Mr.

Newton's Lesson Plans: Week 303/24-28/14 6th Grade Monday Tuesday 10 Early China Wednesday 11 Republic to Empire Thursday 11 Republic to Empire Friday 11 Republic to Empire

Chapter Title 10 Early China Lesson #/Name Subject Pages State Standard Goals/ Objectives 6.6
SWDK of Early China SWBA to complete all activities with 70% accuracy as measured by teacher assessment.

Chapter Review Chapter Test Chapter Review Chapter Test

1 The Founding 1 The Founding 1. The Founding of Rome of Rome of Rome Rome and geography 6.7.1 Roman Republic 6.7.2 SWDK of the development of the Roman Republic. SWBA to Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty) Lesson Review

6.6

6.7.1; 6.7.2
SWDK of Romes earliest history, its influencing geography and its development into a republic. SWBA to Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures and Describe the government of the Roman Republic and its significance

SWDK of Early SWDK of the China earliest history SWBA to of Rome along complete all with its activities with geography. 70% accuracy as SWBA to measured by Identify the teacher location and assessment. describe the rise of the Roman Republic, including the impor tance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. Pass out test Analyzing Visuals Show students the Chapter Opener map.. Think-PairShare Then, use the following question to

Introduction What China events do you find the most fascinating?

How do you think that Rome became a great power?

Write a short letter to your parents from the wars front lines. What are you doing?

conduct a Think-PairShare Activity with students.

Activities

1. Grade Vocab Test Builder 2. Take review quizzes 3. Grade review quizzes

1. View Roman GUIDING Soldiers online QUESTION What resource GUIDING effect did QUESTION How 2. View Life in geography have on did Rome become a ancient Rome. the rise of Roman great power? Online resource civilization? 3. Complete IMAGE online review of IMAGE Listing Have lesson 1 students list the 4. Grade Study physical and Organizing Ideas Guide lesson 1 geographic features
The Beginning of Rome Becoming a Republic that made Italy an appealing place to settle. Have them compare their answers with their responses from the Think-Pair-Share activity above. Then show students the images of Rome today and in ancient times. Discuss how the physical and geographic features that made it a good place to settle likely still affect life in that city today. AL Evaluating Discuss the two legends of Rome's founding. Ask: Which legend of Rome's origins is more likely to be based on fact? Why? Discuss as a class what type of graphic organizer would be best to identify the general categories of things that helped Rome become powerful. For instance, categories could include "geographic advantages," "military strength," and "leadership." Then, focus on the Roman soldier. Show students the slide with information about Roman soldiers. Ask volunteers to read the text aloud. INTERACTIVE WHITEBOARD ACTIVITY Identifying Display the image of the Roman soldier in the Interactive Whiteboard

INTERACTIVE WORKSHEET Geography and History Activity Making Connections Have students complete the Geography and History Activity for Lesson 1. After students have filled in the graphic organizers at the end of the worksheet, ask them to share their responses with the class.

Activity. Have students identify the components of the soldier's uniform and arms, and drag and drop the terms to the correct spot on the image. AL ELL Ask: How did legionnaires identify different groups on the battlefield? (by looking at the standards, or battle flags)

LECTURE SLIDE Why would this have been Discussing Present important? (to find the lecture slide on each other on the how the Greeks battlefield) AL ELL influenced the Romans. Ask: How did the Greeks influence the Romans? (Greek settlers introduced grape and olive farming and passed on the Greek alphabet. The Romans would be influenced also by Greek architecture, sculpture, and literature.) Evaluating Discuss with students the differences between giving conquered peoples citizenship and making them allies of Rome. Ask:

What were the advantages and disadvantages of being a citizen of Rome compared to IMAGE being an ally? Drawing (Answers will vary. Conclusions Show Students might say students the image that citizenship was of the Etruscan preferable, because mural. Then as citizens they discuss with the were given the class the different rights and ways cultures can responsibilities of influence one other Roman anotheras a citizens. Others result of living in might argue that it

close proximity and exchanging ideas or as a result of the power one culture holds over another. Ask: Why did the Etruscans have a greater influence over Roman civilization than the Greeks? (The Greeks' influence resulted mainly from living near the Romans in southern Italy, whereas the Etruscans took control of Rome and its surrounding area.)

was better for groups to be allies and continue to govern their own affairs.)

Closing

Any questions? N/A

Identifying Would you have So what made Allow students lived in Rome, Rome so great? time throughout China or India? the lesson to add entries to the time line. Students should identify key historical events that indicate Rome's growth from its founding to its conquest of most of Italy. N/H Have students complete the Lesson 1 Review. N/H

Assignment Study for test Sheet tomorrow!

N/H

Mr. Newton's Lesson Plans: Week 303/24-28/14 7th Grade Lesson #/Name Subject Pages Monday Introduction Introduction http://www.coed u.usf.edu/main/ departments/sec ed/webq/social %20studies/hist ory/jberringer/# 1 Chronological and Spatial Thinking SWDK of the events and significance of the Age of Imperialism 1. Students will identify the economic causes of imperialism during the time period from 1875 to 1914. 2. Students will explain how national pride effected the desire of European nations for overseas colonies in the time period. Tuesday Imperialism Racism Racism http://www.coed u.usf.edu/main/ departments/sec ed/webq/social %20studies/hist ory/jberringer/# 1 Chronological and Spatial Thinking SWDK of the events and significance of the Age of Imperialism 3. Students will analyze primary sources from the time period and compare conflicting viewpoints on the morality of imperialism. Wednesday Imperialism Africa Africa http://www.coed u.usf.edu/main/ departments/sec ed/webq/social %20studies/hist ory/jberringer/# 1 Chronological and Spatial Thinking SWDK of the events and significance of the Age of Imperialism 4. Students will explain the significance of the Berlin Conference in terms of its effect on imperialism on the African continent. 5. Students will argue the significance of the meeting between David Livingstone & Henry Stanley in Africa in 1871. Analyze political Cartoon Thursday Imperialism India India http://www.coed u.usf.edu/main/ departments/sec ed/webq/social %20studies/hist ory/jberringer/# 1 Chronological and Spatial Thinking SWDK of the events and significance of the Age of Imperialism 6. Students will describe the causes and consequences of the Sepoy Mutiny in India in 1857. 7. Students will analyze varying pointsof-view on British Imperialism in India during the time period. Friday Imperialism China China http://www.coed u.usf.edu/main/ departments/sec ed/webq/social %20studies/hist ory/jberringer/# 1 Chronological and Spatial Thinking SWDK of the events and significance of the Age of Imperialism 8. Students will debate the pros and cons of the Open-Door Policy for the Chinese people. 9. Students will argue the legitimacy of the goals of Chinese nationalists during the rebellion of 1900.

Chapter Title Imperialism

State Standards Goals/ Objectives

Introduction Use image from Read and website to begin discuss section class discussion of Kiplings

Use image from Give Website to instructions begin class about computer

about Imperialism Activities 1. Powerpoint Activity 2. Vocabulary Activity 3. Foldable Activity

White Mans Burden 1. Primary source activity 2. Venn Diagram

Scramble for Africa 1. Discussion on Africas land grab. 2. RAFT Writing Assignment based on Stanly and Livingston What made Africa so tempting for Europe? RAFT Writing Assignment

discussion about project Imperial India 1. Powerpoint Activity 2. Point of View Activity 1. Students will use webquest to investigate Britians relationship with China 2. Students will share findings with class Check groups progress

Closing

Check foldables Check Venn Diagram

Who made the better argument? N/H

Assignment N/H Sheet

N/G

N/H

Mr. Newton's Lesson Plans: Week 303/24-28/14 8th Grade Chapter Title Monday Civil War Tuesday Civil War War Begins Wednesday Civil War Antietam and Emancipation 1862 http://www.civi lwar.org/educati on/teachers/curr iculum/civilwarcurriculum/mid dleschool/antietam -andemancipation/ 8.10.4; Thursday Civil War Life at War All Years http://www.civi lwar.org/educati on/teachers/curr iculum/civilwarcurriculum/mid dle-school/lifeat-war/ Friday Civil War Home Front All Years http://www.civi lwar.org/educati on/teachers/curr iculum/civilwarcurriculum/mid dle-school/thehome-front/

Lesson #/Name Antebellum Period Subject Pages http://www.civi lwar.org/educati on/teachers/curr iculum/civilwarcurriculum/mid dleschool/disunion

Before the war 1860-61 http://www.civi lwar.org/educati on/teachers/curr iculum/civilwarcurriculum/mid dle-school/thecountry-goesto-war/ 8.10.2; 8.10.4

State Standards Goals/ Objectives

8.9.5; 8.10.1; 8.10.2; 8.10.3

SWDK of the

8.10.5; 8.10.6; 8.10.7 Goal: Students will be able to explain the day to day life of a Civil War soldier. Objectives: 1. Students will be able to describe the use of equipment, uniforms, weapons, and other items that soldiers carried. 2. Students will be able to identify three reasons why battles happened in certain locations. 3. Students will be able to discuss the role

8.10.7

SWDK of causes of the explain the American Civil state of the War. nation and list SWBA to the sequence of 1. compare the events leading cultures and to the Civil economies of War. the Northern SWBA to and Southern 1. Students will states. be able to 2. After complete a reviewing timeline of portions of the events from the Missouri election of Compromise, Lincoln to the the KansasFirst Battle of Nebraska Act, Manassas. and the 2. After reading Declaration of primary source Causes of the documents Seceding from leaders States, students and from will be able to citizens, discuss and students will be summarize the able to discuss

Goal: Students will be able to state the meaning and impact of the Emancipation Proclamation.

Objectives:
1. Students will be able to discuss the events leading to the issuance of the Emancipation Proclamation and General Order 143. 2. After reading the documents, students will be able to discuss the meaning and

Goal: Students will be able to discuss what life was like for those on the home front and the effects of news from the field on those at home. Objectives: 1. Students will be able to list examples of how and discuss why the war affected every citizens day-to-day life. 2. Students will be able to discuss the impact of the Civil War on families and describe the

documents main points. 3. Students will be able to discuss the actions of John Brown at Harpers Ferry and reactions toward the event.

how individuals felt about the coming war. 3. Students will be able to identify the Southern states, Northern states, and border states on a map of the United States.

significance of the Emancipation Proclamation and General Order 143.

of the African American soldier, using primary and secondary sources. 4. After reading portions of soldiers letters, students will be able to identify and discuss hardships soldiers faced.

challenges faced by those on the home front during the Civil War. 3. Students will be able to describe how news traveled to the home front during the Civil War, listing communication methods of the period. 4. Students will be able to address questions concerning what actions an individual might take in a typical war time scenario. Anticipatory Set/Hook: 1. Hand out The Home Front Student Sheet to each student. 2. Remind students that this nation is currently at war. Remind them they are currently living on the home front. 3. Have students partner up and discuss with their partner how the

Introduction

1. Hand out the Entrance Pass, and on the Entrance Pass have the students define the term Civil War. 2. Read the first three paragraphs of James McPhersons An Overview of the American Civil War together as a class.

Using the Entrance Pass, have students provide three significant events or developments that led up to the American Civil War.

Anticipatory Set/Hook: 1. Write on the board or use slide three: What does emancipation mean? 2. As students enter the room, they will take a sticky note and write their answer on it. 3. Have students place the sticky note on the top corner of their desk or work space. This

Anticipatory Set/Hook: 1. Discuss with students what they think a soldier did on a day-to-day basis during the Civil War. Were they always fighting battles? What do students think soldiers did when they werent fighting battles? Do they think life was hard or easy for a Civil War soldier?

will be revisited at the end of the class.

current war affects their lives. 4. On The Home Front Student Sheet, have students write down one or two things from the current war that affects their lives.
Activity 1 1. Pass out the Life at War Worksheet to each student. 2. Read and discuss the Life at War PowerPoint with your class, discussing different aspects of soldiering. 3. Have students complete the Life at War Worksheet during the presentation. Activity 2 1. Pass out Where Battles Happen 2. Discuss the second question, Where else might a battle occur? Activity 3 3. Break students into five small groups, giving each one of the following letters: a. Samuel Cabble Letter b. George McClelland Letter c. John Sweet Letter d. Zachariah Benefield Letter e. William Norton Letter 4. Have students read their letters

Activities

1. Hand out the Disunion Timeline Information Cards. 2. Hand out the Disunion Timeline Worksheet. 3. Print out a copy of the John Brown PowerPoint pre sentation with notes for yourself and the students before giving the presentation. The notes will show up in editing mode and on this print-out but will not be seen during the presentation. 4. Hand out the John Brown PowerPoint printout with notes to each student 5. John Brown

Activity 1 1. Hand out The Country Goes to War PowerPoint Student Note Sheet. 2. Present The Country Goes to War PowerPoint. 3. The students should complete the note sheet during the presentation. Activity 2 1. Hand out the 1860 U.S. Map Worksheet and have students fill in the Northern states, Southern states, and border states using different colors as a class. See Labeled 1860 U.S. Map as a guide. 2. Have the students answer

Activity 1 1. Use the Antietam and Emancipation PowerPoint to guide the lesson. a. Hand out the Battle of Antietam Summary, Emancipation Proclamation Excerpt, General Order 143 Excerpt, and Emancipation Proclamation Activity Sheet. b. These worksheets will be referred to in the PowerPoint presentation; when they are, read and discuss at that time. Activity 2 2. Hand out the Antietam and Emancipation Essay for

Activity 1 1. As a group, view The Home Front PowerPoint presentation, asking discussion questions as you go. Activity 2 2. Students will complete the Jigsaw State Activity, in small groups; each group will receive a state and a scenario to which it will respond. Furth er teacher directions are on the Jigsaw State Activity. Activity 3 3. Have students return to their The Home Front Student Sheet. As a group, briefly review some of the

PowerPoint the follow-up presentation. question. 6. John Brown Discussion Questions. 7. Hand out the Culture and Economies Charts; 8. Hand out the Culture and Economies Worksheet, and have students complete independently.

students to complete.

silently and independently. 5. In their groups, have students analyze their letter using Analyzing a Primary Source Letter. 6. Have each group share its primary source letter and responses with the class. Activity 4 Pass out Journey of a Slave Lithograph, and have the students write a new caption under each scene describing the action occurring in each picture.

earlier responses to how the current war affects their day-to-day lives. 4. On the left side of the paper, have students write three ways the Civil War affected the lives of civilians.

Closing

Discuss: What was tearing this country apart? Do you think the situation had to end in war? Had all other options to solve the disagreements been tried?

1. Ask students how they think people felt after the Battle of Manassas? Do students think citizens were worried? What might they be worried about? What might soldiers be worried about? 2. Hand out the Exit Pass and have students fill out three reasons why battles happen in certain areas.

Closure 1. Have students look back at the answers on their sticky notes. a. Ask them if they were correct in their answers made at the beginning of class. Even of students were correct, do they know more now? What exactly did the Emancipation Proclamation do?

Have students each write down two hardships a soldier would face during the Civil War on the Exit Pass

Closure: At the bottom of The Home Front Student Sheet, have students answer the following question: Why do you think the Civil War touched the lives of every American? Giv e three examples of how it affected citizens day-today lives.

Assignment Sheet

Completed Culture and Economies Worksheet

Mr. Newton's Lesson Plans: Week 303/24-28/14 9th Grade Chapter Title Monday 15 The Renaissance Tuesday 15 The Renaissance Renaissance Ideals Renaissance Chronological and Spatial Thinking SWDK of Renaissance causes and effects SWBA to Understand the differences between the cultures of the Middle Ages and the Renaissance that are revealed in works of art. Wednesday 15 The Renaissance Renaissance Renaissance Chronological and Spatial Thinking SWDK of Renaissance causes and effects SWBA to Learn to distinguish the stylistic differences between Renaissance paintings and works of art from the European Middle Ages. Thursday 15 The Renaissance Renaissance Renaissance Chronological and Spatial Thinking SWDK of Renaissance causes and effects SWBA to Apply criteria of Humanistic evidence to paintings to determine their place in Renaissance history. Friday 15 The Renaissance Renaissance Renaissance Chronological and Spatial Thinking SWDK of Renaissance causes and effects SWBA to Apply criteria of Humanistic evidence to paintings to determine their place in Renaissance history.

Lesson #/Name Introduction Subject Pages State Standards Goals/ Objectives Chronological and Spatial Thinking SWDK of Renaissance causes and effects SWBA to Understand that evidence of Humanism in the European Renaissance can be found in paintings from the Renaissance. Apply criteria of Humanistic evidence to paintings to determine their place in Renaissance history. KWL Activity Renaissance

Introduction

What ideas caused the Renaissance?

How is geography/ Economics related to Renaissance beginnings? 1. Students view pictures from Renaissance

Lets take a look at some individual artiests

Artist lives

Activities

1. Renaissance Powerpoint (overview) 2. Complete

1. Students view pictures from Renaissance

1. Renaissance Biography | Lorenzo de Powerpoint Medici (Artist work)

Biography |

with class History/Geogra phy Activity (online resource)

Connection Lesson on Humanism 2. Students record vocabulary in graphic organizer

Connection 2. Students will Lesson on place artists on Geography timeline 2. Students record vocabulary in graphic organizer 3. Complete with class Economics Activity (online resource)

Niccol Machiavelli Biography | Francesco Petrarca Biography | Dante Alighieri Biography | Desiderius Erasmus Biography | Johannes Gutenberg Biography | Filippo Brunelleschi Biography | Leonardo da Vinci Biography | Michelangelo di Lodovico Buonarroti Simoni Biography | Jan van Eyck

Closing

What is the Renaissance?

How is How does humanism from geography the Renaissance affect culture? different from humanism today? N/H Econ Worksheet

Distribute bios

Check

Assignment sheet

N/H

Timeline

Graphic Organizer of Italian and Northern Renaissance