November

Week of November 24-28, 2014

Social Studies
Grade 7

Monday, 11-24

Objectives
(I will be able to …)

Locate on a map the major sites of the Civil War with Mexico, the Bosque Redondo Reservation, and the town of Lincoln.

           

Teacher Activities

(The teacher will…)

1. introduce this week’s topic to students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes

4. lead discussion on which areas of information students will need to know for upcoming exam.

5. remind students about materials needed for project

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words

3.Unit Four Introduction, p. 180; Ch. 10- NM Under United States Rule, p. 181

The Mexican-American War, p. 182-185; Words to Know, p. 182; Section Review, p. 185

4. participate in teacher-led class discussion (section reviews)

5. write notes from PPT presentation

6. write and answer test-review questions

Academic Terms

Manifest destiny

Competencies

I.A.4- Describe how important individuals, groups, and events impacted the development of New Mexico from 16th century to the present

I.A.6-Explain the impact of New Mexico on the development of the American West up to the present.

I.B.1-Analyze United States political policies on expansion of the United States into the Southwest.
IV.B.1-Identify government activities that affect local, state, tribal, and national economies.

Resource(s)

textbook, PPT, students’ notes

Assessment

Student participation; exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

Tuesday, 11-25

Objectives
(I will be able to …)

  1. List the major events in New Mexico during the Civil War.
  2. Explain the effects of a new Indian policy on New Mexico’s Indians.

Teacher Activities

(The teacher will…)

1. guide student reading, pausing to ask questions, checking for comprehension.

2. present PPT for student notes

3. participate in teacher-led class discussion (section reviews)

4. write notes from PPT presentation

5. write and answer test-review questions

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words

3. Ch. 10- NM Under United States Rule

The 1847 Rebellion, p. 185-188, Section Review, p. 188

4. participate in teacher-led class discussion (section reviews)

5. write notes from PPT presentation

6. write and answer test-review questions

Academic Terms

 

Competencies

            I.A.4-Describe how important individuals, groups, and events impacted the 
development of New Mexico from the 16th century to the present.

I.A.6-Explain the impact of New Mexico on the development of the American West up to the present.

II.E.3-Explain the accessibility to the New Mexico territory via the Santa Fe Trail and the railroad, conflict with indigenous people, and the resulting development of New Mexico.

Resource(s)

PPT, Students’ notes, textbook

Assessment

Student participation; exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

 

Wednesday, 11/26- Friday, 11/28

Objectives
(I will be able to…)

Thanksgiving Break

 

Teacher Activities

The teacher will …)

 

Student Activities

(students will…)

 

Academic Terms

 

Competencies

 

Resource(s)

 

 



Week of November 17-21, 2014 6th Grade

 

Monday, 11/17

Objective
(I will…)

1.explain how barbarian invasions affected the Roman Empire

2.define & explain the significance of mercenaries in the empire

3. describe the impact of Constantine on the empire

4. explain why the eastern half of the empire survived after the fall of the western half.

5. review Ch. 10 –Ancient Rome information in preparation of test

Teacher Activities

1. review previous day’s topic with students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2. Read Rise and Fall, p. 298-304

3. copy PPT notes

4. review previous week’s notes for test review

4. If work is not completed in class, then it is homework

Assess./Evaluations

Discussion participation

Academic Vocab.

n/a

Competencies

  • I.A.1- describe the relationships among ancient civilizations of the world
  • I.C.5- compare & contrast the geographical, political, economic, and social characteristics of the ancient Greeks and Romans
  • III.A.1- describe the concept of democracy as developed by the Greeks
  • III.A.2- describe the concept of a republic as developed by the Romans
  • III.C.1- explain how Greeks and Romans societies expanded and advanced the role of citizens
  • III.C.2- identify historical origins of democratic forms of governments
  • II-B.6.2A:Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of [patterns, events, and issues.
  • II-B.6.2B:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationship with other regions and there patterns of change.
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.

Resource(s)

Textbook, student PPT notes

Homework

Daily work if not completed in class

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Tuesday, 11/18

Objective
(I will…)

Use gathered information on the Roman Empire to complete assessment.

Teacher Activities

1. review briefly on previous week’s notes with students

2. hand out Ch. 10 test

3. monitor students during test to check that everyone stays on task

4. collect tests on completion & exchange for grading purposes

Student Activities

1. Copy daily objectives/assignments

2. brief review on Roman Empire notes for final preparation for test

3. complete Ch. 10 test

4. exchange test papers for grading

Assess./Evaluations

Student participation, exit question

Academic Vocab.

n/a

Competencies

See Monday’s standards list

Resource(s)

Textbook, student notes

Homework

Daily work if not completed

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Wednesday, 11/19

Objective
(I will…)

1. describe how the physical geography & climate of the Byzantine Empire affected how the people lived.

2. explain the significance of Constantinople to the empire.

3. explain how the Byzantine Empire related to the Roman Empire.

 

Teacher Activities

1. Introduce new material to students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2. Geography of the Byzantine Empire, p. 322-325

3. copy PPT notes

Assess./Evaluations

student observation; Q & A; class participation;

Academic Vocab.

hippodrome

Competencies

I.C.6-6: compare & contrast the political & economic events and the social & geographic characteristics of medieval European life and their enduring impacts on later civilizations

Resource(s)

Textbook, student’s PPT notes

Homework

Daily work if not completed in class

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Thursday, 11/20

Objective
(I will…)

1. explain the significance of the Hagia Sophia to the Byzantine empire.

2. explain who Justine and Theodora were, as well as their contributions

3. explain what icons are & their role in the split of the Christian church

4. explain why Justine built Hagia Sophia in part to maintain ties to the church

Teacher Activities

1. review previous day’s topic with students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2. Read The Greatness of the Byzantine Empire, p. 326-328

3. copy PPT notes

4. If work is not completed in class, then it is homework

Assess./Evaluations

student observation; Q & A; class participation; exit questions;

Academic Vocab.

Cathedral, icon

Competencies

I.C.6-6: compare & contrast the political & economic events and the social & geographic characteristics of medieval European life and their enduring impacts on later civilizations

Resource(s)

Textbook, student notes

Homework

 

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Friday, 11-21

Objective
(I will…)

1.list the major beliefs & roots of Islam

2. explain the relationship between Islam and Muhammad

3. explain what the Quran is and its significance in Islam.

4. explain the spread and influence Islam and the Quran

Teacher Activities

1. review previous day’s topic with students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2. Read Development of Islam, p. 330-333

3. copy PPT notes

4. If work is not completed in class, then it is homework

Assess./Evaluations

Participation, Q&A

Academic Vocab.

Pilgrimage, caravan, mosque

Competencies

I.C.6-4: describe the major religions of the world to include Islam, including founding leaders, traditions, customs, & beliefs

Resource(s)

Textbook, student’s PPT notes

Homework

n/a

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 
Week of November 17-21, 2014

Social Studies
Grade 7

Monday, 11-17

Objectives
(I will be able to …)

1. locate and identify the important sites along the Santa Fe Trail

2. describe the effect of the Santa Fe trade on NM.

Teacher Activities

(The teacher will…)

1. introduce this week’s topic to students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes

4. lead discussion on which areas of information students will need to know for upcoming exam.

5. remind students about materials needed for project

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words

3. Chapter 9- New Mexico Under Mexican Rule

Read Introduction, p. 161; The Santa Fe Trade, p. 162-165; Section Review, p. 165

4. participate in teacher-led class discussion (section reviews)

5. write notes from PPT presentation

6. write and answer test-review questions

Academic Terms

n/a

Competencies

I.A.3- explain the significance of the trails and trade routes within the region

I.A.4- describe how important individuals, groups, and events impacted the development of NM

II. B.4- describe geographically based pathways of inter-regional interaction

II.E.3- explain the accessibility to the NM territory via the Santa Fe Trail and the railroad, conflicts with the indigenous peoples, and the resulting development of NM.

IV.C.2- understand the interdependencies between the economies of NM, the U.S., and the world.

Resource(s)

textbook, PPT, students’ notes

Assessment

Student participation; exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

Tuesday, 11-18

Objectives
(I will be able to …)

1. explain the influence of the fur traders on NM

2. describe the condition of NM's church and government under Mexican rule.

3. summarize the Revolt of 1837

Teacher Activities

(The teacher will…)

1. guide student reading, pausing to ask questions, checking for comprehension.

2. present PPT for student notes

3. lead discussion on which areas of information students will need to know for upcoming exam.

4. remind students about materials needed for NM map project

Student Activities

(The students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words

3. Read The Fur Trade, p. 166-168; Church, Government, & Revolt, p. 169-172; Words to Know, p. 166 & 169; Section Reviews, p. 168 & 172

4. participate in teacher-led class discussion (section reviews)

5. write notes from PPT presentation

6. write and answer test-review questions

Academic Terms

mountain men, jefe politico

Competencies

I.A.3- explain the significance of the trails and trade routes within the region

I.A.4- describe how important individuals, groups, and events impacted the development of NM

II. B.4- describe geographically based pathways of inter-regional interaction

II.E.3- explain the accessibility to the NM territory via the Santa Fe Trail and the railroad, conflicts with the indigenous peoples, and the resulting development of NM.

IV.C.2- understand the interdependencies between the economies of NM, the U.S., and the world.

Resource(s)

PPT, Students’ notes, textbook

Assessment

Student participation; exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

 

Wednesday, 11-19

Objectives
(I will be able to…)

1.explain what happened to the Texas-Santa Fe expedition

Teacher Activities

The teacher will …)

1. guide student reading, pausing to ask questions, checking for comprehension.

2. present PPT for student notes

3. lead discussion on which areas of information students will need to know for upcoming exam.

4. remind students about materials needed for NM map project

Student Activities

(students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words

3. Read The Armijo Government, p. 172-176; Section Reviews, p. 176

4. participate in teacher-led class discussion (section reviews)

5. write notes from PPT presentation

6. write and answer test-review questions

Academic Terms

viceroy, Cibola,

Competencies

I.A.3- explain the significance of the trails and trade routes within the region

I.A.4- describe how important individuals, groups, and events impacted the development of NM

II. B.4- describe geographically based pathways of inter-regional interaction

II.E.3- explain the accessibility to the NM territory via the Santa Fe Trail and the railroad, conflicts with the indigenous peoples, and the resulting development of NM.

IV.C.2- understand the interdependencies between the economies of NM, the U.S., and the world.

Resource(s)

PPT, Students’ notes , textbook

Assess./Evaluations

class participation; daily notes, exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

Thursday, 11-20

Objectives
(I will be able to …)

Gather information on the following: the Santa Fe Trail, fur trade, the Revolt of 1837, and the Armijo government to prepare for assessment.

Teacher Activities

(the teacher will…)

. guide student reading, pausing to ask questions, checking for comprehension.

2. present PPT for student notes

3. lead discussion on which areas of information students will need to know for upcoming exam.

4. complete NM map project

Student Activities

(the students will…)

1. Students will copy daily Objectives/Assignment from whiteboard

2. review vocabulary words & test review notes

3. participate in teacher-led class discussion (section reviews)

4. write and answer test-review questions

Academic Terms

n/a

Competencies

I.A.3- explain the significance of the trails and trade routes within the region

I.A.4- describe how important individuals, groups, and events impacted the development of NM

II. B.4- describe geographically based pathways of inter-regional interaction

II.E.3- explain the accessibility to the NM territory via the Santa Fe Trail and the railroad, conflicts with the indigenous peoples, and the resulting development of NM.

IV.C.2- understand the interdependencies between the economies of NM, the U.S., and the world.

Resource(s)

Textbook, PPT , students’ notes

Assess./Evaluations

Q&A, class participation, exit question

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 

Friday, 11-21

Objective
(I will be able to …)

Gather information on the following: the Santa Fe Trail, fur trade, the Revolt of 1837, and the Armijo government to complete assessment.

Teacher Activities

1. guide brief student review for assessment on Spanish exploration in N. America

2. pass out test to students

3. monitor students to make sure everyone is on task

4. exchange students’ test paper for grading purposes

5. allow students to work on map project

Student Activities

1. Students will copy daily Objectives/Assignment from whiteboard

2. brief review of week’s notes

3. turn in Objectives/Assignments in for grade

4. complete Ch. 9 Test

5. grade papers

Academic Terms

n/a

Competencies

I.A.3- explain the significance of the trails and trade routes within the region

I.A.4- describe how important individuals, groups, and events impacted the development of NM

II. B.4- describe geographically based pathways of inter-regional interaction

II.E.3- explain the accessibility to the NM territory via the Santa Fe Trail and the railroad, conflicts with the indigenous peoples, and the resulting development of NM.

IV.C.2- understand the interdependencies between the economies of NM, the U.S., and the world.

Resource(s)

Students’ notes

Assess./Evaluations

Test grade

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment

 
Week of November 17-21, 2014 8th Grade

 

Monday, 11-17

Objective
(I will…)

1. understand the roots of the Constitution

2. explain how the Constitution limits the power of government.

Teacher Activities

1. guide student reading, pausing to ask questions, checking for comprehension.

2 present PPT for student notes, if available

3. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments from white board

2.Read A New Plan of Government, p. 207-213

3. Complete charts, key terms, & Reading Checks

4. If work is not completed in class, then it is homework

Assess./Evaluations

Student participation

Academic Vocab.

Enlightenment, federalism, article, legislative branch, executive branch, judicial branch, Electoral College, checks and balances, ratify, Federalist, Antifederalists, amendment

Standard(s)

I.B.1- describe, evaluate, and interpret the economic and political reasons for the American Revolution including the colonists' reaction to British policy
I:C.3- describe and explain the impact the American Revolution on France and the French Revolution
III.B.2-explain the importance of point of view and its relationship to freedom of speech and press.

Resource(s)

Textbook, student notes, PPT presentation

Homework

Daily work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Tuesday, 11-18

Objective
(I will…)

1. describe what actions were taken to launch the new government

2. explain how Hamilton proposed to strengthen the economy.

Teacher Activities

1. review previous day’s work

2. guide student reading of new material, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments from white board

2. Read 8.1- The First President, p. 258-262;

3. Complete charts, key terms, & Reading Checks

4. If work is not completed in class, then it is homework

Assess./Evaluations

Student observation, daily assignment

Academic Vocab.

precedent, cabinet, national debt, bond, speculator, unconstitutional, tariff

Standard(s)

I.B.2- describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include struggles over ratification of the Constitution and the creation of the Bill of Rights

1.B.3-describe and explain the actions taken to build one nation from thirteen states, to include a. precedents established by George Washington ( eg. Cabinet, two-term presidency) & b. Alexander Hamilton's financial plan, e.g. the National bank, payments of debts)

III.C.1- describe political philosophies and concepts of government that became the foundation for the U.S. government to include concepts of federalism, democracy, bicameralism, separation of powers and checks and balance

Resource(s)

Textbook, student notes, PPT presentation

Homework

Daily work if not completed

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Wednesday, 11-19

Objective
(I will…)

1. understand how the federal government asserted its power in the West

2. examine how the United States tried to stay out of European conflicts

Teacher Activities

1. review previous day’s work

2. guide student participation, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments from white board

2. Read 8.2- Early Challenges, p. 263-266

3. Complete charts, key terms, & Reading Checks

4. If work is not completed in class, then it is homework

Assess./Evaluations

student observation; Q & A; class participation;

Academic Vocab.

neutrality, impressment

Competencies

I.B.2- describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include struggles over ratification of the Constitution and the creation of the Bill of Rights

1.B.3-describe and explain the actions taken to build one nation from thirteen states, to include a. precedents established by George Washington ( eg. Cabinet, two-term presidency) & b. Alexander Hamilton's financial plane.g.the National bank, payments of debts)

III.C.1- describe political philosophies and concepts of government that became the foundation for the U.S. government to include concepts of federalism, democracy, bicameralism, separation of powers and checks and balance

Resource(s)

PPT Presentation, Textbook: Glencoe American Republic to 1877, student notes

Homework

Complete notebook work

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Thursday, 11-20

Objective
(I will…)

1. describe how political parties got started and what positions they supported

2. explain how John Adams and Thomas Jefferson became candidates of opposing parties in the election of 1796

Student Activities

1. Copy daily objectives/assignments from white board

2. Read The First Political Parties, p. 267-272;

3. Complete charts, key terms, & Reading Checks

4. If work is not completed in class, then it is homework

Teacher Activities

1. encourage students to prepare for testing

2. administer and facilitate student testing

3. collect & exchange students paper for grading

Assess./Evaluations

student observation; Q & A; class participation; exit questions;

Academic Vocab.

partisan, implied powers, caucus, alien, sedition, nullify, states' rights

Competencies

I.B.2- describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include struggles over ratification of the Constitution and the creation of the Bill of Rights

1.B.3-describe and explain the actions taken to build one nation from thirteen states, to include a. precedents established by George Washington ( eg. Cabinet, two-term presidency) & b. Alexander Hamilton's financial plane.g.the National bank, payments of debts)

III.C.1- describe political philosophies and concepts of government that became the foundation for the U.S. government to include concepts of federalism, democracy, bicameralism, separation of powers and checks and balance

Resource(s)

Textbook: Glencoe American Republic to 1877, student notes, PPT Presentation

Homework

n/a

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Friday, 11-21

Objective
(I will…)

Students will use gather information concerning the new government, the economy issues, European conflicts, & political parties to prepare for test.

Student Activities

1. Copy daily objectives posted on white board into notebooks

2. complete any notes & key terms not completed

3. submit notes for grade

Teacher Activities

1. lead review of student notes and PPT notes to help prepare students for exam

2. Walk around room, conducting Q&A with random students, monitoring students

Assess./Evaluations

Participation, Notes assessment

Academic Vocab.

N/A

Competencies

I.B.2- describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include struggles over ratification of the Constitution and the creation of the Bill of Rights

1.B.3-describe and explain the actions taken to build one nation from thirteen states, to include a. precedents established by George Washington ( e.g. Cabinet, two-term presidency) & b. Alexander Hamilton's financial plan, e.g. the National bank, payments of debts)

III.C.1- describe political philosophies and concepts of government that became the foundation for the U.S. government to include concepts of federalism, democracy, bicameralism, separation of powers and checks and balance

Resource(s)

Textbook: Glencoe American Republic to 1877, student notes, PPT presentation

Homework

Selected key terms for test will be announced

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

 


6th grade

Week of November 10-14, 2014 6th Grade

 

Monday, 11/10

Objective
(I will…)

1.use gathered information on ancient Greece to complete assessment.

2. explain how the Romans borrowed ideas & ways from the Etruscans

3.explain the legend of Romulus & Remus and their importance to the study of ancient Rome.

4. describe the importance of the Tiber River to the development of Roman civilization.

5. explain how Rome’s physical geography helped its civilization.

6. explain the legend of the founding of Rome.

Teacher Activities

1. introduce new material to students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2.After brief reviewing, Ch. 9-Ancient Greece Test

3. Read Rome’s Beginnings, p. 276-279

4. copy PPT notes

5. If work is not completed in class, then it is homework

Assess./Evaluations

Discussion participation

Academic Vocab.

n/a

Competencies

The following standards will apply all week:

  • I.A.1- describe the relationships among ancient civilizations of the world
  • I.C.5- compare & contrast the geographical, political, economic, and social characteristics of the ancient Greeks and Romans
  • III.A.1- describe the concept of democracy as developed by the Greeks
  • III.A.2- describe the concept of a republic as developed by the Romans
  • III.C.1- explain how Greeks and Romans societies expanded and advanced the role of citizens
  • III.C.2- identify historical origins of democratic forms of governments
  • II-B.6.2A:Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present, and future in terms of [patterns, events, and issues.
  • II-B.6.2B:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationship with other regions and there patterns of change.
  • II-B.6-3:Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of changes: identify a region by its formal, functional, or perceived characteristics.

Resource(s)

Textbook, student PPT notes

Homework

Daily work if not completed in class

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Tuesday, 11/11

Objective
(I will…)

1.describe the system of government in the Roman Republic

2. explain who Hannibal was & identify his achievements

3. explain the impact of Rome’s conquests on the republic.

4. compare & contrast the powers that the plebeians and the patricians had during the Roman Republic

Teacher Activities

1. review previous day’s topic with students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.

Student Activities

1. Copy daily objectives/assignments

2. Read The Roman Republic, p. 282-287

4. copy PPT notes

5. If work is not completed in class, then it is homework

Assess./Evaluations

Student participation, exit question

Academic Vocab.

Patrician, plebeian, republic, representatives, Senate, consul, dictator, tribune, patriotism, caesar

Competencies

See Monday’s standards list

Resource(s)

Textbook, student notes

Homework

Daily work if not completed

Modifications/
Accommodations

Students with IEP's or struggling students will sit close to teacher, will be given repeated differentiated instructions, and will have extended time to complete assignments. Inclusion teacher will help all students who need assistance. Gen. & inclusion teachers will collaborate to modify SPED students' assignment. ELL students will work with a partner to help translate and will be given notes in Spanish.

 

Wednesday, 11/12

Objective
(I will…)

1.describe the major achievements of the Romans

2. explain who Augustus was & his significance in Roman history.

3. define and explain Pax Romana

4. explain the importance of good rulers to the growth & expansion of the Roman Empire.

5. list examples of Rome’s advanced civilization

Teacher Activities

1. review previous day’s topic with students

2. guide student reading, pausing to ask questions, checking for comprehension.

3. present PPT for student notes if available

4. lead discussion on which areas of information students will need to know for upcoming exam.