united_states_and_canada_maps_copy__1__copy.pdf | |
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united_states_and_canada_maps_copy.pptx | |
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us_and_canada_mapping_lab.pdf | |
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Week of April 20
Essential Question: How should the resources of rainforests be used and preserved?
Learning Targets:
TCI Chapter 12: Land Use Conflicts in the Amazon
Directions: As you read the chapter, complete the questions below. Your answers should be thorough and in complete sentences.
Week of April 20
Essential Question: How should the resources of rainforests be used and preserved?
Learning Targets:
- Identify the human and physical geography of the Amazon Basin.
- Explore the various groups with an interest in the resources of the rainforest.
- Analyze the competing viewpoints of the groups interested in the resources of the rainforest.
- Investigate ideas about how to address the land use conflict in the rainforest and determine which would be the most appropriate in the Amazon region.
- Issues and Ideas in the rainforest - http://environment.nationalgeographic.com/environment/habitats/rainforest-threats/
- LizardPoint Map Quizzes - South American Countries Map Quiz Study Link
- Drag and Drop Country Quiz Practice (must be played on a device with Flash Player - not an iPad)- http://www.sheppardsoftware.com/country_SoAmCA_G2_drag_drop.html
- Article about Environmentalists: http://www.ibtimes.co.uk/global-witness-environmental-activists-murders-have-soared-dramatically-1444977
- Pictures of tribes being affected by deforestation caused by farming, logging, and ranching industries: http://www.ibtimes.co.uk/glimpse-into-lost-world-amazon-tribes-threatened-by-progress-1443298
- Satellite Image video of Deforestation of the Amazon Rainforest: https://www.youtube.com/watch?v=oBIA0lqfcN4
- Environment vs. Development BBC video - https://www.youtube.com/watch?v=w6rPo5ZJTCQ
- Farming Invasion vs, Preserving the Land BBC video - https://www.youtube.com/watch?v=o3mV6r01-kE
- Commercial Farming vs. Subsistence Farmers/Natives BBC Video - https://www.youtube.com/watch?v=yK1HpaowBmw
- Pie Chart Showing the Causes of Amazon Deforestation: http://photos.mongabay.com/06/causes-of-amazon-deforestation.jpg
TCI Chapter 12: Land Use Conflicts in the Amazon
Directions: As you read the chapter, complete the questions below. Your answers should be thorough and in complete sentences.
brazil__amazon_conflicts.pdf | |
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Week of April 13th (Optional Lesson)
TCI Chapter 11: Dealing with Extreme Weather Reading Guide Directions: As you read the chapter, complete the questions below. Your answers should be thorough and in complete sentences. 11.1 Introduction What is extreme weather? What are some examples of extreme weather?
Overview
In this lesson, students learn about hurricanes as an example of extreme weather and how people in the Caribbean deal with this physical phenomenon. In a Visual Discovery activity, students analyze five images that represent key stages in the life of a hurricane: birth, strengthening, tracking, landfall, and aftermath. Students “step into” selected images, using information from their books to bring the images to life. Objectives Students will • describe the weather conditions that cause a hurricane to form and strengthen. • identify ways in which people deal with hurricanes in the Caribbean. • analyze the relationship between an El Niño and extreme weather around the world. |
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chapter_11_copy.pdf | |
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chapter_11_visuals.pdf | |
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chapter_11_lesson.pdf | |
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birth_of_a_hurricane_activity.pdf | |
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extreme_weather_guided_reading_activity.pdf | |
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Hi All,
Here are the exit ticket/practices that you can do for second chance learning. You should have your answer sheet in your folder so you know which questions to do. Please make sure you write your new answer in sentence form just like the second chance learning for our unit tests. Please complete all of the second chance practices on one document (Make sure you label each section) I will give you instructions on how to submit later in the week. Thanks Mr. Wright Wednesday March 4-Friday March 6
In this lesson, students will learn about the process of urbanization and the patterns of inequality that exist in urban areas. Students will take on the role of an exchange student from Clarksville. They have been chosen to attend the university in Mexico City due to their high academic standings. They will travel to four neighborhoods to survey people from different social classes about their living experiences in Mexico City. After discussing their survey results on all four visits, students complete a guided reading activity describing the extreme inequalities of life in Mexico City.
ch.9_spatialinequalityinmexicocity_fromcardboardtocastles_copy.pdf Download File
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aim_exit_ticket_keys.pdf | |
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Feb. 24-26
comparing_civilizations.pdf | |
File Size: | 225 kb |
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inca_mt_pgs._65-70.pdf | |
File Size: | 4512 kb |
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incan_empire.ppt | |
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File Type: | ppt |
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Friday, Feb. 14th -Wednesday, Feb. 19th
maya_wkst.pdf | |
File Size: | 172 kb |
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- cultures_of_middle_america.pdf
- Download Fi
- word_bank_for_practice.tiff
- Download File
- lsn_6_maya_and_inca.ppt
- Download File
- mayan_reading_notes.pdf
- Download File
- maya.pdf
- Download File
MAYAN FLASH CARDS
Monday, February 10th
Today you will read the Aztec TCI resource packet and complete the chapter 24 reading notes activities. After you finish the activities please watch the 2 videos on Tenochtitlan and then start the chapter 25 TCI activities.
- aztec.pdf
Download File
daily_life.pdf
Download File
daily_life_reading_notes.pdf
Download File
aztecs_guided_reading.pdf
Download File
mt_pages_58-64_maya_and_aztec.pdf
Download File
aztec_warfare.ppt
Download File- AZTEC FLASH CARD
- http://www.aztec-history.com/aztec-empire.html
Monday, Feb 3rd
The explosion at Chernobyl was ten times worse than that at Hiroshima and was due to a combination of human error and imperfect technology. Using a real-time split-screen format reminiscent of the hit series, 24, this program examines the 60 critical minutes leading up to the explosion at the power station on 26th April 1986. Each minute unfolds narrating the events from the perspectives of key characters involved including Chernobyl's deputy chief engineer and his staff in the control room as well as innocent bystanders, the wife of one of Chernobyl's workers and two fishermen working in Chernobyl's warm waste waters. With an extraordinary combination of drama and state of the art CGI graphics, Disaster at Chernobyl climaxes with the re-construction of the final seconds leading to the disaster, the explosion itself and its terrifying aftermath.
Wed. Jan. 29-Thurs. Jan. 30 Death of Communism in Eastern Europe Activity
Tuesday, Jan. 28
Today's highlighted country will be Russia. We will begin with a history of Russia and the political and cultural divides that existed between Eastern and Western European countries. We will view and discuss the Communism point below. There will be an exit ticket on Thursday. communism.ppt Download File russiaear_physgeog.ppt Download File Jan. 21-23 We will continue the power point lesson on Eastern Europe and the Map activity. Exit Tickets will be given on Tuesday, Thursday and Friday. The Map activity will be due on Friday. Power Point |
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Jan. 17th
Today we will view and discuss the Power Point highlighting Eastern Europe and label the countries we talk about on our Map.
Jan 16th
We will go over the test and complete second chance learning. Please write you correct answers using complete sentences to receive your second chance points.
Jan 15th
Test Day! Our test will be online on your canvas page.
Jan. 13th, 14th
We will be reviewing, and taking the Middle Ages unit test this week. I have included all of the sections as well as the exit tickets below. Please make sure you take your key terms/notes and classwork activities home to study. We will go over the test and have a second chance learning opportunity on Thursday.
Today we will view and discuss the Power Point highlighting Eastern Europe and label the countries we talk about on our Map.
Jan 16th
We will go over the test and complete second chance learning. Please write you correct answers using complete sentences to receive your second chance points.
Jan 15th
Test Day! Our test will be online on your canvas page.
Jan. 13th, 14th
We will be reviewing, and taking the Middle Ages unit test this week. I have included all of the sections as well as the exit tickets below. Please make sure you take your key terms/notes and classwork activities home to study. We will go over the test and have a second chance learning opportunity on Thursday.
Jan. 9th and 10th.
We will take and exit ticket on Kings and Popes and start to work on our key terms for our unit test on Wednesday. Please make sure you start to review.I have included all the exit ticket questions below as well as 2 quizlets. You need to bring your answer sheets, your key term activity and all of your classwork home to study. If you want to re-read the text, each section is included below.(Just scroll down the page to find the day we completed each lesson)
We will take and exit ticket on Kings and Popes and start to work on our key terms for our unit test on Wednesday. Please make sure you start to review.I have included all the exit ticket questions below as well as 2 quizlets. You need to bring your answer sheets, your key term activity and all of your classwork home to study. If you want to re-read the text, each section is included below.(Just scroll down the page to find the day we completed each lesson)
middle_ages_exit_tickets.pdf | |
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MEDIEVAL FLASHCARDS
Medieval Flashcards #2
Jan. 7th and 8th. We will read and complete the classwork for the Kings and Popes section of this unit. (The text and activity are attached below)
During the Middle Ages, kings and popes sometimes cooperated. Other times, they competed for power. One instance of cooperation took place when Europeans answered a pope's call and sent knights to fight against Muslim rule in the Holy Land. These wars had significant effects on Europe and Palestine.
Eventually, Muslims created an advanced civilization in Spain. Christians later reclaimed Spain and built Christian kingdoms.
The Middle Ages also witnessed the Norman Conquest, which transformed England. Rights guaranteed in the Magna Carta limited the power of kings.
Medieval Flashcards #2
Jan. 7th and 8th. We will read and complete the classwork for the Kings and Popes section of this unit. (The text and activity are attached below)
During the Middle Ages, kings and popes sometimes cooperated. Other times, they competed for power. One instance of cooperation took place when Europeans answered a pope's call and sent knights to fight against Muslim rule in the Holy Land. These wars had significant effects on Europe and Palestine.
Eventually, Muslims created an advanced civilization in Spain. Christians later reclaimed Spain and built Christian kingdoms.
The Middle Ages also witnessed the Norman Conquest, which transformed England. Rights guaranteed in the Magna Carta limited the power of kings.
Jan. 3rd and 6th
Today we will be talking about the Crusades. After our class discussion we will watch the two short videos below and will then read Section 3 (pages 117-121) and answer questions in todays activity handout.
MEDIEVAL FLASHCARDS
Today we will be talking about the Crusades. After our class discussion we will watch the two short videos below and will then read Section 3 (pages 117-121) and answer questions in todays activity handout.
MEDIEVAL FLASHCARDS
the_crusades_class_activity.pdf | |
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crusade_reading.pdf | |
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Thursday, Jan. 2
We will review the material that we covered just before break and take an exit ticket tomorrow on the Rise of Cities
We will review the material that we covered just before break and take an exit ticket tomorrow on the Rise of Cities
Thursday, Dec. 19th
Today we will be talking about the rise of cities and the middle class. Read Section 2 (pages 111-116) and answer questions on the guided reading activity
Today we will be talking about the rise of cities and the middle class. Read Section 2 (pages 111-116) and answer questions on the guided reading activity
- rise_of_cities.pdf
Download File
- rise_of_cities.pdf
rise_of_cities_guided_reading_activity.pdf
Download File
Tuesday and Wednesday Dec. 17th, 18th
In a feudal system, a peasant or worker known as a vassal received a piece of land in return for serving a lord or king, especially during times of war. Vassals were expected to perform various duties in exchange for their own fiefs, or areas of land.
In a feudal system, a peasant or worker known as a vassal received a piece of land in return for serving a lord or king, especially during times of war. Vassals were expected to perform various duties in exchange for their own fiefs, or areas of land.
feudal_pyramid.pdf | |
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feudalism_guided_reading_activity.pdf | |
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feudalism_2.pdf | |
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feudalism.pdf | |
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Monday and Tuesday December 9th and 10th
We will be reviewing for our Unit test on Wednesday. Please use you google doc to complete the key terms. I will add the exit ticket questions on Tuesday. FLASHCARDS
Thursday and Friday, Dec. 5th, 6th Today we will read and complete the activity on the Fall of Rome. We will continue this lesson tomorrow and take the exit ticket.
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Wednesday, Dec. 4th
Rise of Christianity Today we will read and discuss Christianity a New Religion and complete a short activity. You will have a exit ticket check at the end of the period. I have included a crash course video below if you want more info. |
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Monday, December 2nd
Today we read and discuss what Daily Life was like at the peak of the Roman Empire. Students will complete a short assignment and finish class with an exit ticket activity.(I have also included a short video below for anyone who might like more info)
Today we read and discuss what Daily Life was like at the peak of the Roman Empire. Students will complete a short assignment and finish class with an exit ticket activity.(I have also included a short video below for anyone who might like more info)
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Monday and Tuesday , November 25/26
Classes are 20 minutes this week. We will watch the video on Roman contributions to modern society. (It is located in the Roman Tab)
Friday, November 22nd
Today, we will continue to talk about the Roman Empire. Please read the text below and answer the questions. If you need to supplement your reading with a video lesson, I posted a short video below. (Nov. 21)
Today, we will continue to talk about the Roman Empire. Please read the text below and answer the questions. If you need to supplement your reading with a video lesson, I posted a short video below. (Nov. 21)
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Thursday, November 21
roman_republic_questions.pdf | |
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roman_republic_reading.pdf | |
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rise_of_the_roman_republic_notes.pdf | |
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Unit Essential Questions
- How did the geography of the Italian peninsula affect where and how people lived?
- How was the city of Rome founded and how do we know?
- How did the Etruscans and Greeks influence the development of Rome?
- What were the characteristics of the Roman Republic and how did it change over time?
- Did the benefits of Roman expansion outweigh the costs?
- How did wealth affect life in the Roman Empire?
- What ideas did Jesus teach? How did the Roman government attack Christianity? How did the religion finally triumph?
- Why did Rome lose its power? How did Constantine try to restore Rome's greatness?
Textbook Chapters Covered in this Unit:
(History Alive! The Ancient World)
- Chapter 32 - Geography and Early Development of Rome
- Chapter 33 - The Rise of the Roman Republic
- Chapter 34 - From Republic to Empire
- Chapter 35 - Daily Life in the Roman Empire
(Prentice Hall World Explorer: The Ancient World)
- Chapter 7, Section 4 - A New Religion: Christianity
- Chapter 7, Section 5 - The Fall of Rome
Thursday and Friday 11/14-11/15
Today we will continue our unit on ancient Greece. Please look at the flash cards and then move onto the GREEK WEBQUEST
Monday and Tuesday 11/11-11/12 Taking our practice on Monday and discussing why the Greeks never became an empire. (Tuesday) Watching a short video, followed by discussion. I have added quizlet flashcards to help you study for next Tuesday's unit test |
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Friday, Nov.8th
Add the list of key term below to your google doc and complete your notes. If you finish early, review your activities and this Monday's practice. Our next practice is scheduled for this upcoming Monday.
Add the list of key term below to your google doc and complete your notes. If you finish early, review your activities and this Monday's practice. Our next practice is scheduled for this upcoming Monday.
greek_key_terms__lessons_4_and_5.docx | |
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greek_practice_1.docx | |
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Thursday, Nov. 7th
Read the short chapter on the Spreading of Greek Culture and answer the activity questions.
s5_spreading_of_greek_culture_activity.pdf | |
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s5_spread_of_greek_culture_reading.pdf | |
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Wednesday, Nov. 6th
Read the short chapter on Sparta and Athens and answer the activity questions
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sparta_athens_chapt_27.pdf | |
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s4_sparta_and_athens_reading.pdf | |
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s4_athens_and_sparta_gr_activity.pdf | |
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Monday, Nov. 4th and Tuesday Nov. 5th Today will will take our practice and review our EU DBQ essay. Students will evaluate their essay using the scoring rubric below and then evaluate a peers essay using the same rubric.
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Friday, Nov. 1st
Export the terms below to your notes file on your google doc. Define the key terms.
greek_key_terms__lesson_1-3.docx | |
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Thursday, Oct. 31
Ancient Greece had a warm, dry climate, as Greece does today. Most people lived by farming, fishing and trade. Others were soldiers, scholars, scientists and artists. Greek cities had beautiful temples with stone columns and statues, and open-air theatres where people sat to watch plays.
s3_daily_life_gr_activity.pdf | |
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s3_daily_life_reading.pdf | |
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daily-life-in-ancient-greece.ppt | |
File Size: | 1933 kb |
File Type: | ppt |
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Wednesday, Oct. 30
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rel.lit._and_philosophy_reading.pdf | |
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Tuesday Oct. 29 |
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0:00 Introduction 2:40 The Revolution 45:40 The Golden Age 1:35:31 Empire of the Mind 2:17:57 Epilogue
s1_the_rise_of_the_greeks_gr_activity.pdf | |
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s1_rise_of_the_greeks_reading.pdf | |
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ESSENTIAL & GUIDING QUESTIONS
QUOTATIONS
‘Do not spoil what you have by desiring what you have not; remember that what you now have was once among the things you only hoped for.’
~Epicurus, Greek philosopher, [341- 270 B.C.]
“Wise men speak because they have something to say; Fools because they have to say something.” ~Plato, Ancient Greek Philosopher [428/7 - 348/7 B.C.]
ENDURING UNDERSTANDINGS STUDENTS WILL UNDERSTAND:
DISCOVERY ATLAS INTERACTIVE MAP
Select a location and experience the culture, government, history and natural of countries around the world.
A MOMENT IN TIME
Take a journey around the world today to see "a moment in time"...
HISTORY PRIMARY SOURCE READER
Excerpts from many of the primary sources highlighted in the Common Core Curriculum.
FOOD TIMELINE
Food history presents a fascinating buffet of popular lore and contradictory facts.
INTERNET ANCIENT HISTORY SOURCEBOOK
The Internet Ancient History Sourcebook has expanded greatly since its creation, and now contains hundred of local files as well as links to source texts throughout the net.
WORLD ATLAS
Comprehensive facts about regions around the world.
WORLDOLOGY
The changing face of Europe over the centuries...
BEST HISTORY SITES
Comprehensive resources and lesson plans for teaching history.
DIGITAL HISTORY
Using new technologies to enhance teaching and research.
EXPLORE WORLD HISTORY - INTERACTIVE ACTIVITIES
Click on the chapter you are studying.
VOCABULARY
- Where in Europe is Greece located?
- How did geography affect its development?
- What events led to the rise of the Greek empire?
- What was the importance of a system of democracy in the daily life of the Greeks?
- What features does ancient Greek democracy share with modern-day democracy?
- What role did mythology play in the lives of ancient Greek people?
- What do Greek myths reveal?
- What did the Ancient Greeks believe/value?
- How did the Persians cause Greece to change over time?
- How did Athenian culture contrast Spartan culture?
- How did Alexander the Great influence the spread of Greek culture into Asia?
- What is the impact of Greek achievements on art, philosophy, and culture on modern day life in America?
QUOTATIONS
‘Do not spoil what you have by desiring what you have not; remember that what you now have was once among the things you only hoped for.’
~Epicurus, Greek philosopher, [341- 270 B.C.]
“Wise men speak because they have something to say; Fools because they have to say something.” ~Plato, Ancient Greek Philosopher [428/7 - 348/7 B.C.]
ENDURING UNDERSTANDINGS STUDENTS WILL UNDERSTAND:
- Ancient Greece was the cradle of the development of various political systems.
- Each form of government has advantages and disadvantages.
- A "golden age" --a time of peace and prosperity--allows a civilization focus or devote attention to developing art, architecture, drama, and philosophy.
- Fresco style painting was popularized during the Minoan period, and was present throughout Ancient Greece's history.
- Compare and contrast different city-states (Sparta vs. Athens).
- Adventures in Ancient Greece - Interactive Overview
- PBS Site on The Greeks
- Ancient Greece
- Ancient Civilizations: Ancient Greece
- History Link Ancient Greece
- Smart History: Ancient Greece [ and Rome]
DISCOVERY ATLAS INTERACTIVE MAP
Select a location and experience the culture, government, history and natural of countries around the world.
A MOMENT IN TIME
Take a journey around the world today to see "a moment in time"...
HISTORY PRIMARY SOURCE READER
Excerpts from many of the primary sources highlighted in the Common Core Curriculum.
FOOD TIMELINE
Food history presents a fascinating buffet of popular lore and contradictory facts.
INTERNET ANCIENT HISTORY SOURCEBOOK
The Internet Ancient History Sourcebook has expanded greatly since its creation, and now contains hundred of local files as well as links to source texts throughout the net.
WORLD ATLAS
Comprehensive facts about regions around the world.
WORLDOLOGY
The changing face of Europe over the centuries...
BEST HISTORY SITES
Comprehensive resources and lesson plans for teaching history.
DIGITAL HISTORY
Using new technologies to enhance teaching and research.
EXPLORE WORLD HISTORY - INTERACTIVE ACTIVITIES
Click on the chapter you are studying.
VOCABULARY
- Western Civilization
- monarchy
- polis
- acropolis
- aristocracy
- oligarchy
- tyrants
- democracy
- alliance
- tribute
- legislature
- jury
- assassination
- frescoes
- assimilation
Quizlet Sets for Unit Test https://quizlet.com/join/AxqT5CXft
Practice Keys for Unit Test
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Tuesday, October 15th
Today we will start a Document Based Question that will serve as our Anchor task for Quarter 1. Some of you are thinking to yourselves, Why do we have to do this? What is a DBQ anyway? Well here is a few reasons why it is important.
Why the DBQ?
The point of the document-based question is not to torment you but actually to put you in the historian’s shoes as an interpreter of historical material. Cool, right?
The DBQ is testing your ability to:
Why the DBQ?
The point of the document-based question is not to torment you but actually to put you in the historian’s shoes as an interpreter of historical material. Cool, right?
The DBQ is testing your ability to:
- create a strong thesis and support that thesis with the aid of the documents provided
- analyze sources for characteristics such as author’s point of view, the author's purpose, the audience, and context
- make connections between the documents
- bring in outside knowledge to strengthen the argument
- rubric_argument_gr7.docx Download File
- the_european_union.has_europe_united.pdf Download File
Practice on Monday! I have attached the last practice and key. We will add Switzerland and Germany, plus add to our map.
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Thursday, Oct. 10th
Friday, Oct.11th Using this WebQuest, students will adventure through the beautiful geography, landscapes, states, and cities of Germany. Embarking on this journey through the exquisite land, the students will experience a new way of learning about Germany and it's states. |
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Tuesday, Oct. 8th
Switzerland
Switzerland is a mountainous Central European country, home to numerous lakes, villages and the high peaks of the Alps. Its cities contain medieval quarters, with landmarks like capital Bern’s Zytglogge clock tower and Lucerne’s wooden chapel bridge. The country is also known for its ski resorts and hiking trails. Banking and finance are key industries, and Swiss watches and chocolate are world renowned.
Switzerland
Switzerland is a mountainous Central European country, home to numerous lakes, villages and the high peaks of the Alps. Its cities contain medieval quarters, with landmarks like capital Bern’s Zytglogge clock tower and Lucerne’s wooden chapel bridge. The country is also known for its ski resorts and hiking trails. Banking and finance are key industries, and Swiss watches and chocolate are world renowned.
Friday Oct. 4th
Complete key terms up to lesson 10. We will have our practice on Monday. I have attached the our last practice and key below.
No Practice tomorrow! We will have it on Monday. Thursday Oct. 3rd
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Oct.1st and 2nd
Scandinavia and the Nordic region are a historical and geographical region covering much of Northern Europe. Extending from above the Arctic Circle to the North and Baltic Seas, the Scandinavian Peninsula is the largest peninsula in Europe.
social_studies_lesson_plan_template_game.docx | |
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capitalism_socialism_chart_copy.jpg | |
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We will have a practice tomorrow on the Netherlands and Spain. I have included the questions and key from our last practice below.
practice_2_questions_and_key.pdf | |
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Thursday and Friday Sept. 26th and 27th
Copy and paste the file below to your google doc and work with a partner to define and connect the key terms.
Copy and paste the file below to your google doc and work with a partner to define and connect the key terms.
key_terms.docx | |
File Size: | 49 kb |
File Type: | docx |
Wednesday, Sept. 25th
For hundreds of years, North African Muslims ruled southern Spain. Now some of their descendants are contributing to a "Moorish revival" that is regenerating parts of Andalucia, says the BBC's Sylvia Smith. Granada's Calderia Nueva resembles a North African souk.
Who were the Moors?
Where did they come from?
How did geography lead to their arrival in Europe?
How did the Moors change the cultural landscape of Spain?
What events did the arrival of the Moors trigger?
https://www.bbc.com/news/world-europe-10654650
http://www.spanish-fiestas.com/history/moors/
moors_timeline.pdf | |
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Tuesday Sept. 24th
Spain, a country on Europe’s Iberian Peninsula, includes 17 autonomous regions with diverse geography and cultures. Capital city Madrid is home to the Royal Palace and Prado museum, housing works by European masters. Segovia has a medieval castle (the Alcázar) and an intact Roman aqueduct. Catalonia’s capital, Barcelona, is defined by Antoni Gaudí’s whimsical modernist landmarks like the Sagrada Família church.
Read the Introduction for Spain .When you have finished watch the videos below.
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Monday, Sept. 23
The Benelux Union unites the Kingdom of Belgium, the Kingdom of the Netherlands and the Grand Duchy of Luxembourg. Together, these three states have been working since 1947 to meet the many economic, security and sustainable development related challenges.
Tomorrow, 9/20, we will have a practice on this weeks classwork. The practice will also include the questions from our first practice. The questions and the key are on the PDFs to the right.
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Wednesday 9/18-Thursday 9/19
"A Web Quest is an inquiry-oriented activity in which some or all of the information used by learners is drawn from the Web. Web Quests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation." As defined by Bernie Dodge, San Diego State University and creator of this concept.
This particular WEBQUEST was created to give 7th grade students the opportunity to learn more about Dutch culture and geography.
This particular WEBQUEST was created to give 7th grade students the opportunity to learn more about Dutch culture and geography.
Please use the link and the file below to answer questions about our highlighted country in the Benelux Region.
https://en.wikipedia.org/wiki/Netherlands
Tuesday, September 17th
The geography of the Netherlands in Europe is unusual in that much of its land has been reclaimed from the sea and is below sea level, protected by dikes. Another factor that has influenced its physical appearance is that the country is among the most densely populated on Earth.
netherlands_for_tablets__1_.pdf | |
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netherlands_handout.pdf | |
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Friday 9/13-Monday 9/16
Students will work on a mapping lab that covers both the physical and political/cultural aspects of Western Europe. If you are absent you can find an online atlas on my web resources page under the MORE button.
western_europe_geo_lab.pdf | |
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Thursday 9/12
Today we will review all the key terms and T charts that we have covered in the previous 3 lessons. Students will also complete a practice to measure their mastery of the content covered
Monday 9/9 -Wednesday 9/11
Why do you think Scotland would consider independence from the United Kingdom?
Go to this www.youtube.com/watch?v=MxzrSyvLmVo after our discussion.
scotlands_vote.pdf | |
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scotland_issues.pdf | |
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Sept. 4th/5th
Activity 1
Students will discuss the physical features of the British Isles and reasons an island might split into several countries. They compare maps of language and religious groups to political maps of the United Kingdom and Ireland, and read and answer questions about languages and religions of the United Kingdom and Ireland.
1. Discuss the physical features of the United Kingdom and Ireland and students' impressions of language and religion in those countries.
Project the maps Physical Map of Europe and Country Borders in Europe for students, or overlay the two map transparencies if available. Ask students to find the United Kingdom and Ireland. Have students discuss, as a class, the physical features of the two islands. Ask: Do you expect that an island would only contain one country? Why or why not? What might cause an island to split into several countries? Next, ask students to think about the languages and religions they learned about in Lesson 6: Languages and Religions of Europe. Ask: Were the United Kingdom and Ireland identified as possible trouble spots during that lesson? What are your impressions of language and religion in the United Kingdom and Ireland? Explain.
2. Have partners read a passage.
Divide students into pairs. Distribute a copy of the handout Languages and Religions of The U.K. and Ireland to each pair. Read aloud the passage a first time as students follow along, pointing out any difficult pronunciations. Then have students re-read the passage with their partners. https://www.nationalgeographic.org/lesson/languages-and-religions-united-kingdom-and-ireland/
3. Have partners use the reading and maps to complete the worksheet.
Distribute a copy of the following to each pair: worksheet Mapping Languages and Religions of the U.K. and Ireland; map The United Kingdom and Ireland; map Dominant Languages in the United Kingdom and Ireland; and map Dominant Religions in the United Kingdom and Ireland. Have students work together to complete Part 1 of the worksheet on their maps. Rotate around the room and provide support, as needed. As a class, share and discuss students’ completed maps.
4. Have small groups examine languages and religions of the U.K. and Ireland.
Combine pairs to form four small groups. Assign each group only one of the questions in Part 2 of the worksheet. Tell students that they will present their answers to Part 2 in the next activity. Provide students with ample time to discuss and write the answer to their assigned question. Encourage them to identify parts of the reading or maps they used to answer their question and to prepare for questioning by their classmates.
Informal Assessment Check for student understanding by observing their whole-class, partner, and small-group discussion contributions, and checking their answers to Part 1 of the worksheet.
Extending the Learning Emphasize to students that it often takes a very long time for change to take place regarding conflicts over language or religion in any part of the world. Have students do additional research on the religious and language conflicts in the United Kingdom and Ireland. Encourage students to find newspaper articles or web pages that describe the troubles in northern Ireland and how the different groups worked together to resolve the conflict.
Activity 1
Students will discuss the physical features of the British Isles and reasons an island might split into several countries. They compare maps of language and religious groups to political maps of the United Kingdom and Ireland, and read and answer questions about languages and religions of the United Kingdom and Ireland.
1. Discuss the physical features of the United Kingdom and Ireland and students' impressions of language and religion in those countries.
Project the maps Physical Map of Europe and Country Borders in Europe for students, or overlay the two map transparencies if available. Ask students to find the United Kingdom and Ireland. Have students discuss, as a class, the physical features of the two islands. Ask: Do you expect that an island would only contain one country? Why or why not? What might cause an island to split into several countries? Next, ask students to think about the languages and religions they learned about in Lesson 6: Languages and Religions of Europe. Ask: Were the United Kingdom and Ireland identified as possible trouble spots during that lesson? What are your impressions of language and religion in the United Kingdom and Ireland? Explain.
2. Have partners read a passage.
Divide students into pairs. Distribute a copy of the handout Languages and Religions of The U.K. and Ireland to each pair. Read aloud the passage a first time as students follow along, pointing out any difficult pronunciations. Then have students re-read the passage with their partners. https://www.nationalgeographic.org/lesson/languages-and-religions-united-kingdom-and-ireland/
3. Have partners use the reading and maps to complete the worksheet.
Distribute a copy of the following to each pair: worksheet Mapping Languages and Religions of the U.K. and Ireland; map The United Kingdom and Ireland; map Dominant Languages in the United Kingdom and Ireland; and map Dominant Religions in the United Kingdom and Ireland. Have students work together to complete Part 1 of the worksheet on their maps. Rotate around the room and provide support, as needed. As a class, share and discuss students’ completed maps.
4. Have small groups examine languages and religions of the U.K. and Ireland.
Combine pairs to form four small groups. Assign each group only one of the questions in Part 2 of the worksheet. Tell students that they will present their answers to Part 2 in the next activity. Provide students with ample time to discuss and write the answer to their assigned question. Encourage them to identify parts of the reading or maps they used to answer their question and to prepare for questioning by their classmates.
Informal Assessment Check for student understanding by observing their whole-class, partner, and small-group discussion contributions, and checking their answers to Part 1 of the worksheet.
Extending the Learning Emphasize to students that it often takes a very long time for change to take place regarding conflicts over language or religion in any part of the world. Have students do additional research on the religious and language conflicts in the United Kingdom and Ireland. Encourage students to find newspaper articles or web pages that describe the troubles in northern Ireland and how the different groups worked together to resolve the conflict.
dominant_languages_uk.pdf
Download File
dominant_religions_uk.pdf
Download File
physical_map_europe.pdf
Download File
united_kingdom__ireland.pdf
Download File
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Tuesday, Sept. 3rd
The British Isles have a mild year round climate when it has a latitude similar to Canada. Why?
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Students will use the tools of geography to view, analyze, and understand the physical and human characteristics of Latin America . The mapping lab instruction is a case-study approach that help develop students as geographic thinkers. la_mapping_lab.pdf Download File mapping_lab_questions.pdf Download File mapping_lab_placards_maps.pdf Download File south_america_countries.ppt Download File In this lesson, students will learn about the process of urbanization and the patterns of inequality that exist in urban areas. Students will pretend to be exchange students from the Clarksville. They have been chosen to attend the university in Mexico City due to their high academic standings. They will travel to four neighborhoods to survey people from different social classes about their living experiences in Mexico City. After discussing their survey results on all four visits, students complete a guided reading activity describing the extreme inequalities of life in Mexico City.
ch.9_spatialinequalityinmexicocity_fromcardboardtocastles_copy.pdf Download File spatial_inequality_dbq__text.pdf Download File spatial_inequality_reading_notes.pdf Download File spatial_inequality_handout.pdf Download File Overview
In this lesson, students learn about hurricanes as an example of extreme weather and how people in the Caribbean deal with this physical phenomenon. In a Visual Discovery activity, students analyze five images that represent key stages in the life of a hurricane: birth, strengthening, tracking, landfall, and aftermath. Students “step into” selected images, using information from their books to bring the images to life. Objectives Students will • describe the weather conditions that cause a hurricane to form and strengthen. • identify ways in which people deal with hurricanes in the Caribbean. • analyze the relationship between an El Niño and extreme weather around the world. Our Unit test is tomorrow. Please review the Flash Cards and the practice keys for all 3 civilizations. I have also included the key for today activity.
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inca.pdf Download File inca_mt_pgs._65-70.pdf Download File incan_empire.ppt Download File INCA FLASHCARDS cultures_of_middle_america.pdf Download File maya.pdf Download File mayan_reading_notes.pdf Download File lsn_6_maya_and_inca.ppt Download File word_bank_for_practice.tiff Download File MAYAN FLASH CARDS This week you will read the Aztec TCI resource packet and complete the chapter 24 reading notes activities. After you finish the activities please watch the 2 videos on Tenochtitlan and then start the chapter 25 TCI activities.
http://www.aztec-history.com/aztec-empire.html
AZTEC FLASH CARDS |
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Today's lesson is included in the PDF below. The activity is also included. We will complete the scorecard and the letter of recommendation on Tuesday.
Bosnia-Herzegovina is recovering from a devastating three-year war that accompanied the break-up of Yugoslavia in the early 1990s.
It is now an independent state, but remains partially under international oversight under the terms of the 1995 Dayton Peace Accords. Its three main communities are Bosniak Muslims, Croats and Serbs. Both the Croatian and Serbian presidents had planned to partition Bosnia between themselves. Attempting to carve out their own enclaves, the Serbian minority, with the help of the Serbian Yugoslav army, took the offensive and laid siege, particularly on Sarajevo, and began its ruthless campaigns of ethnic cleansing, which involved the expulsion or massacre of Muslims. Croats also began carving out their own communities. By the end of Aug. 1992, rebel Bosnian Serbs had conquered over 60% of Bosnia. The war did not begin to wane until NATO stepped in, bombing Serb positions in Bosnia in Aug. and Sept. 1995. Serbs entered the UN safe havens of Tuzla, Zepa, and Srebrenica, where they murdered thousands. About 250,000 died in the war between 1992 and 1995. We will go over the Eurasian Republics and highlight both physical and cultural aspects of each country.
This week's highlighted country will be Russia. We will begin with a history of Russia and the political and cultural divides that existed between Eastern and Western European countries. I will assign you to one of the 3 groups and you will work on your assigned group individually. After you finish your work you will work with members of the other assigned groups to complete the assignment. Please click here to begin RUSSIA
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