YOUR PASSPORT TO THE WORLD
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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

Picture

Picture
7th Grade Social Studies GLCE
Curriculum Map

Unit 1 Curriculum Map
Unit 2 Curriculum Map
Unit 3 Curriculum Map
Unit 4 Curriculum Map
Course Documents
Michigan 7th Grade Level Expectations
Vocabulary Development 

(Middle School Social Studies)
Course: Pre/Post Test
Student Portfolio's Log-In


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.  
Picture

Resources / Standards

  Nick Vujicica Story
         Great Failures
         Courage of Great Failures
        
         Kyle Maynard Event
        kYLE MAYNARD ARTICLE
    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.

STUDENTS WILL DOWNLOAD THE MI OPEN BOOK PROJECT INTO THEIR GOOGLE DRIVE . . .
Picture

Resources / Standards

Classroom 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.

Resources / Standards





                   8th 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. 
Picture
    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.

Resources / Standards

    Learning Targets

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.

Resources

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 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies.
Picture

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).
Standards of the Week
​

7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies.

Resources

Population 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!
Unit Assessment(s)
Study Guide
Introduction to Geography Test
Five Themes of Geography News Article Assignment (Application)

Learning Targets

Monday 
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.
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 Targets

Monday
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.
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). 

Resources 

STUDENT VERSION
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.

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)

RESOURCES 

I 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.
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.

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.          
Standards of the Week
7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence.
RESOURCES

via GIPHY

                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.
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

Picture
            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.
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.

RESOURCES 

History 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.
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
              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.
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. 
                   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.           
              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.

Picture
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. 
            
              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.

Picture
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) .
              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) .
              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.
              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
​        *  Work That Matters: What is PBL?
    

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 . . . . 
Picture

              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!
              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

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.
              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.
                                                                             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.

              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:
Picture

April 2 - 6, 2018

Weekly Focus: 
Students will describe the beliefs of the six major world religion through a variety of task.
              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:
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.
       
              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:
RESOURCES:
​

​
Monday 
FOCUS:
Tuesday 
FOCUS:
Wednesday 
World Religion Pop Quiz: Document
FOCUS:
Thursday 
​FOCUS:
Friday
FOCUS:

April 23 - 27, 2018

Weekly Focus: 

RESOURCES:
     
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.
              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
National Capstone Issues:
A-D
  •  Anti-Corruption
  •  Climate and Environment
  •  Counterterrorism and Countering Violent Extremism
  •  Cyber Issues
  •  Defeating ISIL
  •  Democracy and Human Rights
E-M
  •  Economic Affairs and Trade Policy
  •  Energy
  •  Food Security
  •  Health Diplomacy
N-Z
  •  Nonproliferation
  •  Oceans and Arctic
  •  Refugees
  •  Trafficking in Persons
  •  Women's Issues
Global Capstone Issues:​
  • Africa
  • Ageing
  • AIDS
  • Atomic Energy
  • Children
  • Climate Change
  • Decolonization
  • Democracy
  • Food
  • Health
  • Human Rights
  • International Law and Justice
  • Oceans and the Law of the Sea
  • Peace and Security
  • Population
  • Refugees
  • Water
  • Women
                  A.   UNITED NATIONS ISSUES IN DEPTH DETAILS
                  B.   FUN FACTS

OTHERS
Kony (Africa) The Invisible Children
Illegal Elephant Tusk Poaching and Article​
​Rhino Poaching
China and Tibet Conflict ​I
ndonesian Political and Religious Conflicts and 
Article ​North and South Korea Tension and more VIDEO
Vietnam War & Article Fought in Laos and Cambodia  ​Conflict in Afghanistan and Russian Involvement ​Arab/Israeli Conflict
Sir Lanka Civil War or Video
Kashmir or In-depth Video
Flat World!  (An Economic PerspectIVE)/ Student Handout Iraq War
Turks & Kurds
Korean Conflict (War)  and Article​

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.

              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:
​
              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: 

Monday

​
Tuesday


Wednesday

Thursday

​

Friday

May 21 - 25, 2018

Weekly Focus:

              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

 
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.
Resources:
Michigan Open Book Project (Guideline)
​Finding Solutions to Hunger Book


NEW! Google Earth
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 !
RESOURCES:
Picture
Monday
End of Year Survey: Feedback

Tuesday
Mr. Quinlan's Capstone Project:
    #FTTTP: Press On Regardless

Wednesday
Silver Lake Sand Dunes 7th Grade activity
Pre-Field Trip Scavenger Hunt

Document
Website


Thursday
Silver Lake Sand Dunes FIELD TRIP

Friday
Last Day of School: Half Day Awards Day

 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.       
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)
Visual Options
     * 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).

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.
​
Picture

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!
      
    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! 
RESOURCES:
Picture


​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?
Picture
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