Adventures in 6th Grade
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  • SOCIAL STUDIES DAILY LESSON PLAN
  • Yeomans/Burnett-Williams
  • Plans subject to change
  • 4/14-18/2014
Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills
CRCT review
.

Opening
(Warm-up)
CRCT Review
CRCT Review     
CRCT Review     
CRCT Review     
CRCT Review     
Work Session
Review European Standards

European standards continued
European and Latin American Standards
Latin American Standards
Latin American Standards
Closing
.
Homework

CRCT practice
Review standards and crct practice
Review standards and crct practice
Review standards and crct practice
Review standards and crct practice
Materials Needed for Class
  • Textbook
  • Notebook
  • Pen
  • Paper
  • Textbook
  • Notebook
  • Pen
  • Paper
  • Textbook
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  • 3/31-4/4/2014
  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday
  • Standards/ Skills
  • SS6H4 The student will describe the impact of European contact on Canada.
  • a. Describe the influence of the French and the English on the language and religion of Canada.
  • b. Explain how Canada became an independent nation.       SS6H5 The student will analyze important contemporary issues in Canada.
  • a. Describe Quebec’s independence movement.
  • SS6G12 The student will be able to locate selected features of Australia.
  • a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.
  • SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.
  • a. Describe the origins and culture of the Aborigines.
  • SS6H9 The student will explain the impact European exploration and colonization had on Australia.
  • a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.
  • b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.
  • . Describe the role of natural resources in a country’s economy.
  • a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms.
  • . Describe the role of natural resources in a country’s economy.
  • a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms.
  • Opening
  • (Warm-up)
  • Canada CRCT Review
  • Discuss literacy rate
  • Label Map of Australia
  • Discuss Australia at a Glance
  • Discuss Australia’s government and economy
  • Formal Crct Practice test
  • Work Session
  • Using coach book complete crct practice questions
  • Review map and begin Australia at a Glance Worksheet
  • View video: Great Barrier Reef
  • Crct review covering LA, Canada and Australia
  • Test cont.
  • Closing



  • Review answers
  • Cont.
  • Review Australia standards
  • Review answers
  • Review test




  • 3/17-21/2014
Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills
•      SS6CG1 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.

SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean.
a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.


        SS6E1 The student will analyze different economic systems.
•     a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
•     b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
•     c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.
        SS6E1 The student will analyze different economic systems.
•     a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
•     b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
•     c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

        SS6E1 The student will analyze different economic systems.
•     a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
•     b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
•     c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.
Opening
(Warm-up)
Complete and grade LA History Unit test
Cont. Government review and begin LA gov comparisons
Pop quiz LA government
CRCT Practice
Review gov and econ standards
Work Session
Complete Foundations of Government Worksheet.
Compare governments of LA using graphic organizer
Cont comparisons
Begin Econ review and La economic systems comparisons
Discuss both gov and econ systems of LA
Test gov and econ systems of LA
Closing
Cont.
Review gov systems and LA governments
Cont.
Cont. discussion
Review test
Homework
Materials Needed for Class
  • Textbook
  • Notebook
  • Pen
  • Paper
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  • 3/10-14/2014
Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills
        •     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•      b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.  

•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
. •   SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
Opening
(Warm-up)
CRCT practice
Ancient Latin America Quiz
Read pages 64-64 in CRCT Coach book and answer crct questions p 67
Study notes for test
Work Session
Review crct questions and discuss Colonial Rule of Latin America
Complete Independence movement open book  quiz
Read pages 347-349 and complete reading guide
Vi Discuss impact of Africans on the Americas. view ppt on the slave trade
LA Unit Test
Closing
Introduce Latin American revolutionary movements
Discuss both quizzes
Review quiz
Review for LA Unit Test on Friday
Review Test
Homework
Materials Needed for Class
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  • 3/3-7/2014
Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills
        •     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•      b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.  

•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.
Opening
(Warm-up)
Discuss and prepare for presentations
Project presentations
Quiz Ancient LA History
3-2-1 about LA
Review LA environmental standards form Stem day
Work Session
Latin America Project Presentations
Cont.
Project presentations
Discuss 1700-1900’s in Latin America
Quiz- Environmental issues
Closing
Presentations cont.
Review Ancient LA history
Review and discuss independence movements
Present /discuss Facebook bios
Preview LA revolutionary leaders/movements
Homework
Complete independence movement bios
Begin independence leader facebook projects
Facebook bio
Materials Needed for Class
  • Textbook
  • Notebook
  • Pen
  • Paper
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Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills
        •     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•      b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.  

•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
•     SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.
•     a. Describe the influence of African slavery on the development of the Americas.
•     b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
•     c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

Opening
(Warm-up)
Define peninsulares, criollos, mestizos
Define conquistador and convert
Copy before and after chart page 376
Pop quiz
School wide STEM engineering day
Work Session
Introduce Latin American Independence movements.
Read page 342 answer reading checks and questions 3,4,5
Read pages 346-347 answer reading check questions  and vocabulary   
Complete Bio on Father Miguel Hidalgo
Read pages 375-376 vocabulary and questions
Complete bio on Toussant L’ Ouvertrue
Reading 412-414 complete bio on Simon Bolivar
Closing
Review/project presentations
Work on projects
Work on projects
Work on projects
Homework
Work on projects
Work on projects
Work on projects
Work on projects
Materials Needed for Class
  • Textbook
  • Notebook
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  • -28/2014
  • 2/18-21/2014
.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse
.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.
SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.
Review classroom expectations and discuss academic contracts
List 3-5 things you learned about the Aztecs from you assignments.
What would you like to learn about the Aztecs?
List 3-5 things you learned about the Inca or Maya from you assignments.
What would you like to learn about them?
View video: Engineering an Empire: The Aztecs
Discuss projects and begin Ancient Latin America ancient history
Lecture/discussion about Aztec civilization.  
Discuss impact of European explorations and the effect on the LA civilizations
Lecture/discussion about Inca civilization.  
Discuss impact of European explorations and the effect on the LA civilizations
Work in groups for LA project
View video: Engineering an Empire: The Aztecs
work in groups on projects
Work in groups on project
Work in groups on project
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  • Agenda

  • 1/20-24/2014
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills

.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse
.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.
SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.
Opening
(Warm-up)
NO SCHOOL
JABIZTOWN Activities
Economic vocabulary cont.
Journal entry: How might the physical features of LA effect where people live and how they work.
JABIZTOWN ACTVITIES
Economic vocabulary cont.
Work Session
Unit 2 Lesson 3
Why Use a Financial Institution and How do I Write a Check.
In  group 1(Explorers) complete vocabulary, answer questions and complete a reading guide and graphic organizer about Ancient Civilizations of Latin America.   
Group 2(Conquerors) will outline the section, complete the vocabulary terms.
Unit 3: Work Readiness
Lecture/discussion about Aztec civilization.  
Closing
.
Discuss the findings of their research.
Discuss impact of European explorations and the effect on the LA civilizations
Homework
Using same groupings, pick one civilization and create a power point, flipbook, play, paper, visual aid for presentation.
Video: Engineering an Empire: The Aztects
Materials Needed for Class
  • Notebook
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  • 1/13-17/2014
Monday

Tuesday -
Wednesday
Thursday
Friday

.
.  SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.


SS6G1 The student will locate selected features of Latin America and the Caribbean.
        a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
        b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela
.  SS6H1 The student will describe the impact of European contact on Latin America.
a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,
        Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.

SS6G1 The student will locate selected features of Latin America and the Caribbean.
        a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
        b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela
Review map in class
JA Biztown assignments
Wild South America video
JABiztown assignments
Study Maps for test
Latin America Pre Test
What is economy?
Complete Ancient Latin America Reading Guide
LA MAP TEST
Discuss test and preview unit/ cont wild south America video.
Review maps for test
Review Station Teaching
In heterogeneous groups according to academic level the students will complete assignments about the physical features of LA. Game for map test
Study map for test on Friday
Study map for test on Friday
Study map for test on Friday
Study maps for test
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  • 1/6-10/2014
Standards/ Skills
.
.  SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.


SS6G1 The student will locate selected features of Latin America and the Caribbean.
        a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
        b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela
•     SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean.
•     a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
•     b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.

SS6G1 The student will locate selected features of Latin America and the Caribbean.
        a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
        b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela
Opening
(Warm-up)
NO SCHOOL
No SCHOOL
New Year reflection
Introduce Latin America Unit
Video: America Before Columbus clip
Work Session
Discuss reflections and classroom expectations
Label map of LA
Review map for test
Closing
Complete perceptions of Latin America organizer
Cont. map and study for map test
Cont review
Homework
Materials Needed for Class
  • Notebook
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  • 12/9-13/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6E5 The student will analyze different economic systems.
a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.
SS6CG4 The student will compare and contrast various forms of government.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms


SS6CG4 The student will compare and contrast various forms of government.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms
Opening
(Warm-up)
Review note or complete assignments from Friday covering econ and gov.
Discuss gov notes
Geography Bee
European Unit Post Test
Begin study guides for final exam
Work Session
View ppt. covering econ
View ppt covering government standards
Geography Bee
Continue study guides
Closing
Cont. ppt. and review
Cont. movie and discuss
If time allows give out study guides for final exam
Review answers
Homework
Review world map for geography bee
Review world map for geography bee
Materials Needed for Class
  • Notebook
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  • 12/2-6
Standards/ Skills
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers
.
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.



SS6CG4 The student will compare and contrast various forms of government.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
SS6CG4 The student will compare and contrast various forms of government.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
Opening
(Warm-up)
Complete key terms page 168.
Outline pages 171-173
Review the Cold War
Describe the government of The United Kingdom page 196-197  define constitutional monarchy and parliament
Describe the new government of Russia
Work Session
Review test introduce cold war and rise of superpowers.
Read and outline pages 168-169 list at least 12 facts.
Discuss the berlin wall and the end of the cold war.
View video: Field trip to Berlin
Cold War quiz
Describe the government of Germany using the coach books
Compare the 3 governments
Closing
Discuss key terms
Cont. movie and discuss
Discuss quiz
Compare governments
Homework
Materials Needed for Class
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  • /2013
  • 11/18
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
.
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.



SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening
(Warm-up)
Review End of WWI Treaty of Versailles, world wide depression and the rise of  Nazism.

Review first part of study guide.
Review last half of study guide
Study notes for test covering WWI, WWII, and the Cold War
Merit trade in day
View video: The Berlin wall
Work Session
Go over answers for reading guide.
View movie: The Holocaust
Review game for test

.Test
Cont.
Closing
Distribute study guides for test Thursday
Cont. movie and discuss
Game cont.
Review test
Cont.
Homework
Study for test
Study for test
Study for test
Materials Needed for Class
  • Notebook
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  • -22/2013
  • 11/11-15/2013
  • Monday
  • Tuesday -
  • Wednesday
  • Thursday
  • Friday
  • SS6H7A The student will describe the cultural characteristics of Europe.
  • A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
  • .
  • SS6H7A The student will describe the cultural characteristics of Europe.
  • A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
  • .
  • .
  • SS6H7A The student will describe the cultural characteristics of Europe.
  • A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
  • SS6H7 The student will describe the cultural characteristics of Europe.
  • B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.
  • SS6H7 The student will describe the cultural characteristics of Europe.
  • B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.
  • Introduce Veterans Day. Play video.
  • Prepare for presentations
  • Cont presentations
  • Outline section on The Great Depression
  • Complete WWII reading guide
  • Students will write letters to veterans to honor them on Veteran’s Day.
  • Present Russian history projects.

  • Introduce the time between the wars: The Great Depression and Nazism.
  • Cont. outline
  • .Discuss reading guide
  • Cont. letters.  Read a few
  • Review test
  • Complete vocabulary
  • Discuss the Great Depression
  • View movie: The Rise of Nazism.

  • 11/4-8/2013
Standards/ Skills
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
.
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
.

.

SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.
B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening
(Warm-up)
Create a Quiz for WWI.
Study notes for test
Station Teaching- Describe assignment
Station Teaching- Describe assignment
Cont Russia in 3 days
Work Session
Students will trade quizzes and take the quiz.

Celebration of Knowledge(test) covering WWI.

Station 1- Using Chap 11Sec 4 –Chap 12 Sec 3 Create a timeline of Russian History.
Station 2- Define Vocabulary from Chap 11 4 and 12 3./ create a newspaper article about any event in Russian history
Or textbook 258-265
Station 3 –Reread “Communism” page 343 list characteristics of Communism and discuss/compare to democracy.
. Station 1- Using Chap 11Sec 4 –Chap 12 Sec 3 Create a timeline of Russian History.
Station 2- Define Vocabulary from Chap 11 4 and 12 3/creat a newspaper article about any event in Russian history
Station 3 –Reread “Communism” page 343 list characteristics of Communism and discuss/compare to democracy.

GUEST SPEAKER
Station 1- Using Chap 11Sec 4 –Chap 12 Sec 3 Create a timeline of Russian History.
Station 2- Define Vocabulary from Chap 11 4 and 12 3/creat a newspaper article about any event in Russian history
Station 3 –Reread “Communism” page 343 list characteristics of Communism and discuss/compare to democracy.
Closing
Review for test
Review test
Discuss any issues with research or topics
Prepare for group presentations about Russia
Present material from Russian Station teaching
Homework
Prepare for test on the WWI.
Materials Needed for Class
  • Notebook
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  • 10/28-11/1/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
Opening
(Warm-up)
Define Key Terms on page 160.
Turn in any completed work.
Read “Dateline” page 333 and answer focus questions
Complete Vocabulary from packet.
View video: A Haunted History of Halloween/survey of European history
Video: World at War: WWI
Work Session
Read pages 160-161 and complete reading guide
Read chap 12 sec 2 pages 333-336 answer questions
Discuss causes and outcomes of WWI.
Video cont.

Cont. video
Closing
Review causes of WWI
Q & A about WWI and its effect on the world
Assign projects
Cont.
Review World Wars
Homework
Continue work on paper
Continue work on paper
Materials Needed for Class
  • Notebook
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  • 10/21-25/2013
Standards/ Skills
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
.
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
.
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
SS6H7A The student will describe the cultural characteristics of Europe.
A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism
Opening
(Warm-up)
Review revolutions and introduce colonialism.
What is nationalism?
Answer questions 3 a,b,c page 332(packet).
Geography skill builder page 330 questions 1 & 2.
.
Work Session
View video: The Industrial Revolution
Read chap 12  sec 1 and outline. Complete vocabulary
Link age of revolutions with empire building.
Discussion-Cause and Effect of colonialism and the outbreak of WWI
Video-WWI and continue cause and effect discussion about WWI

Closing
Trace European Empires in Asia, Africa and the Americas.
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning colonialism
Review vocabulary
Read Dateline page 333 and answer focus questions.
.
Homework
Materials Needed for Class
  • Notebook
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  • 10/14-18/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.
Opening
(Warm-up)
NO SCHOOL
 Define Industrial Revolution
Copy Chart of board
Pop Quiz on citizen participation.
Review notes for test Age of Revolutions
Work Session
Read and outline pages 158-159. Answer questions 2 and 6.
List positive  and negative outcomes of the Industrial revolution
Discuss government systems
In textbook answer Assessment questions 1 & 2 page 105. Assessment question 2 page 107. Assessment questions 1 & 2 page 109. question 1 &2 page 113.
Test Age of revolutions
Closing
From your notes explain the 3 revolutions.
Review government systems
Review answers and age of revolutions.
Review Test
Homework
Review notes daily for test
Review notes daily for test
Review notes daily for test
Materials Needed for Class
  • Notebook
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  • 10/7-11/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.


SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.
Opening
(Warm-up)
Describe Triangular Trade page p. 152(3 steps).
 define revolution- 3 meanings.
Define Enlightenment, English Bill of Rights and French Revolution.
Define Industrial Revolution
Quiz covering revolutions
Work Session
Read in textbook from page 150-153.  Describe the Columbian Exchange.
Read page 154-155 An Age of Revolution . Copy the Scientific Method Chart p. 155
Read The Enlightenment and Democratic revolutions outline sections.
Read and outline pages 158-159. Answer reading check question and answer question 6 page 159.
Read chap 12 sec 1 complete the read and complete Sec 1 assessment or outline section.
Closing
While reading define absolutism and list 5 facts from the Age of Absolution Heading.
Discuss triangular trade and Col Ex.
Discuss findings and discuss how these developments led to the Industrial revolution.
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning The Age of Revolution
List 3 positive and negative results of the Industrial Age(page 158-159).
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning The Age of Revolution
Homework
Materials Needed for Class
  • Notebook
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  • /2013
  • 9/30-10/4/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
-
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator
 
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
Opening
(Warm-up)
Answer 2 CRCT questions related to exploration.
Answer 2 CRCT questions related to exploration.
Answer 2 CRCT questions related to exploration.
Answer 2 CRCT questions related to exploration.
Review notes for test
Work Session
View video- European Exploration and take notes during video.
Trace and discuss routes of the explorers
Discuss colonization of Australia and the Age of Empires, Create a Graphic organizer detailing the Columbian Exchange.
Review Game for test

Celebration of Knowledge(test covering European Exploration).
Closing
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning exploration.
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning exploration
Review notes for test
Cont. review
Review test
Homework
Study for test
Study for test
Materials Needed for Class
  • Notebook
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  • 9/23-27/2013
Standards/ Skills
-
. Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam
 Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
Opening
(Warm-up)
3rd and 6th periods Complete vocabulary from the Renaissance Connections.
4 & 5 re teaching activities for religions test.
3 & 6 Complete vocabulary from Traders, Explorers and Colonists. 4 & 5 cont. discussion or review for test.
Complete vocabulary from the Renaissance Connections
Complete vocabulary from Traders, Explorers and Colonists
  Trace routes of explorer
Work Session
3 & 6 Mini history lesson from the 300 Spartans to the Renaissance.
Explorer group will study for test retake. Conquerors will discuss effect of religions on European history.

4 & 5 retake test
Mini history lesson from the 300 Spartans to the Renaissance.
Group 1 Outline Chapter by writing 3 facts per heading.
Group 2 Outline Chapter with 5 facts per heading. Group 3 5 facts and answer question 3 a, b, and c on page 311.


View video- European Exploration and take notes during video.
Closing
. Review
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning country comparisons.  
Review vocabulary
Discuss outlines
Review/discuss exploration.
Homework
Materials Needed for Class
  • Notebook
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  • 9/16-20/2013
Standards/ Skills
-
. Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam
 Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.
A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.
Opening
(Warm-up)
Using notes complete graphic organizer on Religions.
Pop quiz
Complete vocabulary from the Renaissance Connections
Complete vocabulary from Traders, Explorers and Colonists
  Test covering the Religions of Europe
Work Session
In groups create a Venn Diagram comparing the religions of Europe.
Cont. Venn Diagram
Mini history lesson from the 300 Spartans to the Renaissance.
Group 1 Outline Chapter by writing 3 facts per heading.
Group 2 Outline Chapter with 5 facts per heading. Group 3 5 facts and answer question 3 a, b, and c on page 311.


View video- European Exploration and take notes during video.
Closing
Review comparisons and mark similarities.
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning country comparisons.  
Introduce European Exploration and review for Religions Test on Friday.
Review for Test
Review/discuss exploration.
Homework
Materials Needed for Class
  • Notebook
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Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

Standard: SS6G11 Students will describe the cultural characteristics of Europe.
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

Standard: SS6G11
Students will describe the cultural characteristics of Europe.
  • Explain the diversity of European culture as seen in comparison of German, French, English, Russian and Italian
B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

Opening
(Warm-up)
Complete History Dictionary.  Define the key terms p. 118, 120,122(12 terms).  
Define religion and ethics page 92.
Discuss terms and begin mini-history lesson from Greek Empire to the Crusades.
In journals write about 3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning religions
3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning religions
Work Session
Discuss terms and how to study history.
Using textbook(p.92) and coach book pages 161-162 takes notes and write a description on Judaism, Christianity, and Islam.
Begin discussion/worksheet comparing/contrasting the major religions of Europe- Judaism
Continue discussion/worksheet comparing/contrasting the major religions of Europe- Christianity


. Continue discussion/worksheet comparing/contrasting the major religions of Europe- Islam

Closing
Cont. discussion and introduce religions
Cont. and discuss descriptions.
Review major religion
Begin Venn Diagram comparing religions.
finish project presentations.
Homework
Review notes
review notes
Materials Needed for Class
  • Notebook
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  • 9/3-6/2013
Standards/ Skills
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom
SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe
A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.
B. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade
SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe
A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.
B. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom
Opening
(Warm-up)
NO SCHOOL
Discuss how location, climate, and natural resources effect how and where people live.
In groups of 2-3 study and review European Political and Physical  Maps
Define: weather, climate and discuss how climate affects where and how people live.
In warm up book list at least 2 facts about the Uk and 2 about Russia.
Work Session
NO SCHOOL
View video:  European Geography
Map Test
View ppt on comparison of UK and Russia.  Students will take notes
Using information from ppt. students will create their own comparison of Italy and Germany. Due Friday
Closing
Project presentations.
Review map and continue discussion about how location and climate effect where and how you live.
Review findings
Review findings
Homework
Materials Needed for Class
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda


  • 8/26-30/2013
Monday

Tuesday -
Wednesday
Thursday
Friday

Standards/ Skills
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom
SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe
A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.
B. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade
SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe
A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.
B. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula
b.  Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom
Opening
(Warm-up)
Define: weather, climate and discuss how climate affects where and how people live.
How does location and natural resources affect where and how people live.
Work Session
Label physical map of Europe and issue textbooks
video: European Geography
View ppt on comparison of UK and Russia.  Students will take notes.
Using information from ppt. students will create their own comparison of Italy and Germany. Due Friday
Closing
Discuss how location, climate, and natural resources effect how and where people live.
Complete spider web chart of the factors of geography and economics.
Review map for test
Homework
.
Materials Needed for Class
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda
  • Notebook
  • Pen
  • Textbook
  • Agenda


  • 8/19/13
  • Lesson Plans
  • Mr. Yeomans/ Williams
  • 6th Grade Social Studies
  • 8/19-23/2013



  • Monday:

  • Standard/Element- Five Themes of Geography
  • Opening-What are the Five Themes of Social Studies?
  • Work Period- Read Chapter 2 Section 1.  Explain the Five Themes of Geography.
  • Closing- Quiz - Five Themes of Social Studies/Geography
  • Tuesday:
  • Standard/Element- Connecting Themes/Enduring Understandings
  • Opening- Describe Connecting Themes
  • Work Period- Introduction- Connecting Themes Power Point
  • Closing- How Connecting Themes relate to social studies/ and our lives.
  • Wednesday:
  • Standard/Element- Connecting Themes
  • Opening- What Do You Think?-  Define Culture
  • Work Period- Video: Culture: What is it?  Complete listening guide during video.
  • Closing- Assign Culture Collage
  • Thursday:  
  • Opening- Pretest covering European standards.
  • Work Period- Continue Connecting Themes Assignments/ discussion
  • Closing- Review for upcoming test covering the 5 Themes of Geo/SS.
  • Friday:  
  • Standard/Element- Five Themes of SS/Geo.  Connecting Themes
  • Opening- study terms for test
  • Work Period- Geography/ Connecting Themes
  • Closing- Present Culture Collages/ Preview coming week.




  • 8/12/13
Lesson Plans
Yeomans/Burnett Williams
8-12-13

Monday:
Homeroom- Warm Body Count
Student Discipline Handbooks- sign and distribute
Schedule and procedural discussion
Student Data Form
Discussion of Citations and merit trade in

Monday: Social Studies
Opening:  Welcome!
Work Period:
Classroom Rules and Expectations
        Syllabus- read on Promethean Board and discuss
        Expectations- Homework/assignments and the missing work notebook
                           Classroom Behavior
        Introduce the five parts of social studies
Closing- Are you ready???

Tuesday:
Homeroom:   
Student Discipline PowerPoint and Test

Social Studies- 3rd-6th
(5th PD)Student Bios!-  Each student will write a brief bio about themselves that includes the following:
  • Full Name
  • Date of Birth
  • Location of birth and where they have lived
  • Siblings- ages
  • Hobbies/Activities
  • Best memories from school
  • Favorite things about school
  • What you expect from 6th grade
With each Bio- students will complete a pictorial quilt showing things from their bios- color





Wednesday:
Social Studies- Distribute textbooks- Text books will be distributed later

Students will identify and describe the five parts of social studies

Opening:  What is social studies?
Work Period:  Whole group discussion- brainstorming- List things that students say about social studies on the board.  After discussion, students will work in groups to define the five parts of social studies.  For each definition, they must draw two pictures of something that would fall into that category.
Introduce Olympic Project- divide students into groups and assign countries.

Closing- How do the five parts of social studies apply to your life?

Homework:  Define and illustrate the five parts of social studies in your life.

Thursday:
Opening:  Pop Quiz 5 Themes
Work Period:  Using guided noted students will find the five parts, define, give 2 examples of each and discuss  each as they apply to them.
Closing:  What are the five themes of Social Studies and why are they important to us?

Friday:
Opening:  Desrcibe on thee of social studies themes  and how it relates to your life.
Work Period:  Continue classroom discussion and guided noted covering the 5 Themes of SS.Closing:  What have you learned about Geography and the Five themes of Social Studies?  How will knowing these things help you throughout the year?


















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