Abernathy Collegiate Charter SchoolMr.

NewtonWeek of 10/7/13 6 Grade Chapter Title Pages Lesson #; Title Subject State Standards
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Monday 4 Mesopotamia 73-75 Chapter Introduction Place and Time

6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia.

Tuesday 4 Mesopotamia 76-78 1: Sumerians Geography and vocab

6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 6.2.4 Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

Wednesday 4 Mesopotamia 78-81 1: Sumerians Parts of Sumer Civ.

6.2.2 Understand the relationship between religion and the social and political order in Mesopotamia

Thursday 4 Mesopotamia 78-81 1: Sumerians Parts of Sumer Civ.

6.2.2 Understand the relationship between religion and the social and political order in Mesopotamia

Friday 4 Mesopotamia 81-83 1: Sumerians Sumerian Contributions

6.2.9. Trace the evolution of language and its written forms.

Goals and Objectives

SWDK of the place and time of early Mesopotamian Civilization. SWBA to locate 4 out of 5 water features in Meso as measured by teacher assessment. SWBA to list 3 out of 4 important civ. In Meso. As measured by teacher assessment

SWDK of how the local river systems contributed to the creation of the early civilization SWDK of chapter vocabulary SWBA to explain how the physical geography supported the rise of early civ. As measured by teacher assessment SWBA to utilize chapter vocab with 70% accuracy as measured by teacher assessment. Journal: Have you ever been inside a palace or mansion? Have you seen programs on television or in a movie that take place in a palace or mansion? What were they like? 1. Use map to discuss First Civilization Finish maps. 2. Students work in groups to collect vocab into notebooks.

SWDK of Sumer Civ. Identifying relationships between people, religion and govt. SWBA to compare 3 out of 4 elements of Sumer Society with our society as measured by teacher assessment

SWDK of Sumer Civ. Identifying relationships between people, religion and govt. SWBA to compare 3 out of 4 elements of Sumer Society with our society as measured by teacher assessment.

SWDK of Sumer contributions SWBA to list 7 out of 10 Sumerian contributions to society as measured by teacher assessment. SWBA to describe how life would be different if any one of those contributions had not been invented.

Introduction

Journal: Read the Story Matters: Have you ever watched a subdivision of homes being builtpg. 73

Journal: Do you think historical buildings, like palaces or mansions, should be preserved?

Journal: If you were an archeologist and discovered the artifact on pg. 73 How would you describe it in a letter to a friend. Use lots of details 1. Finish presentations from yesterday. 2. Visual Skills pg. 80 3. Standard of Ur pg. 81

Journal: You are a time traveler; your vessel has landed in Nimrud the day of the Kings official opening. Write about the experience. 1. Cuneiform Activity 2. Students use cube shape cutout to pick 6 most important contributions along with symbols for each

Activities

Closing

1. Map: Students use map on pg. 75 to label their own map. 2. Ask ?s Visual Skills 3. Share Content Background. 4. Timeline: Students create timeline using info from page 75. Predict why this area of the world was to have so many firsts in human history?

Ticket out the Door: Use a vocab word in a sentence.

1. Review 6 parts of every civilization. 2. Add Polytheism and Citystate to vocab list 2. Break students into groups to create and present posters based on Sumers Civ. Using one word, what was life like in Sumer?

Ticket out the door: 3-2-1

Study Guide Lesson 1

Abernathy Collegiate Charter SchoolMr. NewtonWeek of 10/7/13 7 Grade Chapter Title Pages Lesson #; Title Subject State Standards
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Monday
17 Imperial China 471-473 Chapter Introduction Place and Time 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

Tuesday
17 Imperial China 474-477 1 China Reunites 3 Dynasties 7.3.1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. 7.3.2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods SWDK of Sui, Tang and Song Dynasty SWBA place the 3 dynasties in chronological order as measured by teacher assessment. SWBA to identity Empress Wu and list 2 out of 3 of her accomplishments as measured by teacher assessment.

Wednesday
17 Imperial China 478-479 1 China Reunites Buddhism 7.3.1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.

Thursday
17 Imperial China 480-481 1 China Reunites Revival of Confucianism 7.3.3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. 7.3.6. Describe the development of the imperial state and the scholar-official class.

Friday
17 Imperial China N/A 1 China Reunites History Video 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

Goals and Objectives

SWDK of Chinese physical and political geography. SWDK of time period introduced in this chapter SWBA to locate 3 out of 5 geo features and cities in China as measured by teacher assessment.

SWDK of Buddhisms influence in Tang Dynasty. SWBA to describe Buddhisms influence in Tang China, Korea and Japan as measured by teacher assessment. SWBA to describe why Buddhism was eventually rejected in China as measured by teacher assessment

SWDK of Confucianism and its influence Sung Dynasty SWBA to interpret a quote from a primary source document, An inquire on The Way. By Han Yu. SWBA to compare and contrast Buddhist, Confucians Daoism beliefs and find at least one unique characteristic as measured by teacher assessment. SWBA to describe the relationship between Confucian beliefs and civil service. Journal: Why is wisdom important for leaders?

SWDK of Chinese history from the Grand Canal Waterway to Marco Polo SWBA to list the importance of the Grand Canal as measured by teacher assessment. SWBA to list 10 important events or developments that happened during this time period as measured by teacher assessment.

Introduction

Journal: What do you know about China?

Journal: Why do we even need government?

Activities

1. Discuss how China got to this point in history. 2. Students use a blackline map to label using pg 473 and 475 3. Share Content Background Knowledge 4. Students use timeline on 473 to create their own timeline

1. SQ4R pg. 474-477 2. Divide students into groups to create display posters for the Sui, Tang and Song Dynasties. 3. Present to class. Checkpoint: What was the length of each dynasty? Why were some able to last a long time but others not?

Journal: Do you fear new ideas? Can you give an example of a new idea that worked for you.? Did one not? 1. Discuss the origin and beliefs of Buddhism. 2. Students summarize pages 478-479 in notebooks 3. Complete Reading Skills pg. 479. 4. Students complete Visual Skills pg. 479 5. Share Content Knowledge pg. 479

Journal: What characteristics do government leaders need to have? 1. Watch Video: Make list of 10 important elements from it. 2. Discuss lists 3. Complete Lesson Review pg 481 #6

Closing

Write two ?s they would like to learn more about.

Ticket out the Door: 3-2-1

Why might Buddhism appeal to people who had experience a civil war?

1. Discuss Confucian beliefs 2. Students use sticky notes to place on chart under Daoist, Buddhist or Confusion beliefs. 3. Discuss similarities and differences Check: What kind of a person would be attracted to each belief system? 4. Read The Civil Service complete Critical Thinking Skills pg. 481 How did the Civil Service Exam affect Chinese society?

Study Guide Lesson 1

Abernathy Collegiate Charter SchoolMr. NewtonWeek of 10/7/13 8 Grade Chapter Title Pages Lesson #; Title Subject State Standards
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Monday
7 A More Perfect Union 173-175 1 Articles Of Confederation Chapter Intro 8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.

Tuesday
7 A More Perfect Union 176-179 1 Articles Of Confederation Making a Republic 8.3.1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

Wednesday
7 A More Perfect Union 176-179 1 Articles Of Confederation Making a Republic 8.3.1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed. SWDK of the importance of having a sound framework for building a sound government. SWBA to define what a constitution is SWBA to describe 3 out of 4 powers that the A or C gave the govt. SWBA to define what a confederacy is. SWBA to analyze why our country was given a confederacy at first. Journal: How do you feel when you see the flag displayed at events or on buildings? 1. Review SQ4R 2. Define Confederation 3. List powers and organization of A or C. 4. Students complete chart on board listing A or C strengths and weaknesses

Thursday
7 A More Perfect Union 179-181 1 Articles Of Confederation New Policies 8.3.2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

Friday
7 A More Perfect Union 182-183 1 Articles Of Confederation Troubles at home and abroad 8.5 Students analyze U.S. foreign policy in the early Republic

Goals and Objectives

SWDK of the new territories of the US and the time period under the Articles of Confederation. SWBA to list 4 out of 5 new state of the N.W. Territory as measured by teacher assessment SWBA to list 4 out of 5 Great Lakes as measured by teacher assessment. SWBA to identity the Ohio River and Mississippi River as measured by teacher assessment Journal: Why is it important for a country to have a flag? 1. Students use black line map to color 13 original state and the new territories that become states. 2. Visual Skills pg. 174 3. Share Content Background Knowledge. 4. Students create timeline 5. Visual Skills 175

SWDK of the importance of the early state constitutions SWDK of the purpose of government. SWBA to list 3 out of 4 powers of government as measured by teacher assessment. SWBA to list 4 out of the 9 cities that were our nations capital as measured by teacher assessment.

SWDK of the importance of the ordinances of 1785 and 1787 for establishing a solid precedent for new territories. SWBA to compare the NW ordinance of 1785 and 1787 and the Land Act of 1800 giving the purpose of each as measured by teacher assessment.

SWDK of problems facing the new nation under the Articles of Confederation. SWBA to identify 3 out of 4 problems the new Republic faced as measured by teacher assessment. SWBA to predict what measures the US needs to take in order to fix early problems as measured by teacher assessment.

Introduction Activities

Journal: What meaning does the US Flag have for you? 1. Vocab activity 2. Notes: 4 general powers of governments 3. SQ4R pgs. 176-179 4. Share Chart of 177 5. Critical Thinking Skills 177 Checkpoint: How did the new US govt. do in its accomplishment of its 4 powers. OTO: Slideshow--State Constitutions

Journal: Study the picture on page 173. Describe what is going on. 1. Students create a 3 column chart for the news laws. List purpose for these laws 2. Complete with students Geography connection pg. 180 3. Writing Skills 181

What are laws? Why do we have them? 1. Referring to US map complete Reading Skills and Critical thinking skills pgs. 182183 2. Diving room into thirds have groups discuss ways to fix these problems assigned to their group. 3. Students complete Lesson 1 review # 6 and share with class. Discuss: What needs to happen to the A or C? Study Guide pgs. 93-96

Closing

Ticket out the door: Name one new state to be formed from the Northwest territory.

OTO: Game--A or C matching game.

Critical thinking skills pg. 181

Abernathy Collegiate Charter SchoolMr. NewtonWeek of 10/7/13 9 Grade Chapter Title Pages Lesson #; Title Subject State Standards Goals and Objectives
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Monday
4 Ancient Greeks 61-63 Chapter Introduction Place and Time

Tuesday
4 Ancient Greeks 64-66 1 Poets and Heroes Geography/Mycenae

Wednesday
4 Ancient Greeks 66-67 1 Poets and Heroes Greek Dark Ages

Thursday
4 Ancient Greeks 68-69 2 Greek City-States Vocab/Polis

Friday
4 Ancient Greeks 69-70 2 Greek City-States Greek Expansion

SWDK of the physical geography of Greece and the time period of the Mycenaean culture to the rise of Alexander the Great SWBA to identify 3 out of 4 seas surrounding Greece as measured by teacher assessment SWBA to identity 7 out of 10 events on a timeline as measured by teacher assessment.

SWDK of Greek roots in selected English words. SWDK of Mycenaean culture. SWBA to describe how geography affected Greek culture as measured by teacher assessment SWBA to list 3 out of 4 important dates in Mycenaean history

SWDK of Greeces Dark Ages. SWDK of Homer and his works the Iliad and the Odyssey. SWBA to list differences between the Iliad and the Odyssey as measured by teacher assessment. SWBA to come up with at least 3 reasons why they believe the Trojan War did or did not happen as measured by teacher assessment. 4. SWBA to define what a hero is according to Homer. Based on what you know about history, why is democracy such a huge idea? 1. Venn Diagram: Iliad and the Odyssey 4. Debate: Did the Trojan War really happen? Students use argument taken from article to write a short persuasive essay either accepting or rejecting the idea. Lesson 1 Review pg. 67

SWDK of the Greek CityState SWBA to utilize 7 out of 9 vocabulary words as measured by teacher assessment SWBA to describe Polis life including rights and responsibilities; Acropolis and the Agora; and New Military Systems; as measured by teacher assessment

SWDK of Greek Colonies and their effect of Greek life. SWDK of tyrants as a form of Greek government. SWDK of democracy and its effect on Greek life SWBA to list 2 out of 3 causes and 3 out of 5 effects of Greek colonization SWBA to identity the differences between tyrants, oligarchy and democracy.

Introduction

Journal: What are some important characteristics of an effective leader? 1. Students complete Greek City States map pg. 63 2. Discuss visual skills pg. 63 3. Share Content Background Knowledge pg. 63 4. Create Time line pg. 63 5. OTO Timeline Place and Time Greece Close and Reflect pg. 63

Activities

Journal: What conclusions can you draw about Pericles from the way he is depicted on page 61. 1. SQ4R pg. 64-67 2. Geography Connection pg. 65 3. Critical Thinking Skills pg. 65 4. OTO Map--Mycenaean Civ.

On page 62, what is Pericles trying to say about democracy? Do you agree with him? 1. Review Lesson 1 review 2. Review Trojan War essays 3. Vocab Activity 4. Lecture: The Polis 5. Reading Skills pg. 68

On page 62 what is Aristotle trying to say about the state? Do you agree with him? 1. Critical Thinking Skills pg. 69. Causes and effects of Greek Expansion 2. Taking Notes T chart of exports and imports 3. OTO Chart--Tyrants in Greek City-States 4. Geography Connection pg. 71 Which groups supported the rule of the tyrants?

Closing

What effect did Greeces mountainous geography have on the development of its culture?

Ticket out the door: 3-2-1