Month: October 2016

Lesson Plans for Monday 10/31/16 through Thursday 11/3/16

Monday 10/31/16

Objectives: 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

Essential Question: Why do historians classify ancient Sumer as a civilization?

I-Can…correctly complete Type 1 writings and complete Vocabulary Maps

Key Content Terms: civilization, social structure, technology, merchant, artisan, scribe, ziggurat, culture, cuneiform, pictograph

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 5 Preview Activity
  3. Chapter 5 Vocabulary Maps for Key Content Terms

Tuesday 11/1/16

Objectives: 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

Essential Question: Why do historians classify ancient Sumer as a civilization?

I-Can…correctly complete Type 1 writings and identify the characteristics of a civilization and why Sumer was a civilization

Key Content Terms: civilization, social structure, technology, merchant, artisan, scribe, ziggurat, culture, cuneiform, pictograph

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. See-Think-wonder
  3. Read pages 45-48
  4. Complete Circle map about Sumer’s
    1. Characteristics of a Civilization
    2. Stable food Supply
    3. Social Structure

HOMEWORK

Wednesday 11/2/16

Objectives: 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

Essential Question: Why do historians classify ancient Sumer as a civilization?

I-Can…correctly complete Type 1 writings and identify the characteristics of a civilization and why Sumer was a civilization

Key Content Terms: civilization, social structure, technology, merchant, artisan, scribe, ziggurat, culture, cuneiform, pictograph

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. See-Think-wonder
  3. Read pages 49-51
  4. Complete Circle map about Sumer’s
    1. Government
    2. Religion
    3. The Arts

Thursday 11/3/16

Objectives: 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

Essential Question: Why do historians classify ancient Sumer as a civilization?

I-Can…correctly complete Type 1 writings and identify the characteristics of a civilization and why Sumer was a civilization

Key Content Terms: civilization, social structure, technology, merchant, artisan, scribe, ziggurat, culture, cuneiform, pictograph

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. See-Think-wonder
  3. Read pages 52-53
  4. Complete Circle map about Sumer’s
    1. Technology
    2. Writing
  5. Chapter 5 Processing Activity

HOMEWORK

 

Monday 10/24/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and complete Vocabulary Maps

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 4 Preview Activity
  3. Chapter 4 Vocabulary Maps for Key Content Terms

 

Tuesday 10/25/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and identify problems and solutions to geographic challenges in Mesopotamia

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 34-36
  3. Complete Interactive Student Notebook sections 2-4

Wednesday 10/26/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and identify problems and solutions to geographic challenges in Mesopotamia

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 37-39
  3. Complete Interactive Student Notebook sections 5-7

Thursday 10/27/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and identify problems and solutions to geographic challenges in Mesopotamia

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 4 Processing Activity
  3. Lancer Notes for Mesopotamia Crash Course Video
  4. Test Prep

Friday 10/28/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and complete chapter 4 assessment

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 4 Quiz

 

Lesson Plans for Monday October 17th, 2016 through Friday October 21st, 2016

Monday 10/17/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and DRTA comprehension activities

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 28-29
  3. Complete DRTA for sections 3.4 and 3.5

Tuesday 10/18/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and DRTA comprehension activities

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 30-31
  3. Complete DRTA for sections 3.6 and 3.7

HOMEWORK

Wednesday 10/19/16 STUDENT LEAD CONFERENCES 1PM-7PM

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and Review for Chapter 3 Assessment

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Unit 1 Vocabulary Review
  3. Chapter 3 Test Review
  4. Chapter 3 Processing Activity

Thursday 10/20/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and complete Chapter 3 Assessment

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 3 Assessment

HOMEWORK

 Friday 10/21/16

Objectives: 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?

I-Can…correctly complete Type 1 writings and complete Vocabulary Maps

Key Content Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, Irrigation, Levee, Silt, City-State

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 4 Preview Activity
  3. Chapter 4 Vocabulary Maps for Key Content Terms

 

Lesson Plans for Monday October 10th, 2016 through Friday October 14th, 2016

***LANCER WEEK: GRADES CLOSE FRIDAY OCTOBER 14TH, 2016***

Monday 10/10/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and create Vocabulary Maps for Chapter 3 Key Content Terms

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Processing Activity for Chapter 2
  3. Type 1: What is the most important invention in the history of the world?
  4. Create Vocabulary Maps for Chapter 3 Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Tuesday 10/11/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings, Lancer Notes and DRTA comprehension activities

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Lancer Notes on Crash Course Agricultural Revolution
  3. Read pages 26-27
  4. Complete DRTA for sections 3.2 and 3.3

HOMEWORK

Wednesday 10/12/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and DRTA comprehension activities

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 28-29
  3. Complete DRTA for sections 3.4 and 3.5

Thursday 10/13/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and DRTA comprehension activities

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Read pages 30-31
  3. Complete DRTA for sections 3.6 and 3.7

 Friday 10/14/16

Objectives: 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

Essential Question: How did the development of agriculture change daily life in the Neolithic Age?

I-Can…correctly complete Type 1 writings and complete Chapter 3 Assessment

Key Content Terms: Paleolithic Age, Neolithic Age, Fertile Crescent, Catal Hoyuk, domesticate, agriculture, nomad, trade, resource

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 3 Processing Activity
  3. Chapter 3 Assessment

Lesson Plans For Tuesday October 4th, 2016 through Friday October 7th, 2016

Tuesday 9/27/16

Objectives: 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

Essential Question: What capabilities helped hominids survive?

I-Can…correctly complete Type 1 writings, See-Think-Wonders, and Tree Maps to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Crash Course Human Evolution Video and Lancer Notes
  3. Create Tree Map Classifying Early Hominids:

– Australopithecus Afarensis pages 14 and 15

Wednesday 10/5/16

Objectives: 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

Essential Question: What capabilities helped hominids survive?

I-Can…correctly complete Type 1 writings, See-Think-Wonders, and Tree Maps to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Create Tree Map Classifying Early Hominids:

– Homo Habilis: Handy Man pages  16 and 17

  1. See-Think-Wonder Homo Erectus: Upright Man
  2. Create Tree Map Classifying Early Hominids

– Homo Erectus: Upright Man pages 18-19

Thursday 10/6/16

Objectives: 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

Essential Question: What capabilities helped hominids survive?

I-Can…correctly complete Type 1 writings, See-Think-Wonders, and Tree Maps to classify early hominids

Key Content Terms: anthropologist, hominid, capability, migrate

Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. See-Think-Wonder Homo Sapiens Neanderthalensis
  3. Create Tree Map Classifying Early Hominids:

– Homo Sapiens Neanderthalensis: Neanderthal Man pages  20 and 21

  1. See-Think-Wonder Homo Sapiens Sapiens: Double Wise Man
  2. Create Tree Map Classifying Early Hominids

– Homo Sapiens Sapiens: Double Wise Man pages 22-23

Friday 10/7/16

Objectives: 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia

Essential Question: What capabilities helped hominids survive?

I-Can…correctly complete Type 1 writings and complete Chapter 2 Assessment

Key Content Terms: Anthropologist, hominid, capability, migrate

 Activities:

  1. Warm-Up: Type 1 notes on Channel One News
  2. Chapter 2 Processing Activity
  3. Chapter 2 Assessment