Unit+3+-+Lesson+Plans

** Week 1 - Placing important events in time **
//__Objective__: Understand that Globalization began a long time ago, and is very fragile.// __Homework__ Thirty minutes of reading
 * Day 4 - Monday, March 19, 2017**
 * Roll Call**
 * Resources: Ted Talk, Cornel notes, independent reading book**
 * DEAR
 * Key Words**: complexity, Goldilocks' Conditions, atom,
 * Introduce new unit questions, concepts and themes.
 * TED talk on Human's [|History] (teacher models - 40 min) - Stop-and-jot with Cornell notes the big ideas.
 * "Map out" what you learned from the video in a visual representation using at least 5 new key words.

//***(Review key questions from Unit 3 again..)**// __Objective__:"map out" the major religions and how old they are! Let's define, and then "follow", the major world religions and understand when and how they "spread" across the world. __Questions__: //What would cause religions to spread and not spread to certain areas? What could make a religion spread more quickly than others? What could make a religion diminish in size//? __Questions__//: Why do societes create/need religions? What makes them so popular?//
 * Day 5 - Tuesday, March 20, 2018 and Day 6 - Wednesday, March 21, 2018**
 * Watch introductory [|video].
 * What is a [|religion]?
 * Divide and conquer: In pairs, study a [[file:5religions.pdf|religion]]; fill in the class chart on notes.

Take students up to library. Then, research more: how did it spread? what makes it unique? (Teacher's recommendation: watch videos like Brainpop, crashcourse, or news articles to help you!)
 * (Day 2) Jigsaw presentations - class takes notes in [[file:Lastname_First.MajorReligionsChart.pages|chart]]

__Homework__: Reflect on previous questions on Edmodo assignment. //**Due Friday**//: Read an article (on [|Newsela.com]) about your religion. Annotate (for new words), Answer the questions on Edmodo.

//__Objective__//: //Understand how current identity and globalization influences old, established religious practices and beliefs.// Key Questions: WHY do we need to study these religions? (and what does it have to do with our first 2 units?)
 * Day 7 - Thursday, March 22, 2018 -** Continue working on religion charts in groups. Be ready to start presentations.
 * (Teacher models) annotation of a non-fiction text (news-article.. due on Friday)
 * Students - select one of 5 articles. Annotate for 1. unknown words, 2. big ideas, 3. connections to previous units, 4. questions we still have?

__Homework__: answer questions on a pages document about the news article you selected. Bring the annotated copy to class on Friday.

__Homework:__ work on Europe Map - remind students that they have the quiz coming up next week, and a discussion about religion, using all of the information that they have from their newsela items and their religion notes. After Spring Break: Religion Quiz.
 * Day 8 - Friday, March 23, 2018 -**
 * Complete religion charts and finish presentations. (summative assessments)


 * *SPRING BREAK* **

** Placing important events in time **
- Choose events, begin outlining. (Use reliable websites or classroom texts - place on the whiteboard for other students to use)
 * Day 1 - Monday, April 2, 2018 -**
 * explain that we need to learn that the concepts of chronology, causality, and conflict are important to identify and predict patterns of historical change such as the rise and fall of civilizations.
 * Introduce Brain Frames timeline Activity (Presentation: 15 min) - Keynote.
 * handout planning guidelines and activity expectations.
 * Find images, summarize/research brief descriptions and exact dates.
 * Find images, summarize/research brief descriptions and exact dates.

__Homework__: Work on time lines, prepare for Europe Map Quiz.

__Homework__: Work on time lines - due on Friday (no more time in class. Prepare for Europe Map Quiz on Monday 9 April.
 * Day 2 - Tuesday, April 3, 2018**
 * Continue work on timelines.

How does religion relate to Identity and Globalisation? Is it possible to come up with an agreed upon general statement about religions, and what would that be? Commonalities, Differences? (Newsela summaries and answers to questions go into Social Studies books.) __Homework:__ Timeline work, Complete Newsela Article work and complete the above questions. This is in preparation for a socratic seminar on Friday.
 * Day 3 - Wednesday, April 4, 2018**
 * Introduce Newsela articles on Religion - Divide students into 5 groups to annotate and summarize their group Newsela article. (Demonstrate annotations)
 * Jetpunk practice for Map Quiz.


 * Day 0 - Thursday, April 5, 2018 - NO SCHOOL**

DEAR
 * Day 4 - Friday, April 6, 2018**
 * Rollcall**
 * Resources: Newsela papers,**
 * Newsela discussions on religions from last night's homework.
 * Hand out further Newsela articles for reading and discussion. (3 articles- cornell notes or main ideas and supporting details.)
 * Write up reminders of how to annotate on the OHP and remind students that they will be writing a summary of their understandings to complete this work (after completing annotations).
 * Continue with timelines

__Homework__: Timelines, Map quiz practice,, complete articles.

DEAR - Hand in timelines owing. - Share out timelines - get into teams of three and share, then rotate - use the tables to group around - Library - books and read. __Homework:__ Preparation for Socratic Seminar tomorrow: Write down the following quote: " If God did not exist, it would be necessary to invent him." by Voltaire Survey parents using the following questions - write these questions on paper/Social Studies books and write parent answers.. 1. What does the word "religion" mean to you? 2. Why do we need it? 3. If we didn't have religion: would the impact on the world be positive or negative? 4. How is religion connected to identity? Now write your own answers (no need to write the questions again) and also your answer for the quote.
 * Day 5 - Monday, April 9, 2018,**
 * Rollcall,**
 * Resources: Reading book, timelines completed with MLA citations, Quiz papers**

-Socratic Seminar. - Go over socratic seminar protocols. __Homework:__ Socratic Seminar reflections.
 * Day 6 - Tuesday, April 10, 2018,**
 * Rollcall,**
 * Resources: Parent Surveys and answers to homework questions. Socratic seminar assessment papers.**

DEAR
 * Day 7 - Wednesday April 11, 2018,**
 * Rollcall,**
 * Resources: Social Studies books, Reflections, Brainpop videos**
 * Regroup into Inner circles: task is to come with an agreement for what you collectively believe is the definition of Religion, Your finished statement should read - Religion is or Religion can be defined as...... Three sentences maximum.
 * Process defined for this activity:
 * Step 1: students meet in their inner circle groups
 * Step 2: students discuss what they believe the definition of religion - everyone must participate
 * Step 3: the chosen scribe for the group writes down all ideas of the group.
 * Step 4: the scribe writes the definition up and reads it out.
 * Step 5: Every student has the right to ask for adjustments to the original statement and to say why.
 * Step 6: The statement is polished to the point where everyone agrees that this is what they want.
 * Step 7: The two groups come together to share their statements.
 * Step 8: Once the statements are read, each member of the group says "I agree with this statement because...."

DEAR > Use the supporting paper to complete the work on the Roman Empire.
 * Day 8 - Thursday April 12, 2018,**
 * Rollcall,**
 * Resources: Social Studies books, Reflections, Brainpop videos, Brainpop papers, Roman Empire paper, DRA resources.**
 * Share out timelines - get into teams of three and share, then rotate - use the tables to group around. One person stays at their table to share and then halfway, someone in the group takes their place. 1. Share what they chose to put in their timeline 2. Say why they chose their events. 3. Try and find connections between each other's timelines. (30 minutes)
 * Introduce the idea that all civilisations are in the state of rising or falling: One example is the rise and fall of Rome.
 * Use Brainpop videos - one example: Brainpop [|video], teacher models - define the key words and answer the questions themselves.


 * DRAs begun**.

__Homework:__ Complete Brainpop work.

__Objective__: Review the Romans' civilization: What made it great? What made it fall? __Homework:__ Complete the PEEL paragraph/Remind kids money for book fair.
 * Day 1 - Friday April 13, 2018,**
 * Rollcall,**
 * Resources: Social Studies books, History Alive papers and Brainpop paper with instructions. DRA resources**
 * Read the section 37.2 (History Alive!) and highlight/define any new or key words. annotations - due on Monday.
 * Write a PEEL paragraph arguing the most significant cause for decline of the Roman Empire.


 * DURING THIS DAY, DRAS TO BE COMPLETED.**

What made the Mongols great? What made them fall?
 * Who were the Mongols and how did they start Globalization? **

Blocks B,, D, A - Beginning of block - - .BOOK SALE Introduce John Green Crash Course to Genghis Khan: Take Cornell Notes. Complete first half the Crash Course Hand out two Newsela articles: (Inner Circle gets one paper, Outer Circle gets the other paper - Now split into two groups to work on annotations.
 * Day 3 -Monday, April 16, 2018**
 * Rollcall**
 * Resources: John Green Crash Course, Cornell Notes, Newsela Articles.**
 * Trees Tell the Tale of the Rise of Ghenghis Khan
 * World Leaders - Genghis Khan

[|Impacts] of the environment on Genghis Khan's conquering? Split into two groups - each group to have one article: review rules for annotations. Annotate articles and write a summary paragraph about the article - be prepared to present as a group (Two groups split to four.).


 * DURING THIS CLASS CARRY OUT DRAS WHERE POSSIBL**E.

__Homework:__ Complete summaries.

**Day 2 - Tuesday, April 17, 2018** **Parent Conferences**

**Day 4 - Wednesday, April 18, 2018 (Sub plan) 40/40 minutes** **Rollcall,** **Resources,** **DURING THIS TIME, STUDENTS SHOULD BE ALLOWED TO COMPLETE DRAS.** * Students to the library for Book Talks and to get books out and have DEAR time. * Complete last half of the John Green Crash Course. Continue with their Cornell Notes. When finished, make sure they write their summary. * Present their articles - in four groups (Inner Circle split into two groups and outer Circle split into two groups) Practice first.

__Homework__: Complete a parent survey: Write the questions and answers into their social studies book: 4. Share with your parents that you have been studying the Fall of Rome, and how that was once a great empire. Would they agree that EVERY country in the world is in a rising or a falling state?
 * 1) Is your own home country of origin in a state of rising or falling? Why or Why not?
 * 2) Name another country that you believe is in a state of rising and say why.
 * 3) Name another country that you believe is in a state of falling and say why.


 * Day 5 - Thursday, April 19, 2018**
 * Rollcall,**
 * Resources**
 * DURING THIS TIME, STUDENTS SHOULD BE ALLOWED TO COMPLETE DRAS**
 * If no time from yesterday to present articles, do so today.

Read Article on TV in Mongolia: Please answer the following questions about the article. 1. In what ways do you see globalization changing/affecting Mongolian culture? (Think: standard of living, communication, spread of ideas, etc..) Explain at least two ways specifically. 2. Divide the article into three sub-sections, by titles, then, take notes of the main ideas into Social Studies books.

Homework: Finish notes, reading 30 minutes.

DEAR Get ready to create an "oral presentation" summary of Mongolian History. Students view the following first.: PPT and part 2 PPT * Students make Visual Notes from the the or ** second **  ("Mongol Empire"), in pairs. (40 minutes). Use A3 Paper * Pairs from first chapter, share their poster with pairs from second chapter, then that pair shares. (10 minutes max)
 * Day 6 - Friday, April 20,, 2018 -**
 * Rolcall, **
 * Resources: Ipads, access to PPTs and Chapters to Mongol Empire. A3 paper. Reading Books **

__Homework:__
 * //Debrief//: In Social Studies books write down 3 reasons for decline and success of the Mongols - bonus if compared to Romans!

** The effects of increased interaction: Human society and the Environment. **
In what ways do we see humans impacting the environment? In what ways does the environment respond to and impact us?

DEAR Finish presentations(one section) Continue to work on concept maps and then present in pairs.
 * Day 7 - Monday, April 23, 2018**
 * Rollcall**
 * Resources A3 paper, Mongol Text excerpts,**


 * Day 8-** **Tuesday, April 24, 2018**
 * Rollcall**

__Homework__: Finish text annotations and answer questions completely. Have students read the "HELPER" page about the Black Death for Homework.

Intro to the spread of the BD.. a negative effect of Pax Mongolica. Biological Warfare at Kaffa Students will consider the downside to the Pax Mongolica and the increased interactions between the people. Based on a primary source [|__document__] : wwwnc.cdc.gov/eid/article/8/9/01-0536_article (describing the Battle at Kaffa where Mongols spread the Black Death into Europe), they will be introduced to how to: 1) identify bias, 2) describe an author's voice, 3) find clues about perspective and 4) make evaluations of a document’s historical value (what do we learn?) for a historian.
 * Day 1 -Wednesday, April 25, 2018**
 * Rollcall,**
 * Resources -**
 * Seige on Kaffa: Spread of Mongols and the Black Death

What can we tell about the writer? Where is he or she from? What is his/her culture?

Give an example of a bias. What is the feelings and attitude that the author has about the plague. USE THE PRINTED SHEETS FOR STUDENTS TO ANSWER QUESTIONS.

Students spend this period working on their map analysis, and viewing the black death Documentaries below.
 * Day 2 - Thursday, April 26 ,2018**
 * iPads, Maps, Coloring pencils, Map of Europe.**
 * Students review the "HELPER" page about the Black death **-** discuss
 * Students watch the video - Symptons of the Black Death: :
 * Students watch the video - 10 facts: [|Ten facts]
 * Student watch the video - [|Plague in 6.5 minutes]
 * Black Death Map Analysis -- [[file:Map.Plague.doc|Instructions]] and Reference [[file:blackdeath.gif|Map]] or this [[file:The_Spread_1352.jpg|ONE]].. to help!

__Homework:__ Complete question/answer sheet and map work.

Setting up Book Clubs: Choosing books and groups
 * Day 3 - Friday, April 27, 2018**
 * Rollcall,**
 * Resources - iPads, Book Club Books, Social Studies books. (REMINDER - collect in Soc. Studies books - tab and label work first)**
 * Work with students to plan their four weeks of reading. Organise responses. (40 minutes)
 * Prepare for socratic seminar. Read page 56 of the printed Chapter 5 work - 5.3 - The Bubonic Plague. Read and then take cornell notes for both sides of this page.
 * Watch TED talk [|video],

__Homework__: NO HOMEWORK or finish cornell notes..


 * LONG WEEKEND! WAHOO!**


 * Day 4 - Wednesday - May 2, 2018 - (BLOCK F, 7A AND 7C MAP) Work for 7B**
 * Rollcall,**
 * Resources: Book Club Books, Response Journals, Good Vs, Bad Plague page, Social Studies Book, DRA Reading Survey.**
 * Complete Reading Surveys for DRA.
 * Socratic Seminar -** Prepare by reading and annotating the document "Good versus Bad Plague page - annotate and be ready to use the information in the seminar. Title of seminar: Was the Black Death a total catastrophe for Europe/Asia or was it a positive catalyst for change?

__Homework__: Socratic Seminar preparation: Look across ALL collected pieces of work in this unit to decide on your stance: Black Death - good or bad?

1. How did increased trade during the period of the Black Death create conflicts and social chaos? 2. What impacts did this disease have on people and society? 3.How did the environment add to the severity of the black death, and how did people add to the severity of the black death?
 * Day 5 - Thursday - May 3, 2018 - (BLOCK B - 7A MAP) Work for 7C and 7B**
 * Rolcall,**
 * Resources - 40/40 day - ( Class and then Library)**
 * Library book changes and work with Mrs. Elliott introduces pandemics: lib guide. __research time__ for collecting their evidence on whether the Black Death was a net positive or a net negative.
 * **[|Effects of Black Death]**
 * [|ten good things]
 * [|Sharon Dewitte]
 * Write their final reflection on the Black Death:

Role Call, Resources iPads, Cornell notes
 * Day 6 - Friday, - May 4, 2018 (7A's Wednesday Lesson)**
 * 7C Research articles on the positive effects of the Black Death and write Cornel notes to continue preparation for Monday's Socratic Seminar

__Homework__: Questions for the socratic seminar - !. List ten good things about the Black Death 2.List ten bad things about the Black Death (Use your Social Studies Book to make a T chart for the Pros and Cons of the Black Death) Give consideration to what you will say to support your opinion for tomorrow's sccratic seminar.

“How many valiant men, how many fair ladies, breakfast with their kinfolk and the same night supped with their ancestors in the next world! The condition of the people was pitiable to behold. They sickened by the thousands daily, and died unattended and without help. Many died in the open street, others dying in their houses, made it known by the stench of their rotting bodies. Consecrated churchyards did not suffice for the burial of the vast multitude of bodies, which were heaped by the hundreds in vast trenches, like goods in a ship's hold and covered with a little earth.” By Samuel Pepys
 * SOCRATIC SEMINAR DAY:**

"The Black Death was a horrifying human cataclysm that ripped families to shreds and cultures up by the roots yet great human progress emerged from this catastrophe. Does great human progress require revolutionary events of great change or even wholesale devastation?" By Kevin Krouse

__Homework__: Reflection on the Socratic Seminar. Students to complete self assessment. 1. What have you personally learned from your knowledge of the Black Death, that has made a difference to the world today. Give specific details. 2. What do you think the world might be like today, if it were not for the Black Death? 3. From your perspective, which inner circle (your group or the other group) responded best to the prompt, expanded the discussion and was most inclusive of all students input? Explain why..

** MODERN VS. PREVIOUS PANDEMICS: A GOOD OR A BAD THING? **

 * Day 7 - Monday May 7, 2018**


 * MAP FOR 7B.** **SOCRATIC SEMINAR FOR 7C. CLASS FOR 7A.**

Students from 7A prepare for seminar. Answer Black Death questions:
 * **[|Effects of Black Death]**
 * [|ten good things]
 * [|Sharon Dewitte]

MAP FOR 7C. 7C and 7B - Socratic Seminar.
 * Day 8 - Tuesday, May 8, 2018**


 * Day 1 - Wednesday May 9, 2018 -**
 * Work with students to plan their five weeks of reading. Organise responses and hosts.

7C - MAP 7A and 7B - Work on completing Reading from Book Club. Students who are hosts on Friday, meet together to discuss their roles. All students completing reading assignments and making a start on their journal responses.
 * Day 2 - Thursday, May 10, 2018**

First Book Club Meeting - Hosts at work, students in Bubbles. Mrs. V and Lauren Elliott to supervise clubs, plus Ms. W. Others to video. First Reading Response to be turned in. Students using post its and come to class with their own questions.
 * Day 3 - Friday, May 11, 2018.**

Students introduced to next week's Pandemic Project: Task sheets handed out, along with list of diseases - students choose two possibles.

__Homework:__ students read their required number of pages, come ready with readings completed for Monday book club, post its in books and questions for the club to discuss. Parents are handed the Pandemic Project checklist - to be signed.

Second Book Club Meeting - 40 minutes: revisit protocol and set venues - Check in with hosts to make sure they have protocols for meeting (using information guides from their folders.) and the students have questions, wonderings, sharing. Last ten minutes, clubs decide on questions for response journals - check with their teachers before they leave the classroom. Response questions should allow for deep thinking and the use of text evidence.
 * Day 4 - Monday, May 14, 2018:**


 * Students begin research re Pandemic Projects.**
 * Select a pandemic (E.coli outbreaks, H1N1, H7N9, cholera, measles, seasonal flu, Ebola, tuberculosis, malaria, yellow fever, Mers-CoV, ) and find out as much as you can -- symptoms, transmission, origin,
 * Research project: Research a modern day disease and create an infographic.

__Homewrok:__ Book Club Readings, continue with Pandemic Research

This day for Pandemic Research. Cornell Notes. Use of the books at the back of Ms.W's books and library reference books at the back of Ms. Walsh's classroom.
 * Day 5 - Tuesday, May 15, 2018 - 40/40- Library with Lauren: Check on Noodle Skills and keeping Pandemic resources up to date.**

__Homework:__Reading Club work. Host for Wednesday prepares questions as do the group. Complete Reading Response.


 * Day 6 - Wednesday, May 16, 2018**

Third Book Club Meeting - 40 minutes: revisit protocol and set venues - Check in with hosts to make sure they have protocols for meeting (using information guides from their folders.) and the students have questions, wonderings, sharing. Last ten minutes, clubs decide on questions for response journals - check with their teachers before they leave the classroom. Response questions should allow for deep thinking and the use of text evidence.


 * Students continue on research re Pandemic Projects.**

__Homework__: Book Club Work. Continue with Pandemic research work.

Students work on Pandemic Reseach Project work continued. Book Club readings continue.
 * Day 7 - Thursday May 17, 2018**

Homework: Book Club work. Prepare for Book Club meeting tomorrow.

//*Class brainstorm: how can diseases be both positive and negative ? (Consider social, political and environmental effects.)// - Is disease a good or a bad thing? You decide. Use current notes and go beyond - think of Reading Responses. In what ways do we see humans impacting the environment? In what ways does the environment respond to and impact us?
 * Day 8 - Friday May 18, 2018.**
 * Book Club Meetings:**
 * Look at infographics, videos and online for ideas/examples! BEGIN RESEARCH in notebooks. Keep the following questions in mind -

__Homework__: Prepare for Socratic Seminar: Use Social Studies book to write title of seminar, quotes and questions.

//*// Organise ALL research for main points into the RESEARCH CHART. Due Thursday.
 * Day 1 - Monday, May 21, 2018 - Completed draft frameworks to be drawn up on the boar**
 * Book club meeting - set host reading/RRJ goals for next group meeting on Wednesday - RRJ due. Check that post it notes continue.
 * Pandemic topic - RESEARCH shifts to framework (see example) - keep the focus on //how can diseases be both positive and negative ? (Consider social, political, economic and environmental effects.) Students need to collaborate with TWO others to collect their information for the research framework.//

__Homework__: RESEARCH CHART created from notes. Continue with own infographic. Preparation for Socratic Seminar completed.


 * Day 2 - Tuesday, May 22, 2018 -**

SOCRATIC SEMINAR. (Try and involve discussion that ranges through all three units covered so far.)

__Homework__: Book Club Reading, Socratic Seminar Reflection.


 * Day 3- Wednesday, May 23, 2018 -**
 * Book club meeting - Check on students as hosts: meeting requirements - how are the conversations in these meetings going?
 * Students have time to work on their infographics. All research material should be completed, so that the focus is on meeting task sheet requirements and students are working quietly as individuals on their posters.

__Homework__: Book Club readings.

This day dedicated to Infographics - finishing and practicing for presentations.
 * Day 4 - Thursday, May 24, 2018 -**
 * Hand in Research Frameworks with THREE diseases and political, economic and2**

__Homework__: Be ready for Book club!


 * Day 5 - Friday, May 25, 2018**
 * Book Club meetings:
 * Students complete Infographics and practice for their presentations.

__Homework:__ Book Club Readings, practice presentations for pandemic infographics.
 * Make sure task sheet is glued to the back of the infographic along with Works Cited page.

Infographic Presentations.
 * Day 6 - Monday, May 28, 2018 -**
 * .** Book Club Meeting - set up for RRJ on Wednesday.

__Homework__:Book Club Readings.

BEGIN NEW UNIT - Protestant Reformation, Renaissance and Scientific Revolution
 * Day 7 - Tuesday, May 29, 2018**

Continue with BookClubs.


 * []

** WEEK 1 - Overview of the Middle Ages **

 * Day 1 - Tuesday, March 2, 2015 **
 * What was it like? Infer more based on Primary [[file:U3.L1transparencies.pdf|Sources]] . (Transparencies 6A-6E.)
 * Analyze Eastern Orthodox religious [[file:U3.L1eocPlacards.pdf|objects]].. Discuss and answer ?s in pairs. Go over as a class.

__Homework__: On an A4 piece of paper, create a Venn Diagram comparing Roman Catholic with Eastern Orthodox Churches. (At least 5-10 points.. feel free to use the internet to help you!)


 * Day 2 - Wednesday, March 3, 2015**
 * Engineering an Empire: The [|Byzantines] - watch it.
 * Answer questions.
 * Discuss decline of empire.

__Homework__: Processing 6 activity (worksheet) - take your time and include several details.


 * Day 3 - Thursday, March 4, 2015**
 * Review Venn Diagrams
 * What are the 8 characteristics of any successful civilization? brainstorm!
 * Create a [[file:U3.8civPoster.pdf|poster]] of Byzantine civilization.


 * Day 4 - Friday, March 5, 2015**
 * DEAR time: Introduction to The Pearl (Chapters [[file:The Pearl - Chapter 1.pdf|1]] & [[file:The Pearl - Chapter 2.pdf|2]]). (Popcorn read-aloud)
 * Book Club [[file:Book Club Expectations.pdf|Expectations]].
 * Review Literary [[file:Literary Terms List--7th Grade.pdf|Terms]]: Which do you know, which have you heard, and which are you unclear? (Highlight in colors)

__Homework__: Read Chapters 1-2. On Moxtra: 1 RRJ entries about the Pearl! You must use correctly at least 4 Literary terms! (underline them)


 * Day 5 - Monday, March 9, 2015**
 * DEAR time -- Check RRJ #C
 * How to make an OL - [[file:U2.L1.MakeOL.pages|Review]]!
 * Read [[file:U3.L1Muslims.pdf|chapter]] on Muslims -- create an OL. - NOT TOO LONG!! Only main ideas.

__Homework__: Finish Outline for Wednesday. Be ready for Book Clubs tomorrow - look at all questions on the, choose 2 and respond.


 * Day 6 - Tuesday, March 10, 2015**
 * Book Club Meeting - Discuss Chapters 1&2 - Use/discuss the [[file:ThePearl.Ch1.2.pages|guide]]! (Do group activities)
 * Begin reading "The Pearl" Chapters [[file:The Pearl - Chapter 3.pdf|3]]: Stop-and-Jot ideas.

__Homework__: For Thursday, prepare for book club discussion using the. In RRJ: Also prepare 5 /discussion questions in reading notebook for class Thursday on CH. 3.


 * Day 7 - Wednesday, March 11, 2015**
 * Introduce Muslim Empire: Geography Challenge 2. (Read p.72-73 in [[file:U3.L1Muslims.pdf|textbook]])
 * Follow activity [[file:U3.L1MusGeoChallengepdf.pdf|instructions]].

__Homework__: Finish map for Friday. Muslim Geography [|Quiz] tomorrow!


 * Day 8 - Thursday, March 12, 2015**
 * Map Quiz.
 * Book Club: Discuss Chapter 3.
 * Begin reading Chapter [[file:The Pearl - Chapter 4.pdf|4]] . Analyzing specific paragraphs for special meaning.

__Homework__: Read the summary of Ch. 4 and 5 for Tuesday discussion.


 * Day 1 - Friday, March 13, 2015**
 * DEAR time! (Yea! Finally!)
 * Ms. O'Brien's presentation of Muslim Civilization - get ready to OL!! :P
 * [|Crashcourse] on Islam.
 * Rise and Fall [[file:RiseNFall.pdf|assignment]] - complete and bring for Monday's discussion.

__Homework__: Finish rise and fall assignment (for Monday).
 * Read chapters [[file:The Pearl - Chapter 4.pdf|4]] and [[file:The Pearl - Chapter 5.pdf|5]].
 * (Monday@8:15 on Edmodo) Choose 3 important paragraphs, annotate them as well as explain why you think they are the most important, or have the most meaning. Bring a blank copy to class of 3 paragraphs.


 * Day 2 - Monday, March 16, 2015**
 * Jigsaw activity: Muslim culture [[file:263-279 Muslim.pdf|chapter]] (present and take notes)
 * Rise and Fall of Empires worksheet - discuss pages/meaning of words/concepts.

__Homework__: Prepare for Socratic Seminar on Wednesday.

--What is the relationship between Juana and Kino and how has it changed? Who do you agree with? -- What was Kino forced to do and would you argue that it was Murder, Manslaughter or self-defense? -- What other moments in the book so far do we see life being threatened and why? Who is to blame? -- What are some new morals/themes/tones/symbols in the story? 1. Major tone/theme of paragraph? 2. Hidden message or meanings of things. 3. Consider whole context (where it is placed) and why it is important -- how does it connect to our lives?
 * Day 3 - Tuesday, March 17, 2015**
 * Discuss Ch. 4 and 5 - analyze paragraphs activity:
 * Analyze eachother's paragraphs for:

__Homework__: Read for homework; write a final reaction to the whole story and ending in your RRJ #D. Prepare for Thursday's discussion - [|padlet 7A] and [|padlet 7B] Study guide can be found.


 * Day 4 - Wednesday, March 18, 2015**
 * Minute of Mindfulness: Gratitude [|video].
 * Presentations of 8 traits of Muslim civilization. = Use Graphic Organizers
 * Mini-lesson: How to read (and take notes) on a difficult textbook [[file:323-329 Tang-Song.pdf|chapter]]. (Tang/Song Dynasties begins!!)

__Homework__: Answer reflection on padlet. In RRJ, entry D on final ending and overall story.


 * Day 5 - Thursday, March 19, 2015**
 * Presentation on Manslaughter vs. Murder vs. Accidents
 * [|Rules] . Types of [|Questions] /Participation of a Socratic Seminar.
 * Prepare two questions, and three observations about the authorial intent.
 * "Fishbowl" conversations happen here: [|7B Titanpad] and [|7A Titanpad]

__Homework__: Letter about most inspiring person and why. Due on edmodo.


 * Day 6 - Friday, March 20, 2015**
 * DEAR time.
 * Mindfulness moment.
 * __Final book club meeting__: discuss Ch.6 themes and final discussion [[file:ThePearl.5.6.pages|questions]].
 * Food for thought: What does this book have to do with our lives? Watch "The High Price of Materialism" [|video].

= (SPRING BREAK) =


 * Day 7 - Monday, March 30, 2015**
 * Read about Chinese Discoveries and Inventions in [[file:U3.L1TSinventions.pdf|Chapter 18]], take notes in the [[file:TangSongInventions.pdf|packet]].
 * [[file:U3.L1TangSongPlacards.pdf|Placards]] for visual analysis on group worksheet, if you need.

__Homework__: Finish packet for 8:15am Wednesday (place on Edmodo). Do small research project (3 min visual presentation) on invention.


 * Day 8 - Tuesday, March 31, 2015**
 * Use [[file:5parGO.pdf|planner]] to work on final plan for persuasive essay.
 * Write introduction and first body paragraph. Put here[| (7A)] and [|(7B) here.]
 * Present/Plan final [[file:BookClub5project.pdf|project]] for book club!

__Homework__: Be ready with Intro/1st sentences of 3 body paragraphs for Thursday.


 * Day 1 - Wednesday, April 1, 2015**
 * DEAW time**

__Homework__: Publish on blog one story before 8:15am Monday.


 * Day 2 - Thursday, April 2, 2015**
 * Making a statement: Analyze images.
 * TodaysMeet: What is the story The Pearl REALLY about?? (7A [|here], 7B [|here])
 * Voice record your opinion - peer evaluate for clarity.

__Homework__: Read the on the Chinese governments of the Middle Ages. (for Tuesday) Be prepared to write your ideas on //The Pearl.// Bring your introduction, 3 main ideas and at least 3 examples from the text.


 * Day 3 - Friday, April 3, 2015**
 * DEAR time
 * Present inventions in a jigsaw format - which is most important and why?
 * Experiential exercise: running a Chinese dynasty.
 * Types of government -- which is best?? (Reflect on Edmodo)

__Homework__: Complete Edmodo reflection on government activity. Story on your blog by 8:15am Monday!!!!


 * Day 4 - Tuesday, April 7, 2015**
 * Library Time - team reading competition! 10 genres between 3 people.. :D
 * Give feedback on 2 stories on blogs.
 * Maya/Aztec/Incan Empires Introduced: Map Activity (Instructions [[file:U3.L1MayaMap.pdf|here]])

__Homework__: Read Mayan. (Quick quiz tomorrow!!) Map Quiz of Central/South America on __Thursday__. Map activity also due on Thursday.


 * Day 5 - Wednesday, April 8, 2015**
 * Feedback on blog stories -- ON THE [|BLOGS]!**
 * - give feedback on at least 2 stories (not your friend's)**
 * __Mini-lesson__: How to "weave" in text analysis into a paragraph?
 * Rules: Language, what not to do and how much is enough?
 * Individual work on body paragraphs. Padlet for 7A [|here], for 7B [|here].

__Homework__: First draft due Friday!! Map Quiz tomorrow, Map drawing assignment also due.


 * Day 6 - Thursday, April 9, 2015**
 * Map Quiz**
 * Watch [|documentary] on the Maya. (or) How did they crack the [|code]..?
 * Short [|film]- What happened to the Maya?
 * Read and break down the 5 possible [|theories].. HOW DID THEY FIGURE THIS OUT??

__Homework__: First draft of essay due tomorrow! Choose one theory, find some evidence: (How to use [|Google] when investigating?) Follow the : Ask the right questions!


 * Day 7 - Friday, April 10, 2015**
 * DEAR Time: The "Beat the Teach" Begins!!
 * Socratic Debate: Why could this civilization have ended?? (7A's [|titanpad], 7B's [|here])

__Homework__: Please read this on the Aztecs, to prepare for quiz on Monday.
 * Optional: Numbers [|Game]. (Explore this website!)


 * Day 8 - Monday, April 13, 2015**
 * DEAR time - Reading to win! :)
 * Quiz on Aztec chapter
 * How to write a [|conclusion]??

__Homework__: Post conclusions on Padlets! 7A [|here] and 7B [|here]. First complete draft of essay on Edmodo by __Wed__ 8:15am.


 * Day 1 - Tuesday, April 14, 2015**
 * (CONFERENCES)**


 * Day 2 - Wednesday, April 15, 201**
 * Check Quizzes.
 * Watch Engineering an Empire [|video] . (45 min) Take notes on culture and society, achievements and key people.
 * Writing a postcard: imagining you are a foreigner coming in to the city for the first time. How would you describe it? (Postcard worksheet)

__Homework:__ Get signatures for your reading EVERY TIME!! Keep track for Friday.

**//Extra Credit Assignment: due Monday, 4/20 -- PRINTED BEfORE CLASS!//** Step 1: Watch this [|video] of a sacrifice scene. (You can watch it 2x if you need to..) Then, answer these questions: 1. What were some important symbols, colors that you noticed? Give at least 3 examples. 2. Why were all those people coming together? Make an educated guess... Were they all there for the same reasons? 3. What did you notice about the structure of the society? How could you tell who was rich or poor? Who had powerful and who didn't?

Step 2: read the "You wouldn't want to be an Aztec sacrifice.." 4. Write down a 1 paragraph reflection on at least two or three new things that you learned about WHY sacrifices happened. 5. Write a second paragraph, as if you were a teacher telling a student, about how would you explain the video (and why each step is happening) to someone who doesn't know anything about the Aztecs? What should they know before they watch this? Why is it important to have background knowledge before you watch something?

//Objective: Understand the role of the historian in describing and interpreting Historical events based on various sources.// //Key Words: Perspective, Bias, Fact vs. Interpretation, Primary Source, Secondary Source, Audience, Authorial Intent// // **Who** made this image, **why** would you infer this (perspective)? // // **Where** do you see bias or differences in interpretation of the events? // // **What** is the purpose/message for the viewer? How is this communicated?? //
 * Day 3 - Thursday, April 15, 2015**
 * Quick //Worksheet//: What is the difference between primary (vs. secondary) sources?
 * Discussion: What is **Bias**? How does purpose and audience influence the way things are written?
 * Apply knowledge: analyze the jigsaw of historical paintings/ [[file:U3.L1.Aztec.Photos.pdf|images]]... be able to __point__ at it!

__Homework__: Define all words and annotate the text excerpt given to you for possible intent, bias and inferences. - Due MONDAY!

(Work on extra credit, if you have time.)
 * Day 4 - Friday, April 16, 2015**
 * DEAR time: Beat the Teach, meet in groups and add to group list. (25 minutes) - With Mr. Yung
 * Mini-lesson: how to write a good review/reflection? (See list of [[file:Literary Terms List--7th Grade.pdf|Literary Terms]])
 * Write a review/reflection based on your current book! (Due Monday on [|PADLET])

__Homework__: Finish RRJ entry in notebook. Read to //Beat the Teachers//!! Extra Credit due printed on Monday.


 * Day 5 - Monday, April 20, 2015**
 * DEAR time: Beat the Teach! (roll-out poster)
 * Catch-up day (finish Jigsaw activity)

__Homework__: Upload worksheet onto Edmodo, being sure to express all of your thoughts completely.


 * Day 6 - Tuesday, April 21, 2015**
 * Teacher models, then students continue [[file:U3.L1.biaswkst.pdf|worksheet]] in groups of 2-3.
 * In partners, analyze bias of two pieces of [[file:U3.L1.bias.pages|text]] - compare for language, intent and bias.

5 minutes of mindfulness


 * Day 7 - Wednesday, April 22, 2015**
 * Mindfulness moment.
 * [|Survey] for Humanities.
 * Read for 30, then write a Response/Review... or DEAW time story!

__Homework__: 5 minutes of mindfulness!!


 * Day 8 - Thursday, April 23, 2015**
 * Go over Jigsaw activity.
 * Introduction to the Inca
 * Inca [[file:U3.L1Inca.pdf|chapter]] reading. Use [[file:U3.L1IncaWkst.pdf|worksheet]], answer each section of questions.

__Homework__: Finish reading chapter and worksheet. Mindfulness!


 * Day 1 - Friday, April 24, 2015**
 * Bias in Texts Warm-Up (10 min)
 * DEAR time - reading competition 'check-in' (10 min)
 * Quiz: Inca Chapter

UNIT 3 CULMINATING ASSESSMENT: Why do civilizations collapse??


 * Day 2 - Monday, April 27, 2015**
 * DEAR time: Meet in groups, catch up on reading logs. (10 min)
 * Library Time: CAPOWing using Flick. (30 min)
 * //Practice//: Read this [|article] -- annotate for unknown words and big ideas

__Homework__: Due Wednesday: Complete of an Adult/Parents: Problems in our Modern World?


 * Day 3 - Tuesday, April 28, 2015**
 * Discuss article from yesterday,
 * Research an empire: "reasons why" summary of successes and failures (at least 3-5 reasons each)
 * Expectations: keeping track of sources/info for citations for tomorrow on iPad and Cornell worksheet
 * summarize on dry erase boards main ideas

__Homework__: Find an example in the news of these problems happening today, and WHY!


 * Day 4 - Wednesday, April 29, 2015**
 * How to make an MLA citation - practice
 * Look at notes: begin crafting your argument, collect examples for your support.
 * Finally, look up real-life examples of this issue. (Use news network!!) - Statistics.

__Homework__: Beat the Teach this weekend!!


 * Day 5 - Thursday, April 30, 2015**
 * DEAR time: catch up on responses, reviews and stickers on the the board.
 * Share stories of empires: take notes!
 * Make a theory.

__Homework__: Investigate at least 2 articles the news of evidence of your issue happening in the world. Also, find at least 2-3 examples from the past.


 * Day 6 - Monday, May 4, 2015**
 * DEAR time
 * finish researching


 * Day 7 - Tuesday, May 5, 2015**
 * Finish empire stories presentaitons
 * Practice making MLA citations: use [|this] as a reference, and this as an [|example]!
 * Begin planning Pecha Kucha presentations! :)
 * Write "scripts)


 * Day 8 - Wednesday, May 6, 2015**
 * Practice Pecha Kuchas - [[file:U3.Rubric.Decline.pages|rubrics]]
 * Peer-evaluate eachother.


 * Day 1 - Thursday, May 7, 2015**
 * Present!

__Homework__: Book Review due tomorrow!


 * Day 2 - Friday, May 8, 2015**
 * Finish Pecha Kucha presentations.**
 * DEAR time, Update your grades in the [|document]..**
 * [|Introduce] class book Fever 1793. Watch videos, look at book.

Reading Guides:,   ,  ,  ,

__Homework__: Read through end of chapter 6 -- Answer the following [|questions] about each chapter by Wednesday.

Day 8 - Thursday, April 10, 2014
 * Take Inca Quiz! (Give sub your worksheets..)**
 * Class brainstorm of each empire, problems and reasons for decline.**
 * Introduce New Project [[file:U3.L1project.pdf|Expectations]] (rubric)**


 * __Homework__: Choose final topic/reason for decline.. brainstorm possible reasons/ideas.. (see [[file:mind.gif|sample]]) also, discuss with parents!**

Day 1 - Friday, April 11, 2014
 * DEAR time.**
 * How to take Cornell Notes? (Save these [|guidelines].. look at this [|example]!)**
 * Understand general [[file:U3.L1project.pdf|expectations]] for research.**


 * __Homework__: Finish collecting notes ([[file:CornellTemplate.png|format]]) of previous empires' (cause/effects).. Also brainstorm 3 modern examples to research, to bring to class on Monday.**

Day 7 - Monday, April 21, 2014
 * DEAR TIME - 25 minutes.**
 * Look at MLA citations.. how to do a Works Cited [|page]?**
 * Revise your intro, add in a good conclusion paragraph!**


 * __Homework__: Submit finished draft onto Edmodo, as well as MLA Works Cited page document.**

Day 8 - Tuesday, April 22, 2014
 * Go through and [|highlight] our papers for organization.**
 * REPEAT - How should each paragraph look like??**


 * __Homework__: Submit before 815am FINAL first draft of paper onto Edmodo "First Draft" assignment.**

Day 1 - Wednesday, April 23, 2014
 * Go over rules for Pecha Kucha [[file:U3.L1PechaKucha.pdf|presentations]]: start collecting images!**
 * Develop script.**
 * Teacher conferences about essays.**


 * __Homework__: Plan out script for Pecha Kucha presentations!**

Day 2 - Thursday, April 24, 2014
 * Practice presenting - give each other feedback.**

Day 3 - Friday, April 25, 2014
 * DEAR time.**
 * Begin presentations, peer-evaluate!**

Day 4 - Monday, April 28, 2014
 * DEAR time - Read for 20 minutes.**
 * DEAW Time: 40 minutes - respond to this [|prompt] in writing notebooks.**


 * __Homework__: Finish stories in writing notebook.**

Day 5 - Tuesday, April 29, 2014
 * Corrections for DEAW time prompt: 1. Use a dialogue ("" marks, paragraphing, avoid overuse of "said") 2. Short story style -- beginning/middle/end (with a lesson?) 3. choose someone who you can't talk to any more.**
 * Finish presentations.**


 * __Homework__: Finish or re-write DEAW time story..**

Day 6 - Wednesday, April 30, 2014
 * Share out stories, select 1 from group to present on Wednesday to the class.**
 * [|Introduce] class book Fever 1793. Watch videos, look at book.**


 * __Homework__: Read through end of chapter 6 -- Answer the following [|questions] about each chapter. Also, study the vocabulary and be ready for a quiz on Monday!**


 * [[file:fever_chapter_01_student.pdf|Chapter 1]], [[file:fever_chapter_02_student.pdf|Chapter 2,]] [[file:fever_chapter_03_student.pdf|Chapter 3]], [[file:fever_chapter_04_student.pdf|Chapter 4]], [[file:fever_chapter_05_student.pdf|Chapter 5]], [[file:fever_chapter_06_student.pdf|Chapter 6]]**

Day 0 - Thursday, May 1, 2014
 * NO SCHOOL**

Day 0 - Friday, May 2, 2014
 * NO SCHOOL**

Day 7 - Monday, May 5, 2014
 * DEAR time**
 * Vocabulary quiz on Chapters 1-6!**
 * What is an epidemic?**
 * share DEAW stories.**


 * __Homework__: Summarize each chapter and give it a title -- in your reading notebook.**

Day 8 - Tuesday, May 6, 2014
 * Pandemic Plan project idea?**
 * Onto padlet ([|7A]) or ([|7B])and explain Grandfather's personality using text evidence!**


 * __Homework__: Read through page 69 (chapter 9) in Fever 1793.**
 * One paragraph explaining your opinion about how Mattie's personality/character is. POST ON MOXTRA.**
 * Find an example of something 'going viral' in our society - be ready to explain tomorrow!Consider your essays and begin drafting for improved grades..**


 * [[file:fever_chapter_07_student.pdf|Chapter 7]], [[file:fever_chapter_09_student.pdf|Chspter 9]], [[file:fever_chapter_10_student.pdf|Chapter 10]], [[file:fever_chapter_11_student.pdf|Chapter 11]], [[file:fever_chapter_12_student.pdf|Chapter 12]], [[file:fever_chapter_13_student.pdf|Chapter 13]], [[file:fever_chapter_14_student.pdf|Chapter 14]]**

Day 1 - Wednesday, May 7, 2014
 * Complete reading guides of Ch.7 and 9**
 * Grade quizzes.**
 * Visual infographics of pandemics today/in the past.. (what is antigenic shift?)

__Homework__: Select a pandemic (E.coli outbreaks, H1N1, H7N9, cholera, measles, seasonal flu, Ebola, tuberculosis, malaria, yellow fever, Mers-CoV, ) and find out as much as you can -- symptoms, transmission, origin, etc.. Also, read to p.83 - (CH 10/11)

Day 2 - Thursday, May 8, 2014
 * Watch Contagion..**


 * __Homework__: Read through Ch. 14 in Fever. Study vocabulary at home. Please revise your globalization essays, according to teacher feedback..**

Day 3 - Friday, May 9, 2014
 * Vocab quiz on Ch. 7-14 (15 minutes)**
 * Q&A session on Contagion vs. Fever 1793.. brainstorm in groups.**


 * __Homework__: Finish posters with partners answering all of the quesitons on the brainstorming sheet. Be ready to present in 4 minutes.**

Day 4 - Monday, May 12, 2014
 * (10 minutes)Practice presentations, finish posters -- do they answer all of the questions asked??**
 * Are your presentations under 4 minutes? Do you make eye contact, is there little writing, to the point?**
 * DEAR time (20 min) - what is the theme of the chapter/book? (Include brief summary on Moxtra)


 * __Homework__: Complete an 8-panel story board (summary of main events, in pictures) of the Ch.1-14, use brief captions to explain..**

Day 5 - Tuesday, May 13, 2014
 * Mini-lesson: Good writers** use descriptive words **to help the readers** create pictures in their heads **of the story.**
 * Text annotation worksheet (study 3rd paragraph on p.108), then annotate your own paragraph in pairs.**


 * __Homework__: Read ch. 15, select 5 vocab words that interest you, define them. Complete the drawing from the worksheet.**

Day 6 - Wednesday, May 14, 2014 (DRA testing) Create an interesting short story about a pandemic -- any virus you want -- from any time or place you want..
 * Finish annotation posters..**
 * DEAW time prompt: (You must use the 5 words from homework inside of the story.. and focus on describing the 5 senses!!)**


 * __Homework__: Finish DEAW story at home.. be ready to turn into the teacher!**


 * (By Friday, Complete Reading Guides for [[file:fever_chapter_15_student.pdf|Chapter 15]], [[file:fever_chapter_16_student.pdf|Chapter 16]], [[file:fever_chapter_17_student.pdf|Chapter 17]], [[file:fever_chapter_18_student.pdf|Chapter 18]], [[file:fever_chapter_19_student.pdf|Chapter 19]])**

Day 7 - Thursday, May 15, 2014
 * __Mini-lesson:__ Good writers **use juicy words **and** colorful language **to make their writing interesting to the reader.**
 * Word game - 'act out' the words from the story without talking!!**
 * Share out DEAW stories.. add 3 new 'juicy' words!**


 * __Homework__: Finish reading chapters 15-19 (pp.113-149). Summarize each chapter in reading notebook, give a title for each.**

Day 8 - Friday, May 16, 2014
 * DEAR time!**
 * Share out DEAW stories..**


 * __Homework__: Vocab quiz of Ch.15-19 on Monday.. Read ch.20-24 (p.199) by Monday, complete reading guides of**
 * [[file:fever_chapter_20_student.pdf|Chapter 20]], [[file:fever_chapter_21_student.pdf|Chapter 21]], [[file:fever_chapter_22_student.pdf|Chapter 22]], [[file:fever_chapter_23_student.pdf|Chapter 23]] by Tuesday!**

Day 1 - Monday, May 19, 2014
 * Summaries and titles of chapters..**
 * Vocabulary Quiz: Ch.15-19**
 * DIscuss Ch. 20-24.. Summaries/Titles.**
 * Group response to Reading question on Padlet about Chapters 16-24: [|7A] and [|7B].**


 * __Homework__: Read the documents (see tomorrow's agenda) and brainstorm ideas for what we should include in our SIS Pandemic Plan of Emergency.**
 * Finish book, complete reading guides, and final vocab quiz (Ch.20-29) on Friday!**
 * [[file:fever_chapter_25_student.pdf|Chapter 25]], [[file:fever_chapter_26_student.pdf|Chapter 26]], [[file:fever_chapter_27_student.pdf|Chapter 27]], [[file:fever_chapter_28_student.pdf|Chapter 28]], [[file:fever_chapter_29_student.pdf|Chapter 29]]**

Day 2 - Tuesday, May 20, 2014
 * Begin researching for Pandemic Emergency Plan for SIS. [[file:Virginiapandemic_flu_plan_distancing.pdf|Example 1]], [[file:DakotaPanFlu Kit-FINAL.pdf|Example 2]]**
 * -- What are the main parts we need?**
 * -- What do we need to find out?**
 * -- Brainstorm in groups ideas.. specific suggestions -- then put in a FORMAL LETTER to me..**


 * __Homework__: (You should've read chapters 25-26 already, and done the guides!)**

Day 3 - Wednesday, May 21, 2014
 * Effects of the Black Death on Europe.. CHANGES/SHIFT IN SOCIETY JIGSAW [[file:GoodvsBad.Plague.pages|ACTIVITY]]. (Padlet Response: [|7A] vs. [|7B])**
 * Black Death Map Analysis -- [[file:Map.Plague.doc|Instructions]] and Reference [[file:blackdeath.gif|Map]] or this [[file:The_Spread_1352.jpg|ONE]].. to help!**


 * __Homework__: (You should read up to chapter 27-28 already..)**

Day 4 - Thursday, May 22, 2014
 * Finish Map questions in groups.**


 * __Homework__: (You should finish the book tonight, study the vocab from all the guides!) Vocab quiz tomorrow!**

Day 5 - Friday, May 23, 2014
 * Ch.20-29 Vocab quiz..**
 * Middle Ages vs. Renaissance activity .. in [[file:MAvsRen.photos.pages|pictures]] -- compare and contrast the MA. (Follow teacher instructions)**


 * __Homework__: Prepare for Final written activity of Fever 1793 by reviewing your notes... try to find/recall:**
 * 1.Mattie's important decisions in the book;**
 * 2. What did you learn about pandemics?**
 * 3. When the author used interesting language and literary devices..**

Day 6 - Monday, May 26, 2014
 * DEAR time.**
 * In-class writing assessment. Please download this document, and edit it.. Upload to Edmodo by end of the class.**


 * __Homework__: Read pp. 315-321 of this Renaissance [[file:Chapter28Renaissance.pdf|Chapter]]..**

Day 7 - Tuesday, May 27, 2014
 * Re-do in-class assessments.. :S**

Day 8 - Wednesday, May 28, 2014
 * What was Humanism and why was it important?? [|7A] or [|7B]**
 * Review comparative activity from Friday... quality of notes?**
 * ...Quick Powerpoint summarizing and taking notes.**


 * __Homework__:**
 * Re-read Ch.28.5.. answer questions on worksheet.**
 * Drawing a metaphor of Humanism for tomorrow, using [[file:humanismwkst.pdf|this]] and online research...**

Day 1 - Thursday, May 29, 2014
 * Changes in faith: Protestant Reformation ([[file:Ch.31.pdf|Chapter]] 31 and Student [[file:31 Student notes.pdf|Guide]])**

Day 2 - Friday, May 30, 2014
 * (30 min) LIBRARY TIME**
 * Martin Luther's [|video].. + Printing Press [|Video]**
 * Quiz: effects of printing press and the Reformation...**


 * Last few minutes: watch videos!**
 * __Crashcourse__: What was the [|Renaissance]?**
 * Horrible Histories [|video]**


 * __Homework__; Read the [[file:History Alive MWB 34 The Scientific Revolution copy.pdf|chapter 34]]... what was changing in Science?**

Day 3 - Monday, June 2, 2014
 * DEAR time (20 min) / Mindfulness..**
 * Introduce Scientific Revolution ([[file:8vo_HUM_Unit6.3.key|powerpoint]])**
 * *Make a [[file:Sci Rev Quiz Planner.pages|quiz]] in groups of the chapter 34.. 7B [|HERE], 7A [|HERE]. **


 * __Homework__: Watch this background [|video] on Galileo and [|video] on court systems. **
 * Username: shekousw **


 * Password: shekou **


 * (optional) Begin watching parts of the series of [|videos] (watch videos 7 - 12.. should take around one hour).**

Day 4 - Tuesday, June 3, 2014
 * Watch court trial video..**
 * Begin [|preparations] for Galileo trial..**


 * __Homework__ Watch Galileo's Battle for the [|Heavens] (1.5 hours)**

Day 5 - Wednesday, June 4, 2014


 * Day 6 - Thursday, June 5, 2014**
 * FIELD TRIP TO THE ZOO!**

Day 7 - Friday, June 6, 2014
 * DEAR time.**

Day 8 - Monday, June 9, 2014
 * Final preparations for trial.**

Day 1 - Tuesday, June 10, 2014
 * Trial!**

Day 2 - Wednesday, June 11, 2014**
 * Letters to self.
 * Letters to 7th graders.

__Homework__: finish letters. Upload DEAW stories, bring folders home.