Get textbooks! How to take notes - SPICE and Cornell!
Agricultural Breakout!
Homework: Read Chapter 1 in Bentley and take notes! Watch John Green's Agricultural Revolution video!
Day 2: Warm-up: Quiz on Chapter 1
Read Guns, Germs, and Steel
Homework: Read chapter 2 in Bentley and take notes! Watch John Green's Mesopotamia video!
Day 3 (9/29-9/30): Warm-up: Using the Promethean board, students will mark on a world map where the earliest city states were located and answer the question in their journal – what did all of the city states have in common? Why was Mesopotamia the first civilization?
Day 4 (10/1 - 10/2): Warm-up: Achieve 3000 – students will use their own devices or one of the ipads to read two of the following Achieve 3000 stories: Ancient Middle East: Will This Pyramid Draw Crowds? Ruler’s Resting Place Found – Again! Egypt Wants its Face Back Ancient Middle East: Who Built the Pyramids? Now We Know?
Timeline creation – Egypt has many changes that happened during the country’s early years. Students will choose the most important items from this website, http://www.timemaps.com/civilization/ancient-egypt Or from their textbook/notes. Students should consider if the
Announce to students that the whole class will work together to produce a newspaper that might have been published in ancient Egypt for elite members of society—those who could read and write. Although we know that the elite of ancient Egypt could read and write hieroglyphics, for the purpose of this project is for students to prepare a newspaper written in English and produced with advanced technology. They can use hieroglyphics as a part of the decorations, but not for the whole thing.
· Assign small groups of students to different beats and services, perhaps along the lines of the following suggestions:
· Agriculture beat to cover record harvest of grain, upcoming floods, etc.
· Technology beat to cover invention of waterwheel or shaduf
· Zoology beat to cover sighting of animals not seen before along the Nile
· Art department to locate, copy, download, and scan illustrations for the newspaper's main stories
· Advertising department to work up ads for services or products available along the Nile
· Columnists, editorial writers, and cartoonists to cover gossip, commentary on current events, other features
Make clear to students that they cannot solely make up the data for their stories. They must do research so that their stories will be accurate. Stories should carry bylines and datelines.
The students can combine them together as a group, but they do not actually need to create a full newspaper since there will not be time. Just a the articles, no paper layout required unless they are bored and want to go the extra mile. Everything must be turned in before they leave. They may use the computers or their phones to do research.
Closing: What made the Nile different from Mesopotamia? – students will write their answer to the question on their journal paper and place it in their folder.
Day 5 (9/30 - 10/1): Hook: Quiz on Chapter 7
Activities:
Remind the class that the Indus cities were deserted, buried and forgotten for thousands of years. The task is a project on what was left behind and what survived for archaeologists to fi nd. • Explain that in the centuries after 1900 BC, Mohenjo-Daro and other important cities were deserted (though people went on living in parts of Harappa). In Mohenjo-Daro, some streets weren’t used and fi lled up with rubbish. Only parts of the city were lived in. Archaeologists found 38 skeletons lying in alleys and buildings in Lower Town. Two hoards of valuable jewellery had been buried under the fl oor in large houses in Lower Town (you can see some of this jewellery on the website). In houses in Lower Town, several small stone statues were found, like the one known as ‘Priest-King’ – all the statues were damaged. Mohenjo-Daro was deserted at the end of this time, but archaeologists do not think it was suddenly abandoned.* * this is based on research since the 1980s, in contrast to earlier theories of invasion, massacres and sudden abandonment.
Divide the class into two and have the students working in smaller groups on two scenarios. a) Moving the school The school is being closed and everyone is moving to a new building, which has no furniture or equipment. What items would they take with them? Ask different groups to do different rooms – the classroom, the hall and/or gym, Head Teachers offi ce, school offi ce etc, and record the items under these headings – Take and Leave behind. b) Evacuating the school The school building is unsafe and has to be evacuated in 12 hours. Which important items would they take with them? Ask different groups to do different rooms as above and record with these headings – Take and Leave behind.
The teacher will read the book Hotel of Mysteries to the class. Students will answer the following questions: What are three things from the reading that you thought was just ridiculous, interesting, or in some other way attention getting? Do you agree with how the author satirized our world? Why or why not? What are some inferences (guesses) that you think people would make about your life if they could only look at your room, your house, your car, or your school? Go back to the abandoned school scenario - c) In the future Far in the future children are taught in computer pods and don’t have schools. Archaeologists investigate the empty school building. What could they work out? Encourage children to come up with various ideas. Ask groups to note what the archaeologists could tell/not tell about how the rooms were used. What conclusions might archaeologists come to about who or what the people were? Was someone in charge of this place? Supposing these archaeologists could not read or understand the languages we speak?
Historical thinking skill practice: Making assumptions or inferences - Inferences about the Harappans worksheet and discussion.
Closing: What are some inferences (guesses) that you think people would make about your life if they could only look at your room, your house, your car, or your school?
Day 6 (10/8 - 10/9): Hook: Journal Question: What made Ancient China different than the other river valley civilzations? What made it the same?
Activities: Students will read the article called : Study of New China and fill in the depth and complexity chart that goes with it.
Students will then turn in the chart to their folders, and the article back to the teacher. They will pick up the Historical Atlas and use it to answer the questions in the historical atlas packet called: Ancient Chinese Civilizations
Students will place the finished Atlas activity into their folder and replace the atlas in the black egg crate in the front.
Students will practice outlining a DBQ. Feel free to refer them to the board next to the Bronco flag where I have put the steps to remind them of what they are supposed to do. Each student should create their own outline, and write a thesis statement. They do not have to answer the questions in the packet.
Closing: In what ways was the settling of the Huang He Valley similar to settlements in other world regions?
Day 7 (10/12 - 10/13) Hook: Quiz on Chapter 8 Bonus question: What is my cat’s name?
Warm-up: As a team: Tell me what these giant heads could be used for? Students will work as a table group to list all of the ways these big heads could been used.
Activities: How to grow a rubber tree – a primer on Olmec life lecture by Mrs. LaRoue. (Note: Olmec = the people of the rubber by the Aztecs).
Pass around the Olmec Art book so students can check out the various examples of the heads and jaguars they are famous for during the lecture. Students should also be taking Cornell notes (or some form of Cornell notes) while the lecture is going on.
Students will be given an review chart for them to fill out based on the important early civilizations we have been studying.
Optional - Olmec writing – students use their own made up Olmec alphabet to create a creation story – students will realize that it was the Olmecs who had the first writing in Mesoamerica. Students can use the example of real Olmec and other South American cultures’ writing below to inspire them.
Day 8 (10/8-10/9): Hook:
Looking at the map below what are some inferences we can draw about the Chavins?
Students will answer the following questions: 1. What makes something important enough to be a UNESCO world Heritage site? 2. What sites do you propose should be a site that isn’t yet? 3. As a group, create a proposal for something you think should be a UNESCO site.
Closing: How are the Chavins the same or different from other early civilizations?
Day 9 (10/10-10/13): Hook: What are you most concerned about with this first test?
Warm-up: Students will write one thing they know about each word that is posted on the wall that relate to Period 1.
Activities:
Review powerpoint – Students will review important concepts and ideas with Mrs. LaRoue as she goes over a powerpoint with them. Students should take notes.
Study Guide – Students will work on filling in their Period 1 study guide and finish it at home.
Closing: What is the most important event that happened in Period 1?
Day 10 - 11 (10/14-10/17): Hook: Questions on the study guide?
Students get a laptop from the carts and use it to log onto Edmodo.
Activities: Take Period 1 Exam online on Edmodo. Students will see a variety of questions – mulitiple choice, short answer/essay, etc. that are AP World style.
Students will start work on the DBQ – The differences between Citizenship in Athens and Rome. Students will analize the documents using SOAPSTone, and group them using the DBQ question. The students have done all of this before, and should be practicing the skills they have already acquired.
IF TIME:
The teacher will go over using a powerpoint the basics of writing a thesis statement. The class will practice identifying a good thesis using the examples in the powerpoint.
The class will go over Killer Thesis Words (see below) and place the paper with tips on writing a good thesis on the back into their binders as a reference guide.
“Thesis Killer”
Words very many things lots / a lot stuff ways really
The class will then practice creating a good thesis using the worksheet/graphic organizer below:
Creating Acceptable Thesis Statements
Review Foundations - 1450
Turn each of the following statements into acceptable thesis statements. The first one was done for the students as an example.
The Silk Roads allowed for Great cultural diffusion
The three monotheistic religions have both similarities and differences.
The Aztec and Inca Empires had both similarities and differences.
Geography played a big role in the development of different River Valleys civilizations
Throughout history, different groups of nomads have caused a variety of problems.
Students will then use their new skills to start to write the thesis statement for their DBQ. They can also write the rest of the opening paragraph if they wish.
Closing: What is the purpose of a DBQ?
Day 12 (10/20-10/21): Hook: Students will use the worksheet posted below to evaluate a list of thesis, and will rate them then explain why they gave that rating.
Where’s the Thesis? Score EACH of the “thesis” statements below, by writing either a 0 (not acceptable), 1 (acceptable), or 2 (acceptable plus expanded) in the blank to the left. Then, in the space below the statement, write a rationale explaining WHY you gave it that score. ________1. Between the years 1750 and 1914, many changes occurred in the roles of women in Western Europe. Both working class and middle class women experienced changes in their lifestyles and place within society. _______ 2. Between 1750 and 1914, many changes occurred in Western Europe with the onset of political revolutions and industrialization, drastically altering the role of women. The lives of working class women changed as many left the home for work in factories and mines, while women of the middle class were held to a new standard of domesticity. However, despite any advances made, the lack of suffrage and equal pay for women continued throughout this time period. _______ 3. Between 1750 and 1914, revolutions brought many changes in women’s roles in Western Europe, including the need for women to work in factories, new political rights, and the “cult of domesticity”. However, some things remained the same-- as society was still overwhelmingly patriarchal. _______ 4. Between the years 1750 and 1914, women’s roles changed greatly in the workplace and at home, but still many aspects of their roles remained the same. _______ 5. Between 1750 and 1914, Western Europe went through many changes. The French Revolution brought a new republic to France that was later replaced after a coup d’etat staged by Napoleon. Industrialization brought many changes, too, with new factories being built to replace old cottage industries. Although there were many changes in the women’s roles in Western Europe during this time, there were also some continuities. Society remained mostly patriarchal. _______ 6. Between 1750 and 1914, many nations in Latin America underwent revolutions to form new national identities. As a result of these political revolutions, many changes were made, including new governments being created, but land reforms remained a continuity. _______ 7. Between 1750 and 1914, a wave of revolutions swept through Latin America leading to independence for many nations and new governments being established. New nation-states were formed with constitutions based on the ideas of the Enlightenment and new rights were granted to Native Americans and citizens of mixed race. _______ 8. Between 1750 and 1914, many changes and continuities occurred in Latin America as these countries struggled to form new national identities. _______ 9. Between 1750 and 1914, new national identities took form across Latin America after revolutions were fought for independence from colonial powers; however, even after independence, issues of social inequality and the need for land reform persisted. _______ 10. As revolutions spread from France and the United States into Latin America, new national identities were formed and people declared their independence from colonial powers. However, even with new independence these countries continue to struggle today with the issue of becoming developed.
Activities: The teacher will review the tips and tricks to writing the body of a DBQ. Together the class and the teacher will write a sample first body paragraph, using the groupings and thesis statement the students have already created in a previous class. Students will exam and compare the body paragraph to the rubric the AP exam provided to see how the various parts are graded in the sample.
The students will use that first paragraph as an example and will then proceed to write the rest of the body paragraphs (a total of 3-4 more paragraphs).
Students will then exchange papers with another student who is also done and will use the AP rubric to grade themselves on the DBQ. Changes will be made together as the students work collaboratively to correct mistakes or clarify based on the rubric.
The teacher will go over the Conclusion of the DBQ. The students will unpack and evaluate what the rubric says about the Conclusion and the Point of View clause. The class will write a sample conclusion together that the students can Tweak to fit their individual papers.
The final product will be turned into the folder so the teacher can grade them as well and leave comments. The final paper is due Oct. 22 or Oct. 23.
Closing: What part of the DBQ was the hardest for you to do?