework: Read chapter 6 section 2 if you did not read for class. Read over the vocab and start studying the words we've put down so far.
Circle: Would you rather live in a Dictatorship or an Anarchy?
World Issues Project: You will have 15 minutes to work on your World Issues Projects.
Timeline Activity: There will be two parts to this activity. For the first part, you will work with your table groups to construct a timeline of events that led to Rome becoming and Empire. Once groups have completed this, you will be working together as a class to create a timeline on the board.
Writing Activity: Do you think Rome becoming an Empire was a good thing? Or do you believe it would have been better off staying a Republic?
Homework: Read chapter 6 section 2 if you did not read for class. Read over the vocab and start studying the words we've put down so far.
Tuesday, January 22, 2019
Tuesday January 22, 2019
Learning Target: Students will be able to exhibit their understandings of governments and societies by reflecting on their decisions they made in the game and will be able to relate these decisions to the real world.
Circle: What is one highlight from your weekend? What is your favorite movie of all time?
World Issues Project: You will have 15 minutes to work on your World Issues Projects.
Game Debrief: We will be discussing the game we played all of last week and what we learned as it pertains to this class. The first question you will be answering is "Why did we play this game?" Then we will be discussing in class the idea that everyone played the game with a Monarchy as well as a Totalitarian government. From this understanding, we will be discussing how things would have gone differently in the real world if the people had a say in the game.
Game Reflection: You will be writing a reflection on the game in class. This is a summative reflection and is due by the beginning of next class. Here is the rubric.
Homework: Read and take notes on chapter 6 section 2 "The Roman Empire." Finish your Game Reflection if you did not finish in class.
Circle: What is one highlight from your weekend? What is your favorite movie of all time?
Game Debrief: We will be discussing the game we played all of last week and what we learned as it pertains to this class. The first question you will be answering is "Why did we play this game?" Then we will be discussing in class the idea that everyone played the game with a Monarchy as well as a Totalitarian government. From this understanding, we will be discussing how things would have gone differently in the real world if the people had a say in the game.
Game Reflection: You will be writing a reflection on the game in class. This is a summative reflection and is due by the beginning of next class. Here is the rubric.
Homework: Read and take notes on chapter 6 section 2 "The Roman Empire." Finish your Game Reflection if you did not finish in class.
Tuesday, January 15, 2019
Tuesday January 15, 2019 & Thursday January 17, 2019
Learning Target: Students will be able to use their understanding of how governments and societies run to effectively participate in a civilization simulation.
Civilization Simulation: Now that you have learned about the different types of government in my class and have learned Greek Mythology in Mrs. Morrell's class, you will be using that information and those skills to compete in a civilization simulation.
Here is how the game is going to work: https://docs.google.com/document/d/1-LSobz0W6MMbhQXklX8NAIU9uD6Izsfnx932jug5HeI/edit?usp=sharing
Next Steps: Once we are done with the simulation, you will be doing a reflection in Mrs. Morrell's class as well as in mine.
Reflection Questions: What type of government did you have in the game? Would you have made decisions differently if it was real people that were being affected instead of game pieces? Do you think the citizens of your city-state would have agreed with your decisions or would they have been angry with you? How did your country not being able to produce certain resources impact the decisions you made? In the game, you had complete control over the citizens in your country and what they could produce. How would this game have been different if your citizens were free to think for themselves?
Monday, January 14, 2019
Monday January 14, 2019
Learning Target: Students will be well informed members of society and will be able to formulate educated opinions on global, national, and local issues. Students will understand the way the Roman Republic worked and will be able to make comparisons to the present day.
Circle: What is one memory from Elementary School that stands out the most?
World Issues: Students will have 15 minutes to work on their World Issues Projects.
Roman Republic: (Chapter 6, Section 1) We will be doing three main things during class today to cover the Roman Republic.
1- You will be making a list of important vocabulary from this section as a class. You will then be writing this vocab down in your notes (Google Classroom) to use for studying for the Vocab Quiz at the end of the unit.
2- We will then be having a class discussion on the similarities and differences between the Roman Republic and the United States. At the end of this class discussion, you will be writing a claim, evidence, warrant paragraph arguing either that the two republics are incredibly similar or that they are not.
3- If time allows, we will then be creating a timeline for the founding of Rome through the Republic.
Next Class: Tomorrow, we will be going to Mrs. Morrell's to start the civilization game.
Homework for Tuesday: Finish your Rome vs USA paragraphs.
Circle: What is one memory from Elementary School that stands out the most?
World Issues: Students will have 15 minutes to work on their World Issues Projects.
Roman Republic: (Chapter 6, Section 1) We will be doing three main things during class today to cover the Roman Republic.
1- You will be making a list of important vocabulary from this section as a class. You will then be writing this vocab down in your notes (Google Classroom) to use for studying for the Vocab Quiz at the end of the unit.
2- We will then be having a class discussion on the similarities and differences between the Roman Republic and the United States. At the end of this class discussion, you will be writing a claim, evidence, warrant paragraph arguing either that the two republics are incredibly similar or that they are not.
3- If time allows, we will then be creating a timeline for the founding of Rome through the Republic.
Next Class: Tomorrow, we will be going to Mrs. Morrell's to start the civilization game.
Homework for Tuesday: Finish your Rome vs USA paragraphs.
Friday, January 11, 2019
Friday January 11, 2019
Learning Target: Students will know and understand the different forms of government and their roots. Students will be well informed members of society and will be able to formulate educated opinions on global, national, and local issues.
Circle: What's the first video game you remember playing? Would you rather be the best student at CMCC or the worst student at Harvard?
Model Government Project: For the rest of class, you will have free work time to finish up your Model Government Projects. If you have already completed this assignment, or finish during class, go back to working on your World Issues Projects.
Model Government Projects Are Due Saturday January 12th at Noon if you want to get $100 for the game next week. If you get a 90% or better on this assignment, you will be awarded $200 for the game.
Homework: For Monday, read chapter 6 section 1 in the textbook and outline.
Circle: What's the first video game you remember playing? Would you rather be the best student at CMCC or the worst student at Harvard?
Model Government Project: For the rest of class, you will have free work time to finish up your Model Government Projects. If you have already completed this assignment, or finish during class, go back to working on your World Issues Projects.
Model Government Projects Are Due Saturday January 12th at Noon if you want to get $100 for the game next week. If you get a 90% or better on this assignment, you will be awarded $200 for the game.
Homework: For Monday, read chapter 6 section 1 in the textbook and outline.
Monday, January 7, 2019
Monday January 7, 2019
Learning Target: Students will know and understand the different forms of government and their roots. Students will be well informed members of society and will be able to formulate educated opinions on global, national, and local issues.
Circle: What rule at your house would you like to put an end to? For the rest of your life, would you rather have to talk like Yoda or breathe like Darth Vader?
World Issues Project: You will have 15 minutes to work on your World Issues Projects. Remember, these are due next week!
Model Government Project: For the rest of class, you will have free work time to finish up your Model Government Projects. If you have already completed this assignment, or finish during class, go back to working on your World Issues Projects.
Model Government Projects Are Due At The End Of This Week!!! Due to us having our civilization simulations next week, there will be no extension for this. This means that if we have a snow day this week, you need to be prepared to work on this project during that snow day to make up for lost class time.
Circle: What rule at your house would you like to put an end to? For the rest of your life, would you rather have to talk like Yoda or breathe like Darth Vader?
World Issues Project: You will have 15 minutes to work on your World Issues Projects. Remember, these are due next week!
Model Government Project: For the rest of class, you will have free work time to finish up your Model Government Projects. If you have already completed this assignment, or finish during class, go back to working on your World Issues Projects.
Model Government Projects Are Due At The End Of This Week!!! Due to us having our civilization simulations next week, there will be no extension for this. This means that if we have a snow day this week, you need to be prepared to work on this project during that snow day to make up for lost class time.
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