Week 37 Monday Students will be doing Renaissance webquests that their classmates created. The webquests will take students through various parts of the Renaissance, from architecture, to scientists, to artists, to leaders. Click on the link below to access the webquests.
Week 36 Monday Students finished taking notes and answering reading questions on the Counter Reformation. DUE: Beginning of class, Tuesday, June 5th. Tuesday Students reviewed questions from "The Counter Reformation" and took a quiz. New Assignment: Design a webquest, travel brochure, or a virtual tour to Renaissance Italy, using the internet. You can use tourist websites and some of the links below to plan a trip to Florence (Firenze), explore museums and local historical attractions, and Renaissance personalities.
Week 35 Monday No School. Tuesday Students finished watching the fourth episode of "The Magnificent Medici" and reviewed whether the actions taken by the people during this time in history did so to achieve power or communicate the truth. Wednesday Students participated in creating "Welcome Home" cards for the 25 veterans going on the "Honor Flight" to Washington D.C. The veterans will be presented with the cards of appreciation when they return home on June 10th. Thursday We finished "The Magnificent Medici" video and reviewed the viewing guide. Students will have a writing response quiz tomorrow and begin notes on "The Counter Reformation" tomorrow. Text link below. Friday Quiz today - students to click on their period's link below to take the quiz. Students began notes ("The Counter Reformation") after finishing the quiz.
Week 34 Monday Students heard about AVID in class today. AVID (Advancement Via Individual Determination) a program coming to OMS next fall in the form of an elective class for 8th grade students only. AVID is a program that prepares all students for college and success in a global society. Students will also review the viewing guide from the third episode of "The Magnificent Medici" and respond to questions. Tuesday Students took a video response quiz and began taking notes on the Reformation.
Week 33 Monday Students reviewed questions and answers to text in preparation for a quiz. Students began reading new text, "The Legacy of the Renaissance" and taking notes. Click on button below to access text. Tuesday - Wednesday Students worked in groups taking notes on text and answering questions. DUE: Thursday, May 17 beginning of class. Thursday Class reviewed questions on the "Legacy of the Renaissance" text and began a new episode of "The Magnificent Medici. Students are completing a viewing guide (see button below) while watching the third episode which focuses on the Medici popes and the power struggle and shift during the Renaissance and into the Reformation. Friday Students finished watching the third episode of "The Magnificent Medici".
Week 32 Monday Students finished viewing episode two of "The Magnificent Medici" and reviewed the true/false statements on the viewing guide. Tuesday Students are taking a quiz - responding to the video with short answers. Wednesday Students began taking notes on the "Spread of New Ideas" during the Renaissance. Click on link below to access text. Thursday - Friday Students finished reviewing key ideas and vocabulary for the new text. Students worked in groups to take notes and answer questions on the text. DUE: Monday, May 14th at the beginning of class, Questions & Notes from "Spread of New Ideas" text.
Week 31 Monday Students are reading and analyzing text that addresses new ways of thinking and viewing the world during the Renaissance. Click on link below to access the notes. Paper copies are available for students who do not have internet access at home. DUE: Students should have notes written and questions answered from the text by beginning of class Thursday, May 3rd. Tuesday It is "May Day" and the class discussed the two, very different reasons why groups celebrate this day -- the end of April showers (hopefully) and beginning of May flowers (spring) in the northern hemisphere and "International Workers Day". Students talked about how these events came to be recognized along with a brief economics/politics lesson on capitalism, communism, and socialism. Wednesday Students finished and reviewed their questions and had a quiz in first period. Quiz for second and sixth period on Thursday. Thursday Students in second and sixth period took a quiz on "New Ways of Viewing the World (Humanism)" and all classes took a survey to determine how "Machiavellian" they are. Students have read about Machiavelli's writing (The Prince) and the impact it has had on society. Machiavelli wrote about how people gained power, kept power, and lost power in a realistic way and in the "vernacular" (everyday language). Friday We began watching the second episode of "The Magnificent Medici" focusing on Lorenzo de Medici. This episode will help students understand humanism and contrast Renaissance and Medieval attitudes. The video also focuses on the differences in art and architecture during the Renaissance and the impact on society, and the rise of Lorenzo. Students will also be looking for ways in which accepted beliefs were challenged. Students should use the True/False statement sheet as a note-taking guide while watching the video.
Week 30 Monday Students reviewed their notes and questions from "Origins of the Renaissance" and took a quiz over the information. Tuesday Students began watching a film about the Medicis -- a powerful banking family and patrons of the arts during the Renaissance in Florence, Italy. The objective is for students to contrast renaissance and medieval attitudes, understand the origins of the Renaissance, and learn to appreciate genius in art and engineering. There is a question sheet that we will be completing and reviewing in class. Wednesday-Thursday Students finished watching "Medici: Godfathers of the Renaissance" and answered questions. Class discussion about what they think will happen next with the Medici family, the significant changes in art and architecture, and new ways of thinking. Friday Students wrote responses to five questions regarding the video and about the Renaissance. They are completing a chart comparing and contrasting Medieval Europe to Renaissance Italy in the areas of art and architecture, science, religion/government, and other. Students started reading Chapter 13, Lesson 1 which focuses on the expansion of trade, new ways of thinking after the middle ages, and the revival of classical learning. Students are expected to begin notetaking on this section.
Week 29 Monday Students continued to work on notes in table groups for Chapter 10, Lesson 3, "Plague and the Hundred Years' War". The lesson questions will be reviewed in class on Tuesday. Teacher notes will be up at the end of Monday. DUE: Lesson 3 notes & questions, Tuesday, April 17th - beginning of class Tuesday Today students are reading about the birthplace of the renaissance and taking notes; discussing the factors why the Renaissance ("rebirth") would take place in Italy and answering the essential question, "What distinguishes one culture from another?" Click on buttons below for text and notes. Wednesday-Thursday The Renaissance study will resume on Friday. Class discussion today was about college and careers as we continue to celebrate college and career week at OMS. Classes will be shorter on Thursday morning with the afternoon filled with three, 30-minutes sessions for students to attend so they can learn about various careers from local professionals. Students are encouraged to continue working on taking notes from the "Origins of the Renaissance" text (see button below). Friday Students worked in small groups to finish taking notes on the "Origins of the Renaissance" text and answer the questions at the end of the text. Questions are due at the beginning of class on Monday. DUE: Questions from "Origins of the Renaissance" text, Monday, April 23 - beginning of class
Week 28 Monday MANY students came to class without their rough drafts completed. It is imperative that students do their assignments ON TIME. Assignments will NOT be accepted past three days of the due date this trimester unless arrangements have been made with Miss Buck. This is to teach students responsibility and time management.
Students had the class period to work on their black death writing assignment. Students were required to create an outline (pre-write), rough draft, and final paper for this assignment and all will be scored and assessed. In recent months, there has been information in the news that suggests "fleas on rats" were NOT the cause of the black death that ravaged Europe in the mid 14th century. Read more by clicking on the button below that will take you to a variety of links -- including the study itself. DUE: Tuesday, April 10th Final paper on Black Death, rough draft, outline/prewrite, answer sheet for exhibits Tuesday-Wednesday-Thursday Students finished watching the Discovery video about the Black Death (Bubonic Plague) that ravaged Europe in the mid-14th Century. Students took notes and class discussion ensued as we begin to study the Renaissance ("rebirth") of civilization after the plague in Europe. Friday Students are reading and taking notes in collaborative groups on the plague, 100-years war, and early modern Europe.
Week 27 Monday Students participated in a "Rules Round-up" as we begin the third and final trimester of school. Tuesday Students are beginning their investigation of the Black Death/Bubonic Plague. Wednesday Students are continuing their investigation on the plague and answering the questions on their worksheet in preparation for a writing assignment on Thursday. DUE: Black Death Worksheet Questions, Thursday, April 5th BEGINNING of class Thursday The class reviewed the information about the black death (bubonic plague) and prepared to write about their findings. Students are required to write an outline (prewrite) before beginning to draft their paper and it's recommended that they come to class with their outline tomorrow. DUE: Beginning of class, Friday: Outline/Prewrite for paper on Black Death Friday Students had the class period to write their rough draft on their black death paper. We reviewed as a class what an outline looks like (mini-Q version works great) and the importance of planning writing BEFORE actually drafting. Students are required to have a topic sentence/claim, two supporting details/evidence, a citation, and their feelings (comment/argument) about their evidence, a citation (where did they find the evidence/details), and a concluding sentence for that paragraph. DUE: Beginning of class on Monday, Rough Draft with revisions. Students will be given class time on Monday to write final draft of paper. Paper to be hand-written, not submitted electronically (unless given permission). DUE: Final paper on Monday, April 9th End of Class
Week 26 Monday Students are working on the Samurai/Knight Mini-Q bucketing and outline in preparation for drafting their essays. Students can use the link below to type their outlines (download the Kami app and they can write on the PDF (they are graded). Students must share their outlines with me in Google docs to get credit. DUE: Today, Buckets page and Outline Tuesday Students had class time to work on their Samurai-Knight mini-Q. The outline and buckets page was due today and when finished with those, students began drafting their essays. All essays must be shared with Miss Buck and submitted in Google Docs. DUE: Thursday, March 22nd, Samurai-Knight Mini-Q Essays Wednesday Today students continued work on their Samurai-Knight Mini-Q essays which are due at the end of class on Thursday. Students were reminded of formatting requirements for their essays and they all need to be turned in via Google Docs. 12 point font Times New Roman font Double Spaced Paragraphs indented Titles in italics Name of document: P. _____ Student Name, SKMini-Q Essay Students will first receive feedback on their final essays and have two days to make changes based on the feedback before a score is posted. If a student chooses not to make changes, they will be scored as originally turned in. Essays will be returned after spring break. DUE: Friday March 23nd, Samurai-Knight Mini-Q Essays - NOTE Change in due date Thursday Assembly schedule today and Friday so less time in class to work on Mini-Q, so the new date is Friday, March 23rd at the end of class so students have access to chromebooks to finish typing their essays in Google Docs. DUE: Friday March 23nd, Samurai-Knight Mini-Q Essays - NOTE Change in due date Friday Students who were done with the Mini-Q essay participated in a philosophical chairs debate with the central statement, "Being a knight was better than a samurai."
Week 25 Monday Students will review Documents A & B in class and begin Documents C & D -- and answer all the questions. DUE: Documents C & D Questions, Beginning of class Tuesday Tuesday Students will review Documents C & D in class and begin Documents E & F -- and answer all the questions in class today. DUE: Documents E & F Questions, Beginning of class Wednesday
Week 24 Monday Today students worked on questions for Chapter 9, lesson 2. Due - end of period. Students will begin reading about Feudal Japan Tuesday in class and then compare and contrast Feudal Europe and Japan -- then Knights and Samurais. Tuesday - Wednesday Students are finishing up with the notes on Feudal Europe and Japan and will begin a mini-Q on Thursday. Thursday Students did the "Hook" exercise and read the "Background" essay in class today as they started the new mini-Q, "Samurai and Knights: Were the Similarities Greater Than the Differences?" DUE: Background Essay questions, Friday at beginning of class Friday Students will be responsible for the following assignments today in class: Completing the "Pre-bucketing" page, reading Documents A & B and answering the questions - DUE MONDAY at beginning of class.
Week 23 Monday Students watched a video highlighting five of the world's main religions and answered questions about each. The essential question for this study is: "How are the world's religions different or the same?" Students were asked to consider the essential question from last week during the Socratic Seminar, "How can religion lead to conflict?" as they begin studying world religions. Students are working collaboratively, learning about a particular religion or belief system then will create a poster and teach the rest of the class about the religion. Links to the video, video questions, religion text, and religion chart can be found by clicking on the buttons above. DUE: Chart is due Tuesday, end of class. Poster work will begin on Tuesday and should be completed by end of class on Wednesday. Tuesday - Wednesday Students worked in their world religion group to create a poster highlighting the important aspects of major world religions. Posters will be presented on Thursday and all students will be expected to present their information or information they learn about another religion. Thursday Students presented their world religions posters, took notes, completed a world map of religions, and took a quiz. Friday Students read about the manor system in Feudal Europe. We are preparing to compare and contrast the feudal systems of Europe and Japan -- leading into our next mini-Q comparing and contrasting knights and samurais.
Week 22 Tuesday Students debriefed the Socratic seminar and finished working on their reflection paragraph. Due end of period. Wednesday-Thursday Students will work through information about the impact of the Crusades on the Christians, Muslims, and Jews. Students will work collaboratively to answer questions. Friday The class reviewed the impact of the Crusades on the Christians, Muslims, and Jews -- who benefited and in what ways. Which cultures/religions were changed because of the Crusades, and how did the Crusades lead to world changes. 6th period students got a new article to read today -- we will discuss it in class on Monday, "Technology and innovation in the Middle East".
Week 21 Monday Students finished documents D & E in their small groups. Students were responsible for checking their group members' papers to ensure they understood the content. One set of answers from each group will be randomly selected for grading. By "signing off", students are indicating that they accept their group members' answers. There is an opportunity for students to participate in an essay contest, "Words Matter" sponsored by the Bend Bulletin newspaper. If students choose to write an essay and enter it into the contest, they will be excused from a future Mini-Q essay. Both essays require students to write persuasively (claim, evidence, argument/support, cite sources). For more information, click the link below. Due date is March 16th. Tuesday Students watched a video, took notes on, and discussed the beginning of the Crusades. Wednesday-Thursday Students read and marked up the first excerpt from a speech from Pope Urban II that encouraged the first Crusade. This text will be used in the Socratic Seminar on Friday. Students will get the second text on Thursday to read independently and mark-up. After reading both texts, student will meet in their seminar triads and discuss the questions they have regarding the text and will use in the Socratic seminar. Friday Socratic Seminar!!! Socratic Seminar debrief, summary, and reflection (paragraph response to essential question "How can religion lead to conflict?") due Tuesday. Click on button below to access.
Week 20 Monday No School Tuesday Students continued their exploration of the Byzantine Empire, the geography, religion, and rule in Constantinople and the rest of the empire and the challenges they faced. The essential question is "Why is it important to study the Byzantine Empire". Wednesday In collaborative student groups, students are reading, analyzing documents (A & B) about the Byzantine Empire. Students each had a role in their group during the activity - one person was the "reader", another the "summarizer", and the third student was the "checker". Students will individually construct full sentence responses to questions regarding the content. Thursday-Friday Students are continuing to work in their collaborative groups - now on Documents D & E - and focusing on the essential question, "Why is it important to study the Byzantine Empire?" Students will finish these documents by end of class on Monday and begin to mark up text that will be used for a Socratic Seminar next week (Thursday). DUE: Byzantine Empire Documents A, B, D, and E, end of class Monday, February 12th.
Week 19 Monday Students did a gallery walk of the Viking posters created by all the 7th grade SS classes. While reading and reviewing the posters, students gave feedback to the creators and took additional notes on this culture. Students' notes and presentation for this activity will be graded. Tuesday Students watched a video, "Barbarian Vikings" and learned about the cultural and economic impact the Vikings had on Europe and the world during the Viking era which lasted about 300 years. Vikings Quiz on Wednesday. Wednesday Students took a quiz on the Vikings. Thursday Today we stepped back a bit into time when the Roman Empire split between the Western Roman Empire (in Rome) and the Eastern Roman Empire (in Constantinople). Students will be completing a map showing the Byzantine Empire under Justinian Rule, answering questions, and taking notes. These pages span the years 527 CE to the schism of 1054 CE and the split in the church. Notes, questions, and maps are due at the end of class on Friday - students are being given class time on both days to complete their assignments. Please encourage your student to use class time wisely.
Week 18 Monday In groups students read about an aspect of Viking life and are creating presentations to teach the other groups about their topic. Information for the presentation can be found by clicking on the button below, "Who were the vikings?" Student groups will make posters on Tuesday. Tuesday Students worked in their groups to finish their posters to be presented on Thursday. Wednesday Students watched a "Horrible Histories: Vicious Vikings" video and completed a question sheet that they turned in at the end of class. Thursday Students presented their Viking posters to the class while audience took notes on information. Conferences today from 4 - 7:30 pm. Friday No school. Conferences from 8-noon.
Week 17 Tuesday Students began reading in partner groups about the power of the church in the middle ages. Students are taking notes and writing questions about the information for an interactive activity later in the week. Click on the buttons below to access the text and worksheet. DUE: Notes and worksheet about "Power of the Church" due beginning of class on Friday, January 19th. DUE: Cornell Notes on Feudal Europe due today! Wednesday-Thursday Students completed partner notes on the church in the Middle Ages and questions are due at the beginning of class Friday for the "Stump your Partner" activity (students will be posing their questions about the growth and power of the church in the middle ages to classmates as a review of the content). Students also did a fluency reading test the last ten minutes of class on Thursday. DUE: Questions about the growth and power of the church, Friday beginning of class.
Week 16 Monday - Tuesday Welcome Back! We started a new unit on Monday as the Roman Empire has fallen and we start learning about the middle ages and feudalism. Students who did NOT turn in their Rome Mini-Q before break have until Friday to turn it in before it will no longer be accepted. Copies of notes on feudalism and pages from the text can be found by clicking on the buttons below. Wednesday - Thursday We watched a couple of music videos that covered the middle ages in a creative way as well as took notes about the early middle ages and the rise of the Frankish Empire led by Charlemagne and it's demise when it split. We have been comparing and contrasting empires and small kingdoms, what makes them strong or causes them to decline. Additionally, students have been examining the US government and it's structure -- how it is similar or different from past governments. Friday Students worked on and completed the Chapter 4, Lesson 1 questions. DUE: Cornell Notes on Feudal Europe on Tuesday, January 16th. All notes must include margin questions and summaries.
Week 15 Monday In class we went over the "Understanding the Question and Pre-Bucketing page of the Rome Mini-Q. Then, as a class, we read through and analyzed Documents A, B, and C. Students were given time in class to complete the questions for these documents. If they did not finish in class, they were homework. Documents/Questions A, B, C due Tuesday. Tuesday Documents D, E, and F from the Rome Mini-Q were read through and analyzed by the class. Students had class time to work on the questions and if they didn't finish, they were homework. We also went over the "Bucketing-Getting Ready to Write" page and the "Thesis Development and Road Map (chickenfoot)" activity. Students were made aware that the following page - the outline - HAD to be completed before they began to draft their essay as this is the pre-write or "roadmap" for their writing. Documents/Questions D, E, F due Wednesday. Wednesday Further explanation and support on completing the outline and beginning the essay was given in class. Students had work time in class and were encouraged to keep working on the essay at home. Reminder: the essay is due (hand-written or shared in a google doc) this Friday, December 22nd. Thursday & Friday Students completed their Rome Mini-Q and turned it in at the end of the period.
Week 14 Monday Students reviewed the Roman emperor info from last Friday and began learning about daily life in Ancient Rome. They are completing a worksheet highlighting three important ideas about daily life in the Roman Empire centered around women, school, gods, fun, and food. DUE: Worksheet packet due Tuesday, December 12th. Tuesday Students continued to read and learn more about ancient life and how it is different from the modern world today. They are to write a journal entry (first person perspective) about the day in the life of a person in ancient Rome compared with the day in the life of a person in today's modern world. The writing should include content that demonstrates an understanding of ancient times -- including the five senses and information about family life, food, education, time, health and transportation. Students can access the information needed by clicking on the buttons below. Additional information can be found at the "Roman Empire Website" link below. DUE: Thursday, December 14th (beginning of class) Wednesday We begin discussing the fall of the Roman Empire today and students will be assigned a Mini-Q packet to be completed by Friday, December 22, 2017. Thursday-Friday Began "Fall of Rome" Mini-Q and students completed the "hook" exercise with a partner and we read the background essay. Students are to complete the questions for the background essay by class on Monday.
TRIMESTER 2 Week 13 Monday Students read and analyzed Mark Antony's funeral oration for Julius Caesar from William Shakespeare's famous play, Julius Caesar, answered questions, and wrote an obituary for Caesar. Questions and obituary due Tuesday. Tuesday Students began reading and taking notes about what happened to Rome (and the Republic) after Caesar was assassinated. Click on button below to access text. Students are to continue taking notes on text from pages 446-449. Wednesday Discussion about the Pax Romana and the transition from a Republic to an Empire. Thursday Introduction to Christianity. Students took notes on a slide presentation. Click below for information. Friday Students are studying the Roman Emperors. They will work with a partner to research emperors, place them correctly on a timeline, and list at least four achievements (or blunders) of each. If students need additional information about the emperors than what is on the sheet they are given, they can click on the link below to find out more! DUE: End of period
Week 12 November 27-30 Monday-Tuesday Students reviewed the construct of the Roman Republic and discussed the essential question, "Why do governments change/fail?" We examined the changes in the Republic that led to its demise and the rise of the Roman Empire. Wednesday-Thursday Hello Caesar! Students learned about the life of Julius Caesar and are working on completing an activity sheet that examines Caesar as a politician, reformer, dictator, his death, and what happened in Rome after his death. Want a challenge? Students have been given the challenge (not extra credit - just extra interest and brain work) to research and present their written opinion in response to the question: "What if Julius Caesar had not been assassinated?"
The first trimester has ended. New gradebook starting on Monday, December 4th.
Week 11 November 13-17 Monday Students reviewed Roman Republic notes thus far playing a team game on Quizlet Live. Fun and learning! Students continued to take notes on the "Struggles of the Roman Republic". Tuesday Students are taking notes on the "Government of Roman Republic" text and answering the assessment questions at the end of the text. DUE: Wednesday, November 15 Wednesday Students finished note-taking and discussing the similarities between the Roman Republic government and the government of the United States. Thursday Students reviewed government question and prepared for quiz (counts as a test grade) on Friday. LAST DAY to turn in work for trimester one is FRIDAY, NOVEMBER 17th.
Week 10 November 6-9 (NO SCHOOL on Friday - Thank a veteran this weekend!) Monday Students began to take Cornell notes on the "Rise of the Roman Republic". They are collaborating with a partner to read, discuss, and write notes. If students are absent, they can begin to create their Cornell notes at home and review them with a partner when they return. The link to the text is below in Week 9, "Rise of the Roman Republic". Teacher notes will be provided once students have completed this activity.
Unit One Test - If students were absent when the test was administered last Wednesday, Miss Buck is available for students to take the test today and tomorrow after school. Students also have the option to take the test at lunch on Tuesday. If students are out of town and unable to make any of those times, the last time they can take the test is Monday, November 13th after school. Tuesday Students continued with their collaboration on making meaning of text and note-taking. Wednesday Reviewed "Rise of Roman Republic" text with students and took a quiz on content. Reminded students of Test Retake Policy:
all work must be turned in
all Cornell notes must be complete (this includes notes, questions, and summaries)
Week 9 October 30-November 3 Monday Students turned in their Philosophical Chairs debate reflection forms and were assigned a final position paragraph to write about their stance on nuclear power. Students had time in class to work on the paragraph--it is due Tuesday. Unit One Test is Wednesday! Tuesday Students participated in an activity to review for the Unit Test on Wednesday (tomorrow). Students should be reviewing their notes, ensuring that all questions and summaries for their Cornell Notes on "5 Themes of Geography", "Absolute Location", "Maps and Globes", and "Geography Basics" are ready to turn in tomorrow. NOTE: When students take Cornell notes in class, they should be reviewing them that evening when they get home -- writing questions, clarifying information, adding information, beginning the summary, etc. By doing this, students will be prepared and ready when a test is given, rather than students trying to "cram" the night before. Wednesday Unit One Test, Notes Due Thursday Local veterans speak to students Friday We begin our study of Rome -- the Republic and Empire! Students worked with partners to read and research the geography of Italy. With a partner, students were to complete the "Location" worksheet (see below), on which they identified the geography of Italy and determined what geographical features they believed were necessary to have a successful empire. Students were to create a hypothetical country based on the list they created. DUE: End of period. If absent today, students are required to complete the activity on their own.
Week 8 October 23-27 Monday -Tuesday Students continued to learn about nuclear power as one of the five themes of geography -- human environment interaction. They watched videos that presented both sides of the nuclear power debate and gathered information. Students will use the information to participate in a "philosophical chairs" debate activity on Thursday and Friday. Requirements for this assignment/activity will be speaking and writing a paragraph stating their position on the topic. Below are some links where students might research more on the topic in preparation for the debate: Wednesday Students worked on research and solidifying their position on nuclear energy by completing a "Philosophical Chairs Preparation" sheet (see button below) and preparing a statement (using a sentence frame) to contribute in the debate on Thursday. Students need to come to class prepared to participate in the debate. Thursday-Friday Students participated in their first Philosophical Chairs debate in class and did an excellent job. The essential question for this past week was, "Nuclear Power: Good or Bad." The central statement (the statement used to kick-off the debate process) was "Nuclear power is the safest and most efficient form of energy for the world." Students were given a list of norms (rules) to follow during the debate. A reflection form on the philosophical chairs debate is due on Monday.
Week 7 October 16-20 Monday-Tuesday: Students took and reviewed notes on geography basics and thought about ways in which geography might affect history. Students should be creating questions in their Cornell notes as we are taking them this week. Tuesday we reviewed map skills and graded an activity.
Week 6 October 9-12 Monday - Tuesday Students continued to take notes on and learn about various types of maps. They are learning to read topographic maps and use scale. NOTE CHECK on Thursday! Wednesday Students worked on maps using scale and continued with the practicing reading topographic maps. Reviewed Cornell Note-Taking checklist -- students are responsible for the "Maps and Globes" notes for a note check on Thursday. Students should reference the checklist to ensure their notes are in order. DUE Thursday: Maps & Globes Notes; Finish Map Worksheet
Week 5 October 2-6 Monday-Wednesday: Students practiced coordinate mapping using an atlas and completing a worksheet using latitude and longitude to locate places on Earth. Grid mapping (like the game, Battleship), was also practiced.
Week 4 September 25-29 Monday: Students learned how to take a picture with their chromebook, save it to their drive, and insert it into a google document which they then shared with Miss Buck. The assignment they were turning in was their "Five Themes of Geography" Cornell notes summary. Tuesday: Periods 1 & 2 received peer feedback on their "Five Themes of Geography" posters and made any necessary changes/additions to them. These classes also began the study of "absolute location" and will begin exploring how to do coordinate mapping using latitude and longitude. Notes from class to follow. Period 6 created their "Five Themes" posters today and will begin absolute location tomorrow. Wednesday - Friday: Students reviewed how the five themes of geography are integrated and learned about latitude and longitude and how they are used to locate absolute locations on earth.
Week 3 September 18-22, 2017 Monday: The objective for today was for students to become familiar with the textbook and finding information. The students worked with partners and completed a textbook scavenger hunt; some partner groups created questions for their own scavenger hunt. Tuesday & Wednesday: Essential Question: How do geographers organize the study of geography? Students began to learn about/review the five themes of geography (location, place, movement, human-environment interaction, and region) and take Cornell notes on the themes. In following with the 10-24-7 model for reviewing Cornell notes (ask your student what this is) we reviewed notes in class on Wednesday and took new ones. Thursday & Friday: Students created questions for their "chunks" of notes on the 5 Themes of Geography and wrote summaries for their notes (using the answers to the questions they created) to develop a deeper understanding of how geographers organize the study of geography. Students worked in a group to create a poster on one of the 5 Themes of Geography and had a gallery walk to explore other groups' work. Throughout the year, students will relate the cultures they study back to the 5 Themes.
Week 2 Monday/Tuesday: Objective for the lesson today and tomorrow is to learn how to take Cornell Notes. Essential Question (EQ): How can Cornell notes help me make better grades? Students will be required to take Cornell notes in Social Studies and the notes will be graded throughout the year. Students are watching a demonstration video and practicing with Cornell note-making in class. Item #1 in their Social Studies Spiral. Wednesday, Thursday, Friday: Students continued with learning the steps for taking Cornell notes and how to use them in learning content in the classroom. Students took a quiz on Friday to assess their knowledge of Cornell note-taking. Above are materials students added to their Social Studies spirals that will help them with the Cornell note-taking steps. l
6th period only: PLEASE return the "First Week Packet" (handed out today) updated and signed by your parent/guardian by Wednesday, September 13th. It is VERY IMPORTANT to have current information on students at the beginning of the school year.
Week 1 Wednesday: Students received a class syllabus today and classroom expectations were reviewed. Signed syllabus due: Friday, September 8, 2017 Thursday: Students participated in a classroom community activity to get to know each other. Every student needs to bring a spiral notebook for class tomorrow -- a notebook ONLY for Social Studies. Signed syllabus due tomorrow! Friday, September 8, 2017
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