Your Passport to the World:
A 7th Grade Social Studies Experience
Adaptive Technology and Curriculum Resources
Text to Speech App
Top 20 Greatest Inventions of all Time
Great Tech Tools For Social Studies
7th Grade Social Studies Standards
Text to Speech App
Top 20 Greatest Inventions of all Time
Great Tech Tools For Social Studies
7th Grade Social Studies Standards
7th Grade Social Studies GLCE
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September 5-8, 2017
Weekly Focus:
We will be developing and establishing Protocols, norms and guidelines on how we will grow and learning throughout the school year. An emphasis this week will be placed on the #FTTTP montra and protocols on how we will inquire, question and explore the curriculum.
We will be developing and establishing Protocols, norms and guidelines on how we will grow and learning throughout the school year. An emphasis this week will be placed on the #FTTTP montra and protocols on how we will inquire, question and explore the curriculum.
Resources / Standards |
Learning Targets
Monday
Labor Day: NO SCHOOL Tuesday Students will develop classroom norms and 'connect' Wednesday THINK * PAIR * SHARE = Protocol Students will develop and collaborated in building a TEAM Thursday I will identify and define the characteristics of #FTTTP On The Road Video Protocol: Gallery Walk (Define Terms) Friday I will identify and define the characteristics of #FTTTP |
September 11 - 15, 2017
Weekly Focus:
We will CONTINUE to develop and establish further Protocols, norms and guidelines on how we will grow and learning throughout the school year (What is #FTTTP and how will it apply to our learning). An emphasis will also be placed on establishing individual student learning online portfolios and reflection of our learning units of study.
We will CONTINUE to develop and establish further Protocols, norms and guidelines on how we will grow and learning throughout the school year (What is #FTTTP and how will it apply to our learning). An emphasis will also be placed on establishing individual student learning online portfolios and reflection of our learning units of study.
STUDENTS WILL DOWNLOAD THE MI OPEN BOOK PROJECT INTO THEIR GOOGLE DRIVE . . .
Resources / StandardsClassroom Norms/Protocols will be the focus of this week:
*Group Collaboration/Presentation Norms Application of #FTTTP * Kyle Maynard Event kYLE MAYNARD ARTICLE |
Learning Targets
Monday
#1 Students will reflect on the events of 9/11 and its' impact on us today. PERSONAL NARRATIVE VIDEO (Actual Footage of events of 9/11) Exit Ticket: What impact has the events of 9/11 have on us as a nation today? #2 READ ALOUD: LONG WALK TO WATER Anticipation Guide Questions SLIDE Tuesday WHAT IS #FTTTP? HANDOUT: #FTTTP CRRED (REVIEW) I will develop an understanding of #FTTTP and its' components and how it will apply to my learning journey. 1. #FTTTP Goals 2. #FTTTP Links to G.R.E.A.T.N.E.S.S. (Collaboration & TEAM) 3. #FTTTP CREED Agreement & Wristband Ceremony 4. #FTTTP Reflection of examples (See Resources) STUDENTS WILL ESTABLISH ONLINE PORTFOLIOS (WEEBLY.COM) LAST YEARS SAMPLE Wednesday I will develop an understanding of #FTTTP and its' components and how it will apply to my learning journey. 1. #FTTTP Goals 2. #FTTTP Links to G.R.E.A.T.N.E.S.S. (Collaboration & TEAM) 3. #FTTTP CREED Agreement & Wristband Ceremony 4. #FTTTP Reflection of examples (See Resources) DOWNLOAD TEXT INTO GOOGLE DRIVE READ ALOUD: LONG WALK TO WATER Anticipation Guide Questions SLIDE Thursday Friday READ ALOUD: LONG WALK TO WATER Anticipation Guide Questions SLIDE |
September 18 - 22, 2017
Weekly Focus:
The mission of this week will be to begin our Social Studies Journey: Historian as a Detective (What is Social Studies?), an overview of our areas of studies, how #FTTTP will impact our learning and the establishing of student portfolios near the end of the week.
The mission of this week will be to begin our Social Studies Journey: Historian as a Detective (What is Social Studies?), an overview of our areas of studies, how #FTTTP will impact our learning and the establishing of student portfolios near the end of the week.
Resources / Standards8th Grade Standards 7 – H1.2.1 Explain how historians use a variety of sources to explore the past. 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence 7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. 7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas. 
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Learning Targets
Monday (Constitution Day)
I will identify 'key' elements of the US Constitution and its' purpose, foundation and future. A. FREEDOM OF SPEECH! Opening Video 1.What are your rights as a student at MCC Middle School in regards to your freedom of speech? 2. What do you know about the US Constitution? B. Driving Questions Video (Think * Pair * Share Protocol) 1. Constitution at the National Archives C. Student Reflection (Exit Ticket): How do you see the US Constitution in ACTION today;Three Examples. (CRASH COURSE: The Constitution) Tuesday FTTTP DAILY MOMENT: GRIT/PERSEVERANCE Student Inventory I will conduct an investigation (Inquiry) as I gather/analyze evidence and construct an answer to the Investigating Question. HISTORIAN AS AN DETECTIVE! HANDOUT: CREATING DRIVING QUESTIONS AND CREATING MEANING FROM EVIDENCE B. READ ALOUD: LONG WALK TO WATER Anticipation Guide Questions SLIDE Wednesday I will conduct an investigation (Inquiry) as I gather/analyze evidence and construct an answer to the Investigating Question. HISTORIAN AS AN DETECTIVE! HANDOUT: CREATING DRIVING QUESTIONS AND CREATING MEANING FROM EVIDENCE Thursday A. I will draw conclusions based on the evidence of my investigation with a partner within my group and create a thesis and supporting statements about my findings. Leadership Reflection: What qualities do you seek in a leader? (See: Pic) Record ONE word that would reflect your understanding of LEADERSHIP Friday Opening Video Reflection (#FTTTP): The Death Crawl I will reflect on my GENIUS HOUR. Presentation Student Reflection |
September 25 - 29, 2017
Weekly Focus:
We will be taking an OATH/CREED based on the #FTTTP Principles this week. Students will receive a wrist bracelets and a chain link.
We will be taking an OATH/CREED based on the #FTTTP Principles this week. Students will receive a wrist bracelets and a chain link.
Resources / Standards |
Learning Targets
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7 – H1.2.1 Explain how historians use a variety of sources to explore the past. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past. 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. Based on your groups investigating, what does the evidence suggest regarding the person's characteristics, beliefs, experiences, family and dreams/hopes for their future? I will develop a QUALITY paragraph reflective of my investigation (Historian as a Detective) *Develop on Google Drive *Pre-Test: Paragraph Writing |
Monday I will summarize my findings from my investigation: Historians Tools Student Document #FTTTP QUIZ ??? (Student Handed In?) Tuesday I will utilize historian tool, interviews, to form a hypothesize of an event, subject or of a profile. Student Document Wednesday PAIRED WRITING: I will pair write a paragraph reflection from the tools used by historian (Mr. Quinlan's interview and Monday's Activity) Student Document Thursday #FTTTP Ceremony I will PAIR READ/REVIEW the #FTTTP mantra, sign with witness, hang in locker and receive my wristband. CHAIN distribution Video: What does the #FTTTP Mantra mean? Friday #FTTTP Ceremony I will LINK our learning through the chain link CHAIN CEREMONY Video: Building of a CHAIN (Collaboration Environment) |
October 2 - 6, 2017
Weekly Focus:
We will develop our Student Portfolios (Student Growth Tool), Students will submit their PRE-TEST on Unit Two (EARLY MIGRATION), conduct our 'Chain of Greatness' ceremony and wrap up our #FTTTP Pledges on Monday.
We will develop our Student Portfolios (Student Growth Tool), Students will submit their PRE-TEST on Unit Two (EARLY MIGRATION), conduct our 'Chain of Greatness' ceremony and wrap up our #FTTTP Pledges on Monday.
ResourcesStandards of the Week
7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G)
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. 
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Learning Targets
Monday
I will complete the flow chart (See Image) with my partner today. Student Document Tuesday OPENING: Great Failures (#FTTTP Moment: Self) I will establish and complete my Unit Two pre-test on Early Migration (Patterns) and download ONE of the resource we will use in during our learning journey. Michigan Social Studies Open Book Project (Download) Wednesday I will identify the movement (population migration) patterns of Early Humans. Phase I Video: HERE Discussion Question: What does this video reveal regarding Early Human Migration? Phase II Video: HERE Discussion Question: How has this genetic map through 160,000 years of human history revealed about the movement of early humans? Thursday Fire! Migration Map I will identify the characteristics of the Genographic Project Friday I will reflect/respond to my understanding of Early Migration and personal insights on #FTTTP during Restorative Circle |
October 10-13 2017
Weekly Focus:
I can describe the effects that a change in the physical environment could have o human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia,earthquakes in Turkey, and flooding in Bangladesh) I can draw the general population distribution of the Eastern Hemisphere on a map analyze the patterns, and propose two generalizations about the location and density of the population and Describe patterns of settlement by using historical and modern maps (e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).
I can describe the effects that a change in the physical environment could have o human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia,earthquakes in Turkey, and flooding in Bangladesh) I can draw the general population distribution of the Eastern Hemisphere on a map analyze the patterns, and propose two generalizations about the location and density of the population and Describe patterns of settlement by using historical and modern maps (e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).
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Standards of the Week
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. ResourcesPopulation Connection: The World Population
*Patterns of Growth *Density of Population Population Growth . . . its' effect on Geography What is 7 Billion Video Early Human Migration Patterns Resource! |
Learning TargetsMonday
OPENING: No Arms, No Legs, No Worries (#FTTTP: Self) ANNOUNCEMENT: Bring an item from home that has it's country of origin in which it is manufactured in. I will identify the PUSH/PULL factors that contribute to Early Migration Patterns. Student Document Tuesday I will identify the PUSH/PULL factors that contribute to Early Migration Patterns. 1. Senerios 2. Evidence Collection Video 3. Journey of Mankind Wednesday Autism Awareness: Lisa Weber Thursday A. I will identify the population density and distribution that manufacture my shoe (Or other item) and share with others. Label on the maps. 7 Billion Friday Why does Geography Matter? I will complete a Reading Closure of why Geography Matters. VIDEO: GEOGRAPHY MATTERS Student 'Closure' Activity If Completed Early: HERE OR HERE (GeoGuessr) |
October 16 - 20, 2017
Weekly Focus:
Kick off Guns, Germs & Steal Unit of study by beginning to explore the differences and similarities of Paleolithic & Neolithic Humans Through direct instruction, video clips, reading and adaptive technologies.
Kick off Guns, Germs & Steal Unit of study by beginning to explore the differences and similarities of Paleolithic & Neolithic Humans Through direct instruction, video clips, reading and adaptive technologies.
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Standards of the Week
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. 7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence. 7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. Resources |
Learning TargetsMonday
I will identify the difference between Neolithic and Paleolithic Peoples. Paleolithic vs. Neolithic Peoples Chart Paleolithic vs. Neolithic Video Tuesday I will create a VENN DIAGRAM showing the characteristics of Paleolithic and Neolithic Ways of Life. Short Reading (Neolithic vs Paleolithic Man) Additional Resource Video But Wait! There is More . . . Text to Speech Option Wednesday Reinforced Learning Opportunity: Video Clip; Evolving from Hunter-Gather Society to Farming (Agricultural Revolution Introduction) Ice Man Parody (Connect to Paleolithic/Neolithic) Is it REAL or FAKE News: Movie-10,000 BC Thursday QUIZ (Oral) I will FINISH identifying TEN factors that led Hunter-Gatherers to become farmers. Source #1 & Part II Source #2 Collect VENN at end of hour Friday Half-Day (4th, 5th & 6th Hours): PM: Genius Hour |
OCTOBER 23-27, 2017
Weekly Focus:
We will identify the characteristics of foragers and the impact of the Agricultural Revolution with the Neolithic Peoples.
We will identify the characteristics of foragers and the impact of the Agricultural Revolution with the Neolithic Peoples.
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Standards of the Week
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. 7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence. 7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments (Agricultural Revolution). ResourcesSTUDENT VERSION
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Monday
I will identify how Paleolithic Peoples used cave art to express themselves (Tell Stories) Presentation: Student Resource Grand Rapids Art Prize Tuesday Opening Video: Cave Tours Today I will create/draw cave art reflective of the Paleolithic Era as I tell a story of its' people. Virtual Tour Student Resource Symbols Exit Ticket: Finish 5 Questions Wednesday Open Video Clip (The Birth of Farming) STUDENT VERSION I will identify characteristics that made up the Agricultural Revolution and how geography affects where people(s) live . Student Document Closing Video Clip STUDENT VERSION Exit Ticket: Draw, Write or Mind Map the Transition of H-G to Farming Thursday Open Video Clip (The Birth of Farming) STUDENT VERSION I will identify characteristics that made up the Agricultural Revolution and how geography affects where people(s) live . Student Document Closing Video Clip STUDENT VERSION Neolithic RESEARCH SITE JIG SAW ACTIVITY Friday Genius Hour I will finalize my Genius Hour Project Proposal Due Date: December 15th Shared Proposals: December 18th-19th Exit Ticket: Proposal submitted |
October 30 - November 3, 2017
Weekly Focus:
We will finalizing our transition of Paleolithic to Neolithic Societies (Jig Saw Protocol) and will be exploring Jared Diamond's concept of Geography Luck.
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Standards of the Week
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies. 7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G) 7 – W1.2.2 Explain the importance of the natural environment in the development of agricultural settlements in different locations. (G) 7 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). (G) 7 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns). (G) RESOURCESI will investigate the MOTEL OF MYSTERIES by being a Archaeologist and Anthropologist.
DOCUMENT Enrichment Activity: Document I will examine historical artifacts and interpret AND identify events on world history timeline. Student Document or HERE I will read short passages (TASK) on early foragers and identify the main ideas from each (1-2 examples). I will make a list of ideas/concepts I DIDN'T understand for later discussion (At Least ONE). |
LEARNING TARGETS
Monday OPEN: #FTTTP Video * Growth Mindset ('Brain Train') WHAT IS A JIGSAW? I will identify the impact of Agricultural Revolution on Neolithic Societies. #1: JIG SAW LEARNING ACTIVITY (12 Minutes to finish Expert Teams) #2. Share with DREAM TEAMS (25 Minutes) Student Document Tuesday Summary of Findings: Jig Saw Reflection (8 Minutes) Ice, Ice Baby: Paleo Rap (Opening Video Clip) Neolithic Rap Song . . . . . But Wait! There is MORE! I will write a poem/rap reflective of the six characteristics of Neolithic Revolution. (Paired Partner/Writer) Wednesday RAP BEAT Thursday I will record my poem/rap reflective of the six characteristics of Neolithic Revolution. (Paired Partner/Writer) SEE RESULTS HERE Friday FINISH RECORDINGS & VETERANS DAY PREP Voice Mail: Duane Dewey Who is Duane Dewey |
November 6 - 10, 2017
Weekly Focus:
Identifying those factors that differentiated the two peoples (Neolithic and Paleolithic) and life ways of a Hunter-Gatherer will be the focus of the week. Mini-PBL (STEM Reflective) will be to create/innovate a 21st century innovation for a Paleolithic/Neolithic person that would improve their way of living, but you can only use resources that were available to them.
Identifying those factors that differentiated the two peoples (Neolithic and Paleolithic) and life ways of a Hunter-Gatherer will be the focus of the week. Mini-PBL (STEM Reflective) will be to create/innovate a 21st century innovation for a Paleolithic/Neolithic person that would improve their way of living, but you can only use resources that were available to them.
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Standards of the Week
Post-Test (Reflection): Palio & Neo Peoples 7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G) 7 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns). (G) 7 – W2.1.3 Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus (Introduce) |
LEARNING TARGETS
Monday I will reflect (Open Note Post Test) on Paleolithic & Neolithic Peoples. Document Tuesday 20 Minutes To Complete POST TEST Student Resource: Geography Luck Reading I will identify the four main factors that support Jared Diamonds theory of Geography Luck by identify factors that impact how geography impacts the way in which people live throughout the world. Student Resource Exit Ticket: Elements that make up a Civilization. OR Exit Ticket: What is Geography Luck? Geography Luck Handout Geography Luck Power Point Student Resource: Geography Luck Reading Wednesday SEE: Tuesday Thursday River Valley Civilizations Fertile Crescent: Flocabulary OPEN: #FTTTP Video * The Learning Brain What is Cargo? (Guns, Germs & Steal Video #1) Guns, Germs & Steal Video #2 FLEX DAY (Geography Luck or Flocabulary ) Friday VETERANS DAY PANEL Set-up (ALL DAY) |
November 13-17, 2017
Weekly Focus:
Students will be experiencing the Veterans Day Panel on Monday and identifying the ELEMENTS of Geography Luck Theory by Jared Diamond we will be transitioning into the development of the River Valley Civilizations (Four) and it's project outcomes.
Students will be experiencing the Veterans Day Panel on Monday and identifying the ELEMENTS of Geography Luck Theory by Jared Diamond we will be transitioning into the development of the River Valley Civilizations (Four) and it's project outcomes.
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Standards of the Week 7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.6 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. RESOURCES
VETERANS PANEL FORMAT
Introduction 1st Hour: Echos on the Wall Era Vietnam Traveling Wall Video & Thank You Vietnam Story (Ron Martin) 2nd Hour: Greatest Generation Era Dalton & Leonard 3rd Hour: Families of Veterans Gold Star Families 4th Hour: Congressional Medal of Honor Newsreel /Duane Dewey 5th Hour: History of Veterans Day History of Veterans Day 6th Hour: Student Voice Through My Eyes: Student Round Table Discussion: VIDEO |
LEARNING TARGETS
Monday VETERANS DAY PANEL (ALL DAY) Students ( 6th, 7th & 8th graders) will assemble in the 7th grade open room for a panel presentation by our veterans. Video clips will be shown, Q & A opportunities for students and presentation of the American Flag will be shared. Tuesday I will identify factors that define GEOGRAPHY LUCK Presentation (Including Student Task: See Questions on Slides) Students will answer question presented on Google Slides with their 8 fold paper. Wednesday I will identify factors that define GEOGRAPHY LUCK Presentation (Including Student Task: See Questions on Slides) Students will answer question presented on Google Slides with their 8 fold paper. Thursday Genius Hour Project Exit Ticket Reflection Friday #1 Reflect on Genius Hour Work from yesterday * Progress Yesterday? * Due Date? * Visual Expectation #2A Deeper Dive into Geography Luck * Students will identify the characteristics of the elements of Geography Luck based on Jared Diamond's Theory. * Video Clips: Part 2 & Part 3 * Student CLOSURE ACTIVITY: HERE |
November 20-24, 2017
Weekly Focus:
Concluding the mini-unit of GUNS, GERMS & STEEL by reflecting on vocabulary and administering a post-test of the four driving questions of the unit of study.
Concluding the mini-unit of GUNS, GERMS & STEEL by reflecting on vocabulary and administering a post-test of the four driving questions of the unit of study.
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Standards of the Week
7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence. RESOURCES
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LEARNING TARGETS
Monday #1. CLASS TIME TO COMPLETE: Students will identify the characteristics of the elements of Geography Luck based on Jared Diamond's Theory. * Video Clips: Part 2 & Part 3 * Student CLOSURE ACTIVITY: HERE #2. Student Portfolios * Establish site, name and email to Mr. Q * Create necessary pages (HERE) * Create Bio Page Tuesday Yesterday's Target . . . Student Portfolio Checklist Wednesday Documentary: On The Way To School #FTTTP Reflection Document HALF-DAY OF SCHOOL Thursday & Friday HAPPY THANKSGIVING! |
November 29-December 1, 2017
Weekly Focus:
Clearly defining the rationale as to why the unit of study was referred to as GUNS, GERMS and STEEL. We will transition into the role of established CIVILIZATION and the elements in which provide functionable and successful civilizations ..... which will later lead to the first FOUR River Valley Civilizations.
Clearly defining the rationale as to why the unit of study was referred to as GUNS, GERMS and STEEL. We will transition into the role of established CIVILIZATION and the elements in which provide functionable and successful civilizations ..... which will later lead to the first FOUR River Valley Civilizations.
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Standards of the Week
7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G) 7 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). (G) 7 – W2.1.4 Examine early civilizations to describe their common features. Global Hour of Code! CS Week
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LEARNING TARGETS
Monday I will identify elements of a Civilization through a CIVILIZATION SIMULATION Identify TEAMS, ROLES & JOBS (Team Project) Tuesday I will identify elements of a Civilization through a CIVILIZATION SIMULATION Daily Exit Ticket (Formative Assessment) & Task Sheet Wednesday HOUR OF CODE Celebration: All Students, All Day, Every Class! Opening Video Resources Thursday I will identify elements of a Civilization through a CIVILIZATION SIMULATION TARGET: Establish Visual Piece PM: Movie Theater . . . WONDER Classroom Reflection Activity Friday |
December 4 - 8, 2017
Weekly Focus:
Students will continue to finalize their findings of the characteristics that make up a civilization (SIMULATION) and share on Tuesday. We will transition into our RIVER VALLEY CIVILIZATION Unit with a focus on the first FOUR civilizations.
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Standards of the Week
7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G) 7 – W2.1.4 Examine early civilizations to describe their common features. RESOURCESHistory of Mesopotamia Video Clip (Part 2)
Unit Resource Who Were the Nomadic Pastoralists and How Did they Live? Pastoral Nomads River Valley Presentation River Valley Civilizations Handout FRIDAY'S LEARNING TARGET INSTRUCTIONS
PHASE I FINAL TEAM TEMPLATE: Leader (One Person!) download and share with all members of TEAM VIEW MAP FIRST (ALL): Download, COPY and view: HERE PHASE II TEAM INDUS RIVER VALLEY and HERE TEAM MESOPOTAMIA RIVER VALLEY and HERE TEAM YELLOW RIVER VALLEY and HERE (FF: 3:53) TEAM NILE RIVER VALLEY and HERE |
LEARNING TARGETS
Monday Classroom Time to finalize: CIVILIZATION SIMULATION TARGET: Finalize Group Project Tuesday I will finalize our Civilization Simulation Project Dress Rehearsal Visual Wednesday I will finalize our Civilization Simulation Project Thursday 1. Pearl Harbor Remembered 2. I will present our Civilization Simulation Project. Friday 1. FINAL DAY to prepare for Genius Hour 2. Students will complete a RIVER VALLEY CIVILIZATION: Pre-Test |
December 11-15, 2017
Weekly Focus:
We will kick off our River Valley Civilization Unit of study by identifying the four regions as we gather a solid foundation of understanding each of the civilizations BEFORE we launch our mini-PBL on the River Valley Studies. We will also update our Learning Portfolio.
We will kick off our River Valley Civilization Unit of study by identifying the four regions as we gather a solid foundation of understanding each of the civilizations BEFORE we launch our mini-PBL on the River Valley Studies. We will also update our Learning Portfolio.
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Standards of the Week
7- W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another. 7 – W2.1.6 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. RESOURCES
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LEARNING TARGETS
Monday I will update my Learning Website (Goals & Pretest) AND reflect on Empathy and Compassion to connect with my learning. #FTTTP Goals #FTTTP Reflection Tuesday I will record/identify elements that led to the development of the four River Valley Civilizations. Video Presentation EXTRA VIDEO CLIP for reflection (Mesopotamia) Wednesday I will record/identify elements that led to the development of the four River Valley Civilizations. HANDOUT: In classroom Thursday I will record/identify elements that led to the development of the four River Valley Civilizations. HANDOUT: In classroom Friday I will update my Learning Website (Goals & Pretest) AND reflect on Empathy and Compassion to connect with my learning. RIVER VALLEY CIVILIZATIONS GENIUS HOUR COLLECTION CHECKLIST FOR PORTFOLIO #FTTTP ACTIVITY |
December 18 - 22, 2017
Weekly Focus:
The Engineering Design Process (STEM) and how it applies to Ancient River Valley Civilizations. Students will apply the process within their individual project.
The Engineering Design Process (STEM) and how it applies to Ancient River Valley Civilizations. Students will apply the process within their individual project.
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RESOURCES
World History Crash Course
Stone Age/Stone Age Art Agricultural Revolution Video / You Tube Version Early Human Migration to 10,000 years ago World History For All of UsGrading Rubric for Early Civilization Presentations Ancient Civilization Quiz I will complete/design a post-test reflective my learning of Early Human Societies using Storify. Storify: Platform for test Questions Indus Valley Grading Rubric I will create an Ancient River Valley Civilization Marketing Plan
Google Slide *See Marketing Guideline within Presetation I will apply the Engineering Design Process to my individual River Valley Project *See Marketing Guideline within Presetation I will apply the Engineering Design Process to my individual River Valley Project *See Marketing Guideline within Presetation I will create an Ancient River Valley Civilization Marketing Plan Google Slide *See Marketing Guideline within Presetation How did Intensification Lead to the Development of Writing, Laws, and Centralized Governments Student Handout |
LEARNING TARGETS
Monday GENIUS HOUR Presentations Tuesday GENIUS HOUR Presentations Wednesday Christmas Break: No School Thursday Christmas Break: No School Friday Christmas Break: No School |
December 23nd - January 3rd
CHRISTMAS BREAK
January 2 - 5, 2018
Weekly Focus:
Upon returning from Christmas break, we will finish our exploration of the Ancient River Valley Civilizations through the application of a variety of interactive protocols that will engage students into developing driving questions for an upcoming PBL Experience.
Upon returning from Christmas break, we will finish our exploration of the Ancient River Valley Civilizations through the application of a variety of interactive protocols that will engage students into developing driving questions for an upcoming PBL Experience.
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RESOURCES
Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another. 7 – W2.1.6 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. |
LEARNING TARGETS
Monday NO SCHOOL: CHRISTMAS BREAK Tuesday NO SCHOOL: CHRISTMAS BREAK Wednesday Christmas Break Reflection Protocol; introduction to strategy in which we'll use Thursday and Friday. Thursday I will identify the Characteristics of the River Valley Civilizations (Mesopotamia, Indus, Egypt & Yellow River). Protocols Friday I will identify the Characteristics of the River Valley Civilizations (Mesopotamia, Indus, Egypt & Yellow River). Complete Matrix (Group) |
January 8-12, 2018
Weekly Focus:
This Teacher-Designed PBL experience will be evidence of students deeper understanding of the RIVER RUNS THROUGH IT unit of study.
This Teacher-Designed PBL experience will be evidence of students deeper understanding of the RIVER RUNS THROUGH IT unit of study.
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another. 7 – W2.1.6 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. 
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Monday
SNOW DAY: No School Tuesday #1 (FINISH) I will identify the Characteristics of the River Valley Civilizations (Mesopotamia, Indus, Egypt & Yellow River). Complete Matrix (Group). (25:00 of classroom time) HOMEWORK. (Students will select their partnership; Teacher Approved) #2 Overview of River Valley Engineering/Marketing Challenge Project PowerPoint Wednesday I will develop my Driving Question (QFocus) for my River Valley Engineering/Marketing Challenge Project. (The Question shall address a specific problem found during the ancient River Valley Era) WRITING PROMPT ACTIVITY What is a GREAT Driving Question? QFocus Video: "The Process" RIVER VALLEY QFocus Writing Prompt Thursday I will outline/decide on a project design based on my Driving Question on my River Valley Engineering/Marketing Challenge Project. Characteristics Document SURVEY Friday I will design my Engineering Design (See Design Process) of my 21st century solution to an ancient River Valley Problem Handout: Engineering Design Process HOW DOES YOUR PROJECT ADDRESS A SPECIFIC ISSUE? Finalize the QFocus Driving Question: Conference with each team HANDOUT |
January 15-19, 2018
Weekly Focus:
This weeks focus will be to have student complete the presentation of their Ancient River Valley Civilization Marketing Plan (PBL) Project. Students will complete the three phase project by presenting their :45 - 1:00 commercial demonstrating their deep knowledge of their selected civilization, present 3-D Prototype model in which 21st century ideas were applied to ancient problems.
This weeks focus will be to have student complete the presentation of their Ancient River Valley Civilization Marketing Plan (PBL) Project. Students will complete the three phase project by presenting their :45 - 1:00 commercial demonstrating their deep knowledge of their selected civilization, present 3-D Prototype model in which 21st century ideas were applied to ancient problems.
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another. 7 – W2.1.6 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. 
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Monday
I will finalize my engineering design and begin building my project. STEM Impacting Social Studies Weekly Project: Reflection Tuesday I will construct my engineering design and begin gathering data on CULTURAL DIFFUSION of my civilization. STEM Impacting Social Studies Wednesday I will construct my engineering design and begin gathering data on CULTURAL DIFFUSION of my civilization. STEM Impacting Social Studies Thursday I will investigate and collect data on the characteristics of my River Valley Civilization: CULTURAL DIFFUSION (Research Document) STEM Impacting Social Studies Weekly Project: Reflection (Handout) Friday With my partner, I will identify 15 facts reflective of my RIVER VALLEY CIVILIZATION by viewing my assigned film. Students will have TWO sources to work from Egypt River Valley (NON-VIDEO) and THIS Source Yellow River Valley (VIDEO) and THIS Source Indus River Valley (VIDEO) and THIS Source Mesopotamia (VIDEO) and THIS Source |
January 22-26, 2018
Weekly Focus:
Students will finalize collection of data of their Ancient River Valley Civilization for their final performance (Authentic Assessment). They will be required to demonstrate their understanding of CULTURAL DIFFUSION (TRADING PARTNERS & CULTURAL INFLUENCES) .
Students will finalize collection of data of their Ancient River Valley Civilization for their final performance (Authentic Assessment). They will be required to demonstrate their understanding of CULTURAL DIFFUSION (TRADING PARTNERS & CULTURAL INFLUENCES) .
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion (Personal Application!) and how it resulted in the spread of ideas and technology from one region to another. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past. 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. |
Monday
I will Identify at least THREE examples of Cultural Diffusion from my Ancient River Valley and its’ impact around the world. Cultural Diffusion: River Valley Impact ppt. Dress Rehearsal Checklist Tuesday I will prepare and organize my River Valley Marketing presentation. STEM Impacting Social Studies Dress Rehearsal Checklist Wednesday I will PRESENT my River Valley Marketing presentation to a 'Focus Group' seeking feedback for improvement. Dress Rehearsal Checklist STEM Impacting Social Studies Thursday I will PRESENT my Ancient River Valley Marketing project in front of a Green Screen: SHOWTIME! STEM Impacting Social Studies Friday I will PRESENT my Ancient River Valley Marketing project in front of a Green Screen: SHOWTIME! STEM Impacting Social Studies |
January 29-February 2, 2018
Weekly Focus:
Students will perform and reflect on their Authentic Assessment (River Valley Engineering. They will be required to demonstrate their understanding of CULTURAL DIFFUSION (TRADING PARTNERS & CULTURAL INFLUENCES) .
Students will perform and reflect on their Authentic Assessment (River Valley Engineering. They will be required to demonstrate their understanding of CULTURAL DIFFUSION (TRADING PARTNERS & CULTURAL INFLUENCES) .
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion (Personal Application!) and how it resulted in the spread of ideas and technology from one region to another. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past. 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. |
Monday
I will present and reflect upon my River Valley Civilization Engineering & Marketing Project. SHOWTIME! Tuesday SICK DAY . . . Students reflect on upcoming Ancient Classic Empires; Engineering An Empire Series Wednesday SICK DAY . . . Students reflect on upcoming Ancient Classic Empires; Engineering An Empire Series Thursday SICK DAY . . . Students reflect on upcoming Ancient Classic Empires; Engineering An Empire Series Friday I will present and reflect upon my River Valley Civilization Engineering & Marketing Project. SHOWTIME! |
February 5-9, 2018
Weekly Focus:
Students will finish their River Valley Civilizations Assessment (Monday) and reflect (Pre-Test) on their upcoming Unit of study (Ancient Classic Empires). In preparation of our second Project-Based Learning experience, we will develop the foundations of the Ancient Classic Empires (Overview of Characteristics) and their connection to our lives today.
Students will finish their River Valley Civilizations Assessment (Monday) and reflect (Pre-Test) on their upcoming Unit of study (Ancient Classic Empires). In preparation of our second Project-Based Learning experience, we will develop the foundations of the Ancient Classic Empires (Overview of Characteristics) and their connection to our lives today.
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Standards of the Week
7 – W3.1.1 Describe the characteristics that classical civilizations share 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C) 7 – W4.1.1 Crisis in the Classical World -- Analyze the environmental, economic and political crisis in the classical world that led to the collapse of classical empires Matrix
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Monday
I will reflect & Share my knowledge of Ancient Classic Empires (Pre-Test). Showing student growth tool. CLICK HERE FINISH RIVER VALLEY VIDEOS TODAY! Tuesday How have the Ancient Classic Empires impact our world today? Students will collaborate (TEAM Writing) and develop a Paragraph reflective of their findings. Presentation Student Matrix Comparing Empires Wednesday How have the Ancient Classic Empires impact our world today? Students will collaborate (TEAM Writing) and develop a Paragraph reflective of their findings. Presentation Student Matrix Comparing Empires Thursday How have the Ancient Classic Empires impact our world today? Students will collaborate (TEAM Writing) and develop a Paragraph reflective of their findings. Presentation Student Matrix Comparing Empires Friday I will Kahoot my understanding of the Ancient Classic Empires Check for understanding :) |
February 12-16, 2018
Weekly Focus:
How did the important characteristics of classical civilizations and empires during this era have a lasting impact on other places and times? Present the overview of the Five Ancient Civilizations and the Project-Based Learning Model. The overarching question that students will seek to answer will be . . . .
How did the important characteristics of classical civilizations and empires during this era have a lasting impact on other places and times? Present the overview of the Five Ancient Civilizations and the Project-Based Learning Model. The overarching question that students will seek to answer will be . . . .
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Standards of the Week
7 – W3.1.1 Describe the characteristics that classical civilizations share 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C) 7 – W4.1.1 Crisis in the Classical World -- Analyze the environmental, economic and political crisis in the classical world that led to the collapse of classical empires What is Project-Based Learning?
What may Project-Based Learning LOOK like? What does it mean that students are seeking answers to the GLCE? What may the instruction look like? Video Resources
Engineering an Empire Video Clip (China) Engineering an Empire Video Clip (Greeks) Ancient India and Indus Civilization (India) Engineering an Empire Video Clip (Persia) Crash Course: John Green Classic Civilizatons History of the World * Tour Builder & Climbing Giza 3100 BCE: Egyptians 653 BCE: Persians 478 BCE: Greeks 206 BCE: Chinese (Han Dynasty) 326 BCE: India (Mauryan) 27 BCE: Romans SOURCE OF RESEARCH: CLICK HERE & HERE PROJECT IDEAS! I will develop a Driving Question(s) that will direct my Project-Based Learning experience. Example of Process Distribute Project-Based Learning Contract! Power Point QFocus Protocol QFocus Handout |
Monday
Handout Progress Reports: Late/Missing Work I will define the characteristics of the Ancient Empires and crisis' that may of led to their collapse. Presentation/document Presentation (LAST WEEKS TARGETS) Matrix (Document To Gather Data) Resources Interactive Timeline Search Characteristics of Classic Empires BUT WAIT THERE IS MORE! Ancient TIME MAP Resource Tuesday FINISH: I will define the characteristics of the Ancient Empires and crisis' that may of led to their collapse. Presentation/document Presentation (LAST WEEKS TARGETS) Matrix (Document To Gather Data) Resources Interactive Timeline Search Characteristics of Classic Empires BUT WAIT THERE IS MORE! Ancient TIME MAP Resource Wednesday (Project Ideas) PBL Kick-off! Matters: What is PBL? * Tour Builder & Climbing Giza PBL Contract with Learning Targets (See Timeline of Events) Ancient Empire PBL Launch Event(s) * World History Timeline (Develop Driving Questions) * Work That See: Contract Developing QFocus: Driving Question: VIDEO Writing Prompt Thursday (Project Ideas) See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Friday (Project Ideas) 1/2 Day: In service Day (Afternoon Schedule) GEOGESSR (With Exit Ticket) What is an Empire? or HERE |
February 19-23, 2018
Weekly Focus:
The foundation for the Ancient Empire PBL experience will conclude with students gaining an understanding of time reference, major achievements and possible impact of each Empire. Students will set their individual goals, monitor their achievements/learning daily and being their exciting PBL journey!
The foundation for the Ancient Empire PBL experience will conclude with students gaining an understanding of time reference, major achievements and possible impact of each Empire. Students will set their individual goals, monitor their achievements/learning daily and being their exciting PBL journey!
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W2.1.5 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another. 7 – W3.1.1 Describe the characteristics that classical civilizations share . 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C) 7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires. (C) 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires. (G) 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C) 7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions. (C) 7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations. (G) 7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era. (G) 7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires. (C) 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period. 7 – W3.1.11 Explain the role of economics in shaping the development of classical civilizations and empires.(E |
Monday
See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Tuesday ANSWERING DRIVING QUESTION See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Ancient Egypt Wednesday SIGN UP: YOUR DRIVING QUESTION EXIT TICKET SHARING DRIVING QUESTION / RESEARCH TEAMS See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Ancient Egypt Thursday RESEARCH TEAMS See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Ancient Egypt Friday RESEARCH TEAMS See: Contract (Gathering Data) Student Sample: GLCE Presentation 7th Grade eBook /Text to Speech /Select & Speak (Chrome) Ancient Egypt |
Resources
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What is QFocus and how does it impact student learning?
Middle School Classroom using QFocus (Focus: Persians) Persian Empire Map Ancient Persians Cheat Sheet VIDEO RESOURCE (Focus: Greeks) Greece Empire Map Ancient Greece Cheat Sheet VIDEO RESOURCE |
(Focus: Chinese)
Chinese Empire Map Ancient China Cheat Sheet Ancient Chinese Dynasties Facts (Focus: India) Ancient Indian Empire Map Ancient India Cheat Sheet VIDEO RESOURCE (Focus: Roman) Ancient Roman Empire Map Ancient Rome Empire Cheat Sheet Student Closure Handout (Focus: Egypt) Ancient Rome Empire Cheat Sheet VIDEO RESOURCE |
February 26-March 2, 2018
Weekly Focus:
Students will revisit their DRIVING QUESTION as they seek a deeper understanding of how this question relates to their 3D project and their research of their empire's history.
Students will revisit their DRIVING QUESTION as they seek a deeper understanding of how this question relates to their 3D project and their research of their empire's history.
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Standards of the Week
7 – W2.1.4 Examine early civilizations to describe their common features. 7 – W3.1.1 Describe the characteristics that classical civilizations share . 7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C) 7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires. (C) 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations. (G) 7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires. (C) 7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires. 7 – W3.1.11 Explain the role of economics in shaping the development of classical civilizations and empires.(E HEY GREEKS! Check out this extra resource,
I will list the influences of Ancient Greek Culture on United States Government ..... (Finish Engineering an Empire) Handout Video Clip #1 |
Monday
I will seek to answer my PBL Driving Question from PHASE II with a deeper understanding of how my 3D project will support my Driving Question. Entering Ticket Reflection STUDENT-PARENT-TEACHER CONTRACT Tuesday I will compile my knowledge of my DRIVING QUESTION into a powerful paragraph (SEE STRUCTURE). Paragraph Format Reminder STUDENT-PARENT-TEACHER CONTRACT Wednesday Within my Research TEAM, I will create my final draft of Phase I & II for my PBL experience. Final Draft TEMPLATE Student Samples #1 / #2 / #3 ANSWERS TO SEVEN QUESTIONS Thursday Within my Research TEAM, I will create my final draft of Phase I & II for my PBL experience. Final Draft TEMPLATE Student Samples #1 / #2 / #3 ANSWERS TO SEVEN QUESTIONS Friday Within my Research TEAM, I will create my final draft of Phase I & II for my PBL experience. Final Draft TEMPLATE Student Samples #1 / #2 / #3 ANSWERS TO SEVEN QUESTIONS |
March 12 - 16, 2018
Weekly Focus:
Students will reflect on the PBL experience and take a PRE-TEST on our next unit of study: RELIGIOUS STUDIES. We will also be developing and finishing our REQUIRED EDP's with Mr. Scheffler.
Students will reflect on the PBL experience and take a PRE-TEST on our next unit of study: RELIGIOUS STUDIES. We will also be developing and finishing our REQUIRED EDP's with Mr. Scheffler.
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Code.org Teaching Project
RESOURCES CONTENT STANDARDS POST PBL EXPERIENCE ESSAY'S Sample #1 Sample #2 Sample #3 WRITING RUBRIC: Writing Format |
Monday
I will write a three paragraph reflection of my Project-Based Learning Experience Student Example Writing Rubric Tuesday I will write a three paragraph reflection of my Project-Based Learning Experience Student Example Writing Rubric Wednesday EDP's With Mr. Scheffler Thursday EDP's With Mr. Scheffler Friday Finish EDP's With Mr. Scheffler Others: Kahoot on Ancient Empires & Student Choice |
March 19 - 23, 2018
WEEKLY FOCUS:
We will kick off our Religious Studies Unit by preparing students for Formal Debate in which they will research their assigned collaborative Religion and attempt to convince others of their strength of KNOWLEDGE is greater than any other groups preparation.
We will kick off our Religious Studies Unit by preparing students for Formal Debate in which they will research their assigned collaborative Religion and attempt to convince others of their strength of KNOWLEDGE is greater than any other groups preparation.
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Standards of the Week
7 – W3.2.1 Identify and describe the beliefs of the six major world religions. 7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G) WEEKLY RESOURCES:
What is religion (Michigan Open Book Project) Religion Overview: Google Slides Think - Pair - Share Worksheet Student Research: STUDENT HANDOUT The origin of World Religion The history of Hinduism The history of Islam_ The history of Buddhism |
Monday
I will complete the pre-test on Religious Studies (PRETEST) by conducting a Think, Pair, Share. (Worksheet) Tuesday I will identify the origins, beliefs, leader and other characteristics of the world religions throughout the world. Ted Talks VIDEO: Five Major Religions Supplemental Document: HERE Wednesday I will identify the origins and belief systems of the five major religions from around the world. WITH YOUR PARTNER: 1)View Yesterday's video and complete the handout . . . STAPLE together this handout with the brainstorm sheet from Monday and put into box. VIDEO 2.) From the table in the middle of the room, complete the MATRIX SIDE (Squares) by using the link: TODAY'S RESOURCE. Today's Resource Thursday I will define the belief systems of the Five Major Religions of the World. Power Point : World Religions Friday NO SCHOOL: Spring Break Begins! |
March 26 - 30, 2018
WEEKLY FOCUS:
April 2 - 6, 2018
Weekly Focus:
Students will describe the beliefs of the six major world religion through a variety of task.
Students will describe the beliefs of the six major world religion through a variety of task.
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Standards of the Week
7 – W3.2.1 Identify and describe the beliefs of the six major world religions. 7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G) Resources:
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Monday
I will define the belief systems of the Five Major Religions of the World. Power Point : World Religions Tuesday I will identify (5) Characteristics of the Five World Religions as an Exit Ticket Video Clip Wednesday I will identify (5) Characteristics of the Five World Religions as an Exit Ticket Video Clip Thursday MINI-DEBATE: Should Religion Stay Out of Politics? Driving Question: Perspectives from around the world VIDEO & Student perspective Video Friday Check up from the Neck Up * Phase I Four Documents stapled and handed in * Phase II Select Partner/Top Two Religions * Phase III FREE LANCE FRIDAY Child Labor Story: A must see! |
April 9 - 13, 2018
Weekly Focus:
Students will be assigned to their DEBATE TEAMS as we will begin researching and preparing for our RELIGIOUS DEBATE.
Students will be assigned to their DEBATE TEAMS as we will begin researching and preparing for our RELIGIOUS DEBATE.
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Standards of the Week
7 – W3.2.1 Identify and describe the beliefs of the six major world religions. 7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G) TheDebate Preparation
TEXT START HERE: Michigan Open Book: Religious Studies World Religions Presentation PBS: Abrahamic Religions World Religion Resource Site BIG CHART: Compare & Contrast World Religions World Religions Astonishing Facts BBC Website: Great Resource! ADDITIONAL RESOURCES VIDEO Spread of Religion over time Five Primary Religions HINDUISM Crash Course: Hinduism Islam The history of Islam Buddhism The history of Buddhism The Story of Budda Christianity The history of Christianit Crusades Judaism Judaism The Story of Kings OTHER Debate Format I will create a 10- questions quiz of my religion of study for a class to take on Kahoot. getkahoot.com Username: ftttprocks Password: ftttprocks |
Monday
I will prepare for the Great Debate by selecting my partner and religious study. We will assign roles of the debate and begin our TEAM research (World Religion Groups) Introduction to Debate: Document Tuesday I will prepare for the Great Debate by selecting my partner and religious study. We will assign roles of the debate and begin our TEAM research (World Religion Groups) Introduction to Debate: Document Wednesday I will prepare for the Great Debate by selecting my partner and religious study. We will assign roles of the debate and begin our TEAM research (World Religion Groups) Introduction to Debate: Document Thursday I will prepare for the Great Debate by selecting my partner and religious study. We will assign roles of the debate and begin our TEAM research (World Religion Groups) Introduction to Debate: Document Friday I will prepare for the Great Debate by selecting my partner and religious study. We will assign roles of the debate and begin our TEAM research (World Religion Groups) Introduction to Debate: Document VIDEO Spread of Religion over time Five Primary Religions |
April 16 - 20, 2018
Weekly Focus:
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RESOURCES:
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Monday
FOCUS: Tuesday FOCUS: Wednesday World Religion Pop Quiz: Document FOCUS: Thursday FOCUS: Friday FOCUS: |
April 23 - 27, 2018
Weekly Focus:
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RESOURCES:
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Monday
Tuesday Wednesday THE GREAT DEBATE! Lights, Camera, Action! I will participate in the World Religion Debate with my class. Driving Question/Debate: How my religion made the greatest contribute to the world. Thursday Friday #FTTTP Activity: Inspiring Words Student Survey Religious Post Test |
April 30 - May 4, 2018
Weekly Focus:
During the last month of school, students will be developing, creating and presenting their Capstone Project. The goal is to create a culminating project in which reflects their deeper understanding of what they learned this school year and connect 'it' to their lives today. I doing so, we connecting their learning from ancient cultures to contemporary issues/topics; seeking solutions to greater problems that exist today.
During the last month of school, students will be developing, creating and presenting their Capstone Project. The goal is to create a culminating project in which reflects their deeper understanding of what they learned this school year and connect 'it' to their lives today. I doing so, we connecting their learning from ancient cultures to contemporary issues/topics; seeking solutions to greater problems that exist today.
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Standards of the Week
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied. 7 – P4.2.3 Participate in projects to help or inform others. RESOURCES:
North Korea Issue Kony 2012 Poaching (Africa) CIA Fact Book Resource Enrichment Activity Students will complete a Google Earth Scavenger Hunt Google Earth Student Document |
Monday
I will reflect on the overview of what a Capstone Project is and generate a list of ideas that I may explore. Opening Video SM#1 SM#2 SM#3 SM#4 SM#5 Entering Self Reflection Document Early Brainstorming of Ideas STUDENT IDEAS/RESOURCES Young People Making a Difference Capstone Project Ideas Video & Other Resources Tuesday Choosing a Capstone Project (Video) Additional Capstone Ideas: HERE I will collaborate with a classmate to identify characteristics of a National Capstone Policy Issue Working Document STUDENT IDEAS/RESOURCES Julia Wagner Project: Written & Visual Wednesday I will identify the problem in which I seek to explore for my Capstone Project. Document Thursday Capstone Checklist Friday I will identify SOURCES for my Capstone Project Resource Capstone Project Video |
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National Capstone Issues:
A-D E-M N-Z |
OTHERS
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May 7 - 11, 2018
Weekly Focus:
We will continue developing our Capstone Project and use two days out of the week to administer the M-Step state testing.
We will continue developing our Capstone Project and use two days out of the week to administer the M-Step state testing.
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Standards of the Week
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied. 7 – P4.2.3 Participate in projects to help or inform others. RESOURCES TO COMPLETE TASK:
RESOURCE (Scroll Down to last TWO pages) Sample: Children Sleeping Patterns/Dreams/Nightmares (Sydney) |
Monday
I will seek THREE sources to site my Capstone Project from the provided list/link. Student Resource Grading Rubric SEE ADDITIONAL RESOURCES Tuesday M-STEP Students will complete a Google Earth Scavenger Hunt FIRST! Students, can you find your home? Google Earth OR HERE Student Document Wednesday M-STEP Students will complete a Google Earth Scavenger Hunt FIRST! Students, can you find your home? Google Earth OR HERE Student Document WHEN COMPLETED . . . I will seek THREE sources to site my Capstone Project from the provided list/link. Student Resource Grading Rubric SEE ADDITIONAL RESOURCES Thursday I will seek THREE sources to site my Capstone Project from the provided list/link. Student Resource Grading Rubric SEE ADDITIONAL RESOURCES Friday Check Up From the Neck Up: Capstone Project Checklist 1. Plan Approved 2. Research Completed 3. Learning Demonstration Plan (Rough Draft) Completed 4. Begin working on Project, Demonstration, Platform |
May 14 - 18, 2018
Weekly Focus:
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Standards of the Week
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied. 7 – P4.2.3 Participate in projects to help or inform others. Resources: |
May 21 - 25, 2018
Weekly Focus:
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Standards of the Week
7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. 7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied. 7 – P4.2.3 Participate in projects to help or inform others. RESOURCES
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Monday
Tuesday Wednesday Thursday Friday |
May 28 - June 1, 2018
Weekly Focus:
Students will be kicking off their Capstone Projects as a reflective PBL experience in which connects our Ancient Studies to Contemporary issues that we are faced with today.
Students will be kicking off their Capstone Projects as a reflective PBL experience in which connects our Ancient Studies to Contemporary issues that we are faced with today.
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Monday
NO SCHOOL! Tuesday ENTER: Tomb of the Unknown Soldier Entrance Ticket: HERE Document: Memorial Day History Conversation: What is Memorial Day? Final: Video Wednesday Present CAPSTONE PROJECTS Thursday Present CAPSTONE PROJECTS Friday Present CAPSTONE PROJECTS |
June 4 - 8, 2018
Weekly Focus:
The focus of the week will be to share our Capstone Projects for the year, Field Trip to Silver Lake and Celebrate a success school on the last day of school. #FTTTP !
The focus of the week will be to share our Capstone Projects for the year, Field Trip to Silver Lake and Celebrate a success school on the last day of school. #FTTTP !
EXTRA RESOURCES/LESSON PLANS . . .
May 15-19, 2017
Weekly Focus:
In the process of identifying a public issue for students to address for their Capstone Project, this weeks focus will be to further identify an issue, create a Quality Question in which to address, properly investigate (Anecdotal Research) and begin to write a response to the issue.
In the process of identifying a public issue for students to address for their Capstone Project, this weeks focus will be to further identify an issue, create a Quality Question in which to address, properly investigate (Anecdotal Research) and begin to write a response to the issue.
Monday
Tuesday
I will collaborate with a classmate to identify characteristics of a Global Capstone Policy Issue
Working Document
CHECK THIS OUT!
* Before you leave the hour; have 2-3 issues that you would like to address and prepare to select Wednesday.
Wednesday
I will RE-VISIT my topic idea by developing a Driving Question that will clarify my Capstone Project.
ONCE APPROVED . . .
I will develop my PITCH for my Capstone Policy Issue Project
'Pitch'Working Document
Thursday
I will develop my 'visual' demonstration for my Capstone Project (See: Options)
Friday
I will develop my 'visual' demonstration for my Capstone Project (See: Options)
Tuesday
I will collaborate with a classmate to identify characteristics of a Global Capstone Policy Issue
Working Document
CHECK THIS OUT!
* Before you leave the hour; have 2-3 issues that you would like to address and prepare to select Wednesday.
Wednesday
I will RE-VISIT my topic idea by developing a Driving Question that will clarify my Capstone Project.
ONCE APPROVED . . .
I will develop my PITCH for my Capstone Policy Issue Project
'Pitch'Working Document
Thursday
I will develop my 'visual' demonstration for my Capstone Project (See: Options)
Friday
I will develop my 'visual' demonstration for my Capstone Project (See: Options)
Visual Options
* Google Slides
* Narrated Video (iMovie/Splice)
* Live Presentation
* Haikudeck
* Weebly (Build a Website for your cause!)
* Google Slides
* Narrated Video (iMovie/Splice)
* Live Presentation
* Haikudeck
* Weebly (Build a Website for your cause!)
May 22-26, 2017
Weekly Focus:
Our goals this week is to have students begin to develop solutions to their issues as they begin to formula their thoughts into written expression (See document on Portfolios).
Our goals this week is to have students begin to develop solutions to their issues as they begin to formula their thoughts into written expression (See document on Portfolios).
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Capstone Resources & Questions
UNIT QUESTIONS TO GUIDE INQUIRY 1. How can you Identify public policy issues related to global topics and issues studied? 2. How can you clearly state the issue as a question of public policy orally or in written form? 3. What inquiry methods do you need to acquire content knowledge and appropriate data about the issue? 4. Can you identify the causes and consequences and analyze the impact, both positive and negative? 5. How can you share and discuss findings of research and issue analysis in group discussions and debates? 6. How can you persuade with an essay justifying the position with a reasoned argument? 7. How can you Develop an action plan to address or inform others about the issue at the local to global scales? |
Monday
I will develop a Solution to Capstone Policy Issue Video Document Website Tuesday I will develop a Solution to Capstone Policy Issue Video Document Website Wednesday Check up from the Neck Up: Connections I will share out my present status by including: a. Present Findings b. My Wonders; Areas I still seek answers or need help c. My Deliverables; How will I roll out my Capstone Project YOUR GUIDE TO A GREAT PITCH Final Pitch Document Thursday I will create a written essay and ACTION PLAN (See Format) reflect of my solution(s) to my Capstone Project. TAKE THIS SURVEY! Friday I will create a written essay and ACTION PLAN (See Format) reflect of my solution(s) to my Capstone Project. |
May 29-June 1, 2017
Weekly Focus:
Final Capstone Project will be presented to the class and recorded for posting on student learning portfolios, see checklist above from last week. AKA: SHOWTIME!
Final Capstone Project will be presented to the class and recorded for posting on student learning portfolios, see checklist above from last week. AKA: SHOWTIME!
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Change-makers: Impacting the World
1. Identify the Problem 2. Offer a Solution 3. Share an Example of Success 4. Describe the Impact * Quantitatively * Qualitatively 5. Involve the Marketplace 6. Sustainability 7. Creating a TEAM |
Monday
Memorial Day: No School Tuesday Capstone Rehearsals / Final Touches for public presentations SURVEY MONKEY! Wednesday Present Capstone Projects Thursday Present Capstone Projects Friday Present Capstone Projects |
June 5-9, 2017
Weekly Focus:
The Journey is coming to a end! We will focus on reflecting on our Capstone Project and Learning Journey by updating our On Line Learning Portfolios. We will be having a scavenger Hunt prior to our end of the year field trip to Silver Lake. Awards Day (Half-Day) will be at the High School this year.
#FTTTP!
The Journey is coming to a end! We will focus on reflecting on our Capstone Project and Learning Journey by updating our On Line Learning Portfolios. We will be having a scavenger Hunt prior to our end of the year field trip to Silver Lake. Awards Day (Half-Day) will be at the High School this year.
#FTTTP!
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RESOURCES:
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Monday I will finalize my learning Portfolio (Update Assessments, Google Documents & ect.) Final Checklist Document Tuesday I will finalize my learning Portfolio (Update Assessments, Google Documents & ect.) Final Checklist Document Wednesday Thursday 7th Grade Field Trip: Silver Lake Sand Dunes ALL DAY Friday |
Inquiry-Based Instruction
Questions that will be the bases of Your Passport to the World . . .
What did you mean by that?
How does that work?
Can you explain that?
Tell me more.
What did your partner say?
Does anyone have a different idea?
What makes you think that?
Any other details about…..?
Where did you see that in the text?
How did you figure that word out?
Are you making a prediction?
How do you know that?
What was your process for figuring that out?
Talk to me…elaborate.
Did anyone else have an idea about that?
How did you figure that out?
What did you mean by that?
How does that work?
Can you explain that?
Tell me more.
What did your partner say?
Does anyone have a different idea?
What makes you think that?
Any other details about…..?
Where did you see that in the text?
How did you figure that word out?
Are you making a prediction?
How do you know that?
What was your process for figuring that out?
Talk to me…elaborate.
Did anyone else have an idea about that?
How did you figure that out?
