Overview Of Grade 7 Social Studies This Year! Scroll down to "Weekly Overview and Assignments" each week to see what scholars will be learning about each week.
Welcome to the 2018-2019 World Geography and History Page! This year, students will look at many questions about World Geography and History. Some of these questions include:
History is no longer taught simply as a list of dates, events, and important people. Rather, scholars explore history, reach conclusions, and link past events to our lives today. As many have said, we must learn from our history. This year in Social Studies, students will analyze primary and secondary sources, read for information, work together on projects and simulations, conduct research, expand their geographic vocabulary, explore current events and topics, and develop writing skills that will help them learn to develop their thinking and ability to explore issues in depth.
The survey of World Cultures explores the unique peoples, places, and cultures found all over the world, while introducing students to the vocabulary, concepts, and skills necessary for further study of the social sciences, in particular, geography. Students will examine four distinct world regions: Latin America and the Caribbean, Europe and the Mediterranean, Africa and the Middle East, and Asia. Students will compare and contrast the history, geography, political systems, economics, and culture of each world region.
Overall Curriculum Guide to Each Quarter:
Marking Period 1:
Marking Period 2: Asia
Marking Period 3: Cultures of Africa and the Middle East
Marking Period 4: Cultures of Latin America and the Caribbean
Homework: Most often, students will receive a homework packet on Mondays which will consist of several articles with which scholars will read for information, answer multiple choice questions on the reading, and a write in response to analysis questions on the topics. Please help your scholar manage their time to ensure that they pace themselves to complete the homework during the week. The weekly homework packet will be due the following Friday. In addition, there may be a quiz each Friday on the week’s homework and classwork.
Assessments: Student learning will be assessed using several different approaches and methods. Each day, students complete an “exit slip” to determine if they met that day’s lesson objective. These are not graded, but used to guide teaching and instruction. There will be a weekly quiz on the week’s classwork and homework. Two or three times per quarter, students will have a formal exam which assesses understanding of important concepts and ideas. These often take the form of multiple-choice, short answer questions, and more extended analysis questions. Assessments are modified and differentiated to address each learner’s needs and learning styles. In addition, students will participate in quarterly “Performance Tasks,” in which students will focus on a specific topic, such as exploring the effectiveness and impact of Gandhi’s use of non-violence to gain India’s independence. They will also complete essays based on Document Based Questions (DBQ) in which students review primary and secondary sources and reach conclusions based on the documents. Finally, students will write one “Argument” paper each quarter in which they will make a claim in response to a question and defend that claim in a formal essay.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
- What is culture? How and why do cultures differ from one another?
- How does geography help us understand the world?
- How do countries and regions interact with one another in a global community?
- How have specific cultures contributed to world culture?
- How did European colonization affect non-European Cultures?
- How does religion affect culture and society?
- How do economics affect culture and society?
- How are we similar to other cultures? How are we different?
History is no longer taught simply as a list of dates, events, and important people. Rather, scholars explore history, reach conclusions, and link past events to our lives today. As many have said, we must learn from our history. This year in Social Studies, students will analyze primary and secondary sources, read for information, work together on projects and simulations, conduct research, expand their geographic vocabulary, explore current events and topics, and develop writing skills that will help them learn to develop their thinking and ability to explore issues in depth.
The survey of World Cultures explores the unique peoples, places, and cultures found all over the world, while introducing students to the vocabulary, concepts, and skills necessary for further study of the social sciences, in particular, geography. Students will examine four distinct world regions: Latin America and the Caribbean, Europe and the Mediterranean, Africa and the Middle East, and Asia. Students will compare and contrast the history, geography, political systems, economics, and culture of each world region.
Overall Curriculum Guide to Each Quarter:
Marking Period 1:
- Introduction to Geography:
- Location of seven continents, hemispheres, functions and major parts of maps
- Using latitude and longitude and cardinal directions
- Major geographic landforms
- Definition of Culture
- Cultures of Europe and Exploration in Ancient Greece and Ancient Rome
- Identify locations of countries and major landforms in Europe with brief exploration of modern European cultures.
- Explore contributions of ancient Greek and Roman Empire
- Argument Writing: Reasons for the Fall of Rome.
Marking Period 2: Asia
- Identify regions and countries in Asia
- Ancient civilizations of India, Japan, and China
- Influences of Hinduism and Buddhism
- European Colonialism
- Argument Writing: Gandhi and Civil Disobedience
- Modern cultures of specific countries
Marking Period 3: Cultures of Africa and the Middle East
- Identify locations of countries and major landforms in Africa and Middle East
- Explore contributions of ancient Egyptian and Mesopotamian cultures to our world today
- Simulation and Argument writing on Nile River Cultures
- Examine origins of Islam, Judaism, and Christianity
- Analyze causes and affects of European Colonization
- Use of and competition for Natural Resources
Marking Period 4: Cultures of Latin America and the Caribbean
- Identify locations of countries and major landforms
- History including the Maya, Aztecs, and Incas
- Modern Cultures of specific countries in Latin America
- Simulation and Argument Writing: Saving the Amazon Rain Forest
Homework: Most often, students will receive a homework packet on Mondays which will consist of several articles with which scholars will read for information, answer multiple choice questions on the reading, and a write in response to analysis questions on the topics. Please help your scholar manage their time to ensure that they pace themselves to complete the homework during the week. The weekly homework packet will be due the following Friday. In addition, there may be a quiz each Friday on the week’s homework and classwork.
Assessments: Student learning will be assessed using several different approaches and methods. Each day, students complete an “exit slip” to determine if they met that day’s lesson objective. These are not graded, but used to guide teaching and instruction. There will be a weekly quiz on the week’s classwork and homework. Two or three times per quarter, students will have a formal exam which assesses understanding of important concepts and ideas. These often take the form of multiple-choice, short answer questions, and more extended analysis questions. Assessments are modified and differentiated to address each learner’s needs and learning styles. In addition, students will participate in quarterly “Performance Tasks,” in which students will focus on a specific topic, such as exploring the effectiveness and impact of Gandhi’s use of non-violence to gain India’s independence. They will also complete essays based on Document Based Questions (DBQ) in which students review primary and secondary sources and reach conclusions based on the documents. Finally, students will write one “Argument” paper each quarter in which they will make a claim in response to a question and defend that claim in a formal essay.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
Weekly Overview and Homework Assignments:
Weeks of January 22 to 26 and January 28 to February 1: This week students will complete their research and interviews on Gandhi’s Actions/Leadership in India. Toward the end of the week, they will begin an argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Topics will include structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework: Week 1: Javed’s Schooling in Pakistan; Grandma Was A Protester: Week 2: Introduction to China; Who Was Confucius?
Week of January 14 to January 18: This week students will continue their work in which they have selected and are researching one event in which Gandhi and his followers protested “unjust” laws that the British imposed on the people of India. They will use this research to develop a faux “interview” that presents Gandhi’s point of view of India’s struggle for Home Rule. They will use this work as a foundation for developing an Argument Essay in which they argue for or against Gandhi’s use of Civil Disobedience in order to achieve substantial social change. Homework: In the Enemy's Grip (about Vietnam) and A Day at Angkor Wat (in Cambodia).
Week of January 7 to 11, 2019: This first part of January, students will continue their work on Gandhi. Based the film Gandhi (which students watched in late December) and an examination and analysis of his work, students will develop an “interview” with Gandhi on his work and philosophy. Following this, likely beginning the following week, they will write their second major Argument Essay, this time on whether students support Gandhi’s nonviolent approach to achieving Social Change. Homework: On The Streets of New Delhi; Japan – Toyko. Due Friday.
Week of December 17 to 21 and January 2, 3, 4 of 2019: This week, as students explore Asia, they will focus on India, and the work of Mahatma Gandhi to free India from British rule. Early in the week, they will watch and analyze the film Gandhi. Based on their own research and the film, students will develop an “interview” with Gandhi on his work and philosophy. Following this, they will write their second major Argument Essay, this time on whether students support Gandhi’s nonviolent approach to achieving Social Change. Homework: There will be no homework these weeks in Social Studies.
Week of December 10 to 14: At the beginning of the week, students, working with a partner, will “adopt” an Asian country, research that country, and develop either a travel brochure or a PowerPoint presentation which invites/convinces travelers to travel to the country they adopted. Toward the middle of the Week, students will switch focus to India and Gandhi in order to provide background to showing the movie Gandhi next Monday. This is in preparation for District assigned work on developing an “interview” with Gandhi on his work and philosophy, and eventually an argument essay on whether students support Gandhi’s nonviolent approach to achieving Social Change. Homework: Asia; India – A History.
Week of December 3 to 7: This week, students will begin their exploration of Asia by conducting research about Asia, recording their observations, comparing Asia to the USA, and asking questions about what they learn. Next, students, working with a partner, will “adopt” an Asian country, research that country, and develop either a travel brochure or a PowerPoint presentation which invites/convinces travelers to travel to the country they adopted. Homework: How the Maya Lived; A Trip to Argentina.
Week of November 26 to 30: This week, students will practice responding to Open Ended questions using the RACECES strategy. They will read and respond to a journalist's visit to Monkey Island in Latin America and her observations and thoughts about her experiences. Students will also continue conferencing with the teacher about their work and progress in Social Studies and setting goals for argument writing based on their Amazon Rainforest Argument Essay. Next, students will begin their exploration of Asia by conducting research about Asia, and recording, comparing Asia to the USA, and asking questions about what they learn. Homework: Maya Religion; Cuzco, City of Gold.
Week of November 19 to 21 (Thanksgiving Week): This week, students will practice responding to Open Ended questions using the RACECES strategy. They will read and respond to a journalist’s visit to Monkey Island in Latin America and her observations and thoughts about her experiences. Students will also continue conferencing with the teacher about their work and progress in Social Studies and setting goals for Argument Writing based on their Amazon Rainforest Argument Essay. Homework: None this week (short week, Thanksgiving).
Week of November 13 to 16: This week, students will focus on preparing for and completing District Assessments on content vocabulary and open-ended questions focusing on contemporary and historic Latin America. Students will also continue conferencing with the teacher about their work and progress in Social Studies and setting goals for Argument Writing based on their Amazon Rainforest Argument Essay. Homework: Latin Freedom Fighters; Early People Central America Land Bridge.
Week of November 5 to 9: This week, students will continue learning new content vocabulary words about Latin America and Ancient Latin American Cultures, and do close reading and web searches on Ancient Civilizations in the Americas. Students will focus on the history and contributions from the Maya, Aztecs, and Inca civilizations. Students will also continue conferencing with the teacher about their work and progress in Social Studies and setting goals for Argument Writing based on their Amazon Rainforest Argument Essay. Toward the end of the week, students will begin a district assessment on Latin America which includes multiple choice on vocabulary and ideas, and Open Ended questions on a journalists visit to Monkey Island off Puerto Rico. Homework: The Maya, Ancient and Modern, The Mayans
Week of October 29 to November 2: This week, students will students will continue their exploration of South America by learning vocabulary words which will help them better understand South America’s cultures, locations, and geography, completing an exploratory web quest, and then by finishing their Power Point on Treasures in Latin America to share with the class. Next, students will begin research on Ancient Civilizations in the Americas with a focus on the history and contributions from the Maya, Aztecs, and Incas. Students will also be conferencing with the teacher about their work and progress in Social Studies and setting goals for Argument Writing based on their Amazon Rainforest Argument Essay. Homework: The Dawn of the Mayas; Inca 101
Week of October 22 to 26: This week, students will students will continue their exploration of South America by learning vocabulary words which will help them better understand South America’s cultures, locations, and geography, completing an exploratory web quest, and then by researching an historic, cultural, or geographic landmark, making a PowerPoint of their findings, and presenting a PowerPoint museum to the class. We will consider presenting these PowerPoints to students in younger grades. Homework: Birth of a Mighty River; Can the Amazon be Saved?
Week of October 15 to 19: This week, students will complete their Argument Essays about preservation versus progress in the Amazon Rain Forest. Next, students will continue their exploration of South America by learning vocabulary words which will help them better understand South America’s cultures, locations, and geography, completing an exploratory web quest, and then by researching an historic, cultural, or geographic landmark, making a PowerPoint of their findings, and presenting a PowerPoint museum to the class. We will consider presenting these PowerPoints to students in younger grades. Homework: Brazil Protects Part of Amazon Rain Forest; Ruins in Rain Forest.
Week of October 9 to 12: This week, students will continue their work writing Argument Essays about preservation versus progress in the Amazon Rain Forest. Specifically, they are considering the building of the Bela Monte Dam’s impact on the Amazon Rain forest balanced against the need for electricity in Brazil. Once this is complete, students will continue their exploration of South America by learning country’s locations and geography, and then by focusing on an historic, cultural, or geographic landmark, making a PowerPoint of their findings, and presenting a PowerPoint museum to the class. We will consider presenting these PowerPoints to students in younger grades. Homework: Brazil Today – Independence; Brazil’s Constitution.
Weeks of September 24 to 28 and October 1 to 5: During the first few days of this week, students will complete their work on maps and continue map related vocabulary so that they can know and identify continents, countries on each continent, the oceans, landforms and examples of these landforms (e.g. Mt. Kilimanjaro, Sahara Desert, etc.). Next, they will begin an exploration of South America by learning country’s locations and geography, and then by focusing on an historic, cultural, or geographic landmark, making a PowerPoint of their findings, and presenting a PowerPoint museum to the class. We will consider presenting these PowerPoints to students in younger grades. The following week, students will use their background knowledge and also incorporate new information in order to write an argument paper on progress versus environment in the Amazon Rain Forest (district quarterly). Homework: Make-up/Homework Pass. This week, students who are behind on homework will have make-up assignments. Those students who have completed all homework this quarter with a B or above, will be acknowledged with a Homework Pass.
Week of September 17 to 21: Over the next week, students will finish their maps of the world in order to focus on understanding maps and how they work, using latitude and longitude to find location, identifying the 7 continents and 5 oceans, using a compass, and finding and identifying major landforms and waterways around the world. Homework: Where in the World Are You? Continents and Oceans.
Week of September 11 to September 14: On Tuesday, students will consider and discuss the events of 9/11 and their impact on us today. Next, students will make maps of the world in order to focus on understanding maps and how they work, using latitude and longitude to find location, identifying the 7 continents and 5 oceans, using a compass, and finding and identifying major landforms and waterways around the world. Students will consider questions such as where are the continents and oceans? What’s the difference between a continent and a country… city, state, town, province. How do maps get used? What information can you get from maps? What are the parts of a map? How does location impact human settlement and culture? Homework: Interest Inventory and ReadWorks Article on Maps.
Week of September 4 to September 7: Over the next week, students will learn about primary documents and Mr. J will learn about students by having students create a primary document about themselves using a structured slide format. Next, they will focus on learning about the Earth’s physical and human geography. Through videos, photos, and maps, students will learn to read and use maps, identify continents, oceans, important countries, types of landforms and well-known landforms, be able to define key geography vocabulary which they will use throughout the year, and develop conclusions about human impacts on the planet. Homework: "All About Me" and Articles on Reading and Using Maps.
Week of June 11 to June 15: This week students will continue their work on Africa and the Middle East, and explore the history, culture, and traditions of the world’s first civilization in Ancient Mesopotamia. They will discover what is needed for “civilization,” how Mesopotamia came to be, and how one of the the development and implementation of the world’s first formalized legal/justice system under King Hammurabi. Later in the week, they will begin their final class project, which will be to make a replica of a world map which will include all of the world’s countries, seas, and oceans, and the most well-known geographical features (e.g. Mount Everest, the Sahara Desert, etc.). There will be no homework these last weeks of school.
Week of June 4 to June 8: This will be a limited week, in terms of class, due to end of year activities on Monday (Field Day), and Tuesday (eligible students going to Holiday Hill). On Tuesday, remaining students will focus on making up work, and will continue working on Open Response questions regarding Monkey Island. On Wednesday and Friday, students will focus on Africa and the Middle East. They will re-visit the difference between “country” and “continent,” compare and contrast Africa and the Middle East to the USA, and explore overview information on Africa and the Middle East through research and web quests. This will lay a foundation for beginning to explore ancient Mesopotamia next week. There will be no homework for the last two weeks of school.
Week of May 29 to June 1: This week, students will complete a brief exploration of Latin America with an emphasis on the Amazon Rainforest. Having studied the Forest’s impacts on our lives, the devastating results of human activity on the Rain Forest and its people, and learned about the vast quantity and variation of life in the Forest, students will respond to Open Ended questions based on a primary source, a visit to the Rainforest. If we complete these tasks, on Friday students will begin a unit on Africa and the Middle East, beginning with basic geography. Homework: Africa, The White Desert.
Week of May 21 to May 25: This week, students will begin an exploration of Latin America with an emphasis on the Amazon Rainforest. They will study the Forest’s impacts on our lives, and the devastating results of human activity on the Rain Forest and its people. Students will see some video footage of the Rain Forest, use an interactive Amazon Web Quest, and read a primary source on exploring the jungles of South America. Toward the end of the week, students will respond to Open Ended questions based on a primary source, a visit to the Rainforest. If we complete these tasks, on Friday students will begin a unit on Africa. Homework: Ruins in the Rain Forest; Can the Amazon be Saved?
Week of May 14 to May 18: This week students will complete their argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? (delayed due to teacher absence). Next, students will completely switch focus by exploring the many environments of the Amazon Rain Forest, the Forest’s impacts on our lives, and the devastating results of human activity on the Rain Forest and its people. Students will see some video footage of the Rain Forest, use an interactive Amazon Web Quest, and read a primary source on exploring the jungles of South America. There will be no homework this week.
Week of May 7 to May 11:
This week students will complete their argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Next, students will analyze one of Gandhi’s speeches, then complete Open Ended questions which examine the speech’s themes and intentions, and what the speech reveals about Gandhi’s character. Homework: Earth Science: Pangaea, and Distant Relative. Current Event optional for Extra Credit.
This week students will complete their argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Next, students will analyze one of Gandhi’s speeches, then complete Open Ended questions which examine the speech’s themes and intentions, and what the speech reveals about Gandhi’s character. Homework: Earth Science: Pangaea, and Distant Relative. Current Event optional for Extra Credit.
Week of April 30 to May 4:
This week, as we transition from State Testing back to our regular curriculum, students will continue their Argument Writing in response to the question Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? In reflecting on our work, students will consider and address the following investigation...
Essential Questions:
Homework continues this week. The assignment due on Friday is Elephants in Africa and Around the World, and Peer Pressure.
This week, as we transition from State Testing back to our regular curriculum, students will continue their Argument Writing in response to the question Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? In reflecting on our work, students will consider and address the following investigation...
Essential Questions:
- Why would India, or any country, want “home rule?”
- Given England’s roles in India, does that mean it’s a “bad” country overall?
- Was England in any way beneficial or helpful to India?
- Would nonviolence have worked against other countries?
- Is violence ever justified?
- What is the purpose of evidence?
- What is valid evidence and what is not? How do I best present and explain/defend evidence?
- How do I organize a major argument paper to use my time most efficiently?
- What is the structure for an argument essay?
Homework continues this week. The assignment due on Friday is Elephants in Africa and Around the World, and Peer Pressure.
Week of April 23 to April 27: SBAC TESTING THIS WEEK: This week, the week of SBAC testing, students will work on a project of their choice which focuses on historical themes and events. Choices are as follows: Option 1: American History Timeline: Make a collage that shows events in American History or another History that you find particularly interesting. Use the textbook to find timelines (at the beginning of each Chapter), select events that you would want to illustrate with pictures from magazines, then write a one-sentence summary of the event and include your picture(s) for each event. Option 2: Make a collage around a common theme. Common themes might include music from different countries, art from different countries, food from different countries, the Civil Rights Movement, the American Revolution, or a theme that you would like to work on. Option 3: Make an ABC Book about American History. Each letter could represent a person, place, event, etc. For example, A = America; the Country we live in. B = Ben Franklin, one of the Founding Fathers. C = _____. Draw or find pictures in the magazines to represent each letter. Be creative in your lettering and presentation. Option 4: Make a poster about a theme you select. Your poster could be about an historical figure, an invention, an event, or… Option 5: Make a timeline or ABC Book about your life in collage/illustration format. You could start with where/when born, pictures of cities in which you have lived, drawings of important events, etc. Option 6: Make a children’s book, or a book, by finding and using photos and pictures from magazines and writing a story that goes along with those photos. Option 7: Make an ABC book about the countries of the world and find photos to go with the countries you identify. Afghanistan, Bolivia, Canada, Denmark… Option 8: Make a collage book that shows the Bill of Rights. For example: 1st Amendment: Freedom of Speech. Find pictures and photos of people talking or writing or demonstrating… Option 9: Write and perform a song about a country or event or theme. Option 10: Your choice: What is something that you would like to do this week? It needs to be something you can accomplish this week using materials provided in the classroom. [Student submits proposal]. There will be no homework this week due to testing.
Weeks of April 2 to 6 and April 9 to 13: During these week students will continue their argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Topics will include structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework due April 6: Standing or Roof of Africa, Maps, Current Event.; There will be NO HOMEWORK for the week of April 9 to 13.
quote from Desmond Tutu.
quote from Desmond Tutu.
Week of March 26 to 29: This week students will complete their work on Gandhi’s Actions/Leadership in India. Toward the end of the week, they will begin an argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Topics will include structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework: On the Streets of New Delhi, Japan – Tokyo. Current Event.
Week of March 19 to March 23: This week students will re-visit following and analyzing current events. Their primary focus will be to continue researching three of Gandhi’s actions in India to help free India from British Imperialism. They will then select one of these actions to investigate and analyze further. Toward the end of the week they will use this research to develop a faux “interview” that presents Gandhi’s point of view in relation to the action they analyzed and India’s overall struggle for Home Rule. Homework: In The Enemy's Grip (about the Vietnam War), A Day at Angkor Wat in Cambodia, and Current Events.
Angkor Wat in Cambodia
Angkor Wat in Cambodia
Week of March 12 to March 16: This week, following their close investigation of Gandhi and his non-violent resistance approach to achieving independence for India, students will select, research, and analyze one event in which Gandhi and his followers protested “unjust” laws that the British imposed on the people of India. Next week they will use this research to develop a faux “interview” that presents Gandhi’s point of view of India’s struggle for Home Rule. Homework: Javed’s Schooling In Pakistan, Vietnam; Eyewitness to History: Grandma was a Protester.
Protests in India
Protests in India
Week of March 5 to March 9: This week students will continue their exploration of Gandhi and his work with a particular focus on his use of nonviolent civil disobedience to liberate India from Great Britain. They will continue their web quest and research on Gandhi, his life, and his work. They will also continue and complete watching, discussing, and analyzing portions of the movie Gandhi. This will help them better understand the time and place in which India, under Gandhi’s leadership, worked to achieve Independence, and allow them to view what Gandhi did, how he did it, and the benefits and consequences of his work. Next, students will select and research one event in which Gandhi and his followers protested “unjust” laws that the British imposed on the people of India. Next week they will use this research to develop a faux “interview” that presents Gandhi’s point of view of India’s struggle for Home Rule. Homework: People’s Republic of China, China Today: Confucius (image to left), 2 Chinese Fables due Friday, March 9.
Week of February 26 to March 2: This week students will continue their exploration of Gandhi with a particular focus on his use of nonviolent civil disobedience to liberate India from Great Britain. They will continue their web quest and research on Gandhi, his life, and his work. They will also continue and complete watching, discussing, and analyzing portions of the movie Gandhi. This will help them better understand the time and place in which India, under Gandhi’s leadership, worked to achieve Independence, and allow them to view what Gandhi did, how he did it, and the benefits and consequences of his work. HOMEWORK: Black History Month Readings due Friday, March 2.
Weeks of February 5 to 9, and February 12 to 16 2018: These next two weeks students will continue their exploration of Gandhi with a particular focus on his use of nonviolent civil disobedience to liberate India from Great Britain. They will continue their web quest and research on Gandhi, his life, and his work. They will also continue and complete watching, discussing, and analyzing portions of the movie Gandhi. This will help them better understand the time and place in which India, under Gandhi’s leadership, worked to achieve Independence, and allow them to view what Gandhi did, how he did it, and the benefits and consequences of his work. HOMEWORK: British Empire Introduction; Empire Built on Paper.
Week of January 29 to February 2: This week students will finish their exploration of India’s history and culture then re-shift their focus to Gandhi and his nonviolent approach to social change as he worked to free India from British rule. Students will begin by completing an exploratory web quest on Gandhi, his life, and his work. Next, we will watch portions of the movie Gandhi so that students can get a sense of the time and place in which India worked to achieve Independence, and Gandhi’s interactions, role, and leadership toward achieving that independence through non-violent civil disobedience. HOMEWORK: Teaching English in Thailand; Saving the Elephants; Russia.
Week of January 22 to 26: This week students will continue their exploration of India with a focus on an historical and cultural overview and colonialism, then moving on to Gandhi and his nonviolent approach to social change as he worked to free India from British rule. Students will begin by completing an exploratory web quest on Gandhi, his life, and his work. Next, we will watch portions of the movie Gandhi so that students can get a sense of the time and place in which India worked to achieve Independence, and Gandhi’s interactions, role, and leadership toward achieving that independence through non-violent civil disobedience. HOMEWORK: Teaching English in Thailand; Saving the Elephants; Russia.
Week of January 16 to 19, 2018: This week students will conclude their examination of continental Asia with a focus on the geography and broad history of Asia. Next, students will shift their concentration to India beginning with an historical and cultural overview and colonialism, then moving on to Gandhi and his nonviolent approach to social change as he worked to free India from British rule. Students will complete a web quest, and view, read, and analyze primary and secondary sources as they begin to consider how and why Britain was able to rule India for so long, and how India finally broke free. Throughout they will make connections to Martin Luther King whose work was heavily influenced by Gandhi’s approach to civil disobedience. HOMEWORK due Friday, Jan 19: A Chance For Freedom (escaping from North Korea); Quake in Indonesia.
Week of January 8 to 12, 2018: This week students will complete their work on text-dependent open-ended questions, and continue their examination of Asia with a focus on the geography and broad history of Asia. This is a continuation of learning about India, Colonialism, India’s quest for independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. Throughout this unit, students will complete homework which will provide them with history, background, and information about those Asian countries that we will have less time to focus on during class time. HOMEWORK due Friday, Jan 12: A Chance For Freedom (escaping from North Korea); Quake in Indonesia.
Week of January 2 to January 5, 2018: This week students will continue their examination of Asia with a focus on the geography and broad history of Asia. They will investigate how modern daily life, customs, and traditions are different in several Asian countries from life in the United with a focus on Russia, China, Vietnam, Indonesia, and Japan. Throughout this unit, students will complete homework which will provide them with history, background, and information about those Asian countries that we will have less time to focus on during class time. HOMEWORK due Friday, January 5: Read and Respond to Articles: India History and Life in Japan.
Weeks of December 11 to December 15 and December 18 to December 22: Over the next two weeks, students will begin their examination of Asia with a focus on the geography and broad history of Asia. Click here for interesting facts about Asia. Next, students will focus on India, India’s quest for independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. Throughout this unit, students will complete homework which will provide them with history, background, and information about those Asian countries that we will have less time to focus on during class time. HOMEWORK due Friday, December 15: Read and Respond to Articles: Introduction to Japan, Ancient China, Identifying types of sentences. HOMEWORK for week of December 18 to December 22: As acknowledgement for completing all homework to date, those who have submitted all homework this quarter will have no homework this week. Students who have not completed all assignments will be given make-up homework which will be due on Friday.
Week of December 4 to December 8, 2017: This week students will complete the final part of the District Assessment on Text-Dependent Questions by examining quotes from Cicero, an Ancient Roman, and draw conclusions about what the quotes can tell us about the man and analyze what the quotes mean. Next they will begin their exploration of Asia with an examination of geography, past and present culture, and overall history. HOMEWORK due on Friday: Read and respond to articles on Asia, Chinese Population; complete word search on names of countries in Asia.
Week of November 27 to December 1: This week students will complete their Argument Essay on the Fall of Rome and practice using a rubric to self-grade and improve their work. They will also complete final edits on their Argument paper which will include using spell check and grammar check. As they finish their Argument Paper, students will move complete a web quest on China in order to be introduced to a historical as well as contemporary China. Next, students will complete the final part of the District Assessment on Text-Dependent Questions by examining quotes from Cicero, an Ancient Roman, and draw conclusions about what the quotes can tell us about the man and analyze what the quotes mean. HOMEWORK DUE ON FRIDAY: Reading and respond to Readings about Julius Caesar and Nero.
Thanksgiving Week! Week of November 20 - 22: During this short week, students will continue working on their Argument Essay on the Fall of Rome and practice using a rubric to self-grade and improve their work. They will also complete final edits on their Argument paper which will include using spell check and grammar check. In honor of Thanksgiving there will be no homework this week.
Week of November 13 to November 17: Having analyzed secondary sources on the Fall of the Roman Empire, this week students will begin to write an argument essay on the leading causes of the Fall of Rome. As they analyzed the secondary sources they gathered evidence to support their argument about the leading causes of Rome’s fall. This week, students will organize, then begin writing their argument essay. Students will focus on writing an introduction to an argument essay that includes a grabber, background information, a claim and counter-claim, and three reasons to support their claim. HOMEWORK DUE ON FRIDAY: Read and respond to three articles: Rise and Fall of Roman Empire; Arches and Concrete in Ancient Rome; Food And Dining in Ancient Rome.
Weeks of October 30 to November 9: Over the next two weeks students will analyze secondary sources on the Fall of the Roman Empire, then write an argument essay on the leading causes of the Fall of Rome. As they analyze the secondary sources they will gather evidence to support their argument about the leading causes of Rome’s fall. Next, students will organize, then write their argument essay. Students will focus on writing an introduction to an argument essay that includes a grabber, background information, a claim and counter-claim, and three reasons to support their claim. Homework due Friday, November 03: Read and respond to: Who Did What in Roman Republic? Gladiators; The Romans In Britain.
Week of October 23 to 27: This week, through film, text, and web quests, students will explore the development and culture of Ancient Rome. Questions will include: Who were the Ancient Romans? What ideas did we get from them? How did they change our lives today? How and why do ancient cultures impact us today? What happened to Ancient Rome? Why did this happen? HOMEWORK DUE Friday, October 27: The Roman Republic Part 1; The Roman Republic Part 2, Rugged Roman Architecture.
Week of October 16 to 20: This week students will conclude their exploration of Ancient Greece by writing a five paragraph essay on contributions to Western Civilization from the Ancient Greeks. Next, through film, text, and web quests, students will explore the development and culture of Ancient Rome. Questions will include: Who were the Ancient Romans? What ideas did we get from them? How did they change our lives today? How and why do ancient cultures impact us today? What happened to Ancient Rome? Why did this happen? HOMEWORK DUE Friday, October 20: Read and Response to 3 articles: Ancient Greek Traditions; Plato; Hermes The Messenger God.
Week of October 10 to 13, 2017: This week students will conclude their exploration of Ancient Greece by analyzing primary and secondary documents in a DBQ on Ancient Greek contributions to modern society. They will write a brief essay describing three Ancient Greek contributions that continue to influence our lives today. Next, they will begin their exploration of Ancient Rome through a choice of web quests or textbook reading and responding. HOMEWORK DUE Friday, October 13: Read and respond to 2 articles, Ancient Greece: How Did It All Begin and Ancient Greece: The Ancient Greeks.
Week of October 2 to October 6: This coming week students will be reading primary and secondary documents about Christopher Columbus and the Amazon Rain Forest. They will read passages, analyze the content, and respond with what is being claimed in each document and cite their evidence for this claim. Below is Christopher Columbus' letter to Queen Isabella about his impressions of the Natives when he arrived not in India, but in the New World! Did you know that Christopher Columbus never stepped foot on what is now the American mainland?
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
Week of September 25 to 29: During the next two weeks, students will do web quests, research, examine and analyze paintings and drawings, and do a DBQ as an introduction to Ancient Greece and Ancient Rome. They will explore items such as ancient Greek and Roman contributions that we still use today, learn about democracy as practiced in these ancient cultures, learn about gender roles, slavery, and religion. This will cumulate in a Performance Task in which they do a DBQ about the Fall of Rome and write an argument essay exploring if the Fall of Rome could have been prevented. HOMEWORK DUE ON FRIDAY, September 29: Where in the World Are You; Maps; What is Geography? Landforms.
Week of September 18 to 22, 2017: This week students will conclude their exploration of Earth’s physical and human geography. Through videos, photos, maps, and guide sheets students will continue and conclude their foundational work on using various types of maps, identifying continents, oceans, important countries, types of landforms and well-known landforms, and be able to define key geography vocabulary which they will use throughout the year, and develop conclusions about human impacts on the planet. HOMEWORK DUE ON FRIDAY, September 22: Students are to read and respond to a packet on maps. Articles include Things that Maps Have in Common; Using a Map; Mapping the Earth's Surface; What is a Weather Map?
Below and following are descriptions of our work last year in Grade 7 Social Studies. Reviewing these postings will provide information on last year's work and serve as an overall preview of things to come this coming school year.
Week of June 12 to June 16: These final weeks of the year, students will focus first on an overview of Latin America in order to get a sense of names and places, then work in teams to investigate world problems (environmental and social issues such as climate change, deforestation; pollution, conflict, human trafficking, impacts of wars, etc.) and select one on which to focus. Once they have selected their world problem, they will develop a list of questions they want to research, then begin to research to find answers to their questions. They will organize and present their findings and conclusions to classmates using their choice of poster, PowerPoint, video presentation, photo display, or other ideas they may have. By the end of this unit students will:
- LOCATE Latin American countries and important Landforms on a map
- Be able to DESCRIBE several problems which face the world today
- GENERATE questions to research and answer
- ANALYZE contributing factors to their selected world problem
- KNOW the specific history and details of the problem they select
- ORGANIZE their own research
- Be able to ORGANIZE and PRESENT findings and conclusions on their selected problem
- DEVELOP solutions to the world problem they investigate
Week of June 5 to June 9: This week, students will complete their Argument essay. Having worked on how to structure an argument essay, consider audience and tone in the essay, make claims, and develop and find reasons and evidence for their claim, students will use these last few days of writing to focus on the final parts of writing a paper which includes editing and using a rubric to self-score their paper and make necessary improvements. Next, students will select from a choice of web quests to learn about various elements of Latin America. Choices include focus on geography, culture, the Amazon Rain Forest, and history. Beginning next week, students will select a world problem, and begin researching and investigating causes, impacts, and solutions. HOMEWORK: Articles about Mount Kilimanjaro in Africa, Elephant Tales, and Peer Pressure. Homework is due on Friday, June 9.
Week of May 30 to June 2: During the next two weeks, students will continue their work on their Argument essay. They will focus on structuring their argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
Week of May 22 to May 26: During the next two weeks, students will research, develop, and write an Argument essay. They will have several question options to choose from. Students may write about the ancient civilization with the greatest impact on us today, or the pros and cons of living in an selected country in Africa, or which African country they would choose to live in if they received a $100,000 grant to live in the African Country of their choice. In writing their essay, students will deepen their understanding of structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations.
Week of May 15 to 19: Students will begin the week by sharing what they learned about their country in Africa with other students, and draw conclusions about life and society in Africa and how history has shaped contemporary Africa. Next, and for the remainder of the next two weeks, students will write an Argument essay. They will have several question options to choose from. Topics will include structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
Week of May 8 to May 12: This week students will consolidate and organize their research on an African Country so that they can develop a rubric-driven presentation through which they can integrate their learning while also using the presentation to teach other students what they learned about their country. They will include information on location, geography, government, economy, culture, languages spoken, education systems, history, and more. Presentation options will include making a travel brochure, making a commercial, writing a letter to a friend about the country, making a poster, writing a newspaper article, or other ideas students may have. Furthermore, students will be able to take the perspective of a tour leader, investigative journalist, family member whose ancestors lived in the country, etc. Toward the end of the week students will present what they learned about their country to other students and begin Argument Writing. Through developing these presentations students will:
Week of May 1 to May 5: This week, students will continue to develop research skills by continuing their research on a country in Africa. Research will focus on their country’s location, geography, climate, history, government, economy, culture, and more. They will use the results of this research to complete a presentation on their selected country in the form of a poster, PowerPoint, letter to a friend, commercial, or other method they might choose. HOMEWORK: There will be NO homework this week due to SBAC Testing taking place in school.
Week of April 24 to April 28: This week, students will begin a research project on a country in Africa. They will begin by listing information they would want to know if moving to a new place or country, and include this information with other research on location, history, government, economy, etc. By the end of the this week, students will KNOW and UNDERSTAND the project requirements, KNOW basic information about their country such as location, geographic features, and climate, and begin to DRAW CONCLUSIONS about the Country’s history and government. HOMEWORK: There will be NO homework these next two weeks due to SBAC Testing taking place in school.
Week of April 10 to April 13: This week students will continue their exploration of Africa. Having already mapped a trip through this vast continent and identified a country to study, students will begin the week by considering Africa as a continent. They will identify important land forms, largest and smallest countries, number of languages spoken, variances in cultures, and much more. From here, they will continue their research on their selected African country focusing on important cities, how people make their living, cultural attributes, languages spoken, important religious groups, and other information about the country they would like to share with classmates. Homework this week is two articles: How Women Got the Vote and Empire Built On Paper (How Paper Changed History). Given that this is a short week, homework is due on Thursday, April 13.
Week of April 3 to April 7: This week students will complete their exploration of Ancient Egypt. They have been learning about daily life, clothing, typical meals, mummies, King Tut, writing, Pyramids, and most of all the vital role that the Nile River played in Ancient Egyptians’ lives. Next, students will begin exploring the history of Africa with a focus on an individual African country. This week they will begin their research in order to learn the country’s absolute and relative location, geographic features, important cities, how people make their living, cultural attributes, languages spoken, important religious groups, and other information about the country they would like to share with classmates. HOMEWORK: Read and respond to four articles: Nile and Ancient Egypt, Tomb Raiders, Hieroglyphics, and a news article about the women’s strike in March.
Week of May 30 to June 2: During the next two weeks, students will continue their work on their Argument essay. They will focus on structuring their argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
- LIST what should be included in an Argument Essay
- USE an organizer to help organize and develop their writing
- WRITE an argument essay that includes an introduction, background information, claims, counter-claims, evidence and warrants, and a conclusion.
- USE a rubric to guide their writing.
- HOMEWORK: Read and respond to two articles: A Distant Relative about first Humans in Africa; Cool to be Kind about developing empathy for others. Homework is due on Friday.
Week of May 22 to May 26: During the next two weeks, students will research, develop, and write an Argument essay. They will have several question options to choose from. Students may write about the ancient civilization with the greatest impact on us today, or the pros and cons of living in an selected country in Africa, or which African country they would choose to live in if they received a $100,000 grant to live in the African Country of their choice. In writing their essay, students will deepen their understanding of structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations.
Week of May 15 to 19: Students will begin the week by sharing what they learned about their country in Africa with other students, and draw conclusions about life and society in Africa and how history has shaped contemporary Africa. Next, and for the remainder of the next two weeks, students will write an Argument essay. They will have several question options to choose from. Topics will include structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
- Be able to DESCRIBE and EXPLAIN identified facts and statistics about their assigned country, and MAKE GENERALIZATIONS about other countries in Africa
- DESCRIBE native traditional dress and daily dress, what modern and traditional homes and buildings look like, and many other cultural and society facts and information about their assigned country, and similarly, be able to DRAW conclusions about similarities and differences between their assigned country and other African countries and their assigned country and the United States.
- LIST what should be included in an Argument Essay
- USE an organizer to help organize and develop their writing
- WRITE an argument essay that includes an introduction, background information, claims, counter-claims, evidence and warrants, and a conclusion.
- USE a rubric to guide their writing.
- HOMEWORK will resume this week. Students are to read and respond to three articles: Overview on Africa, Crisis in Africa; Practicing Mindfulness in Schools. Homework is due on Friday.
Week of May 8 to May 12: This week students will consolidate and organize their research on an African Country so that they can develop a rubric-driven presentation through which they can integrate their learning while also using the presentation to teach other students what they learned about their country. They will include information on location, geography, government, economy, culture, languages spoken, education systems, history, and more. Presentation options will include making a travel brochure, making a commercial, writing a letter to a friend about the country, making a poster, writing a newspaper article, or other ideas students may have. Furthermore, students will be able to take the perspective of a tour leader, investigative journalist, family member whose ancestors lived in the country, etc. Toward the end of the week students will present what they learned about their country to other students and begin Argument Writing. Through developing these presentations students will:
- KNOW and EXPLAIN basic factual information about their selected country (e.g. location, important geographic features, type of government, how the country and citizens make money, etc.
- DESCRIBE cultural elements that include description of the people who live there, languages spoken, religions, arts, architecture, education systems, etc.
- SUMMARIZE important historical events that helped develop and shape the country into the country it is today
- DEVELOP an ENGAGING and creative presentation that helps other students learn the most important information about their selected country. There will be no homework this week. Social Studies Homework will resume next week.
Week of May 1 to May 5: This week, students will continue to develop research skills by continuing their research on a country in Africa. Research will focus on their country’s location, geography, climate, history, government, economy, culture, and more. They will use the results of this research to complete a presentation on their selected country in the form of a poster, PowerPoint, letter to a friend, commercial, or other method they might choose. HOMEWORK: There will be NO homework this week due to SBAC Testing taking place in school.
Week of April 24 to April 28: This week, students will begin a research project on a country in Africa. They will begin by listing information they would want to know if moving to a new place or country, and include this information with other research on location, history, government, economy, etc. By the end of the this week, students will KNOW and UNDERSTAND the project requirements, KNOW basic information about their country such as location, geographic features, and climate, and begin to DRAW CONCLUSIONS about the Country’s history and government. HOMEWORK: There will be NO homework these next two weeks due to SBAC Testing taking place in school.
Week of April 10 to April 13: This week students will continue their exploration of Africa. Having already mapped a trip through this vast continent and identified a country to study, students will begin the week by considering Africa as a continent. They will identify important land forms, largest and smallest countries, number of languages spoken, variances in cultures, and much more. From here, they will continue their research on their selected African country focusing on important cities, how people make their living, cultural attributes, languages spoken, important religious groups, and other information about the country they would like to share with classmates. Homework this week is two articles: How Women Got the Vote and Empire Built On Paper (How Paper Changed History). Given that this is a short week, homework is due on Thursday, April 13.
Week of April 3 to April 7: This week students will complete their exploration of Ancient Egypt. They have been learning about daily life, clothing, typical meals, mummies, King Tut, writing, Pyramids, and most of all the vital role that the Nile River played in Ancient Egyptians’ lives. Next, students will begin exploring the history of Africa with a focus on an individual African country. This week they will begin their research in order to learn the country’s absolute and relative location, geographic features, important cities, how people make their living, cultural attributes, languages spoken, important religious groups, and other information about the country they would like to share with classmates. HOMEWORK: Read and respond to four articles: Nile and Ancient Egypt, Tomb Raiders, Hieroglyphics, and a news article about the women’s strike in March.
Week of March 27 to March 31: Over the next week students will continue to research ancient Egypt, with a focus on customs and habits of daily life and hieroglyphics. By the end of this two weeks, students will know what Ancient Egyptian clothing looked like and food eaten by them and understand the reasons behind those clothes and food, know what Hieroglyphics were and how used, understand the role that writing has in a civilization, and identify and describe Ancient Egypt’s accomplishments and achievements and how we use them today. HOMEWORK: Please note: Some students were given the choice of no homework or doing homework for extra credit because they have turned in all homework assignments this quarter! If you would like to know your scholar’s homework status, please contact me. The Homework assignment this week is to read and respond to articles about Religion and Architecture: A History of Great Buildings; Secrets of Viking Ships and their role in civilization; Where Did King Tut Get His Eyebrows, and a news article on A Teenager Running for City Council in a town in Georgia. This work is due on Friday.
Week of March 20 to March 24: This week students will complete their initial exploration Mesopotamia’s culture, government, religious practices, and achievements. Next they will turn their attention to the world’s second advanced civilization, ancient Egypt, again focusing on culture, government, religious practices, and achievements. They will use this information to explore which culture had the biggest impact on our world today.
HOMEWORK: Egyptian History overview; Nefertiti’s Tomb, Cats in Ancient Egypt, and news article on how Museums use technology to bring together people from different cultures and backgrounds.
Week of March 20 to March 24: This week students will complete their initial exploration Mesopotamia’s culture, government, religious practices, and achievements. Next they will turn their attention to the world’s second advanced civilization, ancient Egypt, again focusing on culture, government, religious practices, and achievements. They will use this information to explore which culture had the biggest impact on our world today.
HOMEWORK: Egyptian History overview; Nefertiti’s Tomb, Cats in Ancient Egypt, and news article on how Museums use technology to bring together people from different cultures and backgrounds.
Week of March 13 to 17: This week students will conclude a web quest through which they have been learning Mesopotamia. The focus will be on daily life and social classes and investigating the structure of Mesopotamian governments and the roles of various people within those governments. Toward the middle/end of the week, students will research ancient Egypt, with a focus on customs and habits of daily life and hieroglyphics.
Week of March 6 to March 10: This week students will conduct a web quest through which they will learn about various elements of life in Mesopotamia (click on the highlighted word for more information). Students will explore cuneiform and the role of written language in civilizations, identify inventions and achievements from Mesopotamia that we continue to use today, learn about daily life and social classes and compare them to social classes of today, investigate the structure of Mesopotamian governments and the roles of various people within those governments, then research something they are curious about about Mesopotamia. By the end of the week, students will:
Week of February 28 to March 3: This week students will begin to learn about humanities’ first civilizations by focusing on Mesopotamia. During the first part of the week, students will meet Hammurabi, the Babylonian King who introduced law and order and legalized the idea of revenge. They will analyze the need for laws and government while at the same time considering the consequences of what could be seen as over-reaching laws. At the end of the week they will write a brief essay analyzing and responding to Hammurabi’s codes. By the end of the week, students will:
- UNDERSTAND that all cultures and civilizations contribute to the future, including us!
- UNDERSTAND the role of government in Mesopotamia and how these ideas remain true today
- UNDERSTAND how to chart and compare and contrast information in order to better understand things
- KNOW what Ancient Egyptian clothing looked like and food eaten by them
- KNOW what Hieroglyphics (click for examples of and history of symbols!) were and how used
- KNOW, UNDERSTAND, and APPLY daily vocabulary words
- UNDERSTAND more about taking notes and gathering information
Week of March 6 to March 10: This week students will conduct a web quest through which they will learn about various elements of life in Mesopotamia (click on the highlighted word for more information). Students will explore cuneiform and the role of written language in civilizations, identify inventions and achievements from Mesopotamia that we continue to use today, learn about daily life and social classes and compare them to social classes of today, investigate the structure of Mesopotamian governments and the roles of various people within those governments, then research something they are curious about about Mesopotamia. By the end of the week, students will:
- KNOW that Mesopotamia was the world’s first civilization
- UNDERSTAND the role of written language in civilizations
- KNOW what Mesopotamian achievements we still use today
- UNDERSTAND that many things that the Mesopotamians did were “firsts…”
- UNDERSTAND that all cultures and civilizations contribute to the future, including us!
- UNDERSTAND the role of government in Mesopotamia and how these ideas remain true today
- UNDERSTAND/DEMONSTRATE how to chart and compare and contrast information in order to better understand things
- UNDERSTAND/DEMONSTRATE utilizing web quest as method for learning new information.
- UNERSTAND connection between “research” and “web quest.”
- VOCAB: Ziggurat, Achievement, Scribe, Cuneiform, “Eye for an Eye”, Class System, Irrigation (review), culture (review), civilization (review).
Week of February 28 to March 3: This week students will begin to learn about humanities’ first civilizations by focusing on Mesopotamia. During the first part of the week, students will meet Hammurabi, the Babylonian King who introduced law and order and legalized the idea of revenge. They will analyze the need for laws and government while at the same time considering the consequences of what could be seen as over-reaching laws. At the end of the week they will write a brief essay analyzing and responding to Hammurabi’s codes. By the end of the week, students will:
- KNOW that Mesopotamia was the world’s first civilization
- KNOW: How that civilization came to develop (survival, protection, trade, religion, food production, etc.)
- KNOW: The Essential elements of civilization (food, shelter, government, religion/belief systems, etc.)
- DESCRIBE: Who Hammurabi was and be able to describe his laws
- WRITE and ANALYZE: Consider why laws are necessary and if or when they might go too far, understand the difference between justice and revenge.
- HOMEWORK THIS WEEK: In recognition of the last week of Black History Month, students will read articles about Maya Angelou, Marian Anderson, and The early Mali Empire in Africa. In addition, given all the media about refugees and political asylum, students will review a current events article which helps clarify what a refugee is and the reasons that people might seek political asylum. Homework is due on Friday, March 3.
Weeks of January 30, and February 6, 2017: This next two weeks, students will continue writing their argument essay on Gandhi and Civil Disobedience in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Students will work on structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework for week of January 30: In recognition of the beginning of Black History Month, students will about the first African Americans to contribute to American Literature, and about Bessie Coleman (click name for more information) and all that she faced to become the first African American Female Pilot. Homework for week of February 6: Read two articles about Russia and one News Article on protest responses to President Trump’s inauguration and policies. Homework is due on Friday.
Week of January 23, 2017: This week students will be working on the complex task of writing an argument essay. Writing an argument essay for Social Studies requires learning about and then analyzing historical events, developing and synthesizing conclusions, making or responding to claims about these events, then finding and explaining evidence to support those claims. Having spent the past several weeks learning about India and Gandhi’s Nonviolent Civil Disobedience approach to gaining Home Rule for India, students will write either supporting or opposing Nonviolent Civil Disobedience as a means toward substantial Social Change. Homework: Students read and respond to two articles about Pakistan, and one article on President Obama’s farewell. If you are curious for more information about writing argument essays, two good resources are argument writing and a very thorough explanation from The University at North Carolina.
Week of January 17: In keeping with the theme of Martin Luther King, this week students will continue their work on Gandhi and Civil Disobedience. They will begin by finishing their background exploration about Gandhi and his writings and philosophy, the Indian Independence Movement, and nonviolent/civil disobedience in the United States and around the world. They will use this as background information to write an argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Topics will include structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework this week: As part of their exploration of Asia, this week students will read about Vietnam, an American Vietnam Protester, and an Olympic Athlete who is addressing Bullying in the United States. This work is due on Friday.
Essential Questions:
Week of January 9, 2017: This week students will learn about Gandhi and Civil Disobedience. This will include learning about what Civil Disobedience is and is not, the tensions between violent and nonviolent change movements, and Civil Disobedience in American History. Students will read about Gandhi, see sections of the film Gandhi (see some reviews), and analyze some of Gandhi's quotes and writings. Next, students will write an argument paper which either supports or opposes Gandhi's methods for seeking Indian Home Rule or Independence. Given that the majority of classtime will focus on Gandhi, students will conduct part of their exploration of other Asian countries and cultures via homework assignments and readings. This week's HOMEWORK is to read and respond to articles about the history of China, and the teachings and philosophy of Confucious, and also read two Chinese fables. This work will be due on Friday. To learn more about Gandhi, Civil Disobedience, and Nonviolent Social Change click here.
Essential Questions to be explored this week:
Week of December 19: This week students will continue their examination of Asia with a focus on the geography and broad history of India including the country’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. Essential Questions include: In today’s modern world, why is it important to learn about Asia? Where is Asia? What are the most important countries in Asia? How does the United States interact with Asian countries? How is overall Asian culture similar to US culture? How different? WHY different?How will understanding India’s history help us understand Martin Luther King? India has been run by other countries and cultures for thousands of years. How might that make people from India different from people in America? Homework this week is to read two articles about modern Japan and answer questions. This homework is due on Friday. NOTE: As a reward for completing and submitting excellent homework, those students with a combined homework grade of B or above are EXCUSED from this week's homework. Those with a C or below are required to complete this week's homework. Students were told today if they need to do the homework this week or not. Those students who were excused may do the homework as extra credit, but it is not required this week. Regular required homework will continue after the break.
Week of December 12: This week students will begin their examination of Asia with a focus on the geography and broad history of Asia. This is the beginning of learning about India, India’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. For some interesting background and history on Asia, click here. Homework this week is to read and respond to several articles: India’s History; An Overview on Asia, and Current Events: Indian Courts require National Anthem before movies! Students also have a Word Search on Asian countries. Due Friday.
Week of December 5: The first part of the week students will complete analyzing primary and secondary sources on Ancient Greece and Ancient Rome, then respond to a document-based question (DBQ): “How have the cultures and accomplishments of Ancient Greece and Ancient Rome influenced modern society?” The second part of the week, students will switch focus from Europe and her ancient civilizations to Asia with a focus on the geography of Asia and particularly on India. This is the beginnings of learning about India, India’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. HOMEWORK this week is to read and respond to several articles: Rise and Fall of the Roman Empire, Romans and Concrete!, Food from Ancient Times, and the challengs of listening to music through headphones. This work is due on Friday.
Week of November 28: This week students will continue their exploration of Ancient Rome with a focus on history, culture, and contributions of Ancient Rome and the reasons we still study Rome today. Specifically, students will analyze development of government, architecture, language, and religion, and compare and contrast Ancient Rome, Ancient Greece and our world today in New Haven. Some important questions they will answer include: Who were the Ancient Romans? What ideas did we get from them? How did they change our lives? How is the modern United States similar to Ancient Rome? How different? HOMEWORK this week, due December 2, is to read and respond to several articles on the Ancient Roman Republic and an article on Ancient Roman Architecture. This work is due on Friday; information from the homework will be included in this week’s weekly quiz. To learn more about Ancient Rome, click here.
Week of November 14 and November 21: These next two weeks, students will read for information and gather and cite evidence in order to complete an overview of Ancient Greece to learn of its history and contributions to our world today with a focus on “democracy,” formation of civilizations, and evolution and spread of “culture.” Next, they will explore the contributions of Ancient Rome and learn how this highly influential culture still affects us today. Finally, they will review primary and secondary source documents on democracy, governments, sports, medicine, and architecture from these ancient civilizations, integrate this with what they have learned about Ancient Greece and Ancient Rome, and develop a presentation on contributions from these cultures that still influence us today. To learn more about Ancient Greece click here. To learn more about Ancient Rome, click here.
Essential Questions:
Homework due November 18: Read and respond to two Newsela Articles: Socrates and Syrian Refugees. Students will read to learn about why philosophy was and is important, and what happened to Socrates for his thinking. He suggested that the mind was more important than the body... a confusing notion for ancient Greeks at best! Students are also following the refugee crisis and what is happening to people leaving their homes in the Middle East.
Week of November 8: This week in Social Studies, students are finishing their exploration of the presidential election and how presidents get elected. Next, they will continue their exploration of Ancient Greece with a focus on Ancient Greek cultures, traditions, and daily life. In addition, students will discover more ways that the Ancient Greeks continue to have an impact on our lives today. Finally, students are also being introduced to Greek Philosophers, the Socratic Teaching method, and some of the lesser known Greek Gods.
Essential Questions:
1. Why do we continue to study Ancient Greece today?
2. What did we and can we learn from the ancient Greeks? What else can we learn from our past?
3. What happened to Socrates? Why was he put to death? Was this justice? Why did Greek Leaders have such strong reaction to him?
HOMEWORK DUE THURSDAY NOVEMBER 10: Students are to complete an exploration of the Tuskegee Airmen and their impact on us today. On Thursday there will be a quiz on this week’s work in class and the homework.
Week of October 31: This week students will continue exploring the theory and practice of “culture” by analyzying the culture of Wexler Grant, then moving on to the culture of New Haven, then using this information to understand cultures of societies around the world and throughout history! In the middle of the week, students will read and view a video about the Tuskegee Airmen in preparation for Black Angels Over Tuskegee. At the end of the week and next week, students will complete an overview of Ancient Greece to learn of its history and contributions to our world today.
Essential Questions:
1. What was a Greek City-State? Who lived there? How was it organized? How was it governed?
2. What are some traditions and ideas that started in Ancient Greece that we still use today?
3. What is democracy? Are there different levels of Democracy? If not everyone can vote is it still a democracy?
Homework for week of October 31: PLEASE NOTE: DUE TO FIELD TRIP ON FRIDAY, THIS HOMEWORK WILL BE DUE THURSDAY, NOVEMBER 3. Students are to read and respond to four articles: Daily Life in Ancient Greece; Plato; Hermes; Newsela Syrian Refugee Family.
October 24, 2016:
This week students will explore the theory and practice of “culture” by exploring the culture of Wexler Grant, then moving on to the culture of New Haven, then using this information to understand cultures of societies around the world and throughout history! Later in the week, they will complete an overview of Ancient Greece to learn of its history and contributions to our world today.
Essential Questions:
HOMEWORK Given out on Monday, October 24: Architecture in Ancient Greece; Sports in Ancient Greece (the Olympics!); Third Presidential Debate. Students are to read and respond to comprehension and Historical Thinking Questions. DUE FRIDAY, October 28!
Week of January 17: In keeping with the theme of Martin Luther King, this week students will continue their work on Gandhi and Civil Disobedience. They will begin by finishing their background exploration about Gandhi and his writings and philosophy, the Indian Independence Movement, and nonviolent/civil disobedience in the United States and around the world. They will use this as background information to write an argument essay (District Quarterly) in response to the question: Would you support Gandhi and his revolutionaries and their peaceful acts of Civil Disobedience as an effective way to make change? Topics will include structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework this week: As part of their exploration of Asia, this week students will read about Vietnam, an American Vietnam Protester, and an Olympic Athlete who is addressing Bullying in the United States. This work is due on Friday.
Essential Questions:
- Why would India, or any country, want “home rule?”
- Given England’s roles in India, does that mean it’s a “bad” country overall?
- Was England in any way beneficial or helpful to India?
- Would nonviolence have worked against other countries?
- Is violence ever justified?
- What is valid evidence and what is not?
- How do I organize a major argument paper to use my time most efficiently?
Week of January 9, 2017: This week students will learn about Gandhi and Civil Disobedience. This will include learning about what Civil Disobedience is and is not, the tensions between violent and nonviolent change movements, and Civil Disobedience in American History. Students will read about Gandhi, see sections of the film Gandhi (see some reviews), and analyze some of Gandhi's quotes and writings. Next, students will write an argument paper which either supports or opposes Gandhi's methods for seeking Indian Home Rule or Independence. Given that the majority of classtime will focus on Gandhi, students will conduct part of their exploration of other Asian countries and cultures via homework assignments and readings. This week's HOMEWORK is to read and respond to articles about the history of China, and the teachings and philosophy of Confucious, and also read two Chinese fables. This work will be due on Friday. To learn more about Gandhi, Civil Disobedience, and Nonviolent Social Change click here.
Essential Questions to be explored this week:
- Why did Gandhi and other Indians in the Resistance use Civil Disobedience and peaceful means?
- Were the advancements that England brought (railroads, advanced medicine, etc.) to India a fair trade-off for the loss of Civil Liberties?
- Does imperialism infringe on the natural rights of human beings, and if so, how?
- What were some methods of protest Gandhi used?
- What were some of the things the British government did in retaliation to Gandhi’s movement?
- How effective were Gandhi’s methods?
- How were the lives of British and Indians different during this time?
Week of December 19: This week students will continue their examination of Asia with a focus on the geography and broad history of India including the country’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. Essential Questions include: In today’s modern world, why is it important to learn about Asia? Where is Asia? What are the most important countries in Asia? How does the United States interact with Asian countries? How is overall Asian culture similar to US culture? How different? WHY different?How will understanding India’s history help us understand Martin Luther King? India has been run by other countries and cultures for thousands of years. How might that make people from India different from people in America? Homework this week is to read two articles about modern Japan and answer questions. This homework is due on Friday. NOTE: As a reward for completing and submitting excellent homework, those students with a combined homework grade of B or above are EXCUSED from this week's homework. Those with a C or below are required to complete this week's homework. Students were told today if they need to do the homework this week or not. Those students who were excused may do the homework as extra credit, but it is not required this week. Regular required homework will continue after the break.
Week of December 12: This week students will begin their examination of Asia with a focus on the geography and broad history of Asia. This is the beginning of learning about India, India’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. For some interesting background and history on Asia, click here. Homework this week is to read and respond to several articles: India’s History; An Overview on Asia, and Current Events: Indian Courts require National Anthem before movies! Students also have a Word Search on Asian countries. Due Friday.
Week of December 5: The first part of the week students will complete analyzing primary and secondary sources on Ancient Greece and Ancient Rome, then respond to a document-based question (DBQ): “How have the cultures and accomplishments of Ancient Greece and Ancient Rome influenced modern society?” The second part of the week, students will switch focus from Europe and her ancient civilizations to Asia with a focus on the geography of Asia and particularly on India. This is the beginnings of learning about India, India’s quest for Independence from Britain, and Mahatma Gandhi’s non-violent leadership toward achieving that independence. HOMEWORK this week is to read and respond to several articles: Rise and Fall of the Roman Empire, Romans and Concrete!, Food from Ancient Times, and the challengs of listening to music through headphones. This work is due on Friday.
Week of November 28: This week students will continue their exploration of Ancient Rome with a focus on history, culture, and contributions of Ancient Rome and the reasons we still study Rome today. Specifically, students will analyze development of government, architecture, language, and religion, and compare and contrast Ancient Rome, Ancient Greece and our world today in New Haven. Some important questions they will answer include: Who were the Ancient Romans? What ideas did we get from them? How did they change our lives? How is the modern United States similar to Ancient Rome? How different? HOMEWORK this week, due December 2, is to read and respond to several articles on the Ancient Roman Republic and an article on Ancient Roman Architecture. This work is due on Friday; information from the homework will be included in this week’s weekly quiz. To learn more about Ancient Rome, click here.
Week of November 14 and November 21: These next two weeks, students will read for information and gather and cite evidence in order to complete an overview of Ancient Greece to learn of its history and contributions to our world today with a focus on “democracy,” formation of civilizations, and evolution and spread of “culture.” Next, they will explore the contributions of Ancient Rome and learn how this highly influential culture still affects us today. Finally, they will review primary and secondary source documents on democracy, governments, sports, medicine, and architecture from these ancient civilizations, integrate this with what they have learned about Ancient Greece and Ancient Rome, and develop a presentation on contributions from these cultures that still influence us today. To learn more about Ancient Greece click here. To learn more about Ancient Rome, click here.
Essential Questions:
- What is “culture”? How does understanding culture help me understand other people and societies and myself?
- What was a Greek City-State? Who lived there? How was it organized? How was it governed?
- What are some traditions and ideas that started in Ancient Greece that we still use today? How did they change our lives?
- What is democracy? Are there different levels of Democracy? If not everyone can vote is it still a democracy?
- Who were the Ancient Romans? What ideas did we get from them? How did they change our lives?
- How do people come up with new ideas? Are there really “new” ideas or just additions to old ideas? What’s something you would want to invent? Why?
Homework due November 18: Read and respond to two Newsela Articles: Socrates and Syrian Refugees. Students will read to learn about why philosophy was and is important, and what happened to Socrates for his thinking. He suggested that the mind was more important than the body... a confusing notion for ancient Greeks at best! Students are also following the refugee crisis and what is happening to people leaving their homes in the Middle East.
Week of November 8: This week in Social Studies, students are finishing their exploration of the presidential election and how presidents get elected. Next, they will continue their exploration of Ancient Greece with a focus on Ancient Greek cultures, traditions, and daily life. In addition, students will discover more ways that the Ancient Greeks continue to have an impact on our lives today. Finally, students are also being introduced to Greek Philosophers, the Socratic Teaching method, and some of the lesser known Greek Gods.
Essential Questions:
1. Why do we continue to study Ancient Greece today?
2. What did we and can we learn from the ancient Greeks? What else can we learn from our past?
3. What happened to Socrates? Why was he put to death? Was this justice? Why did Greek Leaders have such strong reaction to him?
HOMEWORK DUE THURSDAY NOVEMBER 10: Students are to complete an exploration of the Tuskegee Airmen and their impact on us today. On Thursday there will be a quiz on this week’s work in class and the homework.
Week of October 31: This week students will continue exploring the theory and practice of “culture” by analyzying the culture of Wexler Grant, then moving on to the culture of New Haven, then using this information to understand cultures of societies around the world and throughout history! In the middle of the week, students will read and view a video about the Tuskegee Airmen in preparation for Black Angels Over Tuskegee. At the end of the week and next week, students will complete an overview of Ancient Greece to learn of its history and contributions to our world today.
Essential Questions:
1. What was a Greek City-State? Who lived there? How was it organized? How was it governed?
2. What are some traditions and ideas that started in Ancient Greece that we still use today?
3. What is democracy? Are there different levels of Democracy? If not everyone can vote is it still a democracy?
Homework for week of October 31: PLEASE NOTE: DUE TO FIELD TRIP ON FRIDAY, THIS HOMEWORK WILL BE DUE THURSDAY, NOVEMBER 3. Students are to read and respond to four articles: Daily Life in Ancient Greece; Plato; Hermes; Newsela Syrian Refugee Family.
October 24, 2016:
This week students will explore the theory and practice of “culture” by exploring the culture of Wexler Grant, then moving on to the culture of New Haven, then using this information to understand cultures of societies around the world and throughout history! Later in the week, they will complete an overview of Ancient Greece to learn of its history and contributions to our world today.
Essential Questions:
- What is “culture”? How does understanding culture help me understand other people and societies and myself?
- What was a Greek City-State? Who lived there? How was it organized? How was it governed?
- What are some traditions and ideas that started in Ancient Greece that we still use today?
HOMEWORK Given out on Monday, October 24: Architecture in Ancient Greece; Sports in Ancient Greece (the Olympics!); Third Presidential Debate. Students are to read and respond to comprehension and Historical Thinking Questions. DUE FRIDAY, October 28!
Homework policy: Students receive a homework packet every Monday which contains the upcoming week's homework. The packets are due each Friday. There will be a quiz each Friday which will reflect the week's homework and classwork. Each night I will assign a portion of the homework to be completed that evening, to help students pace themselves for successful completion of the entire packet. In most cases, homework consists of reading for information and responding to comprehension and drawing conclusion types of questions. Each week's packet will require some short essay writing. Packet's are modified to student's individual needs to ensure that all students will be able to complete the work successfully. Please note, students who get beyond on homework, resulting in a combined homework grade of C- or below will be required to complete an extra assignment in the form of a report which captures some of the material addressed in the homework. This will likely require students to come in for several after school sessions and work during some lunch periods. You will be contacted if your scholar will need to complete this extra assignment.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
The Tuskegee Airmen! Tuskegee Airmen is the name given to members of the U.S. Army Air Force units in World War II that were mostly African American flyers and maintenance crews, though a few white officers and trainers were also involved. The group accomplished many things even though they faced a lot of resistance from the formerly all-white Army Air Corps. Although the best-known Tuskegee Airmen were the fighter pilots of the 332nd Pursuit Group (99th, 100th, 301st, and 302nd fighter squadrons), the 477th Bombard Group (the first black bomber group) was also part of the Tuskegee Airmen. Pilots, navigators, bombardiers, maintenance and support staff, and instructors all played a role. To learn more about the Tuskegee Airmen click here.
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