7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question: How did Europe change during the middle ages? What is the relationship between government and religion? Learning goal for this week: Write about history -- the Middle Ages. Weekly Check-In: Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! *** HOW TO TURN IN WORK ***
google doc that is shared with me (be sure to name it: “Per. ___, Your Name, Name of Assignment”
with pen and paper and take a picture and email it to me
Take a screenshot and send it to me
DEADLINE for all trimester 3 work is due by 5pm on Mon, June 8th ******************************************** ATTENDANCE I take attendance on Fridays as directed by the Redmond School District. Weekly lessons and assignments:
Review & Write: “What events brought about the downfall of feudalism and ended the Middle Ages?”
Write a paragraph summarizing these events and explaining how they brought about the end of feudalism and the Middle Ages. Before writing, you might create a chart or web diagram to organize your ideas and details (this would be like a pre-write)
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook TIPS for Writing
Review your notes from the lessons on the Crusades, the increasing power of the Church, the Hundred Years’ War, and the growth of towns
State your main idea clearly at the beginning of the paragraph
Support your main idea with relevant facts, details, and examples.
Use vocabulary from the chapter.
Provide a concluding statement about the end of feudalism and the Middle Ages.
If you haven’t completed it yet, please do the Vocabulary! This is the vocabulary for Chapter 21, Section 2. You will use the same format for this vocabulary -- the words are in the chart on the link. Chapter 21, 3-column Vocabulary Chart, DO NOT COPY AND PASTE definitions. Read the definitions you find and write a new definition using your own words.
Target Due Date: Sunday June 7th at 5 pm DEADLINE for ALL trimester 3 work is due by 5 PM on Monday, June 8th
Tri 3, Week 7, May 25-29 Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question: How did Europe change during the middle ages? What is the relationship between government and religion? Learning goals for this week:
Understand how the growth of towns and trade led to changes that brought the Middle Ages to an end
Review the timeline (video) of the Middle Ages
Weekly Check-In: Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! *** HOW TO TURN IN WORK ***
google doc that is shared with me (be sure to name it: “Per. ___, Your Name, Name of Assignment”
with pen and paper and take a picture and email it to me
Take a screenshot and send it to me
ATTENDANCE I take attendance on Fridays as directed by the Redmond School District. Weekly lessons and assignments:
Review section 2.5 “War and Plague” pages 620-621 (you’ve already learned about this from the various videos, but this section might offer a different perspective).
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook
Take Cornell notes OR Your Choice of Notes (picture notes, 3-column notes, outline notes, etc.) - Remember the purpose for reading: understand how the growth of towns and trade led to changes that brought the Middle Ages to an end.
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 619 in your Cornell Notes Document
What economic opportunities did towns offer ordinary people?
How did the growth of towns affect monarchs?
Why do you think learning was revived at the end of the Middle Ages?
Watch and Write: Watchthis video of a timeline of the Middle Ages. Select three things from the timeline video that caught your attention and write about why you think these things were important and how did they contribute to change in Europe during the Middle Ages.
Vocabulary! This is the vocabulary for Chapter 21, Section 2. You will use the same format for this vocabulary -- the words are in the chart on the link. Chapter 21, 3-column Vocabulary Chart, DO NOT COPY AND PASTE definitions. Read the definitions you find and write a new definition using your own words
Tri 3, Week 6, May 18-22 Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question: How did Europe change during the middle ages? What is the relationship between government and religion? Learning goals for this week:
Understand the steps Christians in Europe took to conquer Palestine and retake Spain.
Extension learning goal (if you want to dig deeper into the middle ages- NOT required)
Weekly Check-In: Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments:
Listen!Review of last week’s content and what you’re doing this week.
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook
Take Cornell notes OR Your Choice of Notes (picture notes, 3-column notes, outline notes, etc.) - Remember the purpose for reading: to understand the control the Church had over people and kings during the Middle Ages
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 619 in your Cornell Notes Document
Why did Pope Urban II encourage Christians to begin a series of wars against Muslims?
(Interpret the map) Which Crusade involved much of Western Europe?
What efforts to drive Muslims from Europe were undertaken after the Crusades ended?
Create a Crusades One-Pager by clicking on this link and getting directions. This one-pager will be created from information you learn from the text and video.
You can create your one pager in one of these ways:
google doc that is shared with me (be sure to name it: “Per. ___, Your Name, Crusades 1-Pager”OR
2. with pen and paper and take a picture and email it to me
Vocabulary! This is the vocabulary for Chapter 21, Section 2. You will use the same format for this vocabulary -- the words are in the chart on the link. Chapter 21, 3-column Vocabulary Chart, DO NOT COPY AND PASTE definitions. Read the definitions you find and write a new definition using your own words.
Tri 3, Week 5, May 11-14 Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question: How did Europe change during the middle ages? What is the relationship between government and religion? Learning goals for this week:
Understand that during the Middle Ages, the Church controlled lives and challenged the authority of kings.
Extension learning goal (if you want to dig deeper into the middle ages- NOT required)
King John & The Magna Carta (pages 614-615 in textbook)
Weekly Check-In: Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments:
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook
Take Cornell notesOR Your Choice of Notes (picture notes, 3-column notes, outline notes, etc.) - Remember the purpose for reading: to understand the control the Church had over people and kings during the Middle Ages
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 613 in your Cornell Notes Document
How did Christianity unify the people of medieval Europe?
What does the sentence “the church dominated people’s lives from the cradle to the grave” mean?
Why was the conflict between King Henry IV and Pope Gregory VII important?
Watch: another middle ages video that discusses the power of the church, the bubonic plague, and the Crusades.
Write a paragraph response to the video (in a google doc that you share with me) from the perspective of a person living during the middle ages -- about the plague, church, or the Crusades.
NEW Vocabulary!We have new vocabulary for Chapter 21 -- this is for Section 2. You will use the same format for this vocabulary -- the words are in the chart on the link. Chapter 21, 3-column Vocabulary Chart,
Tri 3, Week 4, May 4-8 Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question: How did Europe change during the middle ages? What is the relationship between government and religion? Learning goals for this week:
Describe what life was like on a medieval manor
Extension learning goal (if you want to dig deeper into the middle ages- NOT required)
Identify the equipment medieval knights wore and carried into battle (chapter 21, pages 608-609)
Weekly Check-In: Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments:
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook
Take Cornell notesOR Your Choice of Notes (picture notes, 3-column notes, outline notes, etc.) - Remember the purpose for reading: To understand what life was like on a medieval manor
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 611 in your Cornell Notes Document
What was the role of the manor in feudal society?
Based on the illustration, what measures were taken to protect those who lived on the manor?
Why might peasants and serfs have been willing to do almost anything to attain “a better life after death”?
Vocabulary! If you haven’t finished the vocabulary for Section 1 of Chapter 21, go back to your Chapter 21, 3-column Vocabulary Chart and be sure to include the vocabulary from this section.
Create a family coat of arms. This link will ask you to make a copy -- give it a few seconds) then use the information in this article to design your own family coat of arms. You can create your coat of arms on the computer and share it with me in a google doc OR create one on paper, take a picture of it and email it to me. If this link does not work for you, click on either of the other links below “shields and symbols” and “coat-of-arms”. (if the link doesn't work, click on button at top of page to access document).
Extra: Practice your vocabulary with Quizlet!Password: buck
Tri 3, Week 3, Apr 27-May 1 Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question this week: How did Europe change during the middle ages? Essential question this week: What is the relationship between government and religion? Learning goal for this week: To understand feudalism and how it developed Weekly Check-In: Be sure to go to our class document (link above per class) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments:
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook
Cornell notes - Remember the purpose for reading: To understand feudalism and how it developed.
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 607 in your Cornell Notes Document
What role did vassals play in the feudal system?
How does the illustration show that peasants and serfs made up the largest class in society and had little power?
How did the relationship between a lord and his vassals affect that between the vassals and the king?
Vocabulary! If you haven’t finished the vocabulary for Section 1 of Chapter 21, go back to your Chapter 21, 3-column Vocabulary Chart and be sure to include the vocabulary from this section.
Extra: Practice your vocabulary with Quizlet!Check your email for the password! Links to resources:
Target Due Date:Sunday, May 3rd at 5 pm Grades for this week will be posted at some time on Monday, May 4th.
Week of Apr 20-24 Weekly Check-In Click on button above to access your class check-in document Standard(s)/Skills addressed this week:
7.21 Describe and compare the beliefs, the spread, and the influence of religions
7.2 Compare and contrast early forms of government via the study of early civilizations
Unit Essential question this week: How did Europe change during the middle ages? Essential question this week: What is the relationship between government and religion? Learning goal for this week: Understand how Charlemagne united the Germanic kingdoms under his rule. Weekly lessons and assignments:
Note:You can click on the speaker in the text to have it read to you, but please follow along. If reading in Spanish is easier, log into the Spanish version of the textbook - Take Cornell notes - Remember the purpose for reading: To understand how Charlemagne united the Germanic kingdoms under his rule SHARE your notes document with me -- you will also be answering questions in this same document after note-taking and reading.
Process and review your notes. What are the main ideas presented in the text? Do you have the main ideas in your notes so that you can answer the essential question?
Answer “Review & Assess” questions on page 603 in your Cornell Notes Document
What were Charlemagne’s two main goals during his reign?
What happened after Charlemagne put down the uprising in Rome?
How was Charlemagne a stabilizing or steadying force in Western Europe?
Target Due Date:Sunday, April 26th at 5 pm *********************************************************************************************************************
Week of Apr 13-17 Office Hours: M: 8-9AM T-W-Th: 9-10AM Standard(s)/Skills addressed this week:
6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Learning goal for this week: Read a variety of historical primary documents and create your own “primary document” (journal) about this moment in time (COVID 19 Pandemic, Distance Learning, Social Distancing, Quarantine) Weekly lessons and assignments:
Students will read historical, primary resources (links below) and reflect on the author’s point of view and historical context (at least 15 minutes per day)
Students should review “Journal Writing Tips” (link below) for guidance on how they might set-up and create their journal
Students will begin writing a journal to record their thoughts, feelings, and activities while beginning their distance learning during the pandemic (at least 15 minutes/day).
Things to consider when writing:
Your actions in response to this event.
Your emotional state during this time.
Effects of your behavior on other individuals (family, friends, community members, etc.) during this time.
Your hopes or fears of what might happen
What you are learning by going through this event
Students can take photos of their journal pages (if writing by hand) and share or share their journal pages in a google doc
Week of Apr 6-10 Hi everyone! So, we're venturing into a new style of learning for awhile, so let's try and have some fun! "Engage Redmond" will be up and running later today (Friday, April 3rd) and you will be able to check into your classrooms (online) and see assignments. I will copy everything from my teacher template in "Engage Redmond" here, so you will have access from both places.
NOTE: I gave you digital options for completing the work, but if computer time is limited, you can always use pen and paper to take notes and do assignments. REMEMBER: SHARE your documents with me! Be sure to rename your documents this way: P. ____, Your Name, Assignment Name (Example: P. 2, Miss Buck, KWL Chart) This is new for all of us, so we need to be patient, but also take our learning seriously, because like we always say in class, "Knowledge is Power". Gain more knowledge so you can go forward and be a positive contributor to our local, state, federal, and global communities! I miss you all and look forward to when we can all be in our physical classroom community once again. Until then, be safe...and smart. Time for school! - Miss Buck Mon, April 6
In the shared google doc for your class (on my blog) check-in and share how you are doing; respond to two classmates
"Medieval Europe" On the K-W-L chart (what do I Know, what do I Want to learn, and what did I Learn) complete column one (K) and two (W) Please share any documents you create: Document title: Per ___, Your Name, Assignment Name If you prefer to use pencil and paper, that’s fine too Topic: Medieval Europe Objective: Learn what happened after Rome fell Essential Question: How did Europe change during the Middle Ages Tues-Thur, April 7-9
Read Ch. 21, section 1.1 in the World History: Great Civilizations textbook pages 600-601 and take Cornell notes (don’t forget to process your notes and connect your thinking [identify main idea of chunk of notes & write a question that the main idea answers])
Week 24, Mar 9-13 Monday - Students continued with the SW Asia & N. Africa government and economics unit and read about Afghanistan: Moving Forward (2.5). The main idea of this section is that Afghanistan struggles to define itself and move forward in the modern political world. DUE: Worksheet - end of period. Tuesday - Students reviewed the worksheet and information from yesterday (2.5) and continued to read about "Building Schools" (2.6). The main idea of this section is that building schools in Afghanistan and other developing countries is critical to the future. Students completed the worksheet in class and they are to keep it to study from for the test on Friday. Wednesday - Students will be given a Study Guide for the TEST on FRIDAY! Students will first go through the study guide and answer what they know -- highlight what they do NOT know and begin studying from there. We will review the Study Guide as a class on Thursday in preparation for the TEST on FRIDAY. DUE: Study Guide, Thursday, beginning of class Thursday - Students are encouraged to reread the text (button below to link to text), review the study guide and their section worksheets and notes in preparation for the test. LINKS to ALL the Worksheets, texts, and notes are below! Students can get paper copies from Miss Buck if they have limited internet access. Friday - UNIT TEST
Week 23, Mar 2-6 Monday - Students finished reading about "Oil & Wealth" in SW Asia and completed a worksheet (2.2). The main idea of this section is to learn about the oil-producing countries in SW Asia and N. Africa and how they possess important resources of energy and wealth. DUE: End of period today Tuesday - Students read about "Tensions in SW Asia" (2.3). The main idea of this section is to understand the Israeli and Palestinian struggles over issues of land, self-rule, and security over the years. DUE: Worksheet - beginning of class Wednesday Wednesday-Thursday - Students read about and took notes on "Iraq: Problems and Promise". The main idea of this section is to study the internal division and wars that caused great problems for Iraq, but also seeing their move toward democracy and the promise of a better future. Friday - Students finished Iraq notes (section 2.4).
Week 22, Feb 24-28 Monday - Students began reading an article, "Technology and Innovation in the Middle East" for gist (main idea) and writing what they remembered from their first read (who, what, where, when, why, and how). The reading purpose (or essential question) is "How did technology and innovation in the Middle East lead to worldwide technological advancements?" Tuesday Students collaborated in groups to recall information from the text and write summary statements. Students began their second read of the text which involves marking the text.
Week 21, Feb 17-21 Monday - NO SCHOOL, President's Day Tuesday - Students read about the Ottoman Empire -- it's beginning, at its height, and its demise. Main idea: The Ottoman Empire was a powerful empire in Southwest Asia and North Africa that lasted more than five centuries. Links to worksheet and text below. DUE: Worksheet - beginning of class tomorrow. Wednesday - School Cancelled Thursday - Istanbul: East Meets West; students read about Istanbul after from the time the Ottoman Empire took over until it ended. They examined it's location, trade, and culture. DUE: Worksheet due Friday. Students will have 15 minutes at beginning of class to finish. Friday - Students turned in Istanbul notetaker and reviewed it in class. Next up is present day government and economics of southwest Asia and northern Africa.
Week 19, Feb 3-7 Monday - No School Tuesday - Note-taking on the geography of the Byzantine Empire Wednesday - Review questions and notes from geography of BE and learn about Justinian and Theodora -- co-emperors of the Byzantine Empire (Eastern Roman Empire). Thursday - Class discussion continued about the reign of Justinian (and Theodora). Students finished notes and answered reading check questions in their spirals. DUE: End of period. Friday - Students had their Byzantine Empire geography notes and notes on Justinian and Theodora graded while they worked on a one-pager assessment. This assignment is on the link above. Students had the entire period to work on this assignment and it is due at the beginning of class on Monday. DUE: Monday, Feb. 10, beginning of class: Byzantine Empire One-Pager
Week 18, Jan 27 - 31 Monday - Students used class time to work on their Rome mini-Q essay. The essay is the culmination and final assessment for the Rome unit and will be worth four test grades that have to do with writing and content. The scored areas are: writing a claim, presenting evidence to support the claim, citing the source of the evidence, and making/writing an argument (connecting the evidence to the claim). DUE: Essay due Tuesday, Jan. 28th end of class (unless otherwise indicated to specific classes)
Week 17, Jan 20 - 24 Monday - NO SCHOOL, MLK Day Tuesday - Class debriefed the Socratic seminar and began the final bucketing and thesis writing and outline for the mini-Q essay. Wednesday - Students worked on essay outline (pre-write). DUE: Outline, beginning of class Thursday Thursday - Outline due. Students begin working on rough draft -- hand written. When finished with rough draft, students are to revise the draft, using the transitions sheet to raise the level of their writing. When revising, students are looking to ensure the information is organized and thorough. Final editing is when the focus is on spelling, punctuation, and capitalization. DUE: Rough Draft, Friday, beginning of class. Friday - Students used the class period to write, revise, write, peer edit, and write some more. Final essay is due Monday, January 27th at the end of class. DUE: Monday, end of class, final essay
Week 16, Jan 13-17 Monday - The class finished discussing the "Hook" exercise and we read the mini-Q background essay. Students had class time to work on the questions for the essay. DUE: Questions, Tuesday, Jan. 14th, beginning of class Tuesday - Class reviewed the answers to the background essay questions and read through documents A, B, and C in the packet as well as did the pre-bucketing activity. DUE: A, B, C Questions, Wednesday, beginning of class Wednesday - Class reviewed and discussed the answers to documents A, B & C and then read through documents D, E, and F. DUE: D, E, F Questions, Thursday, beginning of class Thursday - Students reviewed answers and discussed documents D, E, & F. Students prepped for tomorrow's Socratic seminar by writing two, level 2 or 3 questions about the fall of Rome. DUE: (2) Level 2 or 3 questions, Friday, beginning of class Friday - Socratic seminar on the reasons for the fall of Rome.
Week 15, Jan 6-10 Monday & Tuesday - Students are learning about the origins of Christianity and the impact the religion had on the Roman Empire. Students are taking notes from the textbook (see links below). Wed - Friday - Students finished processing notes on Christianity and the impact on the Roman Empire and completed a note-taking sheet and watched a slide show. Students were given the Rome Mini-Q packet and put due dates in their agendas. Students completed the "Hook" exercise in the packet and we discussed some of the problems facing the US today that were similar to those the Roman Empire faced over 1300 years ago. For copyright reasons, the packet will NOT be posted on my blog, but students can obtain a copy from me in class if they lose theirs.
Week 14, Dec 16-20 Monday - Students watched and took notes on the "Horrible Histories-Rotten Romans" video to gain more information about Caesar and life in the Roman Empire. Then, with a partner, students read a packet of information "Daily Life in the Roman Empire" to understand more about what life was like for women, at school, for fun, with the gods, and with food. Students will complete the reading together and answer questions -- listing the three most important details about each subject area and contrast life in the Roman Empire with life today. Students will add a drawing depicting each area of life. Tuesday - Students are working with their assigned partner to read and analyze the information in the "Daily Life in the Roman Republic" packet and will complete the student worksheets using information from the packet. Students will discuss the information and check each other's answers before turning in the assignment. DUE: Student packet on Daily Life in the Roman Empire, End of Class, Tuesday, Dec. 17th Wednesday - Students completed the Daily Life in the Roman Empire packet and began working on the Roman Emperor Timeline activity which highlights seven well-known Roman emperors and their achievements -- or lack thereof. Students are to accurately place the emperors on the timeline (in chronological order) and list three things that were significant about the emperor in the corresponding text box. DUE: End of class, Thursday, Dec. 19th.
TRIMESTER 2 Week 13, Dec 9-13 Monday - Students learned about what happened after the assassination of Julius Caesar and the death of the Republic; a new empire and the Pax Romana. Tuesday - Students are using the "Roman Achievements Website" link (above) to complete the Roman Achievement Chart in class today and tomorrow (due: end of period Wednesday). Students who finish the achievement chart early can move on to "Explore Ancient Rome" (link above). Students must make a copy of the "Explore Ancient Rome" chart and can share it with Miss Buck. DUE: Roman Achievements chart, Wednesday, Dec. 11th at end of class Wednesday - Students finished the "Roman Achievements" chart and turned it in. They began to explore ancient Rome (link above) and completing that chart.
Week 12, Nov 18-22 Monday- Students began to learn about the Punic Wars and took notes (link to text and teacher notes above). Students are required to "process" their notes tonight -- homework assignment -- and they will be graded tomorrow. DUE: Tuesday, beginning of class: Processed Punic War notes Tuesday - Processed notes checked. The Republic in chaos notes -- the wars have ended and the Roman Republic has expanded, but with it comes greed and the downfall of the Republic. Wednesday-Thursday - students finished taking notes on Caesar's rise to power -- and ultimate demise. Students took independent notes. END of TRIMESTER ONE
Week 11, Nov 11-15 Monday - No school. Veteran's Day. Tuesday - Students took notes from posters on seven different topics about Ancient Rome. DUE: Test on Wednesday. Students may use their notes from the poster gallery walk. Wednesday - Test on Ancient Rome. Students may use notes. Thursday- Students are to take Cornell notes on "Gods and Beliefs" (text on link above) and answer the "Review and Assess questions on page 283 on the student side of their Social Studies spiral. These notes are entry #10 in the table of contents. Topic: Gods and Beliefs EQ: How did Rome become a mighty power in the Mediterranean? Obj: Explain the roles of religion and values in Roman culture. Friday - Debrief with students about Roman gods and beliefs and the role of religion and values in Roman culture.
Week 10, Nov 4-8 Monday-Friday- Students worked in groups to become experts on certain areas of Ancient Rome and created posters to present to the rest of the class (text link above)
Week 9, Oct 28-Nov 1 Monday - Class previewed Roman Republic and completed vocabulary for this section of notes. Tuesday - Students worked in pairs to read, discuss, and take notes on the Roman Republic. The essential question for this section of notes is "How is the government of the United States similar to that of the Roman Republic?" Wed-Thursday - Students worked on the Rules of the Roman Republic Friday- Veterans came to speak to Social Studies classes
Week 8, Oct 21-25 Monday - Friday: Students took notes on European thought (Ancient Greece) and the Roman Republic and how it impacted and shaped Western Civilization (see links above)
Week 7, Oct 14-19 Monday - Tuesday - Students completed their vocabulary charts on physical geography and other key terms and began taking notes on the land regions and climate zones of the European continent (link to notes above). Wednesday - Thursday - Students finished taking notes on European Geography and will have a unit quiz after finishing the next section on European thought. Conferences tonight, 4-7:30 PM Friday - NO SCHOOL, Conferences 8 AM - Noon.
Week 6, Oct 7-11 Monday- Students finished the Socratic seminars and philosophical chairs debates today and were given reflection and debrief sheets to complete. DUE: Socratic Seminar or Philosophical Chairs Debate Debrief and Reflection Sheets, Tuesday 10-8-19 Tuesday - Students turned in their reflection or debrief sheets today. Students completed a couple of Reading Comprehension assessments today (this is not a grade, but an assessment to help Miss Buck determine areas of focus for students in understanding text they are reading in Social Studies this year). Wednesday-Thursday - Miss Buck was out but the guest teachers began the study of European geography - asking the essential question, "How did Europe's physical geography encourage interaction with other regions?" Friday - No School.
Week 5, Sep 30-Oct 4 Monday-Wednesday - Students worked through the "Metal Detector" text, continuing to identify claims and evidence and eventually, writing in the margins. Two classes will be preparing for a philosophical chairs debate on Friday (periods 5 & 6) and two classes will be participating in a socratic seminar (periods 2 & 4) regarding the text and the idea of using metal detectors and x-ray machines in schools as part of a safety plan. The activities will require students to demonstrate listening and speaking skills as well as referencing text to support their position on the issue. Thursday - Final preparation for socratic seminar or debate on Friday. The activities will count as a test grade and if a student is absent, they will be required to write a position paper in lieu of participating. Requirements for the paper are on the link above and are due Tuesday, October 8th.
Week 4, Sep 23-27 Monday: Students did a quick review for the Focused Note-Taking Quiz and took the quiz Tuesday: Students learned how to mark-up text in Social Studies (click on button above to review) Wednesday-Friday: Students are learning strategies for writing and drawing in the margins of text to help with comprehension and learning (button above is link to information page). Students will practice marking the text and writing and drawing in the margins on the article, "Do metal detectors and X-ray machines belong in schools?" (button above)
Week 3, Sep 16-20 Monday: Students reviewed safety procedures for Miss Buck's class. Safety drills will be run through second and third period tomorrow. Tuesday: Students worked through the third phase of focused note-taking (FNT), "Connecting Thinking" and are making their way through all five phases. Wednesday: Students learned the fourth phase of focused note-taking today, "Reflecting and Summarizing" and will continue with this phase on Thursday. DUE: Thursday at beginning of class - summaries in notes. Thursday-Friday: Students finished taking notes on the 5 Phases of Focused Note-Taking and reviewed the information. There will be a quiz on Monday over FNT. A copy of the class notes can be found by clicking the button below.
Week 2, Sep 9-13 Monday: Students set up their SS spirals and learned where they can access materials in the classroom. Tuesday: Students will review the five phases of the focused note-taking process using Cornell notes. Wednesday: Class discussion about the events of 9/11. The essential question was, "How do certain events impact the decisions you make?" Thursday: Students continued taking notes on the five phases of focused note-taking. Tonight for homework, students are to "process their notes" and revise them using the checklist they received today. Click on buttons above to access notes and checklist. DUE: Processed notes, Friday Sept. 13th at beginning of class.
Week 1, Sep 3 -6 Mon-Tues: No school Wednesday-Thursday: Welcome Back! Students will review the OMS Student Handbook and take a handbook quiz in periods 1 & 2. All classes will review the class syllabus and expectations for Miss Buck's class. A copy of the syllabus is available by clicking on the button above. Friday: Students turned in their syllabi and were assigned chromebooks. Students learned the google docs page format for submitting writing in Miss Buck's class. DUE: Friday, Sept. 6th - Signed syllabus (back sheet only)