ASSIGNMENTS + NEWS! Please check HW TRACKERS
NEWS:
- NO SCHOOL May 18 & 25.
- Student Letters (Bottled Water/Plastic): HERE
- ExplOratorium Photos
- GREECE FINAL PROJECT DUE Thurs. 4/9
DOWNLOAD • PROMPTS •RUBRIC/REFLECTION • MYTHS, GODS/HEROS
• 6/1-6/4: Closing Activities- Have a great summer!
• 5/29: Complete Ancient Rome 'Timeline Challenge' (pg. 410-411) - Discuss answers as a class
• 5/26 - 5/28: Read Ch. 38: Complete Packet (Discuss answers as a class)
• 5/20 - 5/22: Read Ch. 37: Complete Packet (Discuss answers as a class)
• 5/14- 5/19: Present 'Roman' Stories on 5/14; Start Ch. 36- Complete Packet by 5/19 (Discuss answers as a class)
• 5/13: Read Ch. 35- Write a story: A day in the life of a Roman from their perspective (1 pg in Notebook) No packet
• 5/11 - 5/12: Read Ch. 34 - Complete Packet (Discuss answers as a class)
• 5/7 - 5/8: Read Ch. 33 - Complete Packet (Discuss answers as a class)
• 5/6: Read Ch. 32 (no packet): Draw Geographical maps (1+ pages in Notebook)
• 5/4 - 5/5: Read Ch. 31 - Complete Packet (Discuss answers as a class)
• 4/30 - 5/1: Read Ch. 30 - Complete Packet (Discuss answers as a class)
• 4/27 - 4/29: Read Ch. 29 - Complete 1-2 pgs of Packet daily (Discuss answers as a class)
• 4/20 - 4/24: CST Testing
• 4/15 - 4/17: Read Ch. 28 - Complete Packet
• 4/13 - 4/14: Read Ch. 27 - Complete Packet (Discuss answers as a class)
• 4/9 - 4/10: Greek Final Presentations: Email documents/pics of art to: [email protected]
• 4/7 - 4/8: CST Practice Testing
• 4/6: Complete GREEK MYTH. FINAL; Presentations: 4/9 - 4/10
EXTENSION ACTIVITIES - Ancient Greece & Rome:
1) Read "Painting the Gods" Textbook pgs. 328-331
2) Read "Lessons from Pompei" Textbook pgs. 406-409
3) Take the 'Who Are you?' PBS Quiz & discover the Ancient Roman you most resemble! The wise Augustus, unpredictable Nero, ambitious Cleopatra or beloved Claudius?
4) Play 'Emperor of Rome' PBS Game (requires Flash): Your chance to rule the largest empire of the world! Choose which emperor you want to be, then you'll face real situations where you must to decide what to do.
5) Mythical Beasts Word Search!
SPRING BREAK 3/27 - 4/5
• 3/25: #85: W.R.A.P. on Greco-Roman reading (<- download with link)
• 3/20: #80: Sub activity - Geography in the Park Download worksheet HERE.
• 3/19-24: #77-79: Ch. 26 Packet - Origins of Democracy (Textbook work Packet)
• 3/16-17: #76: 1 page notes on "What the Ancients Knew" Documentary - Watch HERE
• 3/11: Final Persuasive Letter (Luna's Example - PDF download here)
• 3/6: #75: Persuasive Letter Rough Draft / Outline with research (computer lab) (Download Outline here).
• 3/2: #74: Tapped Documentary; VIDEO download HERE (Google Drive) / WORKSHEET Download HERE
• 2/23- 2/27: #71-74: Ch. 25 Packet: Ancient Greece Geography (Textbook)
• 2/16-2/20: #69-70: Buddha Documentary: Download Worksheet/Notes HERE <-- // Watch Video HERE <--
• 2/12: #68: Confucius Documentary: Download Worksheet/Notes HERE <-- // Watch Video HERE <--
• 2/11: #67: Textbook: Timeline Challenge & Buddha "Interview" - Download HERE <--
• 2/6 & 2/10: Guest Speaker: China Peace Corps volunteer
• 2/5: #65: What the Ancients Knew Documentary: 1 page of Notes -
Click here to watClick HERE to watch
• 2/2 - 2/4: #64: Ancient China Notes (Keynote Presentation) Crash Course Video (<-view here)
• 1/26: #63: Sub day Reflection on Interdependence: Who do you depend on/who depends on you? (1 paragraph)
• 2/2: #62: Ch. 19 Packet: Ancient China book work
• 1/29: #60-61: Ch. 19 Packet: Ancient China book work
• 1/28: #59: Ch. 19 Packet: Ancient China book work
• 1/23: Final Compare/Contrast Essay Due (worth 100 points)
• 1/21: Complete 1st draft OUTLINE; Download here-> Compare & Contrast Essay Outline
• 1/20: Complete Graphic Organizer: Compare & Contrast Hinduism / Buddhism
• 1/15: Watch Story of Buddha
• 1/14: #56: Buddhism Notes (download slideshow here) - Watch → Crash Course on Hinduism & Buddhism.
• 1/13: #55: Hinduism Notes (download slideshow ↑ above). Watch → 20 min documentary on Hinduism.
• 1/9: #54: Open-Note Quiz, Indian Geography (Ch. 13)
• 1/7: #53: Ancient India Geography Notes (Download→ SLIDESHOW here) + →Ganges River Docum. Notes
• 1/6: #52: New Year Reflections: How I Plan to be a Better Person, Friend & Student - 1/2 pg. + drawing.
• 1/6: Signed Permission Slips: Field trip to SF EXPLORATORIUM - 1/23.
....................................................................................................................................................................................................
SEMESTER 1:
NEWS:
- NO SCHOOL May 18 & 25.
- Student Letters (Bottled Water/Plastic): HERE
- ExplOratorium Photos
- GREECE FINAL PROJECT DUE Thurs. 4/9
DOWNLOAD • PROMPTS •RUBRIC/REFLECTION • MYTHS, GODS/HEROS
• 6/1-6/4: Closing Activities- Have a great summer!
• 5/29: Complete Ancient Rome 'Timeline Challenge' (pg. 410-411) - Discuss answers as a class
• 5/26 - 5/28: Read Ch. 38: Complete Packet (Discuss answers as a class)
• 5/20 - 5/22: Read Ch. 37: Complete Packet (Discuss answers as a class)
• 5/14- 5/19: Present 'Roman' Stories on 5/14; Start Ch. 36- Complete Packet by 5/19 (Discuss answers as a class)
• 5/13: Read Ch. 35- Write a story: A day in the life of a Roman from their perspective (1 pg in Notebook) No packet
• 5/11 - 5/12: Read Ch. 34 - Complete Packet (Discuss answers as a class)
• 5/7 - 5/8: Read Ch. 33 - Complete Packet (Discuss answers as a class)
• 5/6: Read Ch. 32 (no packet): Draw Geographical maps (1+ pages in Notebook)
• 5/4 - 5/5: Read Ch. 31 - Complete Packet (Discuss answers as a class)
• 4/30 - 5/1: Read Ch. 30 - Complete Packet (Discuss answers as a class)
• 4/27 - 4/29: Read Ch. 29 - Complete 1-2 pgs of Packet daily (Discuss answers as a class)
• 4/20 - 4/24: CST Testing
• 4/15 - 4/17: Read Ch. 28 - Complete Packet
• 4/13 - 4/14: Read Ch. 27 - Complete Packet (Discuss answers as a class)
• 4/9 - 4/10: Greek Final Presentations: Email documents/pics of art to: [email protected]
• 4/7 - 4/8: CST Practice Testing
• 4/6: Complete GREEK MYTH. FINAL; Presentations: 4/9 - 4/10
EXTENSION ACTIVITIES - Ancient Greece & Rome:
1) Read "Painting the Gods" Textbook pgs. 328-331
2) Read "Lessons from Pompei" Textbook pgs. 406-409
3) Take the 'Who Are you?' PBS Quiz & discover the Ancient Roman you most resemble! The wise Augustus, unpredictable Nero, ambitious Cleopatra or beloved Claudius?
4) Play 'Emperor of Rome' PBS Game (requires Flash): Your chance to rule the largest empire of the world! Choose which emperor you want to be, then you'll face real situations where you must to decide what to do.
5) Mythical Beasts Word Search!
SPRING BREAK 3/27 - 4/5
• 3/25: #85: W.R.A.P. on Greco-Roman reading (<- download with link)
• 3/20: #80: Sub activity - Geography in the Park Download worksheet HERE.
• 3/19-24: #77-79: Ch. 26 Packet - Origins of Democracy (Textbook work Packet)
• 3/16-17: #76: 1 page notes on "What the Ancients Knew" Documentary - Watch HERE
• 3/11: Final Persuasive Letter (Luna's Example - PDF download here)
• 3/6: #75: Persuasive Letter Rough Draft / Outline with research (computer lab) (Download Outline here).
• 3/2: #74: Tapped Documentary; VIDEO download HERE (Google Drive) / WORKSHEET Download HERE
• 2/23- 2/27: #71-74: Ch. 25 Packet: Ancient Greece Geography (Textbook)
• 2/16-2/20: #69-70: Buddha Documentary: Download Worksheet/Notes HERE <-- // Watch Video HERE <--
• 2/12: #68: Confucius Documentary: Download Worksheet/Notes HERE <-- // Watch Video HERE <--
• 2/11: #67: Textbook: Timeline Challenge & Buddha "Interview" - Download HERE <--
• 2/6 & 2/10: Guest Speaker: China Peace Corps volunteer
• 2/5: #65: What the Ancients Knew Documentary: 1 page of Notes -
Click here to watClick HERE to watch
• 2/2 - 2/4: #64: Ancient China Notes (Keynote Presentation) Crash Course Video (<-view here)
• 1/26: #63: Sub day Reflection on Interdependence: Who do you depend on/who depends on you? (1 paragraph)
• 2/2: #62: Ch. 19 Packet: Ancient China book work
• 1/29: #60-61: Ch. 19 Packet: Ancient China book work
• 1/28: #59: Ch. 19 Packet: Ancient China book work
• 1/23: Final Compare/Contrast Essay Due (worth 100 points)
• 1/21: Complete 1st draft OUTLINE; Download here-> Compare & Contrast Essay Outline
• 1/20: Complete Graphic Organizer: Compare & Contrast Hinduism / Buddhism
• 1/15: Watch Story of Buddha
• 1/14: #56: Buddhism Notes (download slideshow here) - Watch → Crash Course on Hinduism & Buddhism.
• 1/13: #55: Hinduism Notes (download slideshow ↑ above). Watch → 20 min documentary on Hinduism.
• 1/9: #54: Open-Note Quiz, Indian Geography (Ch. 13)
• 1/7: #53: Ancient India Geography Notes (Download→ SLIDESHOW here) + →Ganges River Docum. Notes
• 1/6: #52: New Year Reflections: How I Plan to be a Better Person, Friend & Student - 1/2 pg. + drawing.
• 1/6: Signed Permission Slips: Field trip to SF EXPLORATORIUM - 1/23.
....................................................................................................................................................................................................
SEMESTER 1:
- 12/3- 12/7: #48-51: Judaism Unit - Ch. 11-12 Packet (from textbook)
- 12/1: Final Project: FAMILY HOLIDAY INTERVIEW & ARTIFACT Presentation due Monday.
- 11/24-25: #47: Gratitude Notes & Black Friday (YouTube)
- 11/21: #46: Download →Ch. 9 & 10 Quiz.
- 11/20: #43-45: Chapter 10 - Ancient Kush: Reading notes packet (from textbook).
- 11/19: #42: Egypt's Social Pyramid: Daily Life of Egyptians Keynote slideshow presentation.
- 11/18: #39-41: Chapter 8 Packet (in Textbook)
- 11/14: #37-38: Chapter 7 Packet (in Textbook): Geography of Ancient Egypt, Canaan, and Kush.
- 11/13: #35-36: Ancient Egypt →Documentary Movie Notes
- 11/7: #34: Chapter 6 packet - Reading Notes
- 11/5: #32 & 33: Chapter 6 packet of reading notes (pg. 55 in TCI Textbook)
- 11/3: #31: Mesopotamia Documentary Notes (1 pg.)
- 10/31: #30: Quarter 1 Reflection + Early Humans Quiz →(20 Questions, worth 40 points)
- 10/30: JEOPARDY (Early Humans Quiz Study Prep).
- 10/27: #29: Notes on "Early Humans" presentation (see files, linked above for slides and Key Words)
- 10/23: #28: Film Not
MINI UNIT WEEK OF OCT. 20:
Below is info on Straightlaced: How Gender's Got Us All Tied-Up - the film component of a short, 3.5-day unit in support of National Ally Week screening in my Social Studies class→: http://en.wikipedia.org/wiki/Ally_Week.
Straightlaced curriculum:
GroundSpark’s curriculum guide is designed to enhance the use of Straightlaced in schools, community groups & PD settings, with critical analysis on a range of issues related to youth, gender, sexuality, and how these connect with race, culture & class. 50+ students share their experiences of choosing between “male” & “female” deodorant, overhearing anti-gay taunts, having the courage to take ballet or show emotion, confronting eating disorders, avoiding violent attacks in restrooms, negotiating “gender rules,” mourning the suicide of a classmate, finding strength to stand-up for someone being bullied. Their experiences show how high the stakes are in dealing with pressures of gender & sexuality and their intense consequences. Youth who identify as heterosexual, gay, bisexual, transgender or questioning who represent a wide range of racial and ethnic backgrounds share experiences that show how gender-role expectations & attitudes toward 'different' people link to gender, culture, race & class. Film topics include:
• To align with REALM's diversity & equity mission • To address bullying concerns that have come up
• To develop pre-adolescent decision-making skills • Strengthen REALM’s social justice curriculum
• A way to help students develop 21st-century skills • To create safe & inclusive school environment
Facilitating Dialogue: I've created an environment of open, safe, genuine dialogue in my class where all participate, diverse perspectives are honored so new understandings can develop. The intention is not to 'convert' or influence students to feel a certain way or become focused on sexual themes, but to build compassion & understanding for other youth, regarding issues they're exposed to in everyday media & our community; it allows them to ask questions in a safe space which can curb bullying in REALM's community. My facilitation style invokes powerful conversation about the issues many of our kids are already pondering. I use participatory strategies to ensure all have a voice, where they develop & express their ideas while hearing others' perspectives. I integrate personal & analytical elements via thoughtful discussion of students' own personal experiences & connections with the film (students they identify with, stories that touch their hearts, dilemmas they relate to, shared pressures and anxieties). There's much to be learned by analyzing the BIG IDEAS: how do individual experiences of gender reflect larger systems of power and privilege? How are gender-role expectations connected to experiences of race, culture, class and sexual orientation? Strategies: We use THINK-PAIR-SHARE, in which students are first asked to THINK (and possibly journal or write) about a particular question. They are then asked to discuss their thoughts in a PAIR or triad, then to SHARE the ideas from their pair in a larger discussion. We also recommend the use of small groups to discuss key themes in the film and/or to generate ideas for school and community action).
Curricular alignment to 6th grade Health Standards:
• Health Promotion: 8.1.M Encourage a school environment that is respectful of individual differences
8.2.M Object appropriately to teasing or bullying of peers that is based on personal characteristics and perceived sexual orientation.
• Injury Prevention and Safety: 1.1.S Explain methods to reduce conflict, harassment, and violence. 2.2.S Analyze influences on both safe and violent behaviors. /2.3.S Analyze personal behaviors that may lead to injuries or cause harm. / 3.2.S Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.
• Decision Making: 5.2.S Use a decision-making process to determine appropriate strategies for responding to bullying and harassment.
• Health Promotion: 8.2.S Promote a bully-free school and community environment. / 8.3.S Encourage others to practice safe behaviors // 1.3.M Discuss how emotions change during adolescence / 1.4.M Describe the importance of being aware of one’s emotions. / 1.7.M Describe the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.
• Analyzing Influences: 2.1.M Analyze the external and internal influences on mental, emotional, and social health.
• Interpersonal Communication: 4.1.M Practice asking for help with mental, emotional, or social health problems from trusted adults. // 4.2.M Describe how prejudice, discrimination, and bias can lead to violence. // 4.3.M Demonstrate ways to communicate respect for diversity.
Below is info on Straightlaced: How Gender's Got Us All Tied-Up - the film component of a short, 3.5-day unit in support of National Ally Week screening in my Social Studies class→: http://en.wikipedia.org/wiki/Ally_Week.
Straightlaced curriculum:
GroundSpark’s curriculum guide is designed to enhance the use of Straightlaced in schools, community groups & PD settings, with critical analysis on a range of issues related to youth, gender, sexuality, and how these connect with race, culture & class. 50+ students share their experiences of choosing between “male” & “female” deodorant, overhearing anti-gay taunts, having the courage to take ballet or show emotion, confronting eating disorders, avoiding violent attacks in restrooms, negotiating “gender rules,” mourning the suicide of a classmate, finding strength to stand-up for someone being bullied. Their experiences show how high the stakes are in dealing with pressures of gender & sexuality and their intense consequences. Youth who identify as heterosexual, gay, bisexual, transgender or questioning who represent a wide range of racial and ethnic backgrounds share experiences that show how gender-role expectations & attitudes toward 'different' people link to gender, culture, race & class. Film topics include:
- Appearance / Body image / Sexual pressures / Academics / Family expectations / Media Messages
- Gender roles & stereotypes / Masculinity vs. Femininity / Identity: Gender, race, culture / Being an ALLY
- Gay, lesbian, bi-, trans experiences / Homophobia & Gender-based violence / Activity & career choices / School & community safety /
• To align with REALM's diversity & equity mission • To address bullying concerns that have come up
• To develop pre-adolescent decision-making skills • Strengthen REALM’s social justice curriculum
• A way to help students develop 21st-century skills • To create safe & inclusive school environment
Facilitating Dialogue: I've created an environment of open, safe, genuine dialogue in my class where all participate, diverse perspectives are honored so new understandings can develop. The intention is not to 'convert' or influence students to feel a certain way or become focused on sexual themes, but to build compassion & understanding for other youth, regarding issues they're exposed to in everyday media & our community; it allows them to ask questions in a safe space which can curb bullying in REALM's community. My facilitation style invokes powerful conversation about the issues many of our kids are already pondering. I use participatory strategies to ensure all have a voice, where they develop & express their ideas while hearing others' perspectives. I integrate personal & analytical elements via thoughtful discussion of students' own personal experiences & connections with the film (students they identify with, stories that touch their hearts, dilemmas they relate to, shared pressures and anxieties). There's much to be learned by analyzing the BIG IDEAS: how do individual experiences of gender reflect larger systems of power and privilege? How are gender-role expectations connected to experiences of race, culture, class and sexual orientation? Strategies: We use THINK-PAIR-SHARE, in which students are first asked to THINK (and possibly journal or write) about a particular question. They are then asked to discuss their thoughts in a PAIR or triad, then to SHARE the ideas from their pair in a larger discussion. We also recommend the use of small groups to discuss key themes in the film and/or to generate ideas for school and community action).
Curricular alignment to 6th grade Health Standards:
• Health Promotion: 8.1.M Encourage a school environment that is respectful of individual differences
8.2.M Object appropriately to teasing or bullying of peers that is based on personal characteristics and perceived sexual orientation.
• Injury Prevention and Safety: 1.1.S Explain methods to reduce conflict, harassment, and violence. 2.2.S Analyze influences on both safe and violent behaviors. /2.3.S Analyze personal behaviors that may lead to injuries or cause harm. / 3.2.S Demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the Internet.
• Decision Making: 5.2.S Use a decision-making process to determine appropriate strategies for responding to bullying and harassment.
• Health Promotion: 8.2.S Promote a bully-free school and community environment. / 8.3.S Encourage others to practice safe behaviors // 1.3.M Discuss how emotions change during adolescence / 1.4.M Describe the importance of being aware of one’s emotions. / 1.7.M Describe the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.
• Analyzing Influences: 2.1.M Analyze the external and internal influences on mental, emotional, and social health.
• Interpersonal Communication: 4.1.M Practice asking for help with mental, emotional, or social health problems from trusted adults. // 4.2.M Describe how prejudice, discrimination, and bias can lead to violence. // 4.3.M Demonstrate ways to communicate respect for diversity.
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People are trapped in history, and history is trapped in them. ~ James Baldwin