Week of 8/30 - 9/3
M - Welcome back! Routines and procedures for 6th grade and SS class
T - Routines and Procedures review, watching video clips - what went wrong compared to our expectations in 6th grade?
W - Goal letters and SS preview game (Nearpod lesson, code provided during class)
TR - Types of Maps (Nearpod lesson, makeup/review code: SC2UP
F - Using Latitude and Longitude (Nearpod lesson: makeup/review code 8DH6J)
M - Welcome back! Routines and procedures for 6th grade and SS class
T - Routines and Procedures review, watching video clips - what went wrong compared to our expectations in 6th grade?
W - Goal letters and SS preview game (Nearpod lesson, code provided during class)
TR - Types of Maps (Nearpod lesson, makeup/review code: SC2UP
F - Using Latitude and Longitude (Nearpod lesson: makeup/review code 8DH6J)
|
Week of 6/4 to 6/11
|
| ||
|
Week of 5/24 to 5/28
M/T – Intro to South America, focus on physical geography W- Central America physical geography (WebQuest) TR/F- Maya/Aztec/Inca introduction |
| ||
|
Week of 5/17 to 5/21
M – Culture/Religion in West Africa T/W – Africa Unit Testing TR/F – African Kingdom travel PPT |
| ||
|
Week of 5/10 t0 5/14
M – Students will practice labeling Africa’s major physical features and location of West African Kingdoms on a map, answering questions once complete T/W- MAP testing in morning, makeup work afternoon TR/F – Students will complete 2 readings about West African kingdoms, complete a triple Venn diagram for them, and answer reading questions about the Gold-Salt trade |
| ||
|
Week of 5/3 to 5/7
|
| ||
|
Week of 4/26 to 4/30 |
| ||
|
Week of 4/12 to 4/16
|
| ||
|
Week of 4/5 to 4/9
M – Welcome back, Cohort A! Routines, procedures- Islam Wrap-Up assignment T – Intro to the Silk Road, Ted ED video and questions W – Muslim trader, explorer Ibn Battuta TR/F – Silk Road Map skills, reading and questions |
| |||
|
Week of 3/29 to 4/1
M – Make-up work day, students should focus on revising their Jerusalem Open Response T/W- ABC’s of Islam PowerPoint TR- Complete PowerPoint or any other missing work for SS |
| ||
|
Week of 3/22 to 3/26
M – Students will learn more about the growth and spread of Islam, including a focus on the Kaaba T/W/TR- Students will spend parts of class working with Islamic cities and culture, and part of class watching a PBS documentary about Islam F – Students will learn about major ancient Islamic achievements and rank them based on their importance to their lives in the modern world |
| ||
|
Week of 3/15 to 3/19
M – Students will continue working on their “Monotheistic Religions – Venn diagram” (started last week), today’s focus will be on Christians and Muslims and their fight for Jerusalem and its holy sites T – Students will finalize their Venn diagrams after reading Despite differences, Jews, Christians and Muslims worship the same God W – Students will begin their March open response by completing document analysis- this months question focuses on Jerusalem and why it is important to Judaism, Christianity, and Islam TR/F – Students will use completed document analysis to complete monthly open response answering:
|
| ||
|
Week 3/8 to 3/12
M – Students will be introduced to Islam and the Five Pillars T – Students will continue working with the Five Pillars and complete an Introduction to Muhammad and the Faith of Islam W/TR – Students will begin comparing Judaism, Christianity, and Islam |
| ||
|
Week 3/1 to 3/5
|
| ||
|
Week of 2/22 to 2/26
|
| ||
|
Week of 2/8 to 2/12
M – Students will review the Phoenician Achievements and complete a close reading and questions about Phoenician sailors T - Students will complete act as Phoenician sailors/traders activity W – Students will learn about Phoenician explorer Hanno and his contributions to the modern world TR/F – Students will complete end of mini-unit open response, students will be given 2 prompts to choose from |
| ||
|
Week of 2/1to 2/5
M – Students will complete a Nearpod (with short readings) reviewing polytheism and mummification in ancient Egypt T – Students will began preparing for Egypt unit test, the test has multiple reading selections which students will be given ahead of time to read/review/ask questions about W – Students will review characteristics of civilization for Egypt (matching examples from unit to characteristic definitions) and play a review Kahoot TR – Egypt unit test, 26 multiple choice questions- test will be completed on TEAMS F – Students will be introduced to Phoenicia through interactive Nearpod (may need to be student paced if Egypt testing needs more time to complete) |
| ||
|
Week of 1/25 to 1/29
M – Students will complete open response How did the Nile shape ancient Egypt? T – Students will complete creative writing assignments about Egyptian monuments/Great Pyramid W – Students will begin the Characteristic of Civilization of Religion for ancient Egypt (reading a myth with questions TR/F – Q2 make-up work days, Extra credit Nearpod (F6QXS), code will expire on January 31, 2021 so anyone choosing to complete the Nearpod can receive extra credit on their Q2 grade |
| ||
|
Week of 1/18 to 1/22
|
| ||
|
Week of 1/11 to 1/15
M – Students will continue with Pharaoh lesson and classwork from Friday, 1/8/21 T – Students will complete 2 short answer, critical thinking prompts about Egypt (Will only see 2 classes due to MAP) W – Students will begin a WebQuest to learn more about some of Egypt’s pharaohs TR/F – Students will finish WebQuest (if not completed) and begin a PowerPoint project about 1 of Egypt’s Pharaohs (Nearpod codes will be posted during class to help with Project) |
| ||
|
Week of 1/4 to 1/8
|
| ||
|
Week of 12/21 & Winter Break Extra Credit
|
| ||
|
Week of 12/14 to 12/ 18
M – Students will learn how the geography of Egypt influenced where early Egyptians settled T – Students will be introduced to new vocabulary for the unit and begin working with the characteristics of civilization for Egypt (nearpod code to be provided during classes) W – Students will continue with the characteristics of civilization for Egypt TR – Using what they learned on Tuesday and Wednesday, students will analyze pictographs and describe how they show the characteristics of civilization for Egypt (nearpod codes to be provided during classes F/M/T – Students will learn about Egypt’s social structure and what life was like in each social class (nearpod codes to be provided during class) |
|
| ||||
|
Week of 12/7 to 12/11
M/T - Students will complete a “create a city-state” activity- students will create a PowerPoint for their city-state. Students will design and describe if they were in charge of Mesopotamia what a city-state would have looked like (focus will be on the 7 Characteristics of Civilization) (originally scheduled for last week, but Hammurabi’s Code took an extra day to finish) W – Students will complete a Nearpod where they are making predictions around characteristics of civilization about our new unit, Egypt TR – Students will complete an Egypt map introduction and an Intro to Ancient Egypt reading & questions F – Students will complete a map “scavenger hunt”, using a map and clues, students will determine physical features being described in Egypt |
| ||
|
Week of 11/30 to 12/4
M/T – Students will complete analysis of Hammurabi’s Code- using sections of the code that deal with family law, property law, and personal law- students will decide if the code was just/fair. W – Students will complete their final analysis of Hammurabi’s Code by writing a 5 paragraph open response where they describe why the code was fair/unfair using the evidence they collected on Monday/Tuesday to support their claim. TR/F – Students will complete a “create a city-state” activity- students will create a PowerPoint for their city-state. Students will design and describe if they were in charge of Mesopotamia what a city-state would have looked like (focus will be on the 7 Characteristics of Civilization) |
| ||
Week of 11/23 to 11/27
M – Students will play a Kahoot game to review for Mesopotamia Unit test
T – Students will complete Mesopotamia Unit Test (18 multiple choice, 1 short answer)- test will be taken on TEAMS
M – Students will play a Kahoot game to review for Mesopotamia Unit test
T – Students will complete Mesopotamia Unit Test (18 multiple choice, 1 short answer)- test will be taken on TEAMS
|
Week of 11/16 to 11/20
M/T – Students will complete mini readings about the characteristics of civilization for Mesopotamia (Students will complete questions sheet, but should also be taking notes in notebook- end of unit test next week and can use notes on test) W – Students will read a selection from the Epic of Gilgamesh and answer questions- will read selection and discuss as whole class before questions TR – Students will be introduced to Hammurabi and his code of laws F – Students will complete code of laws intro from Thursday and then apply his laws to 6 different scenarios (nearpod code given during class) All classes will have a video review posted to YouTube channel – videos contain student nearpod codes for makeup/extra practice |
| ||
|
Week of 11/9 to 11/13
|
| ||
|
Week of 11/2 to 11/6
M – Students will complete their work examining characteristics of civilization for Sumer, once complete students will then describe how characteristics of civilization are present in the modern world (goal is to focus only on Springfield) T – No School W/TR – Students will act as social scientists examining artifacts from Sumer, while examining 8 artifacts students will describe which characteristics of civilization the artifact shown F – Students will complete an activity describing why Sumer is considered a civilization |
| ||
|
Week of 10/26 to 10/30
|
| ||
|
Week of 10/19 to 10/23
M – Students will watch the first part of Mankind The Story of All of Us, episode 1 (Inventors) and complete questions that go with the video. T & W – Students will complete a WebQuest focusing on the Neolithic community of Catalhoyuk TR & F – Students will complete their October open response Was the agricultural revolution a turning point in history? Students will describe life in the Paleolithic Age and how the advent of agriculture change lives in the Neolithic Age. |
| ||
|
Week of 10/13 to 10/16
M – No School T - Students will begin to learn about the differences between the Paleolithic and Neolithic Ages (Nearpod link to be given during live class, will also work with reading and documents listed) Lesson originally from 10/9 but changed due to early release 10/8 W/TR/F – Students will learn about the differences between the Paleolithic and Neolithic Ages and how the invention of agriculture was the cause of these difference (A new Nearpod link to be given during live class each day, will also work with reading and documents listed) |
| ||
Week of 10/5 to 10/9
| otzi_open_response_prompt_-_oct_2_5_2020.docx |
| early_hominins_reading__oct_6_7_2020.pdf |
| hominid_organizer_-_oct_6_7_2020.docx |
| early_hominin_capabilities_oct_6_7_2020.docx |
| hunter-gatherer_organizer_-_friday_oct_9_2020.docx |
| hunter-gatherer_reading_oct_9_2020.pdf |
Week of 9/28 to 10/2
Week of 9/28 to 10/2
M – Students will begin class reviewing Social Scientists/how they help us study the past. Focus will shift to review of Friday and Cave Paintings, students will complete a close read with questions about the Lascaux Cave Paintings. Once reading is complete students will have the choice of either completing a virtual tour (with questions of the caves) or creating a cave painting that would be representative of them (done on nearpod using DRAW IT with choice of textured background)
T – Students will begin explore the case of the Iceman Otzi and how social scientists used evidence to help us understand who he may have been
W/TR – Will watch Iceman Murder Mystery (PBS/NOVA FILM) complete with viewing and discussion questions. Film is approximately 55 minutes, will need parts of both days to complete. On Thursday, after film is complete students will complete an organizer that will help with 1st monthly open response (will count for September)
F – Students will begin writing open response (will be due end of day, Monday 10/5)
Paleolithic Cave Art - Monday Sept 28 2020.docx
A VIRTUAL TOUR OF LASCAUX CAVE - Sept 28 2020.docx
Otzi Organizer - Tuesday Sept 29.docx
Iceman Murder Mystery - Sept 30, Oct 1 2020.docx
How did Otzi die Organizer - Oct 1 2020.docx
Otzi open response prompt - Oct 2 2020.docx
Week of 9/21 to 9/25
M- Students will practice more with location, we will attempt to clear up misconceptions and struggles that are a result of Friday’s worksheet that had technical difficulties/Teams changed the format of the document (Absolute and Relative 2020)
T – Students will practice making inferences (using the mystery game files)
W – Students will learn about 3 major social scientists and how they use inferencing to help us understand the past (Social Sciences reading and doc)
TR – Students will act as social scientists as we look over 4 curious items from my life (Artifact activity)
F – Students will have a YouTube video lesson (will be posted on my channel Friday AM), a reading/questions about the Lascaux Cave Paintings, and a Nearpod to complete (A unique Nearpod link/code will be posted to each homeroom on their TEAMS page)
A Mystery Game
A Mystery Game- story and clues
Absolute and Relative 2020
Mystery Inferences organizer
Social Sciences Artifact Activity
Social Sciences reading
Social scienceS
Social Studies ELA Cave of Lascaux Paintings Reading Comprehension Paleolithic
Week of 9/28 to 10/2
M – Students will begin class reviewing Social Scientists/how they help us study the past. Focus will shift to review of Friday and Cave Paintings, students will complete a close read with questions about the Lascaux Cave Paintings. Once reading is complete students will have the choice of either completing a virtual tour (with questions of the caves) or creating a cave painting that would be representative of them (done on nearpod using DRAW IT with choice of textured background)
T – Students will begin explore the case of the Iceman Otzi and how social scientists used evidence to help us understand who he may have been
W/TR – Will watch Iceman Murder Mystery (PBS/NOVA FILM) complete with viewing and discussion questions. Film is approximately 55 minutes, will need parts of both days to complete. On Thursday, after film is complete students will complete an organizer that will help with 1st monthly open response (will count for September)
F – Students will begin writing open response (will be due end of day, Monday 10/5)
Paleolithic Cave Art - Monday Sept 28 2020.docx
A VIRTUAL TOUR OF LASCAUX CAVE - Sept 28 2020.docx
Otzi Organizer - Tuesday Sept 29.docx
Iceman Murder Mystery - Sept 30, Oct 1 2020.docx
How did Otzi die Organizer - Oct 1 2020.docx
Otzi open response prompt - Oct 2 2020.docx
Week of 9/21 to 9/25
M- Students will practice more with location, we will attempt to clear up misconceptions and struggles that are a result of Friday’s worksheet that had technical difficulties/Teams changed the format of the document (Absolute and Relative 2020)
T – Students will practice making inferences (using the mystery game files)
W – Students will learn about 3 major social scientists and how they use inferencing to help us understand the past (Social Sciences reading and doc)
TR – Students will act as social scientists as we look over 4 curious items from my life (Artifact activity)
F – Students will have a YouTube video lesson (will be posted on my channel Friday AM), a reading/questions about the Lascaux Cave Paintings, and a Nearpod to complete (A unique Nearpod link/code will be posted to each homeroom on their TEAMS page)
A Mystery Game
A Mystery Game- story and clues
Absolute and Relative 2020
Mystery Inferences organizer
Social Sciences Artifact Activity
Social Sciences reading
Social scienceS
Social Studies ELA Cave of Lascaux Paintings Reading Comprehension Paleolithic
